The Value for the month September is Motivation.

Addison Primary School

Learn Together, Play Together, Achieve Together


Writing at Addison Primary


Wring is a complex task that involves the use and coordination of many thinking skills. Therefore, many pupils find writing challenging. At Addison we aim to teach the skills needed together with fostering a love and appreciation of writing.

Our key objectives are to:

  • Teach pupils the writing process including planning, revising, and editing written products (through teacher modelling, supported writing and independent writing) - Composition
  • Teach pupils to write for a variety of purposes and audiences so that they understand what their writing will look and sound like to others - Composition
  • Inquiry: Set writing assignments that require use of inquiry skills (including establishing a clear goal for writing).
  • Teach pupils to become fluent with handwriting, spelling, sentence construction, typing and word processing- Transcription
  • Provide me to write both as guided and free writing.
  • Develop stamina to write at length and across different subjects.
  • Become independent thinkers who refer to prior skills to overcome problems.
    The three key components of teaching fiction and non- fiction across the curriculum are:
    IMITATION - using a strong shared text as a model from which pupils internalise the key language features. Internalising the text includes— Text mapping (writing a text as a set of images that can be read aloud), learning to recite the text in its entirety, boxing up (looking at the text structure and identifying where key components are used and analysis (analysing the language and structure of a text in order to understand the ‘tools’ used for different forms, text types and genres.
    INNOVATATION –using the structure and language patterns of the model text for shared planning and writing in a new, but closely related, context. Pupils innovate texts in sections over the course of a week so that they can create a supported model similar to the original model text.
    INVENTION / INDEPENDENT APPLICATION – pupils independently writing that text type in English lessons and where possible across the curriculum.
    Strategies to support writing.
    Demonstrations (Modelling): Working from a model text to demonstrate how to write each text type. Teacher demonstrates how to write that genre referring to the model and talking through their decisions, rehearsing sentences, making alterations and re-reading to check for accuracy and sense. Use ‘Toolkit’ for that genre. - (Imitations and Innovation)
    Shared Writing: Using the shared writing strategy enables teachers to make the writing process concrete and visible to students. In shared writing, the teacher and students compose text together, with both contributing their thoughts and ideas to the process, while the teacher acts as scribe, writing the text as it is composed. The purpose of shared writing is to model the thought process involved in writing and allow students to engage in and focus on the process. The teacher, ac ng as scribe, frees students from that aspect of the writing process so that they can focus exclusively on the thinking involved in writing. Shared writing is also a powerful method for direct teaching of key skills and concepts needed in the writing process. - (Innovation)
    Guided Writing: Guided writing takes place in small focus groups, to act as a scaffold and intervention at the point of writing. Guided writing should be linked to targets and writing levels for each group. Guided writing should be planned for and highlighted on planning. Enables teachers to assess pupils against their personal writing targets. During the Guided Writing process pupils are given immediate and specific feedback on targets, which can then be built upon in subsequent sessions. Also serves as an opportunity to assess against listed objectives. - (Innovation and Invention)
    Independent Writing: Children should move onto independent writing when children have a good grasp of the grammar and vocabulary and structure required to re-create their own version of the text type. A model may be at hand for reference as well as a writer’s ‘Toolkit’ for the relevant genre. It is at this point that the most innovation and invention will be seen. The pupils should have an opportunity to develop/ improve/edit their writing independently, with peers and along- side their teacher. - (Innovation and Invention).