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We aim for each individual learner to see themselves as a writer and view the subject positively, recognising its importance in wider life – both in their present situation and in their future aspirations.

We recognise that reading and writing are not isolated skills – we focus on them under the umbrella term of English. Therefore, our curriculum and delivery of writing lessons routinely encourages and allows learners to draw upon their reading to inspire, support, develop and extend the quality of their writing. There are reoccurring and frequent links made between/across books/reading materials, the teaching of reading, and writing. Whilst we promote the inter-linking of the subjects under the umbrella term English, we recognise that explicit skills have to be taught in writing and in reading.

✏️ For pupils to have a positive perception of writing and see its purpose within the curriculum and beyond the curriculum.

✏️ To develop learners’ speaking and listening skills and wider understanding of language.

✏️ Engage learners in writing activities and lessons which have purpose, context, challenge, scaffolding and variation.

✏️ Teach learners to use strategies for planning and monitoring their writing.

✏️ Give learners frequent exposure to a wider range of language/vocabulary due to the context of our academy and the needs of our learners.

✏️ Promote fluent written transcription skills by encouraging extensive and effective practice and explicit teaching of spelling.

✏️ Encourage learners’ deep and active processing of words, sharing texts across reading and writing.

✏️ Develop all learners as writers by selecting, using and modelling work by high quality authors as examples to aspire to and be influenced by.

✏️ Enable learners to discuss and share their writing confidently with peers and teachers.

✏️ Allow learners to draw upon their knowledge and experiences of existing stories, to write for a range of purposes, supported by knowledge of settings, characters, plots and vocabulary.

✏️ Use individualised information about learners’ current capabilities to help all learners achieve, selecting the best next steps for teaching and learning.

Carefully chosen books and supporting texts by a range of writers and authors are the main context for learners’ writing. These models also set high expectations and provide interest for learners.

Within our flexible approach to writing, teachers have ownership, enabling them to create writing opportunities/tasks based on certain aspects/parts/content of the book. Teachers do not shy away from topics which challenge learners’ thinking, knowledge and promote debate in which learners can share their opinions. Learners will use the context, vocabulary and knowledge (acquired from what they have read) to develop and extend their writing skills, enabling them to write and apply skills effectively in fiction and non-fiction genres. Learners, in Key Stage 2, will analyse the author’s writing style to influence and further develop their own choices in writing.

Take a look at our typical learning journeys for EYFS, KS1 and KS2: click here