Grammar, Punctuation and Spelling at Priestley

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Greater Depth/SEND
KS1 Intention Map
LKS2 Intention Map
UKS2 Intention Map
Policy
INTENT

Raising Aspiration, Realising Ambition, Stimulating Curiosity.

Writing is a crucial part of our curriculum at Priestley it is built up of several different pieces – spelling, punctuation and grammar. By the end of Year Six we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to confidently use the essential skills of grammar, punctuation and spelling. At Priestley, we set high expectations for all our children to take pride in their work and have a fluent, cursive handwriting style alongside allowing their imaginations to flourish. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts, and values with a vision of raising pupil aspiration, realising ambition, and stimulating curiosity that will prepare them for life beyond primary school.
‘No matter what anybody tells you, words and ideas can change the world.’

IMPLEMENTATION

Placing learning at the heart of everything we do.

We follow the Pearson Bug Club Phonics approach to teaching Phonics, supplemented with additional materials from Jolly Phonics and Phonics Play. Our approach is systematic, consistent and rigorous in order that all children become readers as quickly as possible. We use the same phonics program across the school providing continuity and a vehicle for guaranteed progression.
There is an expectation that grammar will be modelled and used correctly by all teachers. To ensure progression in grammar skills, all teachers use a progression of grammar document, on which they highlight the grammar skills that have been taught. Any areas of weakness that are identified as a result of independent writing or in writing tasks across the curriculum, are taught as part of the next modelled text, in focused GPS sessions or during grammar starters.
To ensure progression in spelling skills, all teachers use a progression of spelling document, on which they highlight the spelling objectives that have been taught. We use the Twinkl Planit spelling scheme to support the teaching of spellings. Children learn spellings at home each week. Additionally, spelling is taught daily in Key Stage 1, in Phonics lessons, and several times per week in Key Stage 2. Children who need additional support with spelling receive a variety of interventions that are tailored to address their gaps.
The educationalist Alan Peat devised a number of sentence types which have been proven to enhance progress and attainment in children’s writing. We teach these throughout the school by the teachers following the Sentence Progression Map.

IMPACT

Priestley and Proud

The impact of the school’s English curriculum will be constantly evaluated as we place learning at the heart of everything we do. Children 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.
Impact