Writing – curriculum information

Here at Ganton we view writing as an essential skill that forms a critical building block with regards effective communication. A pupil’s capacity to make marks with increasing accuracy and purpose is the key that unlocks their potential as learners and independent adults. Pupils will learn to organise their thoughts and be creative as to how they represent them in different formats of writing and mark making. Our writing curriculum offer is focussed on providing high quality writing teaching and resources, delivered in a bespoke fashion which best suits our children. Methods of communication are valued, and are practiced by everyone, to support each student to achieve their potential. All staff members act as role models for the teaching of writing throughout the day.

Ganton School follows a creative curriculum and the teaching of English is taught both separately and through topic themed learning. In line with the revised Curriculum, the teaching is part of a broad and balanced education. There are two main components in writing; transcription (spelling and handwriting) and composition (articulating ideas and structuring them). The children are encouraged to construct their sentences orally before writing. Through daily activities children are taught that reading and writing is closely linked.

Writing for a specific audience is planned within lessons, which include shopping lists to support community shopping trips; party invitations incorporated within R.E. and celebrations; writing thank you letters following school visits and letters to Santa at Christmas. Additionally pupils are taught to recite poetry and learn songs for class assemblies and choir performances.

Handwriting:

Handwriting is a skill which, like reading and spelling, affects communication across the curriculum. A flexible, fluent handwriting style allows and encourages pupils to write freely and confidently. We believe that Handwriting should be actively taught and practiced on a regular basis. It is a developmental process with its own stages of development; from handwriting readiness to letter joins and eventually speed and fluency.

The children at Ganton school in handwriting will;

  • Experience coherence and continuity in learning and teaching across all parts of the school.
  • Develop a recognition and appreciation of pattern and line
  • Understand the importance of clear and neat presentation in order to communicate meaning clearly
  • Take pride in the presentation of their work and therefore study handwriting with a sense of enjoyment and achievement.
  • Be supported in developing correct spelling quickly through a multi-sensory approach to handwriting

Writing curriculum for the Sensory Explorer

For our sensory explorers writing will act as a method of communication and exploration. We want our sensory learners to have access to resources and tools that can make marks of all different shapes sizes and colours. We want them to build confidence and dexterity using the support of the adults around them whilst providing an immersive environment that fosters a love of being inquisitive and exploring the best ways to express themselves

Writing curriculum for those who are preparing for independence

Pupils who are preparing for independence will extend mark making and begin to learn how to do this with some intent. Pupils will be exposed to lots of different types of writing through exposure to lots of different stories and text. For these pupils writing will involve understanding how stories follow a flow starting from the beginning and working through to the end. They will learn how to recognise characters and start to consider how their own imagination can influence a story working towards creating their own. Pupils will use a combination of tools, technology, signs and symbols to unlock their writing potential. Pupils will be encouraged to build confidence and, where possible practice composition daily.

Writing curriculum for those who are able to plan for independence

For those who are able to plan for their own indepndance, pupils will be exposed to lots of different formats of writing. They will learn how to differentiate between fiction and non-fiction mastering the knowledge to apply what they have learnt in a number of different environments. For these pupils writing will be functional, the intent will be to work towards accuracy and application in real life contexts. Pupils will learn to master the art of handwriting so that they are able to interact with the written word as a method of communication but at the same time pupils will be given the opportunity to write stories, be creative and explore their interests.

Planning for independence

  • Knows how to engage the attention and communicate with familiar and unfamiliar adults in a range of situations for example group discussion, customer service desks, unknowns
  • Demonstrates understanding of an increasing range of texts and retrieves information from non-fiction, using titles, headings, subheadings
  • To have independence, initiative and originality to be used to develop creativity
  • To be able to reflect on, analyse and critically evaluate their own work and that of others
  • To have a creative curiosity to find out more about the world around them
  • Demonstrates skills for employment such as ability to follow instruction, work as part of a team, complete a task unsupervised
  • Knows how to access leisure time services such as sports centres, daytime services and clubs
  • Know and use the correct equipment safely, at the correct time, and in the correct place to keep clean including body, hair, teeth and clothes
  • To know how to safely use and access independent travel options

Preparing for independence

  • Has a social sight vocabulary of words used in the community and uses these to solve problems and access information eg entrance, cash desk
  • Knows how to communicate appropriately with familiar adults and is supported to communicate appropriately with less familiar adults in the community eg through ACC
  • To have a passion for being creative and expressing ideas
  • To be able to communicate my feelings through different mediums
  • Adjusts routines such as times, clothes, behaviour in readiness for work related learning and is able to complete structured activities with support
  • To know the risks linked to functioning in community
  • Recognising healthy foods from a given choice. Preparing simple healthy foods with support
  • To know how to use public transport in the correct manner safely with some support

Sensory Explorers

  • Make a simple choice from limited number of options eg objects, drink, activity
  • I get enjoyment from creative activities these may include sustaining periods of engagement on a sensory story/ activity.
  • Uses established communication system to engage with less familiar adults
  • Show some pleasure in accessing information from a book

Further information:

‘Leaders have continued to develop the school’s curriculum since the last inspection.’…

OFSTED comments

‘Pupils, including disadvantaged pupils, are making strong progress from their varied starting points in reading, writing and mathematics.’…

OFSTED comments

‘Pupils respect each other, display good manners and work together successfully.’…

OFSTED comments

‘Pupil Premium is targeted to improving pupils’ communication skills through investment in specialist equipment and software.’…

OFSTED comments

‘The school council is
especially active and members are particularly proud of the role they played in improving school meals..’…

OFSTED comments

‘Staff use signing, symbols, photographs and objects of reference to communicate effectively with those pupils who need additional support to ensure that they are fully engaged in their learning.’…

OFSTED comments

‘Leaders have carried out a detailed review of the curriculum pathways for pupils.’…

OFSTED comments

‘Pupils run the school shop and staff cafeteria, enabling them to use their literacy and numeracy skills in a practical setting.’…

OFSTED comments

‘Pupils spoke
enthusiastically about learning outside of school and their visits to local museums, the Humber Bridge, local cafes and to the cinema.’…

OFSTED comments

‘Leaders have introduced a new approach to assessment. This enables leaders to check pupils’ progress from their starting points more effectively.’…

OFSTED comments

‘Pupils take part in a strong work experience and work-related learning programme.’…

OFSTED comments

‘Leaders use the pupil premium funding effectively.’…

OFSTED comments

‘There is a strong emphasis on personalisation of the curriculum, the development of pupils’ communication skills, independence skills and preparation for life after school.’…

OFSTED comments

‘Pupils take part in local and
regional accessible sporting activities.’…

OFSTED comments

‘Pupils rise to the challenges that you set, and their learning is rarely disrupted.’…

OFSTED comments

‘The curriculum offers a wealth of enrichment activities which are highly valued by
pupils and parents and carers.’…

OFSTED comments

‘Pupils say that they enjoy their lessons and take great pride in their work.’…

OFSTED comments

‘Based on the evidence gathered during this short inspection, I am of the opinion that the school continues to go from strength to strength.’…

OFSTED comments