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This is to be used when planning to ensure learning is being taught in the correct sequence

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On the LTP, each phase will show:

Purpose of piece of writing

The genre of the piece of writing

Where these will be taught across the year

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Each scheme of writing will have a STP that clearly states:

Purpose of the piece of writing

Audience for the final piece of writing

Lessons broken down into the three phase approach

Sentence types taken from the progression document that match that genre of writing and Year group

Punctuation taken from the Writing at RPS document and teacher assessment

Vocabulary (specific vocabulary or spelling rules that will be included)

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The hook is used to generate a buy-in for the writing and immerse them in the genre. This could be through a:

- trip

- drama activity

- visitor

- letter

- story

- poem

- short film clip

- sounds

Anything! This is not always a whole lesson whole lesson.

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A Model Text will be shared with the children. These could be taken from eth class novel or a teacher created example (250-300 words max. EYFS 100 - 150 approx) that includes the elements from the writing progression document and pupils' targets that they will look to replicate.

Each extract is checked to ensure it contains ambitious tier 2 words and phrases. These words and phrases are used in vocabulary growing warm-ups and SPaG sessions.

These are shared and practised using actions. They are sometime recorded to put on Year Group Padlets as well as providing children extra opportunities to practise at other parts of the day.

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Analysing the Features

Colour-code - The format for the toolkit analysis/checklist can be carried out in a variety of ways:

1) Text with a key to be coloured coded. This can be paired work or with teacher guidance.

2) Practically with the model text enlarged. Could be carried out in the hall where children are hunting for particular features.

3) A paragraph at a time - each small group has a different paragraph to pick features apart in.

Children have ownership over this as they can explore the genre and discover the features they will be able to emulate.

Practical Lesson

Before the practical part of the lesson, children will use a pre-made toolkit (You could save time finding/making a checklist by co-constructing a toolkit/checklist  as an exit-pass at the end of the previous lesson). Children can work in groups or pairs to colour-code the features.

Groups of 5-6.

Every child has a toolkit job for the chosen paragraph.

They should explain to the group what their job is and an example of what they're looking for.

Timer on - hunt for the features!

After the timer finishes, move onto the next paragraph and alternate jobs. Keep it energetic, pacy and purposeful!

When doing it in paragraphs, it can feed into the 'boxing up' as they have each paragraph already boxed up. These maybe displayed on the working walls or washing line and annotated within the boxing up lesson.

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IMITATE: Create the Toolkit/Checklist Whole Class

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IMITATE: Create the Toolkit/Checklist Whole Class

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Flipchart paper is used to create a class toolkit or checklist that can be referred to in future learning. These include:

1. The terminology: 'As a writer, I could use...'

2. Clearly state WHAT kind of toolkit pupils are using.

3. Co-constructed together.

4. The features in one colour and examples in another colour.

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The pupils are given plenty of opportunities to learn the story. They practice as a group, in pairs and with actions.

Children can practice vocabulary by up-leveling sections of the paragraph, try out new word, sentence structures or repositioning of sentences - how does these effect the reader?

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Children capture the main gist of each paragraph into a boxed up plan. This is done through viewing an example on the screen, discussing the model text alongside the underlying structure.

During this lesson, children have lots of opportunities to brainstorm ideas whilst providing 'Greater Depth' writers to move away from the model text.

In LKS2, the plan is completed a section at a time: shared plan one box; their turn on their plan one box and so on. For UKS2, are challenged to complete the whole plan as well as making changes: a change perspective, start with the end, base on the class novel etc.

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In KS1, children use the boxed-up plan by:

- Drawing pictures into each box to create a flow-chart

- Using a mixture of pictures and words

For Y1 - create a story map instead of this boxed-up plan. Teachers generate the story map of the model text to save time so that the class can post-it note or create a totally new shared-write story map.

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INNOVATE: Shared Writing: Write (3-5 days)

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INNOVATE: Shared Writing: Write (3-5 days)

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Use your Flipchart!

Assign different toolkit features to different children. For greatest engagement, ask children to dot the table every time they have contributed or use lollipop sticks. Everyone should be active in this process!

Model your thought process, using the washing line, Working wall toolkit and vocabulary generated. Use the margin on your Flipchart paper to annotate what toolkit features you are using.

Model using your green pen to edit your writing as you go, dot under spellings to have a go at the end. Pay attention to your handwriting!

This stage is crucial. If you stick too closely to the model text, you will see children doing the same. Model how you are moving away from it by using the toolkit to support you.

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Children use their plans to create an independent piece of writing.

This can be done in large sections, paragraph or a sentence at a time.

Groups can generate ideas by brainstorming at the start of the lesson. All children will have the opportunity to talk through their writing from their plan before committing to the page.

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Pupils are given 5 minutes at the start of each lesson to respond to teacher feedback. This can be in books or shared through 'whole class' feedback slide.

However, children have the opportunity to properly edit their writing before the teacher deep-marks this.

After deep-marking, children should respond to blue pen marking as well as using their personalised target cards. Is there something important they have missed from their targets?

Editing session could be in a carousel with a timer.

For Year 6 (or other year groups), children can use their writing grid in pairs.

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Every child will have the opportunity to publish their writing. This can be written, typed or spoken. Children also have the chance to present their writing in a way they choose. Children can use a pen to write their writing.

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After the teacher's final marking/assessment against the writing standards, pupils targets are updated and fed back to them so they know what they are focusing on next.

Teachers evaluate the journey - was their a certain element that the class need additional practice with (e.g. conjunctions, apostrophes)? This is then incorporated into the next writing journey.