Learning to write is a complex process that involves a variety of skills; through shared and guided writing opportunities, we equip children to develop these skills. Initially, children will start to learn how to form letters correctly. They will be encouraged to use their knowledge of phonics to write words in ways which match their spoken sounds. With consistent practice they will be expected to write simple sentences which can be read by themselves and others.
As they progress, children will be taught to write sentences by saying out loud what they are going to write about, put several sentences together and re-read their writing to check it makes sense. They will also be expected to discuss what they have written and to read it aloud. The children learn to write for a range of purposes, including stories, information texts and poetry. Children are encouraged to plan what they are going to write and to read through their writing to make corrections and improvements.
As our children become more confident, they are encouraged to draft and write by talking about their writing. They will continue to learn how to organise paragraphs and, if they are writing non-fiction, to use headings. When they are writing stories, they will learn to use settings, characters and plots. They will be expected to use what they know about grammar in their writing and to read through what they have written, to find ways to improve it.
With experience, children will continue to develop their skills in planning, drafting and reviewing what they have written. Children learn to identify the audience for and purpose of their writing. They will be expected to use grammar appropriately. In non-fiction writing, children will use headings, bullet points and other ways to organise their writing. They will be expected to describe settings, characters and to use dialogue in their stories.
Spelling and Handwriting
At The Willows we use the Shakespear and More spelling programme. Spellings are set each week and tested on Fridays. Strategies for learning spellings include daily practice using the look, say, cover, write, check strategy. Teachers also pick up on frequently misspelled words. These are then practised during the week using a variety of strategies, including spelling games.
Handwriting is practised regularly to allow a child to develop a comfortable, flowing style which is legible.