At Trinity, our aim is to foster competent, confident writers. We recognise that writing is an area that should not be confined to English lessons alone, so opportunities are planned for children to write across the curriculum. Children write in the style of a whole range of genres and teachers plan opportunities for children to be able to vary the purpose, audience and form of their writing. We cater for a range of learning styles through a multitude of resources used to inspire our children’s creative minds: video clips, auditory recordings, trips, visitors, images, drama, talk for writing and high quality texts are some examples of these. Meaningful, real-life purposes for writing are encouraged wherever possible. Children are taught to discuss, plan, draft and edit their writing through teacher modelling and peer support.

 A variety of models for teaching writing are used; teacher modelling, shared writing, supported composition, guided and independent writing. Targets for writing are placed in either Literacy or Big Write books.

• From Year One onwards there is a weekly, dedicated Big Write morning.
• The teaching of writing/literacy is primarily approached creatively through topic at both Key Stage One and Two.
• The majority of sentence level work is taught through writing. At Key Stage Two, children are taught these skills through discreet English lessons which, when appropriate, are practised in Big Write mornings. Spelling, Grammar and Punctuation (SPAG)

The school follows the statutory guidance which gives an overview of the specific features that will be included in the teaching of SPAG. Children are taught to use Standard English and the vocabulary necessary to discuss their reading, writing and spoken language.

Current teaching practice and resources are to be in line with the new 2014 English curriculum. Children will be taught spelling strategies using a variety of approaches as set out in English Appendix 1 of the new curriculum (statutory requirements) and from the National Letters and Sounds document. Spelling Journal will be used from Y3 – Y6.

• In Reception children will complete phases 1 – 4 of Letters and Sounds and will be taught at least 4 sounds per week using the Jolly Phonics approach during a daily dedicated phonics lesson (20 minutes)
• In Year One and Year Two children will complete phases 4 – 7 of Letters and Sounds during dedicated phonics lessons (20 minutes, 4 times a week) and receive weekly spellings
• In Year Three (Class 3) children will revise Letters and Sounds and practise spellings (20 minutes, 4 times a week) using Spelling Journal, and receive weekly spellings
• In Key Stage 2 children will receive a dedicated weekly spelling lesson. Spelling Journal will be used and weekly spellings will be sent home. Some children will receive an additional piece of homework related to their spellings which will be taken from Spelling Journal. All children from Year 1 onwards will be given a list of weekly spellings to practice at home.

Our detailed progression documents for writing can be found here: