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Brookfields Primary School

Writing

Writing is a very important part of our curriculum. We aim to write in every subject!

 

If you have any questions about our writing curriculum, please speak to the class teachers or come and speak to me.

Miss O'Rourke

 

Below is the process we follow when teaching writing. It is based on research and studies linked with pupils' progress in writing.

 

 

Brookfields Primary School - Writing Process

 

Exploring Stage

All ‘writing units’ to start with a ‘hook’. An exciting event/film to hook the children’s interest when it comes to writing. For example: if completing a discussion text the children could begin their unit with a debate A focus on oracy within this stage and throughout the writing process.

 

This stage also explores reading as a writer. The pupils will explore different examples of the text they will be writing. Pupils will explore the structure and composition of the text type.

 

Pupils to be taught relevant spelling, punctuation and grammar linked with the type of writing they are completing.

Planning Stage

This stage is all about setting goals (TSC/SC linked with writing expectations and building toolkits for working wall) and generating ideas before pupils begin writing – these goals link with the example texts shared in previous stage. Pupils could write down goals so that they can refer back to them as they write. Example strategies: goal setting, activating prior knowledge, graphic organisers/comic strips/ story mountains, and discussion.

Drafting/Revising Stage

(Drafting) This stage involves focusing on noting down key ideas. Pupils should set out their writing in a logical order using a planning grid. Although accurate spelling, grammar and handwriting are important, at this stage they are not the main-focus.

(Revising) This part of the stage involves making changes to the content of writing in light of feedback and self-evaluation. With pen and paper, it should be accepted that work may become messy but that at this stage the audience will be limited. Example strategies: peers placing a question mark next to things they do not understand and pupils thinking of synonyms for repeated words.

Editing Stage

This stage involves making changes to ensure the text is accurate and coherent. At this stage, spelling and grammar assume greater importance and pupils will need to recognise that their work will need to be accurate if readers are to engage with it and extract the intended information from it. Example strategies: checking capital letters and full stops and reviewing spellings using a dictionary.

 

Publishing Stage

This stage involves presenting the work so that others can read it. This may not be the outcome for all pieces of writing, but when used appropriately it can provide a strong incentive for pupils to produce high-quality writing and encourage them in particular to carefully revise and edit. Example strategies: displaying work, presenting to other classes, and sending copies to parents and carers.

Throughout the writing process the follow must occur – the teacher to decide the appropriate point for this to happen (formative assessment)

Sharing — Sharing ideas or drafts throughout the writing process gives pupils feedback. Example strategy: in pairs, listen and read along as the author reads aloud.

Evaluating—checking that the writing goals are being achieved throughout the process. This can be done by pupils as they re-read their writing or through feedback from adults or peers. Example strategies: self-monitoring and evaluation by asking questions like, ‘Have I met my goals?’ and ‘Have I used appropriate vocabulary?’

Teacher to teach additional GaPs lessons to support with revising and editing – this is closely linked with teacher feedback throughout the writing process.

 

 

*** KS1 will be working at the early stages of implementing the following stages for children when teaching writing.

Beginning to introduce these stages in Y1 may look like this:

 

Prewriting activities

 

‘Exploring Stage’

All ‘writing units’ to start with a ‘hook’. An exciting event/film to hook the children’s interest when it comes to writing.

 

This stage involves engaging children in activities prior to writing that help them think of and organise their ideas. This can involve tasks that encourage them to remember what they already know, find out about a topic they are not familiar with, or arrange their ideas visually (for example, by using a planning tool or graphic organiser) before writing. Focus on developing oracy at this stage and reading as a writer at the early stages.

 

Planning Stage will differ from Y2/KS2. The planning may be in pictures and captions in Y1. This may also be the case for SEND/exception children across school.

Drafting, revising and editing

 

This stage involves helping pupils to get their ideas written down as a first draft which they can then edit and revise linked with teacher and peer feedback.

Sharing/Publishing

This stage involves presenting the work so that others can read it. This may not be the outcome for all pieces of writing, but when used appropriately it can provide a strong incentive for pupils to produce high-quality writing and encourage them in particular to carefully revise and edit. Example strategies: displaying work, presenting to other classes, and sending copies to parents and carers.

Throughout the writing process the follow must occur – the teacher to decide the appropriate point for this to happen (formative assessment)

Sharing - instructing pupils to share, read, and edit each other’s work.

 

Evaluating – checking that writing goals have been achieved – TSC. This can be done by pupils as they re-read their writing or through feedback from adults or peers. Example strategies: self-monitoring and evaluation by asking questions like, ‘Have I met my goals?’ and ‘Have I used appropriate vocabulary?’

 

 

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