BedlingtonStation PrimarySchool
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Writing at BSPS
BedlingtonStation PrimarySchool
Writing at BSPS
A BSPS we employ a whole school writing approach. The steps outline below give a framework to approaching a writing unit. This guide is flexible and should be adapted to meet the needs of the genre and cohort as appropriate. It is expected that all steps will be addressed in some capacity for narrative writing and as appropriate in non- narrative. This suggested order may vary depending on need.
We begin the writing journey using ‘Talk for Writing’ which works in three stages to improve writing ability by giving pupils an understanding of the structure and elements of written language.
Alongside Talk for Writing, children write a weekly diary entry focussing on sentence punctuation (Superhero Sentences) and letter formation when they are ready.
Early Talk for Writing
Talk for Writing Phases
Beyond Talk for Writing
Building on from the foundations of Talk for Writing, children continue to develop their writing using the following steps.
The focus of writing should take the form of a retell, rework or original piece.
Retell - use the same characters, events and settings to write the focus text in their own words.
Rework - use characters, events and settings from the focus text in their own way (e.g. Red Riding Hood meets a fox instead of a wolf/introduce a new character into a scene/events from another characters point of view)
Original - adapt a character, event or setting to create a new story/ending/sequel inspired by the focus text.
These writing forms can be approached in a variety of ways, depending on genre, cohort, time, and curriculum need. Theres is no expectation that a full narrative is written for every final piece. However, a view should be kept to exploring different parts of texts over the year. Non-narrative work should take the form of a complete original piece.
Final narrative pieces could include:
Final pieces independent writing should include the long date and a title which states the genre. For example, ‘Independent Writing: Adventure Story/Report/Imagery Poem’
Forms of writing
Editing
Some editing of writing should take place during each genre. This may take the form of an ‘end edit’, and/or edits during the writing process.
Writing edited during the writing process should be edited as outlined below, but should include a title and feedback given in line with other work.
If a focus edit takes place at a point other than the final piece, children should perform an independent SPAG edit on the final piece to improve vocabulary and correct self identified spelling and punctuation errors. Teachers should support this as a class, compiling common errors for all to see.
Types of edit
When editing their own writing children will correct spellings in the margin and any punctuation will be added with green pen. Any longer edits e.g. sentences, paragraph rewrites will be done on lined paper which will be added to the page on top of the original work, secured at one side so the original writing can still be viewed. Any words or phrases that are to be replaced should be underlined and the new addition written in the editing area in coloured pencil.
Marking of Independent Writing
For final pieces of independent writing, the ‘Genre Criteria’ will be used to assess how well the children have written to the genre. These should be shared with the children throughout the unit and will form part of the ‘Steps to writing’ process.
Depending on the format of a final piece, some genre criteria may not apply or be easily demonstrated in a particular piece of writing. (e.g only writing a story opener or end). The criteria children can demonstrate in a particular piece of writing should be shared in advance and indicated on the ‘Genre Criteria’ slip.
Writing Assessment Criteria Slips