Presenting grammar and writing skills in a logical order
Fundamentally, the scheme is designed to get the children wanting to write, help them to discover what they want to say and give them the skills they need to say it effectively through a purposeful piece of writing.
The Pilot Project
The children are engaged in a quality text or other stimulus in an ‘explore’ phase, which usually involves reading, reading comprehension and some form of collaborative talk. This talk, which takes the form of role play, shared research or an exploratory talk around a big question, builds a bridge to the ‘destination write’ at the end of the unit by rehearsing ideas that the children can use in their writing.
Next is a ‘practice’ phase in which highlighted examples from a talented author are used to inspire explicit teaching on one (or a maximum of two) grammar/vocabulary skills, which, if they can use and apply effectively, will enhance the children’s destination writing. Oral and written practice of the skill(s) builds confidence for an ‘interim write’ which, just a paragraph long and further informed by a shared write, is the children’s first opportunity to use and apply the focus skill(s) in context.
The ‘composition’ phase then sees the children take part in group and whole-class reflection on the interim write, which paves the way for editing and redrafting. Shared and group planning then prepares the children for the destination write.
Teacher feedback throughout is focused on two things: children’s response to the focus skill(s) and their progress against their individual writing target (which is often a barrier to their writing progress). Children are grouped according to their shared needs to receive teacher help/feedback during guided writing sessions at the interim and destination write stages.
Our children now have a much greater understanding of sentence construction and the purpose of their writing. We have moved so far away from the "I don't know why you’re asking me to do this” to children wanting to talk about and show off their new skills.
The much stronger foundations in sentence construction is giving children the confidence to explore how they can express themselves in writing.
Mastery in Writing is the organised, funnelled, streamlined and refined approach that I think all teachers of Primary English were looking for. I’m enjoying teaching English much more than I have done for years!”
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