Writing subject information
Writing subject information
At Thorpepark Academy we recognise that children are able to communicate and express themselves through their writing. It is our aim to ensure that writing opportunities across the curriculum equip the children with the ability to communicate their ideas, knowledge and emotions confidently and creatively.
Intent
As a school, we aim to deliver high quality teaching that ensures children are able to develop an acquisition of knowledge and skills to write clearly and coherently, in line with the National Curriculum.
Whilst intending to instil a love for writing from an early age, we also strive for independence in adapting language choices and writing features by identifying audiences and purposes. We recognise that good writers have the ability to refine and edit their writing over time. For this reason, we aim for children to develop their independence in identifying their own areas for improvement, enabling them to edit during and after the writing process.
We want children to acquire the basic skills needed to write effectively, such as using advanced vocabulary, gaining a secure understanding of grammatical features and spelling efficiently by applying spelling patterns and rules.
At Thorpepark Academy we intend on children taking pride in their work, including the presentation of their writing, by developing a legible joined handwriting style before leaving primary school.
Implementation
We teach using an adapted Talk for Writing approach throughout the school that involves text imitation, boxing up, toolkits, scaffolded writing and shared writing that ultimately leads up to independent innovations and applications.
In Key Stage 1, we follow a weekly sequence of 4 transcription sessions to 1 composition sessions which is developed throughout the year moving to 2-3 transcription sessions to 2 to 3 composition sessions. In transcription lessons, we focus on handwriting, spelling, punctuation and dictated sentences.
In Key Stage 2, we follow a three-week writing cycle which begins with a week of SPAG and two weeks on a particular genre. The writing process involves using a model text, planning, drafting, editing and redrafting process with clear context and purpose before publishing a final piece. Children’s published pieces are assessed using the teacher assessment frameworks to identify progress made and areas for development.
From Year 2, children are taught spelling through 3 standalone, weekly sessions. Handwriting is not only taught discreetly but is an essential part of the weekly timetable. Explicit handwriting lessons are taught daily to encourage legibility and joins.
Further subject information:
“Leaders prioritise pupils’ well-being.”
“Pupils are well prepared for secondary education.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Children in the early years get off to a good start.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils are exposed to a wide range of high-quality books.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils thrive at Thorpepark Academy.”
“The school’s offer for pupils’ personal development is exceptional.”
“There is a truly inclusive ethos.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Parents work in partnership with leaders and staff.”
“Leaders know the pupils, their families and the community very well.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupil ambassadors check on other pupils’ well-being.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils are motivated to learn.”
“Pupil mentors support younger pupils and those new to the school.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils learn the importance of contributing to their community.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
