“My aim is to put down on paper what I see and what I feel in the best and simplest way.” – Ernest Hemingway
“You can make anything by writing.” – C.S. Lewis
At Girnhill we believe in the importance of promoting high standards of language and literacy by equipping pupils with the necessary skills to be confident in their use of spoken and written language, and to develop their love of literature through widespread reading to develop exposure to high quality language and to understand the use and placement of linguistic devices.
The national curriculum for English aims to ensure that all pupils:
We are ambitious in our expectations of all pupils, ensuring strong cross curricular links are made to develop children holistically.
Throughout their journey with us, children will:
In EYFS at Girnhill Infant School we provide a stimulating and high-quality Writing Early Years Curriculum by ensuring challenging and playful opportunities. We understand the need for high quality environments and meaningful interactions, which enable children to develop their understanding of phonics and sentence structure.
In KS1 at Girnhill we believe in the importance of promoting high standards of language and literacy by equipping pupils with the necessary skills to be confident in their use of spoken and written language, and to develop their love of literature through widespread reading to develop exposure to high quality language and to understand the use and placement of linguistic devices. Writing is taught through the ambitious National Curriculum and Early Years Foundation Stage Framework enhanced by Read, Write Inc and Jane Considine: The Write Stuff. We map the NC and EYFS framework into a coherent and sequential progression model that outlines the substantive knowledge, disciplinary knowledge, vocabulary and sentence stems needed at each stage which build cumulatively towards learners being able to use and apply their knowledge.
We ensure that all teachers, including those who are non-specialists, have excellent subject knowledge and are supported in the implementation of the curriculum.
Oracy is woven through the writing curriculum and children are confident with the expectations such as: the use of chotting, rehearse a sentence and hold a sentence. Within writing, exploratory talk focuses predominantly on the linguistic and cognitive aspects of communication.
Children will learn to write clearly with accurate spelling, adapting their writing dependent upon audience, genre and style. Children will be able to use the wide range of language they have acquired to critically evaluate their own work and the work of others. New material is presented in small steps using the writing progression grid, Jane Considine and the RWI scheme of learning, breaking down large objectives into small manageable chunks.
Modelling is used to demonstrate how to chot, sentence stack and become independent writers. Subject specific vocabulary is taught explicitly through flash cards, teacher talk and applied through discussion. Experience days are used to aid understanding of concepts. Based on Rosenshine’s theory, learners have the opportunity to revisit and build on prior learning through carefully planned revisit and review tasks.
|Pupil Voice will show:
Displays around school and books will show:
The curriculum leader will: