The aim of Palmarsh’s writing approach is to:
- have consistency of approach and progression through Year R to Year 6
- motivate children to write encouraging them positively to experiment and improve their work
- provide the children with a stimulating writing environment surrounded by print in a variety of forms and contexts
- teach a full range of writing strategies, including spelling, grammar, sentence structure and composition;
- reflect best-practice models and recent case studies. For example:
- Jane Considine: The Big Write http://www.thetrainingspace.co.uk/
- Michael Tidd: Writing for a purpose https://michaelt1979.wordpress.com/2014/06/30/a-mastery-model-for-writing-moving-away-from-the-text-type-treadmill/
The writing curriculum at Palmarsh is structured using the ‘Four Purposes for Writing’ (Michael Tidd) . This is so that the focus is on teaching the purpose, audience and grammar for each piece of writing, rather than teaching genres. In this way, children can make links between purposes for writing across year groups, rather than seeing genres in isolation. We use a quality text on which to base all of our English work as well as a range of supporting texts. Teachers write or source a model text (WAGOLL) that includes all of the grammar features to be taught in the unit.
The aim of Palmarsh’s reading approach is to:
The idea of the Curious Quests is that they form a narrative flow through our school, from Reception to the end of Year 6, each year the children encountering a new Curious Quest that builds on the story from previous years. As the children go further into the story, the narrative matures with them, new challenges and a darker malevolence reveal themselves. The Curious Quests enable us to create an emotional space within which children learn the skills from the curriculum for the purpose of the Curious Quests. Children are part of the storybook themselves.
Professor Klunk is older than the hills and wiser than a thousand owls, and he lives at our school on our roof. It is his job to spread the joy of story dreaming across the land. He has a huge cauldron in which he conjures up all kinds of potions and spells that ensure the magic of story is passed on from one person to the next. His powers are in every story whether written or told, and his spells can help with the magic of story dreaming.
We don’t need to set time aside for reading for pleasure as the connection children feel through the magic of story dreaming at our school helps them to be lifelong readers, learners, story makers and creators.