Writing at Hitherfield begins with a quality text by a significant author. This text provides the context for learning and development of skills. Children become immersed in the text through carefully planned and engaging starting points; they might have a visitor to their classroom, a message from a character or a drama experience. Opportunities for developing punctuation, grammar and spelling are embedded throughout the sequence of work, along with regular written outcomes. Each sequence of work will result in a purposeful and sustained piece of writing.
Children at Hitherfield also have opportunities to produce some non-narrative writing that reflects the topic being studied by the class that term. Whilst the narrative sequence based on a quality text is being followed, children build up an understanding of their topic by exploring it through the different subject areas. This understanding, along with explicitly taught writing skills leads to quality outcomes.
As well as the objectives for the unit, children at Hitherfield (from the summer term in Year 1 onwards) have individual writing targets that they are working towards meeting. Please see below for the writing targets for each stage:
Statutory Interim Frameworks
Is your child in Year 2 or Year 6? See the links below to read the statutory interim frameworks published by the government to support teachers in making an assessment judgement at the end of KS1 and KS2:
English Writing Progression Framework
Following the removal of teacher assessment levels, these interim frameworks are to support teachers in making robust and accurate judgements for pupils at the end of key stage 2 in 2016. The interim frameworks set out the standard(s) a child will be assessed against at the end of the key stage for reading, writing, mathematics and science. To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard