Primary Writing Review Summary.pptx
Writing Curriculum: Key Findings
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Writing Curriculum: Key Findings
Year 6
Key findings:
Writing grids being used to inform learning intentions within writing planning.
SPaG integrated within curriculum, rather than explicit lessons.
Approaches include Power of Reading and Jane Considine units. PoR heavily adapted for use.
Planning adapts to feedback following moderation opportunities
High quantity of writing being produced
Consideration for handwritten writing versus typed
Year 5
Objectives from the writing grids used to inform planning
Approaches include Power of Reading and Jane Considine units. PoR heavily adapted for use.
No spelling or handwriting scheme implemented (individual teachers implement as appropriate within class)
Some SPaG integrated into learning
Year 4
POR unit, ending with innovate a fable taught previously or invent own
Mixed feelings on POR. Great for range of writing opportunities
POR doesn’t teach the skills...trying to balance with Jane Constadine to support with explicit skills teaching. Ideally we use Jolly phonics to support too -
need SPAG sessions in timetable e.g. 30min per week
Not a fan of free writes
Simplify genre exposure...
Sections of T4W approach used...building sentences.
Goals & skills glued into front of book – used to develop metacognition & self & peer reflection
Year 3
Writing grid used, but not as sole informer of planning
SPAG objectives taken from a range of places
SPAG woven into lessons, try to avoid too many explicit lessons
POR used as a base, but heavily adapted and not for all units
Literacy Shed drawn upon too
Leaders of Y2 & 3 have had plenty of conversations around alignment
Shades of meaning & colourful semantics used, but not aligned with rest of PS (they use Jolly phonics)
Jolly phonics used for spelling
Year 2
POR used as foundation of approach, but belief is that it is not suitable for our student body (2LL)
2LL need more focus on basic skills – grammar, punctuation.
As a whole, perspective is Y2 not where they should be academically
POR too much oracy, drama – need to be reading the texts more regularly
Jolly phonics being used – still using reception level for far too many students
Likes Ros Wilson
Year 1
Defined mid-year and end-of-year Writing objectives to guide progress monitoring.
Clarified expectations for developing, meeting, and exceeding in Year 1 writing to support accurate teacher judgments.
Integrated SPaG within the curriculum, with clear progression reflected in planning documents.
Implemented whole-class literacy lessons with a focus on independent writing standards.
Introduced new texts to inspire and drive learning.
Allocated 6 hours weekly to child-led and playful learning, demonstrating its impact on progress.
Dedicated 30 minutes per week to handwriting instruction.
FS
Teaching informed by Early Learning Goals and Birth to 5 Matters.
Consistent use of Jolly Phonics across both years.
Assessment grids aligned with the seven areas of learning for FS1 and FS2.
Trialing The Drawing Club in Term 2 for FS2.
Power of Reading introduced to enhance teacher-led modelled writing in FS2.
Identified lack of clarity in the two-day phonics program (teaching two sounds per week).
Characteristics of Effective Learning derived from ELG guidance.
Year Group Leaders’ areas for focus:
Heavy emphasis on the need to devise clear expectations for the Writing Curriculum within each year group. End of year objectives for FS-6 need to be established within a clear framework.
Progression for SPaG and handwriting should be considered
More vertical alignment needed with Year 5 and 7.
Review of writing grids - need to be more digestible and accessible for all teachers
FS students need more explicit and regular instruction on phonics (3 x YGL)
Visionary - consider what we want students to value as writers at Patana.
Genre map across the school – progression/ Need for a spiral curriculum
Need to have consistency with assessment
Developing a curriculum document:
