Writing
If you have any questions regarding our writing curriculum please speak to Carys Smith (Lead Learner) on 01296 488331 or email carys.smith@bcsglt.co.uk
What is Talk for Writing (T4W)
Talk for Writing is an engaging teaching framework developed by Pie Corbett. All year group will learn through the structure of imitation, followed by innovation, until they finally use independent application. This approach can be adapted to suit the needs of all learners, it enables children to be able to read and write for a variety of audiences and purposes. A key feature is that children internalise the language structures needed to write through ‘talking the text’. The approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
Intent
At Bearbook Combined School, we facilitate a supportive environment that allows children to develop a love for writing, embracing the functional skills required alongside promoting their own personal flair for writing. We strive to provide a platform for children to express themselves confidently, through both spoken and written English. We want children to understand that writing is a powerful tool that can be used to express their personal voice, and provides a channel to communicate with the wider world. We provide meaningful opportunities for children to find pleasure in the writing process, including: discussion, reading, sharing, drafting, performing, reflecting and publishing. We want children to leave Bearbrook feeling empowered to express themselves through the spoken and written form of English.
Implementation
Following the T4W scheme developed by Pie Corbett, the children will complete a baseline assessment (cold task) at the beginning of each topic. Year 1-6 will teach an hour-long English session daily, with grammar incorporated into lesson starters and teaching. The overarching principle is that if a child can tell a story, they will be able to write it.
Following the baseline assessment, children will progress through a three-phase model: Imitation, Innovation and Independent Application.
Imitation:
A theme is introduced with a ‘hook’ which generates creativity and imagination before reading the model text. During this phase, the pupils learn the text using actions and story maps. Pupils internalise the text type through repetition and rehearsal. The vocabulary of the model text is defined and activities help the child to first ‘read as a reader’, fully comprehending and understanding the text. After which they then move onto ‘reading as a writer’, identifying the writing techniques and features used to make this an effective piece. Sentence structures are explored and practised. A shared class Toolkit is gradually created as pupils identify the features needed to successfully write in the style of the genre.
Innovation:
In this stage, the model text is adapted with the children through shared writing. Changes to the text will vary between year groups, it may involve a simple change of character, or more complex concepts such as changing the viewpoint of the story. Children will make changes to their story maps, and practise orally rehearsing their innovated story. Following the shared writing, children will write the innovated story in manageable sections, as well as receiving daily feedback. It is a very supportive and structured approach to allow children to gain confidence and know what they need to do to improve.
Independent Application:
This is the final stage where the children use all the skills they have learnt to write an independent piece. This is referred to as the ‘hot task’. There is the freedom to draw upon their own ideas and experiences, or they can ‘hug closely’ to the shared text should they need to.
Impact
Our aim is to improve outcomes in writing at the end of KS2 using the T4W approach, as well as demonstrating strong progress during children’s time at Bearbrook. We hope children leave Bearbrook with high aspirations for themselves, as confident communicators, and continue to grow as they further their education.
Assesssment
Termly PiXL assessments and data are used to identify areas for development in SPaG, with specific groups receiving targeted teaching through PiXL therapies.
PiXL progression grids are used on-going to support the planning and teaching of skills and knowledge for effective writing.
