RILLINGTON Primary School

Writing:

We are all writers! We want our children to love writing. We want them to have no limits to what their ambitions are and grow up wanting to be authors, journalists, poets and reporters.

At Rillington Primary School we believe that writing is integral to every element of our curriculum with explicit and intrinsic links made to the teaching of oracy and reading.

The three c's - connect, collect and compose:

In writing we follow the three c's approach, where we build up to quality published pieces of writing with a clear audience, purpose and form.

Our intent is to:

Provide a clear sequence, building on children's prior knowledge and skills, and making meaningful connections with reading.
Develop a love for writing with a sense of pride when children publish their work.
Teach national curriculum objectives in meaningful and inspiring ways.
Children to write in a range of styles and genres.
Use a consistent approach to teaching spelling.

When we are focusing on the 'connect' stage, we ponder and predict what might happen in the story, analyse WAGOLL's for word, sentence and organisational features as well as connecting to high quality vocabulary from the text, which children can utilise in their own writing. Teacher's use creative and innovative methods and resources to inspire children.

In the 'collect' stage of our learning, we use our connections to collect sentences for our composing stage. We use vocabulary from the first stage of writing and model it into sentences including grammar skills from the national curriculum. We also develop ideas by manipulating sentence structures, constructing paragraphs and use higher-level punctuation.

In the 'compose' stage of learning, we draft sections or paragraphs of text using writing skills checklists and then edit and improve these pieces of writing before publishing a final piece for our intended purpose and audience. This produces a high quality published piece of writing with all feedback embedded. Children's writing opportunities are carefully thought out to make a positive impact on transforming our world and sharing our core values with our local and global community.

The importance of wellbeing and relationships allow teachers to 'challenge' children by giving them immediate, direct feedback. We put great emphasis on children taking pride in their writing and having a critical, editorial eye to create the best work they can.

Sequence of learning:

Monday	Tuesday	Wednesday	Thursday	Friday
Background knowledge, whole class text, book work	Whole class reading and book work	Whole class reading and book work	WAGOLL and feature spotting	Vocabulary exploration, sentence type 1 from previous unit
Research and collect notes Sentence type 1	Research and collect notes Sentence type 2	Collect other sentences using notes and research	Collect other sentences using vocabulary exploration	Organise sentences into paragraphs, plan writing
Draft	Edit and improve	Draft	Edit and improve	Publish and check against WAGOLL

Sentence types:

Alan Pear 25 sentences

Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
BOYS	Simile	Personification of weather	Noun, which/who/ where	P.C.	Some; others
Short	All the w’s	Many questions	3 bad – (dash) questions?	De:De	O, (I)
Emotion word, (comma)	Ad same ad	List	3_ _ _ ed	2A	2 pairs
Verb, person	Double ly ending	_ing, _ed	Imagine 3 examples	The more, the more	If, if, if, then Irony

Planning:

Compose planning example

CCC’s	Date: Core text: Goodnight Mister Tom	Audience: Himself/friends/family Purpose: To inform others of how he is feeling Form: Monologue
	Monday - LI: To plan	Scaffolding: Planning format
Compose Plan Draft Edit Publish	Input/ modelling: Using a model example, can the children identify the key skills taught last week? Recap these key skills and identify what impact each one has on the piece of writing. Break the monologue down into 4 sections – model this on the board for the children to connect with their skills P1 – What life used to be like P2 – Then – what happened? P3 – Now – what is currently happening? P4 – uncertainty about the future. Use of rhetorical questions.
	Tuesday – LI: draft	Scaffolding: High quality example
	Input/ modelling: Key skills: Modal verbs, use of synonyms, past and present tense – knowing the difference and being able to consistently write in either, use of one word phrases, short sentences and long sentences.
	Wednesday – LI: To edit and improve	Scaffolding: Model editing format. Children are to independently use each other, working walls, resources within the classroom in order to up- level their work.
	Input/ modelling: Model how the yellow box section feedback works. Aim is for the children to be able to edit and up level their own piece of work independently. Model an example. Keep reflecting on the aim and audience for this piece of writing. Model up-levelling. Use of working wall to look for skills which need to be applied within the writing.
	Thursday – LI: Redraft	Scaffolding: In partners children to identify where improvements could be made based on the poor example.
	Input/ modelling: Peer assess – use of post it notes. Looking for children to be applying self- assessment from yesterday to their partners work today. What do I still need to be focussing on? What is my target for each paragraph? Provide children with a template ti use when self-assessing.
	Friday – LI: To publish	Scaffolding:
	Input/ modelling:

Overview of genres:

Year group

Purpose / Text Type Autumn A

Purpose / Text Type Autumn B

Purpose / Text Type Spring A

Purpose / Text Type Spring B

Purpose / Text Type Summer A

Purpose / Text Type Summer B

Reception

Captions and labels

Fact file

Re-tell story

Instructions

Recount

Postcard

Year 1/2

Story

Setting description

Recount

Instructions

Poetry

Setting description

Story

Recount

Fact file

Informative letter

Recount

Instructions

Story

Postcard

Information poster

Retell story

Story (time travel)

Explanation

Year 3/4

Setting description

Character description

Story

Information leaflet

Brochure page

Poetry

Instructions

Diary entry (in role)

Informal letter

Poetry

Explanation

Persuasive letter

Non chronological report

Recount of trip

Biography

Story (imaginary)

Setting description

Poetry

Year 5

Setting description

Letter

Poetry

Newspaper

Diary entry

Non chronological report

Character description

Poetry

Setting description

Balanced argument

Diary entry

Biography

Poetry

Biased argument

Explanation

Poetry

Year 6

Character description

Setting description

Letter - discussion

Poetry

Diary entry

News report

Non chronological report

Speech – persuasive

Setting description

Character narrative

Commentary

Poetry

Balanced argument

News report

Biography

Letter

Review – discussion

Poetry

Spelling, Grammar and Punctuation:

SPaG is taught daily and links with the genre which the children are currently learning. The children understand the elements taught in greater detail rather than if it was taught stand alone. Teachers plan for the SPaG coverage using the National Curriculum. Spellings are taught through the No Nonsense spelling scheme which has a clear progression of teaching units from Years 2-6. The children are taught a range of spelling strategies throughout the year which they can apply and build on as they progress throughout the school.

At Rillington Primary, the impact of quality first teaching in writing will foster a love and enthusiasm for the subject.

· Writing outcomes at KS2 at or above national average

· Children become passionate about writing

· Children can access and follow an ambitious writing curriculum

· Standards in books are strong