At Broke Hall, teachers employ a variety of writing stimuli from a range of high-quality texts, real life experiences, film and drama or role-play. Where possible, links are made between writing and the foundation subject areas being studied in order to provide a meaningful purpose and audience for the text. This could include, for example, a non-chronological report about the Romans, a diary written from the point of view of a character from a novel or an explanation text about a particular scientific process.
What does writing look like at Broke Hall?
- Writing is taught as a carefully sequenced activity.
- A combination of strategies and approaches are used, such as Sentence Stacking and Talk 4 Writing. These are adapted depending on the nature of the writing being explored.
- Teachers provide regular helpful feedback through a combination of live marking, individualised verbal/written feedback and whole class feedback.
- Time is planned into lessons for children to respond to English marking and feedback.
- Opportunities are provided to link writing tasks to learning in other subject areas, such as science, geography and history.
- Opportunities for extended writing in foundation subjects are provided, ensuring the children are able to write for a range of audiences and to suit a variety of purposes.
- We ensure progression in complexity of tasks and expectations year on year.
- We build stamina for writing by providing opportunities to write independently and for extended periods.
- Editing and reviewing form a large part of lesson time – with age-appropriate strategies for responses to feedback used across the school.
- Peer marking is encouraged as an additional way for children to respond to writing.
- Children are encouraged to edit and improve their work by independently selecting and using appropriate equipment and resources, such as dictionaries, thesauruses and subject specific word mats.
- Writing is displayed and celebrated all over the school.