intent

As with reading, we want our children to learn to communicate and engage in the world around them confidently and effectively.  Our ambition is for children to learn to do this through the high quality structures and ambition in our provision.

Implementation

At Bosmere, cross-curricular writing provides the perfect opportunity for our children to write for a purpose and practice their language and writing skills.  However, we teach the skills of writing explicitly so that pupils know the different facets of writing and the writing process.

We use the CUSP programme of study to structure the teaching of writing so that the large body of conceptual knowledge is taught alongside the writing competencies and processes, such as drafting, editing and proofreading.

Writing is taught in two blocks, Block A and Block B, across the year. Block A is when children meet the text type and its concepts for the first time.  Block B allows pupils the opportunity to reflect on what they know, from Block A, and build on it more independently and creatively.

Children at Bosmere are also encouraged to take pride in the presentation of their work and their handwriting; children learn correct letter formation when they join us in Early Years.  We use the PenPals for  Handwriting scheme from Early Years through to Year 6 (see school policy, below).  Time is allocated in the school timetable for teaching and practice.

Our spelling programme helps our children to learn and practice their spelling in a motivational and engaging way with a range of tasks; developing understanding of concepts and etymology.  Spelling is taught alongside phonics in Key Stage 1.  We use CUSP materials to support the teaching of spelling in KS2, using termly diagnostic tests to establish appropriate starting points for teaching and ensuring knowledge is built on firm foundations (see below)

Where relevant and impactful, links are made between writing and the foundation subject areas being studied in order to provide a meaningful purpose and audience for the text. This could include, for example, a non-chronological report about the Romans, a diary written from the point of view of a character from a novel or an explanation text about a particular scientific process.

What does writing look like at Bosmere?

• Writing is taught as a carefully sequenced activity.
• We use the CUSP writing curriculum.
• Teachers provide regular helpful feedback through a combination of live marking, individualised verbal/written feedback and whole class feedback.
•  Opportunities are provided to link writing tasks to learning in other subject areas, such as science, geography and history.
• Opportunities for extended writing in foundation subjects are provided, ensuring the children are able to write for a range of audiences and to suit a variety of purposes.
• We ensure progression in complexity of tasks and expectations year on year.
• We build stamina for writing by providing opportunities to write independently and for extended periods. 
• Editing and reviewing form a large part of lesson time – with age-appropriate strategies for responses to feedback used across the school.
• Children are encouraged to edit and improve their work by independently selecting and using appropriate equipment and resources, such as dictionaries, thesauruses and subject specific word mats.
• Writing is displayed and celebrated in our 'galleries' (shared areas)