At All Souls we have adopted a thematic approach to the teaching of writing that places children’s literature at its core. The school has recently become a subscriber to ‘The Literary Curriculum’, developed by The Literacy Tree, to help support us in providing pupils with a broad range of high quality writing experiences.
During their time in our school, children participate in a wide variety of topic based learning, each focus being centred around core literacy texts which are used, alongside stimulating trips and experiences, to promote high quality writing across all aspects of the curriculum.
We aim to use high quality books that offer opportunities for empathy and can aid philosophical enquiry, as a means of developing spoken language requirements through debate, drama and discussion using the issues raised through, and within, the text. These are then used as a basis for writing opportunities that are meaningful; whether short or long, where children are able to develop a clear sense of the audience that they are writing for. We want our children to have real reasons to write, whether to explain, persuade, inform or instruct and that where possible, this is embedded within a text or linked to a curriculum area.
Grammar, Punctuation and Spelling
To provide a more meaningful context and a clearer understanding of expectations, the teaching of grammar, punctuation and spelling are embedded in our whole-school thematic approach. We provide complete coverage of all National Curriculum expectations for writing composition, grammar, punctuation and vocabulary, as well as coverage of spelling, phonics and reading comprehension as part of our topic based learning.
At All Souls, we have high expectations about the presentation of written work across the curriculum. We have a well-established Handwriting programme that begins in EYFS where the children are taught the appropriate posture and grip for writing and they learn to form their letters correctly in preparation for writing cursively by the end of Key Stage 1.