Kerr Mackie Primary School, Gledhow Lane, Leeds, LS8 1NE

0113 336 8499

office@kmps.org.uk

Kerr Mackie Primary School

Together everyone achieves more.

Writing

Intent

At Kerr Mackie, we follow a consistent, sequenced approach in writing to immerse children in language. Our children compose their writing based on core texts and aspirational models – some of which are written by the teachers and as often as possible these texts link with the texts the children are studying in their reading lessons. Writing is based upon children’s interests and brought alive through role-play, drama and the children are given a ‘real life purpose’ whenever possible. Progress is driven by high expectations and a passion for always producing high quality creative outcomes.  

Implementation

All year groups in school follow the same three-week writing sequence. Children take part in five English lessons each week following the sequence on the right.  

 

Handwriting & Presentation

All the children are expected to write in a joined, legible style, at speed, by the time they leave Year 6. This includes using the correct pencil grip, sitting correctly, accurate letter formation and producing work in a consistent size. Pupils and staff at Kerr Mackie use a cursive handwriting style from Nelson Handwriting Scheme. 

 

 

Progression in handwriting

  • Nursery focuses on mark making. 
  • Reception focuses on pencil grip and initial letter formation. 
  • Year 1 perfect letter formation, including lead-ins. 
  • Year 2 once letter size and formation is consistent, many Year 2 pupils will learn their initial joins.
  • Year 3 and 4 continue to be taught to join.
  • Year 5 and 6 refine their handwriting, by developing legibility, speed and stamina. Pupils whose handwriting is under-developed will be sent additional homework to help them catch-up.  

Spelling

As part of the new National Curriculum children are expected to learn compulsory lists of spellings. Through learning spelling rules and by looking at word meanings, it is expected that all children will be able to spell these words by the time they leave KS2. 

In addition there are two sets of high frequency words which are taught in KS1. By the beginning of Year 3 all children should be able to spell the words on these lists. 

These words can be viewed by clicking on the images to the left. We hope this will give you a clear understanding of what we expect in terms of progress and achievement in spelling through KS2.

 

Impact

  • Pupils will enjoy writing across a range of genres.
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
  • Pupils will have a wide vocabulary that they use within their writing.
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience.
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught.
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home, and contribute regularly to homework.
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).