Teaching Writing – Our Whole School Approach at Newbold and Tredington CE Primary

Children write for an audience, purpose and genre. Texts are carefully chosen to enhance children’s knowledge, understanding and structure of writing. New vocabulary is introduced weekly and writing skills are developed gradually. There is clear progression in writing across the school. 

We have a 7 point approach which is delivered in lessons:
1. A short grammar or spelling task designed to recap previously taught skills which allows children the opportunity to retrieve knowledge
2. New vocabulary is introduced and the meaning of words are explored. Visual pictures support children with the reading and writing of these key words
3. The new writing skill is taught. The teacher models this skill
4. Children practise the new skill by completing a short task on their own, in pairs or in small groups
5. Children will explore with the teacher a well-written example text for the genre they are learning. This will include the new key vocabulary and skills for the week
6. Using the children’s ideas and orally composed sentences, the teacher will model writing linked to the text studied
7. Children will complete their own independent writing 

Additional activities and strategies to enhance writing that are implemented each term also include:

Book Talk
The teaching of English is based around a good quality text. When reading, children take part in a range of activities to engage with the text and evidence of this case be found in the children’s books e.g. comprehension questions created by the teacher with reference to the National Curriculum. Daily reading activities are linked to VIPERS.

Drama
We use a range of drama activities such as hot seating, role play and smaller writing activities such as letters or diaries in role as a character from the class novel.

Grammar
Grammar is taught in relation to genres wherever possible. As a build up to a piece of writing, children are given opportunities to use the grammar features/language features identified one by one in several lessons before beginning to plan and write. Children use agreed colours or underlining to show when they have added a grammatical skill to their writing.

Modelled Writing
Writing is taught through modelling, shared composition, guided writing and independent writing. Modelled writing: the teacher talks aloud the thought processes as a writer. They have complete control over the writing and make explicit the structure, language features, spelling and punctuation of the text type as appropriate. Shared writing: this is a collaborative approach; pupils contribute their ideas and thoughts for the teacher to select the most appropriate. The teacher needs to give reasons for the choices made. Supported composition: The children work in pairs to provide the next sentence of the text. This may follow from either modelled or the shared writing process.

Pupils are grouped in a variety of ways to best suit their needs, for example by writing ability or target needs. The teacher and LSAs support children to achieve their goals. The task is carefully selected to provide an appropriate level of challenge and will focus on building up to writing a complete piece. 

Children are given opportunities to plan, draft and edit. Sufficient editing time following marking allows children to move on in their writing and is planned into lessons.

Children’s writing can be presented in a range of ways. Older children may choose how to present their written work.

My Writing (Independent Writing)
All children are given opportunities to apply their understanding of the text type in their own writing both in English and across the curriculum. This is vitally important if children are to develop their skills as writers within different genres.
As children become more confident writers and, if it is not the first time the text type has been taught, they will start to create their own success criteria and make decisions about which features and vocabulary to include.

Role play/Research

We use a range of drama activities such as hot seating and smaller writing activities such as letters or diaries in role as a character from the class novel.

Grammar

Grammar is taught in relation to genres wherever possible. As a build up to a piece of writing, children are given opportunities to use the grammar features/language features identified one by one in several lessons before beginning to plan and write. Children use agreed colours to show when they have added a grammatical/language feature to their writing.

Modelled Writing

Writing is taught through modelling, shared composition, guided writing and independent writing.  Modelled writing: the teacher talks aloud the thought processes as a writer. They have complete control over the writing and make explicit the structure, language features, spelling and punctuation of the text type as appropriate. Shared writing: this is a collaborative approach; pupils contribute their ideas and thoughts for the teacher to select the most appropriate. The teacher needs to give reasons for the choices made. Supported composition: The children work in pairs to provide the next sentence of the text. This may follow from either modelled or the shared writing process.

Pupils are grouped in a variety of ways to best suit their needs, for example by writing ability or target needs. The teacher and LSAs work with each group in rotation during the week so that every child partakes in guided writing once per week. The task is carefully selected to provide an appropriate level of challenge and will focus on a particular aspect of the writing process as opposed to writing a complete piece. Tasks may include the processes of planning, drafting and editing pieces of writing.

Children are given opportunities to plan, draft and edit. Sufficient editing time following marking allows children to move on in their writing and is planned into lessons.

Children’s writing can be presented in a range of ways. Older children may choose how to present their written work.

My Writing (Independent Writing)

All children are given opportunities to apply their understanding of the text type in their own writing both in English and across the curriculum. This is vitally important if children are to develop their skills as writers within different genres.

As children become more confident writers and, if it is not the first time the text type has been taught, they will start to create their own success criteria and make decisions about which features and vocabulary to include.