At Golden Valley, we use a text based approach to teaching writing with carefully selected short stories, novels, picture books and non-fiction texts that expose children to a rich and diverse range of literature.

Learning is underpinned with opportunities to talk and shape ideas, internalise stories and examine the features of model texts. Bespoke texts are written or adapted from key texts or extracts and the children are encouraged to draw on their own reading as well as the rich diet of books that they read and have read to them.

Children are taught to write for different purposes and audiences, adapting their language and style for a variety of genres. They are given regular opportunities to celebrate their work by reading out in class, publishing and presenting their work to a wider audience.

The skills of writing: transcription (handwriting and spelling); oral composition; written composition and grammar and punctuation are taught explicitly and then applied (see Writing Progression document). Teachers used modelled, shared and guided writing to explicitly teach the writing process, embedding the skills of sentence construction, grammar and the correct use of punctuation.

Weekly spelling sessions are delivered, based on the North Somerset spelling scheme and children are given opportunities to practise their spellings in the context of writing. Spelling Shed is also used as a planning resource.

The Unlocking Sounds handwriting scheme ensures that children progressively develop the technical skills needed to write clearly and neatly. A high value is placed on children developing neat, joined handwriting and presenting their work to a high standard.

Proofreading and editing skills are fundamental to the children making improvements in their own and others’ work so time is dedicated to the development of these skills throughout Key Stage 1 and 2. From Year 2, an editing code is used to support children as they proof read, edit and improve their work.

Teachers regularly check for understanding and whole class and individual feedback is given. Teachers complete daily feedback sheets and use this to inform subsequent teaching and to identify where support should be targeted. Throughout each unit of writing, children are celebrated and given opportunities to read their work to the class or to a wider audience.