Writing
At Godolphin , we recognise the critical importance of writing as a tool for communication, expression, and empowerment. Our intent is to cultivate a love for writing across all year groups and to ensure that every child develops the skills necessary to be competent and confident writers. We strive to:
- Develop Creativity and Imagination: We aim to inspire pupils to create engaging and imaginative writing that reflects their unique voices and perspectives.
- Ensure a Strong Foundation: Through a well-structured curriculum, we intend to equip children with the technical skills of writing, including grammar, punctuation, and spelling, as well as the elements of narrative and non-fiction writing.
- Foster Critical Thinking: Our approach encourages children to think critically about their writing and the impact it has on the reader, enhancing their analytical skills along with their written expression.
- Promote Inclusivity: We are committed to catering for diverse learning needs, ensuring that all pupils, including those with additional needs, can succeed in their writing journey.
- Encourage Real-World Connections: We want pupils to understand the relevance of writing in everyday life by integrating authentic writing opportunities, such as letters, reports, and creative projects, into our curriculum.
To translate our intent into practice, we have developed a comprehensive, well-sequenced writing curriculum that encompasses the following strategies:
- We employ a thematic approach to writing (using units from the Literacy Tree, Literacy Shed and Hamilton Brookes) where units are linked to cross-curricular topics, enabling pupils to see connections across their learning. We use high-quality literature as a stimulus to ignite interest and provide models of excellent writing. (see curriculum overview )
- Writing instruction is systematic and progressive, with clear expectations for each year group. Key skills are taught explicitly, and we employ strategies such as shared writing (modelled expectations), guided writing, and independent writing tasks to reinforce learning.
- We implement formative assessment strategies, such as peer review and self-assessment, alongside regular teacher assessments, to track progress and provide targeted feedback that supports improvement.
- We encourage writing beyond English lessons, integrating writing tasks into subjects such as History, Science, and Art to promote cross-curricular skills and relevance.
- Our teachers receive ongoing training in the latest pedagogy for teaching writing, including workshops and collaborative planning sessions (we are a member of the Schools Literacy Network). This promotes consistency in teaching practices and the sharing of best practices across the school.
- We involve parents in the writing process through home learning activities, and themed events, such as the 500 Words competition, helping to create a supportive community around writing.
Spellings
EYFS and Y1 follow the RWInc spelling programme for spelling. From Year 2, classes follow the progressive spelling scheme SpellingShed. Through exploring spelling patterns and rules, we aim to create confident and proficient spellers using a discrete teaching approach underpinned by phonics.
Children are also taught to:
- Spell accurately and identify reasons for misspellings.
- Proof-read their spellings.
- Recognise and use word origins, families, and roots to build their skills.
- Use dictionaries and thesauruses.
Handwriting
Early letter formation is taught through Read Write Inc. lessons in EYFS. Daily lessons offer the opportunity for our pupils to practise forming letters whilst also learning key rules and rhymes to ensure correct letter formation is established. The children will also practise letter formation through continuous provision. Read Write Inc. letter formation rhymes that we teach the children are shown left.
In Year 1 up to Year 6, the children have regular handwriting lessons following the Morrells Scheme. In Year 1, the children build upon the letter formation that they have learnt in EYFS. From Year 2 to Year 6, the children learn to join their handwriting.
The impact of our writing programme is reflected in the following outcomes:
- Pupil Engagement and Enthusiasm: Observations and pupil questionnaires indicate a high level of enjoyment and motivation towards writing activities, with pupils looking forward to writing tasks and expressing pride in their work.
- Strong Progress and Attainment: Our data shows that the majority of pupils make at least good progress in writing, with a significant number achieving age-related expectations by the end of Key Stage 2, evidenced by internal assessments and external testing.
- Diverse and High-Quality Writing: A scrutiny of pupils’ writing portfolios demonstrates a variety of styles and genres, with many pupils producing work that is imaginative, cohesive, and technically proficient.
- Skills Transferability: Pupils are able to transfer their writing skills across subjects and demonstrate clarity and creativity when presenting their ideas, both in written form and verbally.
- Increased Confidence: Regular opportunities for sharing work and receiving positive feedback contribute to pupils’ self-esteem, enabling them to take risks in their writing and develop resilience.
In conclusion, our carefully structured approach to writing education ensures that all pupils are equipped with the skills and passion necessary for effective communication and creative expression, fulfilling our intent and leading to remarkable impact across our school community.