Children will: 

• feel empowered to develop their own author’s voice and flair by writing for a range of purposes and audiences, in grammatically correct sentences.
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

• We recognise that reading is fundamental to the writing process. From blending phonics to building words and sentences, to using a text as an inspiration for structure, theme and atmosphere, reading forms the essential starting point of any child’s writing journey.
• At St Ambrose Catholic Primary, we use ‘I am a Clever Writer’ mastery approach to teaching writing, which ensures consolidation and layering of skills. Each class (from EYFS to Y6) has their own ‘clever writer’ checklist, which is carefully matched to the National Curriculum objectives for each year group. This checklist ensures that the children know exactly what they need to include in their writing to be successful and it becomes their menu for writing. The children are then able to verbalise their success criteria and are also able to discuss the progress that they have made. This mastery approached is used to ensure a consistent and systematic approach to teaching the skills of writing is in place across our school.
• Each year, children build on their writers’ checklist and add new skills in order to showcase that they are ‘a clever writer’. In each classroom, the ‘I am a Clever writer’ checklist for that year group is clearly displayed for all children to be able to refer to throughout any writing task. Each checklist is added to throughout the year as new skills are taught. This checklist helps teachers to know where each child is working, where they are going and also where they have come from in order to help them plan stimulating writing lessons and every crucial step each child needs to make significant progress. Every lesson counts.
• Early writing is taught through mark making, This begins with writing (whether with a writing tool or in the air), cvc words and moving onto short sentences using the sounds they have been taught. They are encouraged to write independently in continuous provision using sounds that they are confident with.
• This process continues into Year 1, where children are encouraged to use the sounds they have been taught. They have access to RWI sound mats, when they are writing, whether this is with the teacher, in continuous provision or independently.
• Teachers use the Babcock moderation materials to assess writing. It is expected that teachers will moderate across year groups and cross-phases in time for data drops during the year. This also takes place across our MAC.
• High quality texts used to support writing.
• Children are given weekly spellings to learn and are encouraged to learn these by practising on purple mash and through the look, cover and write technique. There is an expectation that teachers track back to ensure that any gaps in knowledge are addressed.
• Grammar is taught through discrete lessons as well as part of texts that are covered in Literacy lessons. There is an expectation that all teachers use of grammar is accurate. To ensure progression in grammar skills, all teachers use the clever writers’ checklist.
• Writing across the curriculum is taught by modelling to the children (WAGOLL) what a good one looks like, before then identifying the features in the specific text type that is needed. The children then use this knowledge as a scaffold to write about their learning, as they are familiar with the text type and style of writing needed for that genre.

Children write engaging pieces of work as a result of a carefully planned sequence of lessons that build towards a goal. These pieces of work are at least in line with their peers nationally.

Children embed knowledge and use it fluently. Children know the goal, the end point for their learning and how the knowledge and skills taught in each lesson will help them get there on their learning journey. More Able learners are able to showcase this knowledge and skills to a deeper level.

Children can confidently write in the written language.

I am a Clever Writer

Each year, children build on their writers’ checklist and add new skills in order to showcase that they are ‘a clever writer’. In each classroom, the ‘I am a Clever writer’ checklist for that year group is clearly displayed for all children to be able to refer to throughout any writing task. Each checklist is added to throughout the year as new skills are taught.

I AM A CLEVER WRITER SUPPORTS A CHILD IN THE JOURNEY FROM WRITING IN THE SPOKEN LANGUAGE TO WRITING IN THE WRITTEN LANGUAGE.

I AM A CLEVER WRITER IMPROVES MEMORY AND CONCENTRATION SKILLS