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Hazel Leys Academy

Writing

No Nonsense Spelling Years 2-6:

No Nonsense Spelling teaches spelling in a 'little-but-often' structure which allows children to revisit and review, learn new strategies and apply. A variety of strategies are suggested so that children with different learning styles can find out what works well for them.

No Nonsense Spelling teaches spelling, punctuation and grammar. It has a strong spelling, punctuation and grammar element that will support our children with their writing, especially as there is a clear progression through each year, and it is helpful because it builds on prior learning. It is a great resource to ensure a well-managed spelling curriculum as it provides teachers notes for each lesson and a bank of resources to match.

Writer of the Term

Each term the teacher chooses Writer of the Term. The chosen piece of writing is displayed in the class Big Book.  The Writer of the Term is a child who impresses their teacher with a piece of work showing correct grammatical features and neat presentation, and tier three level vocabulary.

 

 Intent:

At Hazel Leys Academy, we believe that writing is a key, important life skill, and we are dedicated to ensuring that our pupils are writers from an early age. It is our intent that we provide pupils with a high-quality education and have a holistic approach to the teaching of writing.

We want pupils to acquire a wide range of vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time at Hazel Leys. We believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing.

Our intentions are:

  • To design a curriculum that develops speech, language and vocabulary and results in the acquisition of knowledge and skills that children are able to transfer in other subjects, as well as developing on these skills in the next academic year to help them reach and exceed their potential.
  • To build a curriculum that develops a love of writing; to plan a curriculum that enables children to apply their writing skills in all subjects and to discover new knowledge, building on prior knowledge and fuelling their imagination for ideas to use in their own work.
  • To provide opportunities across all curriculum areas for the development and application of speaking, listening, reading and writing skills. The wider curriculum provides regular opportunities for pupils to use and apply the writing and spoken language skills they have acquired.
  • To use a range of sources to support the learning of writing to ensure that children are progressing and successful when learning how to write. 
  • To write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
  • To enable children to take pride in the presentation of their writing and, in time, develop a joined handwriting style. 

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 Implementation:

All staff plan engaging writing lessons following the EYFS, KS1 and KS2 National Curriculum and high quality texts are selected to help form the unit of work. We teach English as whole class, so that all our children have access to the age-related skills and knowledge contained in the National Curriculum.

Within lessons, teachers and teaching assistants target children who require extra support to achieve the learning intention. We ensure that children are challenged in their English lessons as they are given the opportunities to extend their writing through showing a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammatical features. We have adopted the No Nonsense Spelling scheme to support the teaching of spelling from years 2 to 6. Spellings are taught according to the rules and words contained in the National Curriculum. Children are taught spelling three times a week and the spelling focus is displayed on the working wall in the classroom. It is an expectation that every class, from Reception to 6, display a Speed Sound Chart in their classroom. 

Grammar and punctuation knowledge and skills are taught through English lessons as much as possible. Teachers plan to teach the required skills through the genres of writing that they are teaching, making it more connected with the intended writing outcome. 

Marking and feedback should be completed (where possible) within the lesson, which is in line with our marking policy of identifying misconceptions and supporting the child with verbal feedback. Children are required to respond to feedback from the teaching staff, and this includes spelling misconceptions.

Each class has access to a ‘Walking Thesaurus’ which gives the children access to synonyms of vocabulary that they can include in their cross curricular and English writing. This, in turn, enhances the child’s vocabulary knowledge. 

Every half-term, the whole school takes part in ‘Big Write Week’ where we discuss a genre of writing and a text that we will use, to support the writing. 

To secure a pen licence, the pupils must maintain high quality presentation and handwriting in all areas of the curriculum. 

Every half-term, a child from each class is chosen as ‘Writer of the Term’ and this tends to be a child who has shown huge amounts of progress and high quality writing in English and cross- curricular writing.

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 Impact:

The impact of the implementation will show children make good progress in writing, allowing children to develop their knowledge of language and vocabulary in extended pieces of writing and support this with their acquired knowledge of grammatical features and spelling.  Children will progress, recall learning and develop transferrable skills. Attainment in writing is measured using the statutory assessments at the end of EYFS, KS1 and KS2. Termly data is gathered and analysed to monitor children’s progress and development and to identify children who need to be supported to achieve their next steps.

Children will become confident in writing and be able to use writing across a range of genres.   Children of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded and differentiated according to abilities. Pupils will have good knowledge on how to edit their work to ensure that they can adapt their writing and improve it. Secure subject knowledge will enable teachers to apply appropriate challenge for all learners.

By the end of their time at Hazel Leys Academy, pupils will leave us with a sound understanding of spelling rules and patterns, grammar features and punctuation rules. A vital aspect of the curriculum is that children are prepared for the future with the support of writing by developing their knowledge in all areas of the curriculum and enhancing their spoken and written vocabulary to support their progression into further education and life beyond.

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