Our Vision for Writing
“You can make anything by writing.”
Children at Lee Common love writing. They are excited and enthusiastic about it and they can express their ideas confidently and imaginatively by writing effectively across a range of genres for different purposes and audiences. Children’s writing shows a high degree of grammatical accuracy and they acquire a wide vocabulary, which enables them to write clearly, coherently and creatively, with a strong command of the written word. Children develop fluent, legible handwriting, accurate spelling and are able to proof-read and edit their own work. Our high expectations and consistent approach to the teaching and learning of writing enable children to reach their full potential and achieve high standards of language and literacy.
Our Writing Curriculum
The Talk for Writing approach, which we are adopting, enables children to read and write independently for a variety of purposes and audiences. A key feature of our approach is that children are given the opportunity to internalise the language needed to write. By teaching our children the ‘language of writing’, which is different to spoken language, they can internalise structural and language patterns, enabling them to write imaginatively and powerfully. Through this approach, they are able to develop the knowledge and skills necessary to have control over their own writing and to apply this independently. To find out more about our approach, please refer to the progression documents below and https://www.talk4writing.com/about/
We have mapped the expectations of the National Curriculum across year groups carefully. However, our use of the Talk for Writing approach means that our writing curriculum is ambitious and often goes beyond the expectations of the National Curriculum. As such, we have further broken down the National Curriculum Writing Programmes of Study for Composition and Vocabulary, Grammar and Punctuation into the key knowledge and skills children will acquire in each year. Our curriculum takes account of the ultimate role of the content, knowledge and skills being covered in each year group as well as the proximal role of the content, so that progression from children’s prior learning towards their future learning is mapped carefully.