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🔵 Welcome to Sudbury Primary School 🔵 Please follow us on Twitter to keep up to date with our latest events @SudburyPrimary 🔵 Get all of our school diary dates onto your smart phone by subscribing to our school calendar

Writing

At Sudbury, we follow the Talk 4 Writing approach to teaching writing. Talk 4 Writing supports the learning of a bank of well-known stories and other repetitive narrative structures. This is learnt through creative, enriching and fulfilling lessons, which centre around 3 stages. These are 'Imitation,' 'Innovation' and 'Independent Application.’

 

  • Teachers set their pupils a ‘cold’ writing task
  • Teachers complete a ‘Cold Capture Sheet’ to highlight strengths and weaknesses in their class, based on grammar, composition and vocabulary, and to identify targets and key foci
  • These foci are used to help teachers to adapt and personalise their planning for their classes, and also to generate individual, personalised writing targets to every child in their class
  • Teachers adapt their model text to suit the needs of their pupils
  • A creative hook is planned and delivered, to inspire the children’s’ imaginations and to provide the children with a purpose and audience for their writing
  • The model text is introduced and internalised
  • Classes recite the model text in unison, while story mapping the text and generating actions together. These help the children to recall the language structures and vocabulary more readily when writing
  • The children evaluate the text by boxing-up the structure, analysing the features and co-constructing the toolkits for the text
  • Pupils create a new plan for their own innovated version of the model text
  • They write their new version of the model text through structured teaching of the grammatical skills required and shared writing to model the necessary features
  • Other models of specific features or skills are shared with the pupils throughout the ‘Innovation’ stage
  • Teachers assess the children’s writing, in line with the school’s Assessment, Feedback and Marking Policy and provide ‘Feedback and Feedforward’ – which is one of our 7 Steps to Success
  • Based on this feedback, pupils write their own independent version of the text – this is their ‘hot’ task
  • Teachers and pupils compare the children’s ‘cold’ and ‘hot’ tasks and assess their progress

 

In EYFS and the early stages of Year 1, the ‘cold’ and ‘hot’ tasks can be oral – the children are asked to tell a story in the first instance and then asked to retell one after they have engaged with a model text.

External Links

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Annoucements

🔵 Welcome to Sudbury Primary School 🔵 Please follow us on Twitter to keep up to date with our latest events @SudburyPrimary 🔵 Get all of our school diary dates onto your smart phone by subscribing to our school calendar

Sudbury's Mission Statement

Working together in harmony to develop confident, well-educated learners with healthy minds and bodies, who are independent, resilient, motivated and committed to lifelong learning.

Sudbury's Mission Statement

Working together in harmony to develop confident, well-educated learners with healthy minds and bodies, who are independent, resilient, motivated and committed to lifelong learning.

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