Writing & Spelling
Writing Implementation
Our English blueprint enables us to have a flexible approach to our teaching where over a journey there is a balance of reading and writing. Grammar is both discreetly taught and taught within an English journey according to our progression of skills. A wide range of writing opportunities are born out of our immersion into a text. Modelling (including WAGOLLS), shared writing, pupil talk, editing and improving are all key features of the writing process at Weeke. From Year 1 upwards this main body of English teaching takes place, usually daily, for approximately an hour.
Writing Journey Examples
Writing Progression aty Weeke
Physical Development & Handwriting
Presentation and handwriting are valued at Weeke. We teach handwriting in 3 stages: Stage 1 – pre-handwriting patterns, Stage 2 – single letter and number formation and Stage 3 – joining letters. We start by teaching a single letter cursive font style (exit strokes); next the entry stokes for joining the letters and then joining the letters.
As part of the handwriting process pupils are supported in developing strength, co-ordination and posture to support their fine motor development and to help develop stamina.
From Early Years through to Year 3 handwriting is taught discreetly at least 3 times a week. When pupils move into Year 4 handwriting practice is linked to the teaching of spellings in order to promote muscle memory. It is also taught as an intervention, for example ‘Right from the Start and Speed Up’.
Spelling - Implementation
At Weeke we use the No Nonsense Spelling programme to teach spelling from Year 2 through to Year 6. No Nonsense Spelling is a comprehensive yet accessible progression in the teaching of spelling. Guidance, rather than prescription, is provided on how to teach the strategies, knowledge and skills pupils need to learn. The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to promote the learning of spellings, including statutory words and common exceptions. A typical teaching sequence follows the revise, teach, practise and apply cycle. From Year 2 to Year 6 spelling is taught on average 3 times a week for 20 minutes as a discreet lesson.
