At Featherbank, we prize writing and value its immense power to shape and change our way of thinking, our self-expression, our reflection of what we understand that the world means to us. So... why write?
CURRICULUM / PROGRAMME OF STUDY:
At Featherbank, we follow the National Curriculum programme for English.
It can be found here for reference.
We believe that our English Policy allows us to put the needs of the children at the heart of our teaching and that it shows the values that we as a school maintain.
FEEDBACK AND MONITORING OF WRITING
As a school, we have decided upon key strategies of assessment and monitoring of children's writing that we believe best encourage the development of their skills, while also providing them with secure and positive feedback, in order for them to take ownership of their learning and challenge themselves to succeed.
Each separate year group has tailored (and carefully reviewed and agreed-upon) target skills that indicate their level of progress TOWARDS, AT or in GREATER DEPTH to their AGE-RELATED EXPECTATIONS. Therefore, by carefully assessing, tracking and monitoring their ARE development, children's teachers (and the English Leader and Senior Leadership Team) are able to best prioritise the support and challenge most suited to helping each child achieve and make good progress.
CREATION AND ASSESSMENT
We recognise that all children learn at different speeds. Some will need more consolidation and support, whereas others thrive on challenge and competition.
Across school, we aim for all children to produce at least three pieces of assessed writing for each Half Term, as appropriate for within their classes and their age-appropriate targets.
In this way, we hope to create a robust system of assessment, while giving teachers and children a degree of freedom to explore their Topic-led learning and be inspired.
Children's results are assessed in detail and tracked across the year, so that progress can be viewed and "missing skills" identified and supported, so that no child misses opportunities to develop and learn new skills and consolidate their learning over time.
Additional interventions will be put into place to give additional support to those who need it most - whether to encourage greater depth challenge or secure age-expected skills.
WRITING AT FEATHERBANK
At Featherbank, we believe in inspiring and children through writing. Our extended writing pieces are usually TOPIC-led, helping to create a much better sense of immersion - and often much better writing!
We have found that by directing our Topic-led studies to encompass and create valued writing opportunities, children see learning as interconnected and they show better engagement and more enjoyment in their writing.
OUR 50 - 100 - 150 WORD WRITING CHALLENGE!
This year, we have been celebrating writing in our school via a new competition:
The challenge is to use the idea of the Half Term (eg: pets, monsters, time-travel) to produce a piece of writing... but it can only be a MAXIMUM of 50 words (in EYFS), 100 words (in KS1) or 150 words (in KS2)!
This means that you will have to think carefully about the power of your words and be selective - every word counts, so use them well!
You could create a story, poem, fact-file, song, letter, diary entry, WHATEVER! As long as it inspires you and fits our theme, then we are happy to receive it. The entries are submitted to the English Leader and then the School Council reads through them, shortlists finalists and chooses winners! Prizes (£10 book vouchers) are awarded every Half Term to the winners in a special assembly and their entries are read out to the whole school!