1. Welcome to the Writing Café Thursday 21st March 2019

2. Writing at Shoscombe
Our curriculum ensures that all children have plenty of opportunities to write for different purposes.
We encourage writing through all curriculum areas and use quality reading texts to model examples of good writing.
Writing is taught through a number of different strategies.
We believe that children need lots of rich speaking and drama activities to give them the imagination and the experiences that will equip them to become good writers.

3. Structure of Writing
Each term Chestnut, Beech and Sycamore Classes spend 4 weeks covering one write stuff unit.
The children then use the skills taught during Write Stuff to write one other extended piece of writing.
We also have a cold write at the beginning of a piece of writing where children plan an write before having teaching input. This is used as assessment and we can see how much that we have taught has been retained.
Children also write as part of the wider curriculum in history, geography, science, RE and PSHE lessons. At leas one other piece a week.

4. Writing in EYFS and Year 1
In Oak Class there are a wide variety of purposeful opportunities for writing including;
Letters, Invitation, Postcards, Messages and Memos
Lists, Instructions, Recipes and Registers
Labels, Signs, tickets and Captions
Recounts: school trips, diaries and visitors
Stories: retelling, continuing and creating
I have recently completed Write Stuff Fantastic Foundations training and we will be introducing Write Stuff into Oak class after Easter.

5. Never under estimate the importance of reading.

6. initiate, thoughts, excite, vocabulary
targeting key areas, words into sentences, grammar
flair, literary devices, art of writing, language, poetic

7. “I don’t know what to write.”

8. “The best writers dance a repertoire of all 9 lenses.”

12. Pgs

14. Two modes of teaching Experience sessions:
immersive, lots of stimulus, drama, ideas generating, awe and wonder, open- ended exploration, hands on, spontaneity.
Sentence stacking sessions:
focus on the craft and construction of sentences, deliberate, slow, high expectations, model, practice, feedback, rigour, explain.
Running commentary.

15. Differentiation
Support
‘Deepen the moment’

16. Sentence stacking display

17. Planning Independent writing Editing

18. Planning

19. Independent Writing

20. Editing Stations Vocab Vests Punctuation Pants Sentence Socks
Reading through
Success Criteria

21. Phonics
Phonics is taught systematically at St. Julian’s Church School following Letters and Sounds. ‘Letters & Sounds’ is
the government programme for teaching phonics and high frequency words.
It is split into 6 phases with the different phases being covered in different years in Foundation Stage and Key
Stage 1.
· Phase 1– Nursery / Reception
· Phase 2– Reception
· Phase 3– Reception
· Phase 4– Reception / Year 1
· Phase 5– Year 1
· Phase 6– Year 1 / Year 2
Teachers use additional schemes such as Jolly Phonics and Read,Write,Inc to help deliver this.

22. Spelling
In spelling, we follow the No Nonsense Spelling scheme, which teaches spelling strategies from Year 2 to
Year 6. This system takes children on from purely Phonics learning to confidently exploring different spelling
strategies and patterns in words. The focus of the programme is on the teaching of spelling, which embraces
knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to
promote the learning of spellings, including statutory words, common exceptions and

23. Handwriting
In handwriting we teach using a continuous cursive approach. This system is introduced in Year 1 and is followed right up to Year 6. This has been adopted in order to benefit children in the areas of both spelling and writing. The cursive handwriting style presents a fluid style that is easy to learn, neat, legible and fast. The children are taught how to form their letters in both lower case and capital letters through purposeful and consistent multi-sensory practice in order to foster a comfortable, legible handwriting style. Learners are taught two basic rules for learning new letters:
- Every letter begins on the line
- Every letter has a lead in and lead out stroke
Pattern practice and 'play' writing are an important part of handwriting development in Reception. Children will be practising letter formation in a number of exciting ways: in sand, using paint, in the air, on the interactive whiteboard as well as on paper with a pencil. During the year children will progress to using whiteboards and pens to practice individual letter formation. In the spring and summer terms (or before if appropriate) Reception children will transfer handwriting to their writing books and practice sitting letters correctly on lines with correct formation, spacing and orientation.