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The Writings of St. Paul, Edited by Wayne A. Meeks and John T. Fitzgerald is far more than just the letters attributed to St. It is intended as a textbook of both ancient and modern readings. It is NOT a work by a single author, or even two authors.

• Each child will be taught to write in a variety of styles for different purposes and audiences with a developing vocabulary and increased imagination.
• All English sessions are based around quality texts which allow the children to write in context.
• Other stimulus for writing includes ‘Wow’ events such as dissecting Owl pellets in Year 2.
• Teachers use a combination of target tracker statements and Learning and progression steps (LAPS) to ensure coverage of the curriculum.
• This means that there is a clear focus on the progression of skills to meet the overall objective.
• The progression of skills in writing in line with the specific Year group should be seen in all English lessons.
• Units of writing may vary in length and complexity as children embed the new skills required to produce a finished piece of writing.
• From Year 4 onward, there is a clear focus on developing the children’s ability to proofread and edit and improve a piece of work in line with the expectations of the English curriculum.
• Children use draft books for some extended pieces of writing and then have specific edit and improve sessions to make improvements to their pieces of work.
• Children are involved in paired talk, teacher talk and group talk when analysing the strengths and areas of improvement for a particular piece of writing.
• Children are taught punctuation and grammar as part of daily English lessons.
• Aspects of Talk for Writing are used during sessions. These may involve activities such as: creating WAGOLS, Story mapping and Boxing-up.
• Literacy working walls are used to guide and support children when working through a unit.
• There is an expectation that the skills developed and seen in English writing sessions are applied across other areas of the curriculum.
• As opposed to having specific targets for each child, the skills required for each Year group are placed in the front and back cover of the English books. These are used by children so that they are clear about the expectations for their Year group.
• English books are used from Reception to Year 6. This allows children to become familiar with writing in books and aids transition through from Reception to Year 1.

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Handwriting

• Each child will be taught handwriting that culminates in a joined cursive script that is a neat, fluent and legible style of handwriting.
• They will develop an awareness of the importance of clear, neat presentation and how to set out work, giving attention to presentation and layout.
• The use of our cursive script provides a structured approach to learning how each letter is formed.
• Handwriting is taught a minimum of three times a week in Key Stage 1 in a meaningful and curriculum-relevant context, particularly in the areas of punctuation, spelling and vocabulary. The frequency and length of handwriting lessons will vary according to the age and competence of the pupils.

The Foundation Stage

• The EYFS framework provides a long term plan to ensure that all the aspects of learning within the Early Learning Goals are covered throughout the academic year.
• Medium term planning is created and takes into account the individual children’s learning and developmental needs. All areas of Learning and Development are planned for and available to access within the setting. The learning opportunities provided include a range of adult focused and child initiated activities indoors and in the outdoor classroom.
• Children are given the opportunity to move from mark making to writing their name, before beginning to form sentences.

More able

• Children who perform at a high level in English will be taught within their own class and challenged through differentiated work and during whole class activities.
• Teachers will direct key questions towards the more able and identify this differentiation on plans.
• Children are given the opportunities to be part of a school newspaper which encourages them to research, investigate and produce their own stories.

Special Educational Needs

Teachers will provide learning opportunities matched to the needs of all children, including those with special educational needs. Work in English takes into account the targets set for individual children in line with ANPs. Teachers provide help with communication and English through:

• using texts that children can read and understand;
• using visual and written materials in different formats;
• using ICT, other technological aids and taped materials;
• using alternative communication such as signs and symbols;
• using amanuenses (scripting)
• using different and varied teaching styles
• addressing different learning styles

Teachers will plan to support all children through clearly differentiated activities and appropriate use of human resources. Extra support may be allocated through the school’s provision map and suitable intervention put into place where appropriate. Where this is the case, the child may be withdrawn from all or part of the lesson for the duration of the intervention programme.

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Contents

St. Paul's Letters

The inspired letters of St. Paul are a primary source of the history and teaching of the nascent Church and clearly influenced its early development.

