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Writing

Dane Royd Writers
Imagine, Create, Share

Welcome to our writing page!
I am Mrs Greenwood and I am the Writing Leader in school.

I have always enjoyed writing as it is an outlet of creativity for me. I studied English Literature and Creative Writing at University and I am very passionate about the benefits writing can have for young people. I love teaching Writing at Dane Royd and hope to instil in our students a love for this subject.

Beth Greenwood.PNG

Mrs Greenwood
Writing Lead

 

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Intent - What do we want for our children in writing?

At Dane Royd Junior and Infant School, we believe that writing is a crucial part of the curriculum and is fundamental to children’s educational success.  It provides the children with fundamental skills for the future, therefore, we intend to provide our children with many opportunities to develop and apply their writing skills across the curriculum.

We want all of our children to be able communicate their knowledge, ideas and emotions creatively through their writing. To do this they need to be able to write clearly, accurately and coherently, and to be able to manipulate their vocabulary and grammar choices appropriately depending on the context, purpose or audience.

We believe that presentation is an important aspect of writing – if the children show pride in their work, high-quality content is reflected.

We use ‘meaty’ books in every year group, which are more challenging than a book that the majority would read independently, in order to expose the children to high level vocabulary. We feel that this opens up the door for discussions on word origin, word meaning, figurative language and authorial choice.

Teachers plan writing outcomes linked to the class novel. Children are exposed to a range of genres and text types across a unit of work, which will not only assist in motivating them to read and write, but it will also reflect in their ability to write for a range of audiences and purposes. 

In addition to this, our children will explore spelling patterns and rules, and will be taught how to use a dictionary independently to check the spelling of ambitious words.  

All in all, we plan to ensure that the children at Dane Royd receive a well-rounded English curriculum, which stands them in good stead for their future adult life.

Implement - How will we achieve this?

At Dane Royd, we want our children to be confident, capable writers, who understand the value of English to them throughout their education and in their future.

Writing involves transcription (spelling and handwriting) and composition. Transcription skills need to be secure in order for our pupils to be able to write creatively. As such, fluent transcription skills are a focus for Early Years and Year 1. Teachers in these year groups dictate sentences for children to write which allow them opportunities to practise and apply their spelling knowledge and segmenting skills, before composing sentences by themselves.

Handwriting is taught daily in KS1 and LKS2 and for those who need it in UKS2. With repeated practise in handwriting we aim for children to become fluent in this skill.

Spelling, punctuation and grammar skills are taught explicitly each week, as well as being woven into the writing lessons, in order to ensure that the children are applying their SPAG skills appropriately. Punctuation and grammar skills are taught in a logical, progressive sequence within each year group. Teachers use the punctuation and grammar progression map as a tool to plan writing outcomes that will lend themselves well to the writing skill that they intend for the children to develop.

 

Writing composition is mostly taught through the use of high-quality texts in each year group, which are chosen by the class teacher, taking into consideration the history and geography topic to ensure pupils write about the curriculum content they have studied.  

At Dane Royd, we know the value of excellent vocabulary, and this is developed and practiced across our English curriculum.

The teaching of Writing follows a process approach where pupils learn to plan, draft, revise and edit their writing. Teacher’s plan in opportunities to children to edit and improve their writing, taking into consideration the SPAG element that they are focusing on that week.

We promote the importance of written work and enable children to see themselves as authors and poets, by displaying good examples of writing in every classroom and on corridor displays. Moreover, children have the opportunity to read their creative writing out loud in front of an audience in class assemblies. In addition to this, throughout the school year the children are given a context to their learning by being provided with exciting opportunities such as entering national writing competitions and writing poetry to share at a poetry recital. We strongly believe that opportunities like this improve children’s learning. 

We know that at Dane Royd Junior and Infant School our children are inspired to write and that they are provided with the tools that they need to develop the stamina and ability to write at and exceed the age-related standard.

Impact - What difference will it make to our children?

The writing curriculum at Dane Royd Junior and Infant school is high-quality and demonstrates clear progression. Children at Dane Royd can understand and apply the fundamental principles of spelling, punctuation and grammar in their writing.  Our children are creative writers, who understand the importance of editing, improving and redrafting their writing. Our curriculum provides regular opportunities for children to apply the writing skills that they have acquired in English, which aids the children in understanding and remembering more of what they are taught. We are preparing our children to be lifelong writers by ensuring that learning is sustained and that the writing skills that they acquire are transferable and travel with them as they grow and develop beyond their school life.

I like writing because I can use my imagination and write about how I feel.

- Samuel, Year 2

Writing lessons are really fun! I love watching short films to inspire what I write.

- Poppy, Year 3

I love writing because I love how creative it lets me be!

- Lucy, Year 5

Want to help at home?
  • Get talking - getting children to express themselves in conversation is fantastic practice for expressing themselves in writing. Conversation allows children to learn new ideas, vocabulary and grammar. After trying out new language while talking, children are better prepared to use it in their writing.   

