At Mawgan in Pydar School, we recognise that Oracy underpins the development of reading and writing. Pupils continually develop confidence and competence in spoken language and listening skills through English lessons, assemblies, drama workshops and other opportunities across the curriculum.
Through the use of the Cornerstones Curriculum, opportunities for writing are broad and varied. The ILP’s followed develop a curiosity and stimulus to discuss and write. It is our aim that all pupils at Mawgan-in-Pydar Primary School use spoken language with confidence, in all subjects and transfer this skill into their written work.
At Mawgan-in-Pydar Primary School, we encourage a love and confidence in writing.
We aim for pupils to:
Pupils are taught to develop their competence in the two dimensions of transcription and composition. Opportunities to develop pupil’s literacy skills are capitalised upon in all areas of the curriculum and this is promoted through use of the Cornerstones Curriculum.
In KS1 this is delivered through the RWI scheme ‘Get Writing’ aspect and developed further through their learning across the curriculum.
In KS2, writing skills are developed not only in English lessons, but across the curriculum also; the same high standard of writing is expected from the children, regardless of the subject area.
As with reading, writing for pleasure and enjoyment is something to be encouraged. Opportunities for creative writing should be spontaneous and accessible to children in both English lessons and elsewhere in the timetable. For EYFS, there should be opportunities to write freely, through their structured play, both inside and outside.
Handwriting, spelling, vocabulary and grammar
We follow the ‘Penpals’ scheme for letter formation. Handwriting is taught with the aim of developing fluency. By KS2 pupils should be using joined handwriting throughout their independent writing.
Through phonics and other writing lessons, pupils are taught to print in KS1. Pupils are taught to join their writing as soon as they display correct letter formation and the necessary control of their writing.
Pupils struggling with letter formation, pencil grip or the fine motor skills required for proficient handwriting, are targeted for intervention sessions or given aids to help them to achieve this goal.
Activities for teaching spelling are varied and engaging and are developed through use of spelling journals. Year Six use the Nelson Spelling revision materials daily, in order to revisit spelling patterns and rules from the KS2 programme of study. Elsewhere in the school, ‘Shakespeare and More’ word lists are used to plan and deliver spelling patterns to each year group, from Year 1 upwards.
Statutory word lists for KS1 and KS2 are taught and practised for homework and during English lessons. Spelling investigations for spelling patterns are used to engage children in their learning.
Vocabulary is explicitly taught and developed across the curriculum as well as occurring incidentally. Our teachers don't just understand how children learn to read, they also know how important it is that children read to learn. Children are encouraged to notice words and are interested and curious about them. They dig down to the roots of words and develop knowledge of word parts and word families. Children then apply their 'new' vocabulary in their speaking and writing.
Grammar coverage is incorporated into exciting lessons which help the children to control their speaking and writing. We use ‘Headstart Grammar’ as a scheme to ensure coverage and delivery of the objectives is consistent across year groups. These objectives are assessed on a termly basis using the Headstart assessment materials. Pupils are taught to use the correct grammatical terms, enabling them to discuss their reading and writing with accuracy and confidence.