Writing

 

At Leigh Central we endeavour to create a love for literacy. We want every child to leave Leigh Central with the skills of an excellent writer. We aim to create and inspire writers who:

• Have the ability to write with fluency and have an author’s voice.

• Think about the impact they want their writing to have on the reader and know how they will achieve this.

• Have a sophisticated bank of vocabulary and an excellent knowledge of writing techniques to extend details or description.

• Can structure and organise their writing to suit the genre they are writing in, which includes a variety of sentence structures.

• Display excellent transcription skills that ensure their writing is well presented, punctuated, spelled correctly and neat.

• Re-read, edit and improve their writing so every piece of writing they produce is the best of their ability and better than the last.

We develop these skills by exposing our children to a range of genres throughout their time at Leigh Central. It is important to note that we not only develop a love of writing in literacy sessions, but in all subjects across the curriculum and we expect the highest standards of writing every time a child writes in any subject.

Some of the genres the children will experience can be seen in the lists below:

 

TYPES OF NARRATIVE

Adventure – Mystery – Science Fiction – Fantasy – Historical fiction – Contemporary fiction – Dilemma Stories – Dialogue – Myths - Legends - Fairy tales -  Fables -  Traditional tales.

 

NON-FICTION

Discussion texts – Explanatory texts – Instructional texts – Persuasion texts – Non-chronological reports – Recounts – Reviews.

 

POETRY

Free verse – Visual poems – Structured poems

 

The writing journey begins in Reception with the children exploring a range of mark making opportunities where their 'emergent writing' can be seen in a variety of play based contexts. You will see their writing develop from a series of 'scribbles' to an attempt at individual symbols which may contain known letters or numbers (often not correctly formed). As their knowledge of phonics grows they will begin to write the sounds they hear within words before breaking the strings of letters into recognisable chunks with spaces between. 

 

  

 

In KS1 the children are beginning to plan, draft and write simple stories, instructions, chronological and non- chronological reports with a clear written structure.

 

Letters are correctly formed and to a consistent size

 

Sentences are usually demarcated with capital letters and full stops and children are beginning to experiment with more advanced punctuation such as question and exclamation marks.

 

The children are beginning to choose words for effect and using interesting words to engage the reader.

 

Spellings are becoming increasingly more accurate, drawing on word recognition and knowledge of word structure, and spelling patterns.

 

In KS2 writing is becoming more sophisticated with the children able to plan, draft and edit a wide range of writing genres.

 

Cohesion is evident through the use of structural and presentational devices within and across paragraphs

 

Spelling has developed with the children being able to spell common misspelt words, to distinguish between homophones which are often confused combined with the spellings of some words which need to be learned specifically

 

Using complex punctuation such a commas, brackets and hyphens

 

Handwriting is joined, fluent and consistent.