Writing at MJS
Whole class teaching: Teaching as a whole class enables children of all abilities to receive and be exposed to high quality teaching, vocabulary and texts. The sharing of ideas enables every child to work towards a common goal.
Marking and Feedback: The most valuable feedback the children receive is at the point of writing. These learning conversations enable misconceptions to be addressed swiftly and immediate feedback to be acted upon. Post lesson marking is completed using the success criteria and celebrates the strengths of the piece and identifies next steps for improvement.
Success Criteria: The school uses success criteria which supports progression across year groups and within purposes for writing. The children are involved in the production of the document during the writing sequence. The purpose, audience, effect they wish their writing to have, the ingredients required and examples are all identified. Previous learning is retrieved and concepts taught are built-in. This process enables to children to think of themselves as writers and the impact the want to have upon the reader.
Writing Overview: The whole school writing overview ensures that the children experience a range of genres and write for a variety of purposes and audiences, including real-life contexts wherever possible. This revisiting of writing purposes enables the children to retrieve and build upon previous learning.
Working Walls: Each classroom has a working wall which provides a visual stimulus and resources that the children can refer to during the writing process. These may include: the success criteria, Rainbow Grammar objectives, WAGOLLs and vocabulary.
Rainbow Grammar: Rainbow Grammar is an approach to teaching children how to build different types of sentences and to deliver the key grammatical understanding outlined in the curriculum. Different parts of a sentence are colour coded and cards enable children to construct and manipulate sentences, which are then applied within their independent writing.
Tier 1 – words that are used in everyday speech. These words rarely need teaching. For example, happy, play, walk.
Tier 2 – words that are found in many different contexts. These are high frequency but require an element of teaching. For example, endure, swoop, hesitate.
Tier 3 – subject specific words that will only appear in that context. For example, photosynthesis, cardiovascular, geothermal.
By the time children leave MJS they will:
The impact will be monitored through: