Contact Details
- 01367 240232
- office@tep.faringdonlearningtrust.org
The Elms, Gloucester Street, Faringdon, Oxfordshire, SN7 7HZ
Writing
Vision for Writing at The Elms:
'A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others'. (National Curriculum)
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At The Elms, we strive for every child to learn and develop the fundamental skills of writing, enabling every child to express themselves in their own unique style. We believe in a writing curriculum that inspires children to gain pleasure and develop confidence – crafting and creating pieces for genuine purposes and real-life audiences in keeping with the wider curriculum, where possible.
At The Elms Primary School, our writing curriculum transcends across the subjects - adding value to the wider curriculum where appropriate.
Our children learn about the styles of a diverse range of established and new authors, making comparisons and expressing their preferences to inform their choices as writers.
They investigate text types and genres, using them purposefully, to communicate with their peers, teachers and other audiences beyond the classroom.
Writers at The Elms build skills and knowledge over time and can apply them to a range of genre and outcomes.
Our Text Spine
Through our English curriculum, children enjoy a wide range of range of stimuli to enhance their writing experience- these have been carefully selected and thoughtfully placed to enhance the learning of our children. Where possible, texts may be linked to their wider curriculum. Each year group will explore
•poetry,
•filmic texts,
•quality picture books,
•books that explore challenge or adversity,
•texts that present the children with ‘windows or mirrors’ into their world,
•non-fiction texts
•classic texts or authors.
The Hampshire Model- Our Lesson Sequence
At The Elms, writing is taught as a learning journey following the Hampshire Model for Writing. This model and journey allows allows children to become creative explorers and reflective publishers. Our writing journey is taught in the following sequence.
•Stimulate and Generate
•Capture, Sift and Sort
•Create, Refine and Evaluate
Stimulate and Generate- Read as a Reader
In the 'Stimulate and Generate' phase, children are introduced to their new stimuli and complete complementary activities to enable them to engage and understand it. There is opportunity for children to write at length through 'Apprentice Writes' - chances for the children to write in a style they have used recently but using the new stimuli.
Capture, Sift and Sort- Read as a Writer
In the 'Capture, Sift and Sort' phase, children are taught and provided with opportunities to use new punctuation and grammar techniques. This part of the journey begins by looking at a WAGOLL (what a good one looks like). There are opportunities for children to write at length through 'Site of Application Writes' - chances for the children to apply their newly taught punctuation and grammar in a writing style that will support them with their final write.
Create, Refine and Evaluate- Write as a Writer
In the 'Create, Refine and Evaluate' phase, children will write their final piece of work. This will begin with a planning session where children are encouraged to think about the purpose, audience, viewpoint and form of the piece. The rest of this stage provides opportunity for children to write at length, including time devoted to editing. Children will evaluate their final work once they have published their final piece.
From The Children:
'My teacher explains very well when he shows us how to write – he talks to us a lot which is the best thing, and he is very clear at explaining. He loves writing too.' (Year 6 child)
'My best piece this year was a setting description. I had to start big and then zoom in to things, for example on the castle. I was really proud because I used a lot of adjectives and had to build up from word level ideas to sentence level - I got a best work for that piece.' (Year 5 child)
'I like doing extra writing in school and at home, like doing story maps. I really like it when I have a picture to help with my writing and give me ideas so I can use my imagination and write about anything. I can’t use my imagination in maths as much!' (Year 3 child)
'I really like writing long sentences - it helps me forget my worries!' (Year 2 child)
'Sometimes we write in groups with a grown up which is good, but writing on my own is better because it's peaceful and makes me happy.' (Year 1 child)