A Whole Class Approach to Writing:

  1. Teacher creates a Rubric: The purpose of this is to identify as a success criteria grid, a list of objectives that will be taught throughout the unit of learning. Success criteria on the rubric will be linked directly to the genre, style or purpose of the writing being created.
    The rubric will have criteria for working towards, meeting and exceeding ARE to prevent glass ceilings being imposed on children and to encourage depth and challenge in writing.
    Where children are working considerably below ARE, differentiated or personalised rubrics should be provided.
  2. A WAGOLL and/or a WABOLL should be sourced for the children to identify features and strengths that they should strive to include and achieve in their own writing. This should be the first lesson of the writing sequence.

Lesson Sequence/Content:

  • After identifying the features of the writing, the success criteria on the rubric should be taught. This allows children to learn the skills of writing and should include breadth and depth of the literacy curriculum. Spelling, punctuation, grammar, language and vocabulary and sentence structure should be taught within the main sequence. Children should be provided with opportunities to gather content for their writing and skills should be practised in context of the learning – not on worksheets.
  • SPAG should be taught as part of this learning sequence again in the context of the learning or project being studied. Evidence shows that grammar teaching is more effective when it is in context ie through text interrogation and then application of skills as opposed to discrete learning. However, if identified through AfL that children need more time, discrete lessons can be included where needed however, this should not be normal classroom practise.
  • After the necessary skills have been taught, children should be allowed time to research/gather content for their own independent writing and application. Planning (boxing up grids/timelines, story-maps), drafting and editing should all be included in the writing process.

There are no time constraints on how long a genre/unit of writing should take as this will be different for each genre, class and age group. A range of genres/writing purposes should be included throughout the year. For more information on this, please see the genre coverage and progression document.

  • At the end of the writing sequence, children should self/peer assess their writing (as appropriate) against the rubric that was devised at the beginning of the sequence. This should be colour coded against the writing to encourage children to identify areas of strength and areas for improvement in their own writing.
  • Teacher assessment of writing should be recorded against the Focus/Not as we Know It Assessment Trackers for each year group.
  • Year 2 and Year 6 should also provide evidence against the Interim Framework.
  • Internal and external moderation of writing will be built into the monitoring timetable throughout the year