Here at St Charles, our approach to writing is based on Talk for Writing (T4W) which is an approach that supports children to explore, through talk, the thinking and creative processes involved in being a writer. It is embedded at every phase of the teaching sequence which is structured to include teacher talk, supported pupil talk and independent pupil talk. We believe that Talk for Writing is an approach that goes beyond the development of children’s general speaking and listening skills – it allows children to explore the processes involved in being a writer, and extends oral rehearsal so that it becomes a draft for their written pieces. The approach supports the children to move from talk into writing.
Grammar is taught in context throughout all T4W units using the T4W grammar progression document. From EYFS onwards, teachers use the correct technical vocabulary in their teaching to encourage the correct use of these terms by children. In Key Stage 2 every child develops their own “Writer’s Toolbox” in order to support themselves as independent writers.
Phonics and Reading
At St Charles' we use Ruth Miskin's fantastic Read Write Inc phonics programme from Nursery - Year 2 and where needed, higher up the school. Children then have a phonetically decodable book matched to their RWInc level which they take home to enjoy reading at home with family.
Use the downloads below to find out more or visit www.ruthmiskin.com/en/find-out-more/parents/ to explore further.
Spelling is taught as part of a planned programme, following the requirements of the National Curriculum. In EYFS and Key Stage 1, phonic work is taught systematically from Nursery to Year 2 using ‘Read Write Inc’ phonics. Children will be taught:
· the grapheme-phoneme correspondence in a clearly defined sequence
· the skill of segmenting words into their constituent phonemes to spell
· that blending and segmenting are reversible processes
In Key Stage 2, children then build on the skills and knowledge they mastered in RWInc Get Spelling programme. Where necessary, some pupils will consolidate their phonic knowledge and skills from Key Stage 1 through structured interventions.
As a school we have decided to follow White Rose Maths for children in Key Stage One and Key Stage 2. The White Rose schemes of learning are designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum.
The White Rose schemes have number at the heart and a lot of time is spent reinforcing number to build competency. It also provides opportunities to build reasoning and problem solving into each lesson.
White Rose believes that all children, who are introduced to a concept, should have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.
Concrete – children should have the opportunity to use concrete objects to help them understand what they are doing.
Pictorial – alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.