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Shears Green Junior School

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English

Writing 

The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. Aims: The aim for children at Shears Green Junior School is to: ▪ Develop the habit of reading widely and often, for both pleasure and information - Writing and GPAS policy? ▪ Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language ▪ Appreciate our rich and varied literary heritage ▪ Write clearly, accurately and coherently, adapting their language and style in a range of contexts, purposes and audiences ▪ Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas ▪ Are competent in the arts of speaking and listening, making formal presentations, performance poetry demonstrating to others and participating in debate. Planning: At Shears Green Junior School we follow the National Curriculum programme of study as the basis for our long term plan. The programmes of study for English are set out over a two year basis for Years Three and Four and Years Five and Six. Medium term guidance has been given to staff, based on the programme of study from the English National Curriculum. Staff use this as a basis for their short term planning. Are we using Power of Reading? Writing: Children access quality learning opportunities through the use of high-quality texts, personal experiences or topical issues. Children are given opportunities to discuss their writing, using techniques such as drama, across a range of genres, to develop their writing in a creative way, so that children write with depth. Emphasis is also given to teaching children how to proof-read, edit and read aloud their own work independently and collaboratively.Independent extended writing tasks will take place weekly. Not necessarily weekly in year 3 There should be evidence of planning for each written piece. Teachers should encourage children to extend their vocabulary. Practice is best where teachers demonstrate spoken language, as they model writing. Children are given the opportunity to justify their ideas, ask questions, negotiate, evaluate and select the appropriate register when conversing or writing. Working walls are used at the front of the class to act as a prompt or reminder for children and to aid children’s learning. All classes have access to dictionaries and thesauri: children should be explicitly taught how to use these so that they can effectively and efficiently access them. Alan Peat sentences are also used as an aid, to help children to experiment with different sentence structures and punctuation types. Grammar, Punctuation and Spelling (GPAS): is taught discretely weekly and is followed up through real writing contexts.

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