Writing
Writing Learning Journey
At Gillshill Primary School we follow the Talk For Writing (TFW) approach. Each unit of written work (the writing long term plan details the units covered across each year group) follows a specific writing learning journey which lasts approximately three weeks. The learning journey is consistent across the school - imitation to innovation to independent application.
Each writing learning journey follows the same structure which is detailed below:
Imitation
The teaching begins with a creative ‘HOOK’ which engages the pupils, often with a sense of enjoyment, audience and purpose. The model text is pitched above the pupils’ level and has built into it the underlying, transferable structures and language patterns that students will need when they are writing. This is learned using a ‘TEXT STORY MAP’ and actions to strengthen memory and help students internalise the text. Activities such as drama are used to deepen understanding of the text.
Once students can ‘talk like the text’, the model, and other examples, are then read for vocabulary and comprehension, before being analysed for the basic text (boxing up) and language patterns, as well as writing techniques or toolkits. All of this first phase is underpinned by rehearsing key spellings and grammatical patterns. Short-burst writing is used to practise key focuses such as description, persuasion or scientific explanation
Innovation
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 map 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. Ideas may need to be generated and organised or information researched and added to a planner. 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
Independent Application
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. Writing may be staged over a number of days and there may be time for several independent pieces to be written. With non-fiction, students should apply what they have been taught across the curriculum.