  • Read aloud to your child whatever their age. Reading to your child exposes them to new vocabulary, ideas and worlds which will transform their writing.  

  • Provide opportunities for your child to practise their spellings when they are sent home each week.

  • Find opportunities for your child to write for different purposes, for example, a letter or email to grandparents, shopping lists, recipes, little notes, greeting cards, making little books and stories and keeping a diary.

  • Celebrate your child’s work and achievements at every possible chance. Promote taking pride in their work.

Post It
What's On?

National Poetry Day - Thursday 5th October

Autumn Writing Projects

Write an article about something you are interested in that is taking place in the news at the moment.

Interview relatives about their experiences growing up. Write their stories into a family journal.

Write a review about your favourite computer game.

Create a comic!

Write a letter to a character in your favourite book.

Write a poem about Autumn.

Inspiration

National Writing Day

National Writing Day was held this year on Thursday 23rd June. This is an annual celebratory project designed to inspire people across the UK to get writing. To celebrate National Writing Day, children in KS1 and KS2 were asked to write a very short (100 word) story about anything they liked. Below are some of the fantastic entries!

 

Year 1 – George E

A long time ago there lived a shark with sharp teeth and a whale with a big tummy. The whale loved eating shrimps and the shark loved eating fish. They lived in a dark cage on the edge of the sea. They loved their home. It was the best. One day the shark woke up from his sleep because he heard a loud noise. He went to the end of the cave and he saw so many fish swimming quickly out of the cave. When he looked in his treasure chest his golden shell was missing. The fish had stolen it! The shark went to find the shell and the whale tried to help him but they could not find it. It was lost. Just then an octopus with a golden shell in his tentacle gave him the shell back. The shark was really happy.

 

Year 1 /2 - Izzy C

One day while Paddington was eating his breakfast he decided to go on a walk. He went to visit Big Ben and travelled all around London. That night when Paddington came home he went back into his comfy bed and slept. But in the middle of the night, a thief stole Paddington’s sandwich and suitcase. When Paddington woke up the next morning he called the police. Paddington sadly told them my suitcase and sandwich is gone and I can’t find it! In the middle of the day Paddington got a call to say his things had come back. Paddington was so happy!

 

Year 2 - Oliver O

Fred lived with his Dad, his Mum and his two sisters. The family were wizards but Fred wasn’t a good wizard. One day he entered a competition to defeat a giant lizard. If he won he would meet Merlin who was the best wizard in the world. Fred hoped to meet Merlin and learn a spell from him. The day of the competition arrived. Fred found out that to win he needed to bring the tail of the deadliest lizard to the judges. Scared, Fred crept up to the lizard who was sleeping. Fred took out his wand but as he did the wizard woke up…

 

Year 3- Phoebe L

I saw her with a heart in my eyes. I couldn’t explain why I loved her. I just did. She wasn’t at all what I looked for. She was just a girl in rags. I was a handsome prince. I wondered what my Father would think. I wondered if I would ever want to go back to the castle. I hope my Father will let me come back with the girl.

 

Year 3 – Freya M

If anyone was to walk into the forest of Fraggington they would see huge rings of smoke puffing out of a slate cave. I was curious and so one icy day I followed it with Sooty, my little grey terrier. By the time we got to the cave we were covered in snow. My red wellies were spotless of any mud or clay. I peered into the cave. Out of the shadows came a huge, green dragon. His scales were the colour of freshly mown grass. Spikes of yellow stuck out of his back. Smoke was coming out of his slit like nose. I froze in terror. What was he going to do?

 

Year 4 – Gabriel J

Once there lived a boy named Tommy who lived with his Mum, Lou. Every night he went out to meet his friend Matt at the shop. He went to school with Matt and did everything with him but one day Matt disappeared. He wasn’t at school. He didn’t meet Tommy at the shop. He wasn’t seen again. The night Matt disappeared Tommy went to bed. When the lights went out he looked next to him and saw a figure leaning over the bed with a white face. The noise of Tommy’s scream echoed through the house…

 

Year 4 – Josh H

A long time ago, a young boy named Richard saw something on the news. “A giant creature causes chaos around the city!” Richard knew that he should feel concerned- and he did. At that moment, a spine-chilling roar could be heard. Richard’s parents had gone on a cruise meaning he had to do something soon. He tried calling his parents but they didn’t answer. He headed outside and seized a shovel. He was ready, or so he thought…

 

Year 5 – Rose H

Room 13

As I walked through the corridors of The Grosvenor Hotel, I saw my room; I had an unsteady feeling as I approached the door. Titled in blood-red writing were the words ‘Room 13’. Anxiously, my shaking, sweaty palm reached for the door handle. As the door creaked open, the noise of a singing child echoed through the room. Intrigued, I crept further in. It stopped. The room was normal. Or at least I thought it was. Suddenly, the door slammed behind me, the lights flickered above my head and a shadowy figure appeared in the corner. “Why have you entered?”

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