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Writing

At Girnhill Infant School, we support all children with the opportunity to become confident and successful writers through the provision of inspiring and purposeful reasons to write.  Teachers plan for children’s writing around a topic theme each term, and ensure children have a balance of hands-on experiences, visits and visitors, and fiction and non-fiction texts to inspire them to write.

Early mark making skills are encouraged in our youngest children through high quality nursery provision and development of the core strength and fine motor skills required to be a writer.  Throughout the Early Years provision, children are given opportunities to develop their letter formation through multi-sensory mark making opportunities and focused letter formation work with an adult. 

Cursive script (joined writing) is used throughout our school and we celebrate the fluency and presentation of work through our ‘Handwriting Hero’ award in a special assembly each week.            

Children’s spoken language is key to supporting and improving writing.  Role-play, small-world and hot seating opportunities are examples of strategies used to develop vocabulary and ideas in addition to high quality adult modelling. 

Writing walls in classrooms support children with visual prompts and examples to remind them of the key features of writing when working independently.

Aims of the curriculum

The overarching aims are to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language. The national curriculum aims to ensure that all pupils:

  • 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
  • EYFS Curriculum Links:
  • Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
  • Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

 

Year 1 outcomes                                                                                                                                              

 

Spelling

Pupils should be taught to:

  • spell:
    • words containing each of the 40+ phonemes already taught
    • common exception words
    • the days of the week
  • name the letters of the alphabet:
    • naming the letters of the alphabet in order
    • using letter names to distinguish between alternative spellings of the same sound
  • add prefixes and suffixes:
    • using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
    • using the prefix un–
    • using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
  • apply simple spelling rules and guidance, as listed in English appendix 1
  • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far

Handwriting       

Pupils should be taught to:

  • sit correctly at a table, holding a pencil comfortably and correctly
  • begin to form lower-case letters in the correct direction, starting and finishing in the right place
  • form capital letters
  • form digits 0-9
  • understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these

Writing – composition

Pupils should be taught to:

write sentences by:

    • saying out loud what they are going to write about
    • composing a sentence orally before writing it
    • sequencing sentences to form short narratives
    • re-reading what they have written to check that it makes sense
  • discuss what they have written with the teacher or other pupils
  • read their writing aloud, clearly enough to be heard by their peers and the teacher

Writing - vocabulary, grammar and punctuation

Pupils should be taught to:

  • develop their understanding of the concepts set out in English appendix 2 by:
    • leaving spaces between words
    • joining words and joining clauses using ‘and’
    • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
    • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
    • learning the grammar for year 1 in English appendix 2
  • use the grammatical terminology in English English appendix 2 in discussing their writing

 

Year 2 outcomes

 

Spelling - see English appendix 1

Pupils should be taught to:

  • spell by:
    • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
    • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
    • learning to spell common exception words
    • learning to spell more words with contracted forms
    • learning the possessive apostrophe (singular) [for example, the girl’s book]
    • distinguishing between homophones and near-homophones
  • add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly
  • apply spelling rules and guidance, as listed in English appendix 1
  • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Handwriting

Pupils should be taught to:

  • form lower-case letters of the correct size relative to one another
  • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
  • use spacing between words that reflects the size of the letters

Writing - composition

Pupils should be taught to:

  • develop positive attitudes towards and stamina for writing by:
    • writing narratives about personal experiences and those of others (real and fictional)
    • writing about real events
    • writing poetry
    • writing for different purposes
  • consider what they are going to write before beginning by:
    • planning or saying out loud what they are going to write about
    • writing down ideas and/or key words, including new vocabulary
    • encapsulating what they want to say, sentence by sentence
  • make simple additions, revisions and corrections to their own writing by:
    • evaluating their writing with the teacher and other pupils
    • rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
    • proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
  • read aloud what they have written with appropriate intonation to make the meaning clear

Writing - vocabulary, grammar and punctuation

Pupils should be taught to:

  • develop their understanding of the concepts set out in English appendix 2 by:
    • learning how to use both familiar and new punctuation correctly - see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
    • learn how to use:
    • sentences with different forms: statement, question, exclamation, command
    • expanded noun phrases to describe and specify [for example, the blue butterfly]
    • the present and past tenses correctly and consistently, including the progressive form
    • subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
    • the grammar for year 2 in English appendix 2
    • some features of written Standard English
  • use and understand the grammatical terminology in English appendix 2 in discussing their writing

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  • Aspire Teaching School
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