Writing at Sherford Vale is taught through a mastery approach: through the provision of deep, rich learning texts and purposeful contexts remains vital to children's success in writing. Our mastery approach aims to build on this through the provision of deep, rich learning tasks. The richness and depth of writing comes from an emphasis on critical thinking, the creative application of skills and the development of creative habits in meaningful and challenging writing contexts.
Deeper writing is not just about more adverbs, expanded noun phrases and spelling every word precisely. It is about becoming more knowledgeable about how to write- the attitudes, attributes and environment that supports the writer most effectively. This also involves being knowledgeable about yourself and the world in which you live.
We use the Herts for Learning Team approach (Hodgson 2018) to encourage a greater depth approach. Children need to consider all the aspects of the ADDLO(V)E approach.
We intent to give children opportunities to immerse them in rich and varied literary heritage through the Babcock No Nonsense Literacy approach. Children will have opportunities to write in a clear, accurate and cohesive way, adapting their language style in and for a range of contexts and purposes. We will use the power of talk in order for children to discuss texts, allowing them to elaborate and explain their understanding and ideas. Children will be able to plan, revise and evaluate their writing.
All writing is based on a high quality literature which provide strong models of rich language and replicable structures.
We use the Babcock No Nonsense Literacy teaching sequences to structure the teaching of reading and writing.
Elicitation tasks: this takes place to provide a starting point for the sequence (cold task). Used as a baseline measure to compare with the final outcome. This will mean progress across the sequence can be made explicit to children. This helps teachers assess what the children can already do and which aspects need to be focused on by the whole class or groups of children.
Learning about the text: children then become familiar with the text as this is used as a model for the writing. This engages the imagination and emotions of pupils with the text through high quality talk and activities which deepen understanding.
Thinking as a writer: we move on to thinking like a writer- how has the author engaged us as a reader. Part of this will focus on grammar teaching heavily influenced by Debra Myhill's work on 'Grammar for Writing' following 4 key principles:
Learning and remembering the text: children learn a selection of the text through key events. This could be via mapping, drawing, providing actions, drama, freeze frames, speaking aloud, thinking about patterns and puzzles.
Practising writing: to collect ideas to write and recreate elements. Teachers will use engaging experiences to give children something to write about e.g. visitors, trips, immersive experiences, hooks. Shared writing; model writing the text. Children then edit and improve to explore applying their ideas through writing.
Independent writing: teachers will give children time and space to create their own writing. Children can use the pattern of the text using their own content. Children will have choice over their writing. They can collect ideas, develop and organise into a planning format.
Text Structure/Plot: children explore the patterns of the text and plan their own stories. This will aid children to write their final piece (hot task). This includes evaluating and editing their work independently.