English Curriculum

Writing Intent

At Marlborough Road we want all our children to be able to communicate accurately and effectively both verbally and in writing and ensure they are equipped with essential writing skills to prepare them for their future life. We are committed to ensuring that our writing curriculum is accessible to all pupils, reflecting our school’s value of inclusivity. Children are taught to write with real purpose,voiceand audience in mind. 

We intend for children to: 

• view themselves as a writer and be familiar with the structure and features of a wide range of genres. 

• write confidently for a range of contexts,purposesand audiences

• be exposed tohigh qualitytexts that inspire creativity 

• selectappropriate vocabularywith a focus on the desired effect on the reader

• form letters correctly and join with a cursive style to write fluently and legibly 

• accurately apply spelling rules and patterns they have been taught

• master the full writing process of planning, drafting,editingand writing so they are proud of their published pieces of work

Implementation

We follow the United Learning curriculum which aligns with both the EYFS Framework and the National Curriculum. During EYFS, writing instruction is integrated into the prime areas of ‘Communication and Language’,‘Physical Development’ and ‘Literacy’.

In EYFS and KS1, children develop the foundations of writing. These foundational skills include: 

• correct pencil grip and sitting position 

• letter formation and handwriting fluency

• accuratespelling 

• sentence construction and basic punctuation 

These are the basic components of writing that children must secure before they can write effectively for different purposes and audiences. They reduce cognitive load and enable children to focus on creating and communicating meaning through writing.

In KS1 children learn how to write to entertain and inform the reader. In Key stage 2 children develop these skills further and learn how to write effectively to argue a viewpoint and persuade the reader. 

Our whole school approach to the teaching and learning of writing involves implementing the following:

• gap teaching following the outcomes of summative assessment

• teaching key vocabulary at the start of each unit 

• classroom working walls that displayhigh qualitymodels 

• scaffolding within each lesson for children that need support and deepening tasks for children who requireadditionalchallenge

• providing purposeful and effective marking of children’s writing

Writing units start by reading and analysing the chosen text. Teachers focus on the RAFT; reason for writing, audience,featuresand tone of the text. We teach the specific grammar and organisational features detailed in the curriculum that areappropriate tothat text type. All stages of the writing process are modelled using metacognition. 

We ensure that all children complete one piece of extended writing in a non-core subject each half term. This will require them to write, for example as a scientist or as a geographer. We include as many writing opportunities in other lessons as possible.