Intent:

At Heathrow Primary School, we believe that all pupils should be able to confidently express their thoughts, emotions and ideas clearly and creatively through the written word. Our aims are for all children to have fluent and legible handwriting, write for a variety of purposes and audiences and develop a secure understanding of grammar and punctuation.

At Heathrow Primary School, we use Pathways to Write: a ‘proven methodology which develops vocabulary, reading and writing skills through the mastery approach’ (The Literacy Company). Using a ‘mastery approach’ to writing within our teaching allows for a greater development of vocabulary and spelling. We also intend for our children to be able to independently re-read, revise and edit their writing both during and after the writing process.

Implementation:

English writing lessons are taught daily across the school to the whole class allowing all children to have access to the age-related skills and knowledge stated in the National Curriculum. Where necessary, all teachers make adaptations to enable all children to be able to access the content at a level appropriate to them.

Each class studies a different high-quality text every half term which offers children engaging, yet challenging English lessons. Within each unit of work, children are given opportunities to participate in drama, spoken language activities and writing for a variety of purposes. Opportunities are planned for children to use knowledge from other subjects within their English writing and vice versa.

Grammar and Punctuation is taught, where possible within English lessons; allowing the children to learn skills in a meaningful manner. However, in Year 6, new concepts of Grammar and Punctuation are taught outside of the English lessons.

Impact:

At Heathrow, the implementation of the writing journey is well established and taught thoroughly throughout both key stages. This allows our pupils to become confident and creative writers with a secure knowledge of grammar and punctuation skills.

Moderation using the Pathways guidance as well as year group objectives from the national curriculum identifies the progress that is being made across all year groups. Assessment for learning is ongoing and our staff assess attainment regularly, through both formative and summative methods.

The teaching of writing is monitored by leaders through learning walks, book scrutinies  and Pupil and Teacher Voice. Interventions in place to support children to progress in English are tracked by subject leaders, SENCo and SLT. Intervention groups will change based upon the needs of the learners in the classroom.

Teaching and Learning

All classes follow the Pathways to Write scheme of work produced by The Literacy Company. Pathways to Write is designed to equip pupils with key skills to move them through the writing process towards their final outcome. It is built around units of work that follow a mastery approach to the teaching of writing.

To support this approach, clear detailed lesson plans and resources are linked to a high-quality text. Pathways to Write ensures engaging and purposeful English lessons.

Each unit covers a range of areas in the national curriculum:

• Mastery of vocabulary, grammar and punctuation skills
• Writing a range of genres across a year
• Vocabulary development
• Using a wider range of reading comprehension strategies as a whole class
• Spoken language activities including drama and presentations
• Opportunities for practising previously taught genres
• An extended, independent piece of writing

The writing process follows three stages:

The Gateway (1-2 lessons)

• Begin at the Gateway with a ‘hook’ session to intrigue and enthuse young writers
• Use objects, people, images or role-play to stimulate questions about the chosen text
• Give pupils the opportunity to predict the text
• Establish the purpose and audience of the writing
• Revisit previous mastery skills and ongoing skills

The Pathway (10 lessons)

• Introduce pupils to three new writing skills from their year group curriculum
• Provide opportunities to practise and apply the skill they have learnt through short and extended writing tasks including character descriptions, poetry, dialogue between characters, fact files or diary entries in role
• Provide opportunities to re-cap and apply previously taught skills
• Challenge greater depth writers through a wider range of tasks e.g. changes to form, viewpoint and audience

Writeaway (4 lessons)

• Section and sequence texts independently or collaboratively
• Create extended pieces of writing over time
• Opportunity to apply mastery skills
• Time for planning, writing, checking, editing, redrafting and publishing
• A fiction or non-fiction outcome will be written (covering a wide range of genres and themes over the year)

For more information on Phonics, Spelling, Vocabulary and Grammar and Handwriting, see separate sections under 'English'.