Writing
Sharley Park Community Primary School follows the National Curriculum English Programmes of Study for KS1 and KS2.
As stated in the English Programme of Study for KS1-2 (National Curriculum 2014):
The overarching aim for English in the National Curriculum is to promote high standards of Literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The National Curriculum for English aims to ensure that all pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, and understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
At Sharley Park Community Primary School our English curriculum is underpinned by a carefully selected spine of books which are studied both in writing and also Whole Class Reading lessons. These books cover a range of genres and incudes a mixture of classic and new texts. The spine of books will be reviewed regularly to ensure that they continue to offer ambitious vocabulary and cover a range of themes.
Please use the links at the bottom of the page to view each year groups books spine.
Each unit of writing follows a journey of ‘Core Elements’ to ensure consistency within the writing process across the school. The map depicts these Core Elements.
When teaching writing we follow a set of Key Principles (below) that ensure that all children see themselves and the teacher as the writer, have the opportunity to see explicit modelling of writing, have the opportunity to plan for writing, and ensure that we think aloud and re-read our work to check for understanding.
