Writing

Writing

INTENT

At the Flourish Federation it is our firm belief that every child can become a successful writer and that writing has a vital place in education and in society. We aim to provide children with a wide range of writing opportunities to develop a love of writing, both in English lessons and the wider curriculum. We intend to use a systemic approach to teaching rich vocabulary and language to enhance and extend children’s oral language, and in-turn expect this to translate to fluency and confidence in their written work. We recognise the reciprocity between Reading and Writing and intend to provide an interwoven approach, focusing the children on writing as a reader and vice versa. We plan to deliver a systematic, progressive approach to phonics and spelling, to provide all children with the fundamental building blocks for spelling, which will scaffold both reading and writing.

We intend to deliver a well-planned, carefully sequenced, progressive writing curriculum, focusing on spelling, handwriting, composition: structure & purpose and Vocabulary, grammar and punctuation. At the Flourish Federation we plan to make our writing curriculum fully immersive, with interactive sessions building children’s knowledge, enthusiasm and ideas over time.

It is our goal that all children succeed in writing and aim to give them the skills to develop against their own starting points, with timely interventions and support where needed. We aim to ensure the learning environment supports independence in writing and allows collaborative thinking. Through a bespoke curriculum we plan to build on every child’s individual cultural capital, regardless of their background and life experiences.

IMPLEMENTATION

At the Flourish Federation we use the Talk for Writing approach to deliver our Intent. The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes. This begins by supporting children to internalise the language structure of writing through 'talking the text', as well as close reading. Children move through imitation and innovation before independent application and invention. Imaginative units of work, sequenced across the whole school, linked to high quality texts provide a strong base for this learning and support a love of literacy.