Writing

Writing at the Tynings

Intent

Our aim is for children to develop a love for literacy and to demonstrate a clear understanding of the writing journey in order to establish themselves as writers in their own right.  We will help to develop their knowledge of genre features, audience, language and effective composition. We have developed an English curriculum that is based around wonderful key texts that expose children to lots of rich and powerful vocabulary.

Tynings writers are creative, inspired and fluent; they have a clear understanding of the impact they want their writing to have on the reader and know how they will achieve this. They adapt, edit and revise their writing so every piece of writing they produce is to the best of their ability and better than the last.

Writing Journey at The Tynings School

Exploratory talk is positively encouraged to improve and develop children’s oracy skills. At the Tynings, we understand that talk is essential before the writing process is able to begin.

Writing is based around key texts (Power of Reading) where children are immersed through for example re-telling, drama or art and cross-curricular links are made.

Writing in EYFS

EYFS use ‘helicopter stories’ which involve:  groups acting out the story, turn-taking, understanding story structures, listening and attention skills, children being encouraged to tell their own stories then re-creating them in the provision indoors and outdoors.

Activities are carefully planned to support children’s fine motor skills to enable them to have the skills to be able to hold a pencil correctly and be fluent writers.

Children are encouraged and supported to apply their phonic skills in their independent writing.

EYFS childrenen joying creating new mischief for the "Naughty  Bus"  getting inspiration from the story by Jan and Jerry Oke. 

How we plan and teach writing at the Tynings - Y1- Y6

Prior assessment

Every child produces a ‘cold task’ – this is their ‘have a go’ attempt at writing a particular genre or outcome. This is used to identify what needs to be the focus for the unit of work – both in terms of grammar knowledge and composition.

Immersion

We aim for children to be fully immersed in the key text and genre so lots of exciting opportunities are offered, for example: art work, drama, dressing up day etc. We positively encourage lots of exploratory talk to develop and hone children’s oracy skills.

Year 4 creating their own cracking contraption.

Year 3 creating their own Iron Man

 

Skills and composition focus

WAGOLLS are used to identify the focus grammar, punctuation, sentence structure, vocabulary or composition. Emphasis is on the audience and purpose: discuss the job that it is doing – how is it enhancing meaning?

Label it, teach it directly, and play with it.

We use short bursts for children to be able to apply a new skill whilst giving further practice for those that need it.

We use shared and modelled writing to demonstrate and teach the key skills.

Editing and Revising

Children are encouraged to become reflective writers; as part of this, editing and revising are key elements to become successful writers. Children consistently use their purple polishing pens to show examples of this.

Hot task

At the end of the writing journey, children will plan, draft and write a ‘hot task’ to showcase the elements they have learned in the unit of work.

Examples:

Year 6

Cold task and hot task – persuasive letters

 

Audience and Purpose

Children will have a clear understanding of the audience and purpose. We aim to use ‘real life’ audiences as much as possible e.g. work showcased at Staple Hill Library, Bristol Museum, parents/carers during ‘Stay and Reads’, Buddies etc.

Year 5 child reading her work to her younger Buddy

Children's  writing  showcased  at  Staple  Hill  Library

English working wall

In every classroom we have an English working wall. They are used to display key vocabulary from our key text and modelled examples of the skills or composition being taught. They are designed to help children independently access their learning.

Spelling

Regular teaching of spelling takes place (at least three times a week) following the NC guidelines for spelling teaching. Patterns will be taught and children will be expected to spot rules and apply these independently in their own writing.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf

Writing across the curriculum

Teachers will provide opportunities for pupils to practise and apply their writing skills across the curriculum by creatively making links where there is opportunity. Children will display their learning about a particular topic within a double page spread.

How you can help at home

Here are some useful websites that you can use at home to support your child’s writing skills:

http://www.pobble365.com/

https://theimaginationtree.com/40-fine-motor-skills-activities-for-kids/

https://spellingframe.co.uk/

 The English Lead at The Tynings School is Hannah Curtis. The governor with responsibility for English is Jon Sankey. Please do not hesitate to contact us if you have any questions about English at The Tynings School

HANDWRITING

At The Tynings we are using cursive handwriting across the school. Reception children will start learning the pre-cursive lead in and lead out strokes and children in Year 1 upwards will be encourage to join in a cursive style. Please see the resources below to support your child at home.

Open Days 2020-21

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Please see attached our Reconnection Plan for your return to school in September 2020 Reconnection Plan

Return to School Risk Assessment

22 May 2020

Please see attached our updated Risk Assessment for the reopening of our school in September 2020. Updated Re-Opening Plan

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Parent Governor

02 Dec 2019

We currently have a vacancy for a Parent Governor at school.  If you would like to make a difference please click on the links below to see the information letter and application form. Vacancy Le...