|At Gossey Lane Academy we recognise that without effective communication, language and literacy skills, little achievement can be made. We know that we have a duty to ensure that English teaching is a priority and we recognise that the skills learnt in English need to be used and applied across the whole school curriculum to prepare children for the next stage in their education and for life-long learning.
At Gossey Lane Academy we teach writing, grammar and spelling through a range of strategies and approaches including:
• Daily phonics sessions in the Early Years and Key Stage 1 (see separate phonics policy)
• Daily/weekly handwriting and spelling sessions linked to DfE National Curriculum (2014) age-related expectations and children’s specific needs identified through the class teacher’s ongoing day-to-day assessment and marking.
• See separate handwriting policy and separate spelling policy.
• Daily grammar and punctuation sessions linked to DfE National Curriculum (2014) age-related expectations and children’s specific needs identified through the class teacher’s ongoing day-to-day assessment and marking.
• Class teachers adapting and creating model texts or sections of text for children that include the specific language and grammatical features that children will need to explore and use in their speech and writing to achieve or exceed age-related expectations in writing as detailed in the DfE National Curriculum (2014).
• Regular Shared Writing sessions where the class teacher models and co-constructs writing together with the children.
• Co-constructing ‘writers’ toolkits’ from model texts for children to use when writing independently.
• Regular Guided and Supported Writing sessions with the class teacher and additional adults to develop and assess children’s specific composition and transcription skills identified through the class teacher’s ongoing day-to-day assessment and marking.
• Correcting presentational, grammatical and spelling errors following the school’s marking and feedback policy.
• Providing regular focused feedback and marking that children act upon using their purple ‘polishing pens’ at the next available opportunity during “Fix it time”
• Setting individual writing challenges regularly to improve children’s use and application of grammatical skills at word, sentence and text level.
· By the time children reach year 6 it is expected that children will already have been taught and gained well embedded writing skills. Therefore they should be able to move away from the talk for writing approach and go straight to independent application
Each year group has its own yearly overview of writing genres. We use high quality texts and visual stimuli to engage our children.