Improving Writing Practical ways to improve writing

Key Changes to National Curriculum Primary programme is specific, highly structured and detailed The Secondary programme is significantly shorter and less prescriptive In Primary: strong emphases on phonics, spelling & grammar In Secondary: wider reading, author study and a selected tange of ‘classic literature’ ‘spoken English’ plays less significanr role Modern Technology is absent

Grammar Issues Recent research has found: 1.Direct instruction in grammar and spelling produces very limited results 2.Nearly all of out knowledge of grammar & Spelling is acquired and absorbed through extensive reading

Re-defining grammar Debra Myhill, Exeter University Embedding grammar within the teaching of writing improves pupils’ writing Emphasis on exploring how grammar works in texts rather than on grammatical terminology Lack of confidence with grammar is more likely to lead to prescriptive, de-contextualised teaching of meta- language Grammatical meta-language is used, but it is explained through examples Avoid definitions which confuse (e.g. A Verb is a doing word) or teaching misconceptions (punctuation is about breathing)

Earth has not anything to show more fair: Dull would he be of soul who could pass by A sight so touching in its majesty: This City now doth, like a garment, wear The beauty of the morning: silent, bare, Ships, towers, domes, theatres, and temples lie Open unto the fields, and to the sky; All bright and glittering in the smokeless air. Never did sun more beautifully steep In his first splendour, valley, rock, or hill; Ne'er saw I, never felt, a calm so deep! The river glideth at his own sweet will: Dear God! the very houses seem asleep; And all that mighty heart is lying still! Composed Upon Westminster Bridge, September 3, 1802

Teaching Grammar: possible next steps Build on current (often implicit approaches) Review the KS2 expectations Reinforce Year 5/6 grammar knowledge in your Year 7 programme Make use of existing glossaries (e.g. Primary NC) and NATE schemes of work to support staff Plan aspects of grammar into all SoW at Key Stage 3 Draw up a policy statement/guidance for the department; include the implicit teaching of grammar (e.g. through marking)