Our writing approach was designed using up to date research and methods in order to help children at our schools fill their full potential in this subject. We use a range of resources, activities and games to promote high levels of vocabulary, creativity and enthusiasm in this subject.
The sequence we use is as follows:
To begin with, we root our learning to a specific text type. This can be non-fiction, fiction or poetry that either links to our theme or follows an expressed interest of the class. We ensure that the children get to experience all these areas of writing to equal measure across a year.
Once we have established the text type, we then chose an inspiring book or extracts to allow the children to see how this looks in written form, such as the layout, common vocabulary choices and structure. We then work together to identify these features and create a toolkit as a class, based on spelling, punctuation and grammar (SPaG) along with and other writing techniques –to ensure concise and focussed teaching we use this toolkit to plan SPaG and writing focus for the following week.
To build enthusiasm and engagement with the text type, we use a range of games to learn the structure; this can include drama activities, hot seating, story maps and interactive word activities.
The second week of learning focuses on the teaching learning of the toolkit we have created. The children will explicitly work towards deepening their knowledge and understanding of spelling, punctuation and grammar used in this text type, as well as other writing techniques and devices. During this week, the children will have opportunities to apply this knowledge to a variety of different contexts to ensure they fully understand the purpose of what they have learned. This could include setting descriptions, monologues for specific characters or diary entries.
All writing completed in this week has opportunities for children to discuss and peer or self asses their work in order to reflect upon, edit and improve their writing.
During the final phase, we use the original text to innovate and adapt as a whole class in a shared write. This is to help children with a structure for their own writing and also to allow them to draw inspiration from each other.
Once the children combine all their learning in the shared write to fully understand the genre, they then innovate from completely different stimuli. This can be picture/video/items in a box/ alien object/ mystery footprints and items, anything to ensure the children are completely engaged, motivated and excited to write!
Children have lots of opportunity to talk and plan together to share ideas to create a new piece of writing for the given stimuli during the planning phase. They are then ready to create a fantastic piece of writing in the taught genre independently. Once their writing is completed they have opportunities to self and peer asses their writing as well as share their writing in group story telling sessions.