Poetry with Conrad Burdekin
Year 5 and 6 Head boys, Head girls and school councillors came together from Littletown, Hightown, Robertown to spend an afternoon at Heckmondwike Primary with Conrad Burdekin, to promote a love of reading. A superb session, where children worked collaboratively to write and perform poetry. Children enjoyed learning about Conrad's 'spoonerisms' (transposing the initial sounds or letters of two or more words- for humour)  in his poems and had lots of laughs trying out spoonerisms on their own names.
Trust Poetry Event with Conrad Burdekin
Spenborough Trust Poetry Event with Conrad Burdikin - image 0
Spenborough Trust Poetry Event with Conrad Burdikin - image 1
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What does writing at Heckmondwike Primary School look like?

Writing within primary school is a vital part of the curriculum as the children will use writing in all subjects and it gives them a voice to share their ideas with the world. Heckmondwike Primary School endeavours to nurture a life – long love of writing. We provide children with the knowledge and skills as well as opportunities for them to become effective communicators in the world beyond the classroom. We want our children to develop into skilful and imaginative writers giving them an opportunity to express themselves and communicate with others effectively and creatively.

At Heckmondwike Primary School, reading and writing are interconnected so that children can make purposeful links across their learning. The writing curriculum is organised around a clear learning sequence where children study and engage with a high-quality text and practise the grammar skills necessary for the genre, before progressing into extended writing and editing. They gather ideas, acquire the rich, varied, and relevant vocabulary, plan, draft, proof-read, edit, and publish. A minimum of three key pieces of published work (1 per term) are displayed within children’s writing portfolios, beginning in Year 1. Writing portfolios travel with children throughout their school journey and demonstrate how writing clearly progresses throughout their time at Heckmondwike Primary School and our children are proud to have their writing published.

We recognise the importance of the early years and provide our children with daily opportunities to develop in all seven areas of learning. In EYFS (Early years Foundation Stage) children begin with developing their physical development by taking part in dough disco daily, engage in messy/malleable play, small world, and construction which develops their fine motor skills. In nursery children participate in wiggle to squiggle which enhances their gross motor skills, as this will later help them with mark making and then ascribe meaning to these marks. Children will begin to learn how to form letters correctly and will be encouraged to use their knowledge of phonics (using the SoundsWrite scheme) to write words in ways which match their spoken sounds. (See Reading Subject Rationale for Phonics detail).

As they journey through school, the children will learn the features and characteristics of a breadth of genres, developing rich banks of vocabulary, grammatical and authorial techniques relevant to those genres and year group, to write effectively and for purpose.

Throughout their journey at Heckmondwike Primary School, children will acquire a life-long knowledge and understanding of writing. Over time they will learn greater depth skills to enable them to be proficient writers. These skills include:

  • Reading as a writer – constantly proof reading and checking for secretarial errors and meaning.
  • Writing as a reader – noticing the effects the writer creates and the affect and impact it has on the reader.
  • Mastering handwriting and spelling.
  • Knowing how different sorts of texts are structured, so that, over time, they can create their own structures appropriate to audience and purpose. (In Key Stage 2- we use a ‘Writer’s Toolkit’)
  • Having a feeling for grammar, varying, and controlling sentence structure with ease, to create different language effects.
  • Being capable of writing at length while maintaining a sense of audience, purpose, and organisation.

Writing in EYFS

In EYFS, writing is a clear focus during group work and is further developed through areas in continuous provision. Year 1 work closely with EYFS to manage transition skilfully and with care. This includes continuing with continuous provision and gradually building children’s stamina over the year to prepare them for them for entering Year 2.

Writing in Years 2 onwards

Children from Year 2 to 6 have an hour-long English lesson per day. A key factor when developing our writing curriculum is our school community, many of our children are multilingual and the art of writing helps our children further develop their English language skills, which will prepare them for life beyond the school environment. Within our writing framework we equip our children with a broad spectrum of first-hand experiences to enable them to write about these experiences. We understand, not all children have the same opportunities, as a school we aim to provide rich and varied cultural opportunities through off-site trips or in-school experience/hook days. These ‘hook’ days are used to excite our children and encourage them to understand and gather new and exciting vocabulary to use in their writing.

Y3 Writng about their Stoneage Experience Day

Year 3 taking part in a Stone Age Experience day. We made our own stone age stew before our instructional writing session.

The table below provides a summary overview of the different writing genres for each year group. Click on a particular year group for a more detailed overview:  Year 1,     Year 2,     Year 3,     Year 4,     Year 5,     Year 6.

Writing Overview
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Knowledge Organisers

Y6 SPaG    Y5 SPaG      Y4 SPaG      Y3 SPaG     Y2 SPaG     Y1 SPaG          

Please click on the links below to see what new learning will be taking place each half term. Often there will be new skills which children will develop, along with key vocabulary. There will often be questions which we will use to get children thinking and carrying out discussions. We will also use these to gauge childrens' understanding and their aquisition of new knowledge.