'A high-quality education in English will teach pupils to speak and write fluently

so that they can communicate their ideas and emotions to others'. 

(National Curriculum)

At St. Peters, we strive for every child to learn and develop the fundamental skills of writing, enabling every child to express themselves in their own unique style.  We believe in a writing curriculum that inspires children to gain pleasure and develop confidence – crafting and creating pieces for genuine purposes and real-life audiences in keeping with the wider curriculum, where possible.  Underpinned by our vision of ‘beautiful learning’, we strive for every child to produce and publish written outcomes, which they feel proud to showcase.

As we seek to promote ‘Life in all its Fullness’ and enable our children to learn for life, our writing curriculum equips our children to:

• Communicate their thoughts legibly and accurately
• Articulate and structure their ideas in speaking and in writing
• Develop life skills of planning, revising and evaluating
• Express their ideas and opinions through their own unique style
• Enjoy the process and craft of writing for real life audiences and contexts

At St. Peter’s Junior School, our writing curriculum transcends across the subjects - adding value to the wider curriculum project.  Our children learn about the styles of a diverse range of established and new authors, making comparisons and expressing their preferences. They investigate text types and genres, using them purposefully, to communicate with their peers, teachers and other audiences beyond the classroom.

As stated in the National Curriculum for writing, we aim for all of our pupils to be able to:

• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Through our English curriculum, children enjoy a wide range of range of stimuli to enhance their writing experience linked to their wider curriculum project, where possible. Examples include a full range of text types, film clips and drama opportunities that enable our children to learn, practise and develop their skills across the writing domains.

The writing domains are:

• Composition and Effect
• Text Structure and Organisation
• Sentence Structure
• Vocabulary, Grammar and Punctuation

For an overview of our text drivers, which complement the writing journey and wider curriculum project, please click on the document below.

At St. Peter's, writing is taught as a learning journey - allowing children to become creative explorers and reflective publishers.  Our writing journey is taught in the following sequence.

• Stimulate and Generate
• Capture, Sift and Sort
• Create, Refine and Evaluate

In the 'Stimulate and Generate' phase, children are introduced to their new stimuli and complete complementary activities to enable them to engage and understand it.  There is opportunity for children to write at length through 'Apprentice Writes' - chances for the children to write in a style they have used recently but using the new stimuli.  

In the 'Capture, Sift and Sort' phase, children are taught and provided with opportunities to use new punctuation and grammar techniques.  This part of the journey begins by looking at a WAGOLL (what a good one looks like).  There are opportunities for children to write at length through 'Site of Application Writes' - chances for the children to apply their newly taught punctuation and grammar in a writing style that will support them with their final write.
 

In the 'Create, Refine and Evaluate' phase, children will write their final piece of work.  This will begin with a planning session where children are encouraged to think about the purpose, audience, viewpoint and form of the piece.  The rest of this stage provides opportunity for children to write at length, including time devoted to editing.  Children will evaluate their final work once they have published their final piece.

Please click on the document below for further information about our curriculum coverage and progression across the writing domains (Hampshire phase expectations).

As writers, we:

CELEBRATE the outcomes that are created and presented by ourselves and others.

Show RESPECT by listening to different ideas and valuing the imaginative work of others as a guide to influence our own writing.

Model COLLABORATION by working together to evaluate, edit and enhance our work.

Take RESPONSIBILITY through checking our work carefully and developing our best handwriting.

Be TRUTHFUL to our best selves when we improve our own work and when we share ‘kind, specific and helpful’ feedback to support others.

Be of SERVICE to our school and wider community by planning and producing work for a real life audience.

Subject Lead: Mr Hudson

Subject Governor: Katy Harris