The Primary English Encyclopedia: The Heart of the Curriculum, Third Edition
See also displays, reading corner/area, writing
Reading and writing are complementary and mutually enriching activities. So the classroom writing area is nearly always part of the reading area or next to it. A special area for writing in relative privacy, whether alone or as part of a small group, is appropriate and desirable for every year group from nursery to the final year, although naturally the emphasis in resources and activities changes.
Space may be limited but the area must look attractive. One Reception teacher known to me displays enlarged pictures of the children at work on their writing: this helps their self-image as writers and is a good talking point. Displays help make the area inviting and are likely to include, for every age group, examples of the children’s best work, clearly labelled and annotated. Children’s reviews of both fiction and non-fiction are often included. Posters showing writing routines, advice about note making and the principles of paragraphing are helpful reminders.
Examples of different kinds of writing can be displayed for reference. For example, children in Year 4 and above will need to learn about the format of some journalistic and persuasive writing, such as newspaper reports and advertisements.
When it comes to writing implements, young children like to have pens, pencils, crayons, chalks, writing brushes, while older children will appreciate the addition of biros, felt tips, pastels and calligraphy pens. Materials to write on include paper and card of different sizes, shapes, colours and textures, an assortment of envelopes, some ready-made sewn books of different proportions, concertina books and book making materials like hard covers and book spines. Other items to have to hand are sellotape, display folders, staplers, paperclips, rulers, rubbers and glue. Word books, dictionaries and thesauruses, at the right level of difficulty for the children, are necessary and of course a word processor, a printer and, if possible, access to the Internet.
To be effective a writing area must go beyond just looking good: it needs to both reflect the work of the class and be referred to in everyday work. Children’s input to the planning and setting up of displays is important. Some teachers have a rota of helpers to put up displays and to keep the writing corner tidy. A developing display – one that is constantly modified and extended – reflects the dynamic nature of children’s learning. The Teaching Ideas site has examples of lively learning walls and displays (www.teachingideas.co.uk). The best displays include work which is a genuine outcome of current work. Experienced teachers make time for children’s writing to be read out loud and discussed as well as displayed.
Good organisation and sensitivity ensures fair access to the relative privacy of the area for individuals and groups. The good writing area provides a space where children can experiment, take initiative and enjoy their writing.
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