​Oracy and Language

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During their first term in Reception every child is assessed using Language Link to pick up any speech and language needs. Appropriate provision is put in place based on the outcome of this assessment.  Language Link assessments continue through KS1 and, where needed, in KS2.

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• Oracy and language work underpin the writing curriculum and opportunities to develop speaking and listening are planned throughout all units of work and include the use of role play and drama.

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• Vocabulary, especially Tier 2 and Tier 3 vocabulary, is taught explicitly in English as it is in other subjects.  Children are supported to understand and use the words they learn, and encounter through reading, orally and in their writing.

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Writing

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• In EYFS children participate in ‘drawing club’ which offers the opportunity to develop language, imagination and early writing skills. This works in conjunction with continuous provision and RWI sessions.

 

• Writing at King’s Wood in KS1 and 2 follows the ‘Power of Reading’ scheme:  https://clpe.org.uk/books/power-of-reading/about 

 

The most recent evidence of impact from Leeds Trinity University shows that children make an additional 6 months progress in reading and writing with a particular impact on reluctant engagers with literacy. It also found that children were more confident in talking about books. Within writing sessions children engage with high-quality children’s literature, develop awareness of literary language and are taken through an authentic writing process from ideation, verbally and in their draft books, to publication in their red books. This publication happens during a ‘Big Write’ session roughly every two weeks. Research shows this process improves motivation and achievement in writing.

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​Writing Curriculum:

High quality key texts selected from the CLPE scheme ‘Power of Reading’ can be found below:

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Writing is taught through a combination of frequent modelling, use of shared texts and guided writing with cross-curricular links being used wherever possible as an opportunity to reinforce the learning that has taken place during Literacy. Before publication in red books, children edit and improve their work. The use of a purple polishing pen allows children and staff to see the improvements and corrections made from secretarial, content and cohesive changes. 

 

Grammar and spelling rules are taught in line with Phonics teaching, spelling rules using ‘HeadStart’, and national requirements; these are followed up with opportunities for pupils to use and apply the knowledge gained to their writing with the support of target sheets. Where possible, grammar sessions are delivered at the start of a piece of writing to enable the children to use this knowledge within their writing.

 

'Non-negotiables’ in writing have been identified for each year group. These are key concepts that children need to grasp in order to move on to the next stage of their learning. These concepts are planned for and re-visited throughout the year.

 

This writing progression grid shows the context of the writing journey through the school.

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