Our curriculum is taught through a three-week journey in order to improve children as writers.
Firstly, children are exposed to a particular genre where they learn about key features and techniques, being exposed to what a good one looks like (WAGOLL) as an example text. Children are then given an exciting writing stimulus which promotes and encourages creativity. Throughout the process, spelling, punctuation and grammar weave into work through warm-ups and shared writes, ensuring that skills are recapped and reinforced to embed understanding. Texts and stimuli are chosen to both stimulate and challenge the children leading to high quality writing outcomes. We strive to equip children with a rich vocabulary through high-expectations in speech, language and communication.
Once students are familiar with the model text, then the teacher leads them into creating their own versions. A new subject is presented and the teacher leads students through planning. With younger pupils, this is based on changing the basic story map or plan and retelling new versions. Older students use boxed-up planners and the teacher demonstrates how to create simple plans and orally develop ideas prior to writing. Shared and guided writing is then used to stage writing over a number of days so that students are writing texts bit by bit, concentrating on bringing all the elements together, writing effectively and accurately. Feedback is given during the lessons so that students can be taught how to improve their writing, make it more accurate, until they can increasingly edit in pairs or on their own.
Eventually, students move on to the third phase, which is when they apply independently what has been taught and practised. Before this happens, the teacher may decide to give further input and rehearsal. Students are guided through planning, drafting and revising their work independently. It is essential to provide a rich starting point that taps into what students know and what matters so that their writing is purposeful.