Learning to Write at Harry Gosling

English at Harry Gosling

At Harry Gosling, we aim to create independent and confident orators, readers, and writers, with a strong command of the English language. We understand the complex interplay between speech, language, reading, and writing, and work to ensure that children explore and enjoy the English language in all its forms. We believe that communication is the basis for all human interaction and our highest priority to ensure that the children at our school learn to understand and make themselves understood. This requires a mastery of language structures and vocabulary, so these two aspects of English underpin all of our lessons.

Curriculum Goals

Our curriculum is designed to provide our students with opportunities to articulate critical, inventive, and imaginative thoughts clearly and effectively, in a variety of circumstances. We work to ensure that the children are composing coherently and transcribing accurately for a real audience and purpose. We focus on the following strands to support children to do this:

• Vocabulary – Some of our children come to school with a relatively limited vocabulary. Understanding a wide range of words allows pupils to choose the most appropriate terms for their intended message, improving clarity and comprehension. A rich vocabulary enhances their ability to convey complex ideas, emotions, and narratives, making their writing more engaging and effective.
• Language structures – Understanding grammar helps pupils organise their thoughts logically, ensuring readers easily understand their writing. Additionally, a strong grasp of grammar enhances pupils' ability to vary sentence structures, which can make their writing more engaging and dynamic.
• Accuracy – Accurate transcription ensures that pupils can correctly spell words, use appropriate punctuation, and maintain consistent handwriting, all of which are crucial for readability and understanding. When pupils transcribe accurately, they reduce the cognitive load associated with the mechanics of writing, allowing them to focus more on content and creativity.
• Enjoyment – When pupils find joy in writing, they are more likely to engage with the writing process and explore their ideas freely. This positive attitude can lead to improved writing skills, as pupils are motivated to practice more and experiment with different styles and genres. At Harry Gosling, we cultivate a sense of ownership and pride in the children’s work, enhancing their confidence and willingness to share their thoughts with others.

Curriculum Content and Structure

English units are planned around core texts, carefully selected to ensure children are exposed to a range of diverse, challenging, and high-quality literature that they can use as models for their own writing. Each unit lasts a half term and includes two written outcomes, allowing children to develop their understanding of a range of genres. We follow Pie Corbett’s “Talk4Writing” structure and the premise that “if a child cannot say a sentence, they cannot write it.” We, therefore, ensure that the children see high quality examples of writing, orally rehearse and plan their ideas and then refine their writing after being given constructive feedback. Creative composition is a focus in each unit and genre specific structures, subject specific vocabulary and age-appropriate grammar is taught in a build up to writing a piece independently. Transcription skills are taught through separate spelling, dictation and handwriting lessons, but are developed in all writing.

Specific Schemes of work for Transcription:

Phonics – Read, Write Inc. (see reading page for more details)

Spelling – No Nonsense Spelling

Handwriting – Nelson Handwriting

Teaching and Learning Approaches

In English lessons, diverse teaching and learning approaches are essential to cater to the varying needs and learning styles of pupils. At Harry Gosling, we ensure there is a balance of direct instruction and inquiry-based learning, which encourages pupils to explore texts and develop critical thinking skills. In direct instruction, specific skills like grammar and vocabulary are taught explicitly and then practised by the children within the context of the core text. Incorporating collaborative activities, such as group discussions and idea generation, fosters communication and enhances understanding through shared insights. The use of art, drama and music is also important in lessons to support the children to visualise and communicate what is in their minds. Differentiation is key, ensuring that tasks are tailored to challenge and support pupils of all abilities. All children are expected to show the skills they have mastered in each unit in their final piece of independent writing. Feedback is given by the teachers and peers and the children are then able to edit and publish their work to be put on display or shared.