We intend to deliver a high quality education in English so that our children will learn to speak and write fluently and be able to communicate their ideas and emotions to others.
We aim to ensure that all children:
- Acquire a wide vocabulary, and understanding of grammar and knowledge of conventions for writing and spoken language
- Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
We understand the importance of underpinning writing with excellent spoken language. Simply put, children must be able to say it before they can write it. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary, grammar and understanding for writing.
We intend for all pupils to:
- Use discussion in order to learn; they should be able to elaborate and explain their understanding and ideas
- Have competence in the arts of speaking and listening, sharing their ideas with others, making formal presentations, demonstrating to others and participating in debate
In EYFS and Y1, Read, Write Inc is used to secure the development of reading and writing rooted in systematic, rigorous phonics teaching. Y2 children will be initially taught using this approach as part of their transition into their new class. Children from Y2-6 are taught spelling using Read, Write Inc Spelling. Children in need of additional support will receive Read, Write Inc Fresh Start interventions in a small group. This ensures a systematic approach with fidelity to teaching strategies, tools and vocabulary.
In the academic years 2022 – 24, we will be working with a Talk 4 Writing trainer to embed the approach across the school, ensuring a consistency in staff knowledge and training and a shared approach. Some elements of the progression documents below are therefore reproduced with permission from Talk 4 Writing. This is one of our key school development priorities.
The document below shows the core progression in writing at Norbury.
writing core progression 2 .pdf