A Hoyle Court Writer
“Be yourself. Above all, let who you are, what you are, what you believe, shine through every sentence you write, every piece you finish.”
At Hoyle Court Primary School we endeavour to create a love for Writing. Our vision is that every child will leave Hoyle Court Primary School with the skills of an excellent writer who has the ability to write with fluency and has an author’s voice. We ensure our children are confident when thinking about the impact they want their writing to have on the reader and that they have the skills to know how they can achieve this.
It is important to us that our children develop a rich bank of vocabulary and the essential speaking and listening skills to allow them to speak in coherent and grammatically correct sentences before they write. Building on from this, we provide our children with an broad knowledge of writing techniques to extend details or description along with the ability to structure and organise their writing to suit the genre they are scripting.
At every step, our children learn transcription skills that ensure their writing is well presented, punctuated, spelled correctly and neat. Our children learn to be proficient at re-reading, editing and improving their writing so every piece of writing they produce is to the best of their ability and better than the last.
Throughout their time at Hoyle Court Primary School, children develop their skills by exploring a whole range of different genres, with a focus on exploring a range of models of excellence and using these to guide the drafting and editing process. It is important to us that our children not only develop a real enjoyment of writing in English lessons but in all subjects across the curriculum. We expect the highest standards of writing every time a pupil writes in any subject.
We provide opportunities for the development of writing so that when children leave us they have acquired the relevant skills to allow them the opportunity to communicate effectively with the world around them – as well as stimulating their own ‘creative escapes’.