With today's rapid and varied styles of communication St. Paul would have a field day with his extensive contacts for the growth and development of the Church. The awesome ease of electronic communication would hold spellbound this inveterate letter writer of the New Testament and master evangelizer.

However, the demanding and rigorous conditions of letter writing in St. Paul 's day in no way diminished his passion for this labor of love.

In the beginnings of Christianity the 'city churches' communicated with Paul and other leaders of their time and with each other by letters. Unfortunately many of these letters have been lost. Some of Paul's letters are responses to letters he received, and in his letters he instructs, solves problems, and offers encouragement to the local Christian communities.

Elements of Letter Writing in Ancient Times

Just what did it take to write a letter in the era of the New Testament's formation? The biographical study, Paul the Apostle, published in the mid-19th century by the noted Italian scholar Giuseppe Ricciotti, details some aspects of ancient letter writing.

Usually letters were written on parchment, which was worked leather, or on papyrus. Papyrus was a composition of thin, crossed strips of an Egyptian river reed. It varied in thickness and smoothness, and was formed into sheets measuring about 10 or 12 inches wide. Neither parchment nor papyrus offered the smooth writing surface we expect in paper today.

A pen was made from a split reed or a goose quill. The sticky ink was a mixture of carbon and glue or gum. With rough quality papyrus writ­ing was very difficult and the scribe struggled intently to form each letter.

With a short letter, such as Paul's message to Philemon (25 verses), the finished letter was folded, then sealed with wax or pitch. The name of the intended receiver was written on the outside along with the name of the bearer and the intermediate stops. A long letter would be rolled and enclosed in a sealed envelope, or wrapped in another sheet of papyrus, then tied with a small cord and sealed.

Composing and Handwriting

The actual composition and writing of the letter posed some difficulty. Determining the content of the message, plus the length of the text, required considerable effort, writing space, and time. On average each papyrus sheet held about 140 words. To write three syllables required about one minute, and an hour's work produced about 72 words.

St. Paul's earliest letter, the oldest text in the New Testament, is the First Letter to the Thessalonians. Scholars estimate that this required about 11 sheets of papyrus and 20 hours of writing. His letter to the Romans, his longest, needed 50 sheets and 100 hours to complete. His shortest letter con­tains 335 words to Philemon, but required three sheets and more than four hours. Letter writing was not an easy task. But it was a labor of love.

Because writing was a tedious task, only two or three hours in a working day could be devoted to a letter. It is estimated that the Letter to the Romans must have occupied Paul and his secre­tary at least 32 days at three hours a day, or a maximum of 49 days at two hours a day.

The Mechanics of Writing Influenced the Understanding

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These approximate calculations hold special importance for a correct interpretation and understanding of St. Paul 's letters. Apparent interruptions in the development of thought, abrupt transitions, and repetition complicate Paul's theological reflections and exhortations. Considering the time involved in actually composing and writing, and factoring in postponements and interruptions, no wonder Paul's content and style are not always easy to follow or to read aloud.

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Another New Testament letter writer, St. Peter, admitted frankly that in the letters of 'our beloved brother Paul . . . there are some things hard to understand' (2 Peter 3:15-16).

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Recalling the Purpose and Value of Letter Writing

Reviewing these conditions might serve as a reminder for us about the importance of letter writing. This seems to be a lost art among most of the young. The known effects of a handwritten or typed personal letter are remarkable. We are not all like St. Paul , but we do have the ability and oppor­tunity to cheer, con­sole, cajole, congratulate, and encourage each other. Letter writing is a valuable apostolic venture, and an effective tool for promoting justice and peace. Remember that St. Paul inspired and supported Church vocations by his letters to Timothy and Titus, and in all his letters exhorted all the baptized to be faithful to their baptismal consecration.

Writing a personal letter is a wonderful and warm expression of thoughtfulness and courtesy and appreciation. Writing to civil leaders, social organizations, and businesses can produce improvements for society. Letter writing is an inspired apostolate of expressing God's love for us, and our love for one another. Let's take a page from St. Paul and renew this practice in our own lives.