At Greyfriars we are committed to providing children with the 2 core competencies of writing – transcription (spelling and handwriting) and composition (structuring and articulating ideas) – as set out in the National Curriculum (2017) guidelines, so they are able to communicate and structure their ideas in a correct and coherent manner.
This is achieved at Greyfriars Academy through the Talk for Writing programme. This consists of the children being immersed in a ‘model text’ which they internalise before seeing the model written text. This text is then analysed in terms of meaning, vocabulary and structure. The children use this knowledge to make up a similar class text which is then used for them to write their own version of the story. The children enjoy this method of improving their writing as it gives them support if needed and the security and knowledge to write well.
Below is taken from our Literacy Policy showing in detail how we approach spelling, handwriting and the acquisition of further skills:
We encourage children to use a neat handwriting style and insist on good presentation and care of written work. Children are expected to develop fluent legible and eventually, speedy handwriting. We reinforce basic skills in writing by modelling good practice in the importance of, and the need to take care with, basic punctuation and spelling.
At lower key stage 1, early transcription emphasis is on basic spelling and on handwriting. Children learn composition through a range of strategies to carefully formulate sentences alongside correct vocabulary, grammar and punctuation.
At upper key stage 1, children are taught the finer details and specificities of spelling, grammar, punctuation and handwriting. They will also be given the opportunity to write in a variety of contexts for different purposes, as well as greater independence to develop an interest in writing.
At lower key stage 2, existing spelling and handwriting skills (should be joined handwriting at this stage) will be refined, and grammar and punctuation advanced. Alongside, we guide children to plan, draft, edit and evaluate their written work.
At upper key stage 2, children should have a broad vocabulary and be proficient in using this correctly in sentences according to spelling and grammar. Children should understand, through teaching, the skills and processes essential for writing, thinking aloud to generate ideas, drafting and rereading to check that the meaning is clear.
English Subject Lead Miss Sayer firstname.lastname@example.org