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Subject Leader: Owen Marriott

Writing: Intent


Words are a lens to the soul as well as the truth and at Orston Primary School we are passionate about giving every pupil the opportunity to find their voice through developing confident, creative and entertaining writers. We believe that by providing quality first teaching through exposure to a range of carefully selected key texts, different media including film and dynamic exciting original tasks our children will be able to independently write assuredly for a range of different purposes and audiences both to entertain and inform. As a school, we understand the importance of the cornerstone foundations of a sound understanding of spelling and grammar so that all children understand how to communicate effectively in whichever profession they choose. In addition, we believe that writers are not merely born but sculpted and we place high value in the skills of editing and up-levelling enabling pupils to manipulate rules in order to create the impact and effect on a reader that they desire. In sum, through our engaging writing curriculum, Orston hopes to inspire not only the creative writers of the novels that will enthral you in years to come but also the journalists and academic authors who will inform you and bring about change for a better world.


Writing: Implementation


Writing and Grammar:

In order to ensure that we achieve our intent and ambition of giving every pupil the best possible opportunity to produce quality writing for a variety of different audiences and purposes we will follow the national curriculum but also design our curriculum to meet our pupils needs as follows:

-Children have access to a range of different text types and genres across their time at Orston School and the opportunity to engage and practise the features specific to them.

-Each writing unit is planned carefully to follow the correlate to the seven phases of:  Read and respond, Analysis/Deconstruction, Shared/Guided Writing, Independent Writing, Planning Stage, Writing and Editing, Final Piece.

-Children have exposure to the process of creating a piece a writing including shared/guided writing and independent writing.

-Children are able to develop a rich and broad vocabulary and use ambitious language in relation to audience and context.

-Children are given access to a range of different mediums to help develop their written discourse including visual literacy across each year group.

-Children have regular weekly opportunities to practise their handwriting across each year using the Letterjoin scheme with the aim of eventually adopting a good, joined legible style by the end of KS2.

-Children have regular opportunities to write for pleasure through Free-Writing Books.

-Children are given clear success criteria in extended tasks including higher level gold coloured tasks that whilst aimed at the more able writers there are no preconceptions that all learners cannot achieve these.

-Children have the opportunity to revisit, revise and edit their writing through the use of writing flaps.

-Children receive regular high quality discrete grammar/punctuation lessons using the Rainbow Grammar scheme which are tailored not only to understand a specific concept but primarily for use and to have an impact in their own writing.  



In order to provide children with the opportunity to spell words correctly as often as possible or if unsure give them a trusted strategy at the point of writing we use the Sounds and Syllables and Jolly Phonics schemes of work. We will ensure:

-Children have access to daily high quality phonics lessons in EYFS and KS1 in small groups using the Jolly Phonics scheme.

-Children in KS2 continue to develop and apply their knowledge of phonics to spelling patterns in regular high quality sessions from the Sounds and Syllables program and its 5 step approach in order.

-Children in KS2 have a personalised spelling dictionary that they and their teachers can add words to throughout the Key Stage.

-When marking work teachers correct spelling errors in line with our feedback policy and where directed children need to correct these are encouraged to add to their own personal spelling dictionaries.

-Children in KS2 receive weekly spelling lists related to a specific spelling pattern as well as the statutory word lists and common exception words.


Writing: Impact


As a result of the curriculum and our carefully planned writing, spelling, grammar and punctuation lessons all children at Orston should:

-Be familiar with a range of different written and visual texts and their key features.

-Be able to write and enjoy writing across a range of genres.

-Be able to understand how to use language to convey a particular meaning and effect.

-Be able to write in a neat, joined and legible fashion.

-Be able to succeed in all English lessons because work will be appropriate.

-Have a wide and appropriate vocabulary that they can select from within their writing.

-Have a good knowledge and understanding of how to adapt their writing based on the purpose and audience.

-Leave primary school being able to effectively apply spelling patterns they have been taught and have an effective strategy that they can use to help them at the point of writing.

-Have a good understanding of how grammatical devices contribute to meaning and effect.

As a school our intent and implementation should ensure:

-The % of pupils working at ARE within each year group is above national averages.

-The % of pupils working at Greater Depth within each year group will be above with national averages.

-The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).