“The limits of my language mean the limits of my world.”
– Ludwig Wittgenstein
Subject Leader: Miss Ball
Writing progression of skill
Intent
At St Joseph’s, we have designed a broad and balanced curriculum. As our pupils’ progress, we intend for our children to weave together the complexities of spoken language, handwriting, spelling, grammar, punctuation and writing skills with the support of trained staff and their parents and carers with a sense of enjoyment and curiosity.
Our teaching curriculum for spoken language, handwriting, spelling, grammar and punctuation and writing aims to ensure that children:
- become fluent writers of many genres, where they effectively and confidently use the skills of fluent handwriting, spelling, grammar and punctuation and developing their spoken language
- are challenged and develop their resilience as they take the steps to gain deep skills in writing composition and apply spoken language, handwriting and spelling, grammar and punctuation
- develop curiosity and creativity as they develop their spoken language and apply this to their writing
- develop a sense of community where children share the pieces they have written, through spoken form or words on a page and respect the work of others.
- a supportive, honest and friendly environment where children are prepared to take risks, have a self belief and responsibility with a secure a deep understanding in their spoken language, handwriting, spelling, grammar, punctuation and writing skills.
- can understand and apply technical language as they speak and write
- have developed and mastered lifelong learning skills that can be applied to a 21st century Britain.
- stay motivated and committed believing they can do it!
Cultural Capital
The curriculum at St Joseph’s which has been developed to support children with their spoken language, handwriting, spelling, grammar, punctuation and writing will offer children the opportunities to draw upon skills, behaviours and knowledge. To be able to do this, all pupils are:
- Taught practical lessons that allow them to question, articulate and explore the work of a breadth of various authors, genres and styles of writing
- Given opportunities to perform where they need to be aware of how to project their voice to their audience but to use the voice instrument to be engaging.
- Given opportunities to develop an understanding of the world through a range of high-quality non-fiction texts across the curriculum
- Through local visits and visitor experience, given opportunities to become increasingly aware of the opportunities available in the wider world through the study of reading which can have an impact upon their writing. For example, children will have the opportunity to speak and work with local authors and illustrators, visit libraries and theatres (to watch live performances of classics)
Implementation
At St Joseph’s children have a discreet whole class writing lesson every day, which encompasses the skills of spoken language, handwriting, spelling, grammar and punctuation. In order to aid children develop the complex skills of spoken language, handwriting, spelling, grammar, punctuation and writing where they develop their understanding and fluency, we have identified key performance indicators for each year group. These have been selected as we believe they are the fundamental building blocks needed in developing the skills needed. In using this broad and balanced progressive curriculum children build upon prior knowledge and develop new concepts. However, this is not the only opportunity children have to develop such vital skills, twice yearly we have a visit from the local author Adam Bushnell and Sam Jackson, a Forest Schools specialist, who always inspires the children and staff. In addition, we seize opportunities that will inspire the children, from visiting Eden Camp to finding out about the second world war or Captain Cook at his birthplace museum. All high-quality educational visits that inspire children to talk and write.
“Writing really is a difficult craft and there are many parts to master.”
– James Johnson
At St Joseph’s the skills taught in spoken language, handwriting, vocabulary, grammar and punctuation all come together as the children write but we do realise that to produce that complete piece of work realise on many skills. Therefore:
- The skills are built into sequences of teaching writing
- The skills are modelled by the class teacher
- The skills are practised by the children before applying them to a final piece of writing
- The skills are revisited to embed them as ‘sticky knowledge’