Writing Basics
Making progress in anything is always easier when the expected outcomes are made clear. We aim to use this page as a reference point for minimum expectations. A space to clarify what we expect with all the aspects of learning that we call, 'The Basics'.
Once these basics are achieved, pupils have brain space to be creative and take their learning further. The list of, 'The Basics' is determined by looking carefully at what pupils create and where this needs correcting. 'The Basics' are categorised under three headings:
- Accuracy | the areas of learning that need repetition and spaced practice in order to become automatic. The things that we don't want pupils to worry about, but instead, just do.
- Effort | the areas where pupil's extra focus is recognised. Learning needs attention and pupils are acknowledged for giving sustained effort.
- Courage | the areas of learning where the automaticity of the basics then allows for creative flair to be exercised. Taking the basics into courageous new worlds of learning, where mistakes are made, and this process is celebrated.
Organising Learning | Underlining the date and title (Y3 & Y4)
Always use a ruler and a sharp pencil to underline to date and Can I...?
Make sure all dates are spelt correctly and have a capital letter. The Can I must have a capital I and end with a question mark.
Fingers Spaces (Y1 & Y2)
Finger spaces clearly separate each word in a sentence. They help us to read and understand writing.
Capital Letters and Full Stops (Y2 & Y3)
Capital letters are used to start a new sentence and for the names of proper nouns. They are also used for days of the week and months of the year. The personal pronoun I also needs to be a capital letter.
Full stops are used to mark the end of a sentence.
Consistent size and shape of letter formation (Y4 & Y6)
The size and shape of each letter must be consistent. Writing must be written on the line and capital letters are to be the height of ascenders. From year 3, pupils begin to join their handwriting.
Spellings | Common Words (Y4 & Y5)
During lessons, pupils are encouraged to self correct their spellings and are aware of the common exception words that need to be spelt correctly.
Paragraphs (Y4 & Y5)
Paragraphs are a collection of sentences which help organise the text so that the reader can understand the writing. They introduce new characters, move the story along and/or explain a different piece of information. Paragraphs help make the structure of the text clear. A line should be left between each paragraph.
Varied Sentences and Cohesion (Y3 & Y5)
Pupils work on their construction of simple sentences through a range of different contexts. This skill can then be developed to write more compound and complex sentences with cohesion.
Functional Language and Sentence Stems (Y3 & Y5)
Functional Language booklets are used to help pupils explain their learning by selecting and organising their knowledge. They also use Sentence Stems which are broken down into different subjects within the curriculum. Pupils independently access these booklets when they need to orally explain their learning during their lessons or when writing down their understanding.
Grammar and Punctuation (Y4 & Y5)
The different Grammar and Punctuation objectives are clear across all year groups across the school. We have retrieval cards and a graphic schema for each year group to support pupils to independently apply their learning of grammar and punctuation to their written work.
Selecting and Organising Thoughts on Learning | SOI Model (Y5 & Y6)
When writing independent pieces, each pupil must select and organise their thoughts. This helps them plan their own piece and personalise their writing to their own style.
Introduction to text (Y2 & Y4)
Introductions are used to introduce pupils' writing to the reader. All genres have introductions, but they can be written in different ways. Fiction introductions mention characters and setting. Non-Fiction introductions mention the context of the piece of writing. It is important for an introduction to hook the reader in and encourage them to read on.
Closure or summary to text (Y4 & Y6)
Conclusions summarise the piece of writing and bring the piece to an end. It helps the reader to reflect on the whole text and are written as a paragraph on their own.