Our English curriculum is based upon a language rich experience for pupils combining opportunities to speak, listen, read and write for a variety of purposes audiences and forms. When considering the writing curriculum progression, it should be read in conjunction with the reading progression as the development of these skills are not separate but part of a cohesive language rich programme. Our writing curriculum is based upon the selection of high quality, engaging texts, that provide rich models of language. These texts are mapped into our termly and half termly curriculum progression frameworks for each year group. Teachers seeks at all times opportunities to make links between reading and writing explicit.
At All Saints Babbacombe we seek to ensure that:
• Children have the ability to write with fluency and each has an author’s voice.
• Children are writing for a purpose and their writing is engaging; they think about the impact they want their writing to have on the reader and know how they will achieve this.
• Children develop writing from high quality text models and worked examples.
• Children develop proficiency in writing in a range of genres and have a sophisticated bank of vocabulary and an excellent knowledge of writing techniques to extend details or description.
• Opportunities for writing purposefully are developed through other areas of the curriculum and beyond the school.
• Children develop writing stamina.
• Children are motivated to re-read, edit and improve their writing so every piece of writing they produce is to the best of their ability and better than the last.
• Children display excellent transcription skills that ensure their writing is well presented, punctuated and spelt correctly.
Writing at All Saints Babbacombe involves the use of Babcock teaching sequences across all Year groups. These sequences support our writing Curriculum. Each teaching sequence is based around a high quality, well-chosen text and follows a three-part structure: Learning About the Text, Practising Writing and Independent Writing.
Each sequence begins with an elicitation task which informs the planning sequence. The writing is analysed and the sequence adapted in light of the children's needs. Each sequence has a clearly identified outcome. Each year group will undertake two writing focused sequences each half term. We have carefully chosen a selection of narrative, non-fiction and poetry-based texts to study.
Children will use the writerly knowledge that they build up with their class teacher through a unit of work and then apply this to their own writing - ensuring that age related grammatical features are taught and implemented. We provide daily opportunities to write with meaning and purpose.
In the Early Years, writing is developed through both focused teaching and opportunities for practice within continuous provision. Throughout the year teachers will ensure that the children are exposed to the different stages of the writing sequence above to ensure a smooth transition into Key Stage 1.
The impact of our writing curriculum and carefully crafted, well taught lessons with appropriate and ongoing feedback for each child can be seen in the progress that children make in their books. As a result, we are building a community of enthusiastic writers who enjoy showcasing their developing literacy skills. Children are becoming more confident to take risks in their writing, are building their flow, flair and control, and love to discuss and share their ideas.