Writing

Statement of Intent, Implementation and Impact 

Intent: 

At Abbey Hey Primary Academy, it is our expectation that every child will leave our school with the skills of a proficient writer who is able to express their thoughts and ideas confidently and creatively thorough the use of the written word. Throughout their time at Abbey Hey Primary, children develop these skills by exploring a whole range of different genres, with a focus on exploring a range of models of excellence and using these to guide the drafting and editing process. 

Our aim is to create writers who have the following skills: 

  • the ability to write with fluency and has an author’s voice 

  • can write for a particular purpose and intended audience  

  • can imitate the language, structure and punctuation devices used in effective writing models 

  • can think about the impact they want their writing to have on the reader and knows how they will achieve this 

  • has a sophisticated bank of vocabulary and an excellent knowledge of writing techniques to extend details or description 

  • can structure and organise their writing to suit the genre they are writing and include a variety of sentence structures 

  • displays excellent transcription skills that ensure their writing is well presented, punctuated, spelled correctly and neat. 

  • re-reads, edits and improves their writing so every piece of writing they produce is their very best  and even better than the last. 

 

Implementation: 

At Abbey Hey Primary Academy, we ensure our writing curriculum allows pupils to develop a strong awareness of the reason for writing, audience, features and tone (RAFT) required to write effectively across a range of genres. 

We use the United Learning English plans for each year group as a source for our ideas and follow the sequence in the long-term plan. 

The writing units that have been chosen allow pupils to explore a range of genres and text types and each year the developmental progression of writing will build upon previously taught skills. Each writing unit is taught using the following process. 

Phase 1: The Hook 

The Hook. This initial lesson is to allow pupils to become interested and engaged in their new text. It is also an opportunity for the pupils to have additional information to understand the text. This lesson could be delivered in a variety of ways e.g. dressing up, treasure chest with clues, video clips, scavenger hunts picking up clues, teacher in role as someone from the text or hot seating.  

Phase 2: Predict 

This is an oracy focussed lesson. Before the pupils read the text, they will make plausible predictions about their new text and justify their predictions. These predictions will be discussed as a class and recorded and referred to after the pupils have read the text.  

Phase 3: RAFT (Reason for writing, Audience, Features, Tone) 

This part of the teaching process allows the opportunity to look at different examples of the text type, which exemplify all or part of the RAFT. Pupils learn to unpick the text to identify the aspects of the RAFT themselves. This process, although guided by the teacher, needs to be an investigative process for the children, they must work to find the RAFT features and compare the effectiveness of different texts. 

Phase 4: Detail Detectives 

This phase is when the children have the opportunity to look more closely at the text, writing focus and images. The purpose of this phase is to generate ideas then practise writing and linking sentences. This phase will integrate all the SPAG work needed. 

 

Phase 5: Writing Coherent Sentences 

The teacher models taking a noun and a verb and writing a simple sentence, they talk through what they are doing explaining the decisions they are making as they write. As they are writing their sentences, teachers revisit prior learning encouraging the children to use these skills. They model new learning encouraging pupils to make effective changes to their sentences. 

Phase 6: Coherently Linking Sentences 

When the pupils can write coherent sentences in isolation, teachers move on to developing cohesion. Depending on the ability of the children, they will take between 2 and 5 sentences and model connecting them coherently. That could mean reordering them, using conjunctions, connectives, fronted adverbials, reordering clauses etc. Staff ensure that they think aloud as they are doing this demonstrating that there are multiple things that can be done with the same sentences.  

Phase 7: Independent Writing 

The children will use the vocabulary and the sentences that they have generated to complete their independent writing; referring to the RAFT to ensure that it will meet its intended outcome for reason, audience, features and tone.  

 

Phase 8: Editing and proofreading 

This phase involves teachers modelling the editing process by referring to the RAFT and improving the overall effectiveness of the piece. Teacher model how to proofread work using the resources in the classroom to ensure that spelling, punctuation and sense is correct.  

Children then independently re-read, referring to the RAFT to check it still fits followed by proof-reading. 

 

Impact 

Through our very carefully planned and sequenced writing curriculum, pupils will make good progress from their own personal starting points. The impact on our children is that they have the knowledge and skills to be able to write successfully for a purpose and audience. With the implementation of the writing sequence being established and taught in both key stages, children become more confident writers and have the ability to plan, draft and edit their own work. By the end of key stage 2 children have developed a writer’s craft, they enjoy sustained writing and can manipulate language, grammar and punctuation to create effect. Most importantly, they will develop a love of writing and be well equipped for the rest of their education in Key Stage 3, 4 and beyond. 

 

Long Term Plan

Handwriting and Spelling Policy

Writing Progression of Skills

Curriculum

  • Writing

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