Intent

At Listerdale Junior Academy, we set out to inspire, engage and create a school of eager writers full of imagination and creativity. We aim to equip all children with the skills and knowledge needed to become confident writers for multiple purposes and in multiple forms. We develop this through using rich, inspiring books as the vehicle to inspire our purpose, audience and form. By placing reading into writing at the heart of our English Curriculum, children are able to explore how vocabulary, punctuation and grammar can be applied for many purposes, many audiences and many forms, meaning that they have opportunities to take inspiration and master these skills as they make independent, appropriate choices in their own writing.

A clear progression of grammar and punctuation skills are embedded within our units, alongside spelling rules, which are evident in pieces of independent, extended writing. High quality texts and models are used, revisit prior learning as well as present new learning and provide high expectations for writing. Combining writing with the love of reading, children are given the opportunity to write creatively in sequential lessons which are designed to suit the children’s interests and needs. The exposure to novel and ambitious vocabulary will enable children to make purposeful language choices in their writing.

Implement

Our driver texts are mapped across school so that children are provided with a rich, diverse menu of literature which will inspire and engage.

At Listerdale Junior Academy we focus on 4 main types of writing; Writing to Entertain (Fiction and Poetry), Writing to Inform, Writing to Persuade and Writing to Discuss (Non-fiction). These outcomes are linked to our driver texts and outcomes are planned across school so that it is broad, balanced and progressive.

We follow our detailed writing purpose/form progression document, which is used to support planning and ensure that coverage and expectations are relevant and progressive. In addition, we focus on our ‘End of Year Writer’ documents to support our process in developing competent writers, in line with National Curriculum expectations, who are ready for their next phase of their writing journey.

Our teaching Approach:

Our approach to teaching English is a skills-based journey of learning, linked to our immersive, high-quality driver texts. Our writing journey is split into three phases and form the teaching sequence which we use in building to a piece of writing. These phases are broadly known as; Phase 1-Reading, Phase 2-Skills and Phase 3-Writing. We have an overlap in these phases which is referred to as the ‘Moving into…’ phase. These phases are followed throughout school.

Phase 1-Reading

In this stage of our journey, we look at the book as a reader. We enjoy the text, and we develop our reading comprehension skills as we dig deeper and develop our understanding.                                      In KS1, we focus on Vocabulary, Inference, Prediction, Retrieval, Sequencing. In KS2, we focus on Vocabulary, Inference, Prediction, Explaining, Retrieval, Summarising.

During this phase we place great importance on the impact on the reader. We discuss the impact the text has on the reader and how the author achieved this.     

Moving into Phase 2:

Before reaching phase 2 (Skills), we have an overlap. In this section we start to read the text as a writer instead of a reader. When we read the text as a writer, we note the techniques which have been used by the author to create the desired effect on the reader. (Language choices, sentence type, grammar, structure) We continue to discuss the impact on the reader in this stage and link to the specific skills)

Phase 2-Skills:

This phase focusses on the gathering of information, practising and imitating the skills which have been identified in the text. This is where children themselves have a go. Grammar and punctuation taught in this part are in context, so that they learn the craft of writing for different purposes and forms. We continue to discuss the impact on the reader in this stage and now consider how their choices contribute to this impact.

Moving into Phase 3:

Moving into Phase 3 is focused on identifying the purpose of the proposed writing and the desired impact on the reader. Discussion takes place on how this purpose and impact can be created and this will inform planning.

Phase 3:

Phase 3 is moving the planning into writing. This phase involves teacher modelling, followed by shared writing (with teacher scribing) supported writing and independent writing. Opportunities for planning, drafting, editing and publishing are all essential during this stage.

The impact on the reader is again revisited and children should be able to comment on how they have achieved this.

Connect Task

Each English lesson also includes a Connect Task.  This is a quick starter and is an opportunity to pull previously taught skills to the forefront which will connect to the current piece of writing. It may also be used to provide opportunities for over-learning and practise the current skills being taught.

The process provides the children with many opportunities for writing throughout the journey so that they can master their skills with grammar, punctuation, spelling and vocabulary embedded throughout, culminating in an end of unit write, which allows children to apply these skills to an extended piece.

Impact:

The impact of quality English teaching across Listerdale will ensure that at each level the children will:

• Have a clear understanding of the purpose of writing in differing forms
• Select appropriate vocabulary and punctuation to suit their writing outcome
• Use accurate spellings in independent writing
• Evaluate their writing and consider ways to improve
• To develop a writer’s voice as well as a love for writing

The impact of our English curriculum will be shown through:

• Pupils be proud of their final published outcomes.
• Termly moderation of writing with individual year groups, both within the academy and across ACET, supporting staff for robust teaching assessment judgements.
• Monitoring of progress from year to year and key stage to key stage, ensuring pupils remain at least ‘on track’ from their starting point.
• Following the MER cycle, regular monitoring of books, lessons and pupil voice.