Being a Speaker and Being a Writer
English Novel Study
Intent, Implementation & Impact
Intent- Why are we teaching this?
At Port Isaac, by delivering an exciting, innovative English curriculum we enable and empower children's written and oral communication and creativity. The foundation for our children’s education at Port Isaac, and future success in life, is underpinned by the development of their English language skills.
We aim for our pupils to develop confidence in speaking and listening and a love of language, which they then transfer confidently into their writing. Through exposure to and teaching of vocabulary embedded within our curriculum, we aim to meet the needs of all learners, ensuring that every child is taught the vocabulary they need to achieve.
We want our children to develop a love of English and the opportunities that our language provides. The children at Port Isaac will see themselves as writers; experiment with and explore language within their own work, whilst developing a secure understanding of the technical components of spelling, handwriting, punctuation and grammar.
Implementation- How is this being taught in the classroom?
In writing, we teach the National Curriculum in a way that is structured and progressive, giving children varied opportunities to apply their writing skills.
We believe that books are the perfect tool for immersing children in language. With a novel study approach, we are able to introduce children to mysterious characters and transport them to weird and wonderful worlds.
All of our novels have been carefully selected as stories from which children can study and learn the craft of writing. They also provide the perfect stimulus for the children's own independent writing. Over a series of lessons, children will analyse an author’s choice of vocabulary and the grammatical features used, as well as exploring techniques for building suspense and describing characters/settings. Crucially, we select stories that children can fall in love with.
Before completing an independent write, children spend time building their writer’s toolkit, honing their skills and familiarising themselves with the ‘key ingredients’ required for each genre of writing. Throughout this process, children partake in class shared writes and have the opportunity to discuss and evaluate their work collaboratively.
Once the block of teaching is complete, children apply what they have learnt in an independent write. We teach children the importance of drafting, evaluating, editing and revising their work; ensuring they understand that a great piece of writing cannot be achieved in a single sitting. Presentation is valued highly and children are encouraged to feel proud of their written outcomes.
Each classroom has a working wall (linked to their novel study book) which reinforce the key elements of the text type being studied. Both teachers and children add to the working walls throughout the unit of work so that the learning journey is on display for the children to refer to.
Impact- What is the effect?
Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education.
- Pupils will enjoy writing across a range of genres.
- Pupils of all abilities will be able to succeed in all writing lessons.
- Pupils will use a range of strategies for spelling words, not solely relying on phonics.
- Pupils will have a good knowledge of a range of authors.
- Pupils will be ready to write in any subject in their forthcoming secondary education.
- The percentage of pupils working at the expected standard within each year group will be at least in line with national averages.
- The percentage of pupils working at greater depth within the expected standard will be at least in line with the national average.
- The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).
