We want to empower all pupils regardless of their backgrounds, needs or abilities to be confident writers and we will encourage all children to make their writing the very best it can be.
- Design a curriculum that is fully inclusive of every child
- Enable every child to develop and progress in terms of their social, moral, spiritual and cultural development
- Empower all pupils to progress within this core academic curriculum subject
- Provide rich opportunities to produce work that is meaningful
- Ensure all children make progress from their starting points
- Create the realisation that each child can make something extraordinary happen
- Motivate our children to be ambitious with their learning; to know and remember more, empowering them to do so by planning to teach subjects in a naturally coherent manner
- Teach knowledge in a way that considers each child’s individual cognitive load
- Make connections to and within our local community
- reflect all-embracing beliefs, rooted both in traditional British Values and those of our Academy, placing a high demand on pupils in terms of attitudes to learning
- Enrich pupils through carefully planned trips, visitors and experiences
- Place a high demand on pupils in terms of knowledge, skills, quality of work and attitudes to learning.
- Make links between the knowledge the children are taught and provide them with opportunities to use and develop skills with a purpose that goes beyond work in school books
- Develop our children’s vocabulary, reasoning skills and oracy to prepare them to be resilient citizens of the future
- Provide opportunities for children to solve a wealth of problems with confidence and creativity.
- Be certain that all of our children are securely prepared for the next stages in their educational careers
How we teach writing at West Row Academy
- At West Row Academy, we teach writing using a variety of strategies to inspire children’s work and to ensure that they build their knowledge and skills relating to writing in a carefully sequenced way. We take many principals from the Talk For Writing philosophy laid out by Pie Corbett and the Write Stuff philosophy laid out by Jane Consodine and combine these techniques with drama and text-interrogation techniques, as well as spending time unpicking the technical features of the text type and investigation language and structure. With all these tools and techniques at their disposal, children are able to use high-level, quality literacy texts to inspire high quality writing.
- Children are encouraged to edit their work during ‘purple pen time’ and redrafting, using a range of tools to support their in their work. We use a range of peer, teacher and self-marking where children use structured success criteria to assess their work.
- Assessment is both formative and summative, with children being given a combination of written and verbal feedback to inform their improvements and next steps. Teachers will assess children’s writing against the objectives of the National Curriculum and use these to inform their planning for each written topic.
- Spelling and Grammar:
- Spelling is taught discreetly throughout the whole school. Please see long term plans for details of which specific spelling patterns and rules are taught in each class and phase.
- Children also take part in spelling challenges, whereby they learn specific patterns, rules or groups of words. Children can also practice their spelling using the online tool, Spelling Shed, which helps to lock spelling rules and patterns into children’s long term memories. Each week children are given a spelling list of words to learn and are tested on these words each week.
- We teach whole class grammar in line with the national curriculum and EMAT curriculum from Year 1. Please see long term plans for exact coverage of each phase.
- Grammar is taught discreetly once a week and is revisited during starters, plenaries and when appropriate text types are being taught where the grammar skill is well suited to it. English lessons will have a grammar focus when teaching writing skills, particularly when looking at advanced punctuation, which impacts on the meaning of sentences. Children in Year 6 will revise concepts from all previous year groups as well as learning new grammar and punctuation as specified in the national curriculum. Children will have a termly Spelling, Grammar and Punctuation test, which will allow teachers to focus their teaching sequences on the needs of each specific class.