At St Thomas More, we have high expectations of all of our children. We aim to develop children’s love of writing and discussion. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning. Overall, we want our children to have a positive attitude towards writing and leave with the skills needed to function in society effectively.

English across the curriculum
In order to provide high quality provision and to improve standards in English, we integrate English across the curriculum. All children are given regular opportunities for extended writing in: History, Geography, RE and Science through our topic-based Cornerstones curriculum.

Teachers provide writing scaffolds and success criteria to ensure consistency and progress throughout the school following the targets set out by the National Curriculum.

Assessment of Writing
Writing is a central part of the curriculum and involves a series of complex skills that need structured teaching and practice to come to fruition. From Y1 –Y6, children follow a framework that enables them to experience and write in all the genres. Each child is given an Assessment Book in Y1 which stays with them though out the school. All writing assessments are written into this book and this forms the child’s writing story and record of progress.

Moderation takes place between year groups every half term and with other schools every term. All teachers use the writing frameworks to review and assess writing, which have been specifically designed for each year group.

Talk for Writing - KS1

Talk for Writing is powerful because it enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it and then writing their own version. Through fun activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, children are helped to write in the same style. Firstly there is a 'Cold Task' to assess what prior knowledge children already have and this informs teachers of the success criteria they will need to collate to cater for groups of children. There are then three stages of teaching:

Imitation - the children learn a text and the language they need

Innovation - the children adapt the model text with ideas of their own

Invention - the children create their own text using the language and skills that the model taught them.

Children then complete a final piece of work which is assessed, this is the 'Hot Task'.