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At St Andrew’s CE Maghull, we believe that a quality Writing curriculum should develop children’s love of writing and give them the knowledge to adapt their writing to suit their audience and their writing intent. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of writing widely and often. We recognise the importance of developing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We believe that a thorough and sound grasp of writing skills is the foundation to a high quality education and will give our children the tools they need to participate fully as a member of society.


To support our children to do this, children will learn to:

 write in different contexts and for different purposes and audiences
 be increasingly aware of the conventions of writing, including grammar, punctuation and spelling
 plan draft and edit their writing to suit the purpose
 use ICT as a literacy medium for presenting work and manipulating text
 form letters correctly, leading to a fluent joined and legible handwriting style, giving increasing regard to presentation


Pupils have access to a wide range of writing opportunities that include:

 shared writing
 guided writing
 independent writing
 writing different text types and narrative styles
 writing in different curriculum areas
 handwriting practice (daily)
 collaborative writing
 writing related to own experiences and enjoyment
 writing from a variety of stimuli
 planning, drafting, editing and presenting
 using ICT


Teaching and Learning
Teachers promote writing and look for ways to inspire and motivate pupils so that they see themselves as ‘writers’. Teachers establish the purpose and audience for writing and make teaching objectives explicit to pupils so they know why they are studying a particular text type, the kind of writing activities they need to undertake and what the expected outcome will be. The following teaching sequence for reading and writing will be used as a framework:


1. gathering and organizing by investigating genre criteria and good models and teacher-modelled writing

2. planning writing based on gathering and organising

3. composing and drafting – this can be independently or in pairs or groups to support idea generation

4. editing / proof reading, leading to a quality written outcome


Subject-specific texts that link to work being undertaken in other areas will also be used in literacy lessons to support the wider curriculum. Teachers use shared writing to model the writing process. Shared reading and writing provide a context for discussion and demonstration of grammatical features at word level, sentence level and text level. Activities are differentiated through the use of writing frames, spelling banks, collaborative work and peer or adult support. Teachers encourage ‘talking partners’ as an integral part of the process.


It is paramount that children are rigorously taught correct letter formation from the very beginning of their time in school. As soon as the children are ready, they should be taught to sit properly in order to have the correct posture for writing, hold a pencil in the correct tripod grip and develop a legible and joined handwriting style. A mixture of whole class, small group and individual teaching is planned for and delivered.
It is expected that all members of staff, class teachers and teaching assistants, model the school handwriting style at all times i.e. when writing on the board or in children’s books.
By the end of key stage 2, all children should be displaying an efficient, quick, neat and legible handwriting style that is effective in recording their ideas.


Each class has a range of materials to support the writing process. Writing materials are kept accessible and organised and pupils are encouraged to take care of the equipment and return it to where it belongs. Each class also has a set of age appropriate dictionaries, thesaurus and word banks. Teachers use National Curriculum 2014 and a wide range of other resources to support planning and teaching of writing. For grammar, the school uses the No-Nonsense Grammar strategy as a basis for teaching grammar.


What genres of writing will your child be taught? What grammar, punctuation and spelling will your child be taught?

At St. Andrew's, we have mapped the different styles of writing that your child will be taught in each year group they are in. This has been structured so that children are able to revisit genres through their life in our school, refining their skills and knowledge of each genre. Each year group has their own grammar, punctuation and spelling (GPS) objectives that allow for the building of knowledge and skills over the course of each child's journey as a 'writer'. Each year group's 'Genre Map' and GPS objectives are detailed below so that you know what styles of writing and objectives are being taught each term. Teachers will follow these maps in their careful planning of the writing journey. 


Writing in Reception - Genre Map and GPS objectives

Writing in Year 1 - Genre Map and GPS Objectives

Writing in Year 2 - Genre map and GPS objectives

Writing in Year 3 - Genre Map and GPS Objectives

Writing in Year 4 - Genre Map and GPS Objectives

Writing in Year 5 - Genre Map and GPS Objectives

Writing in Year 6 - Genre Map and GPS Objectives