Transcription

We recognise that fluent transcription allows pupils to devote greater cognitive attention to composition.

For this reason, spelling, handwriting and dictation are explicitly taught throughout the school.

Dictation

Dictation forms an important component of our approach to teaching transcription.

Research and classroom experience indicate that pupils often perform well in weekly spelling tests but do not consistently transfer this knowledge into their independent writing. For this reason, Repton Primary School has moved away from traditional weekly spelling tests as the primary measure of spelling success.

Whilst spelling tests can demonstrate short-term recall of isolated words, they do not necessarily show whether a pupil can accurately apply spelling knowledge within authentic writing contexts.

Instead, we place greater emphasis on dictation and application.

Through carefully planned dictation activities, pupils are required to:

• Listen carefully and retain information
• Apply recently taught spelling patterns
• Use accurate punctuation
• Practise handwriting fluency
• Develop working memory
• Apply grammar knowledge
• Transfer taught skills into meaningful sentences

Dictation enables teachers to assess whether pupils can apply their knowledge in context rather than simply recall words from a memorised list. This approach also reflects the wider aims of the writing curriculum by bringing together:

• Spelling
• Handwriting
• Grammar
• Punctuation
• Sentence construction

As a result, transcription skills become increasingly automatic, allowing pupils to devote greater attention to composition and the communication of ideas.

Dictation therefore acts as a bridge between discrete spelling instruction and independent writing, ensuring that learning is retained, applied and transferred across the curriculum.