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Composition: The Walkley Writing Journey

The composition of writing at Walkley follows all the stages of the Writing Journey outlined below:


During this phase, pupils are given the opportunity to explore the text while also developing their spoken language and expanding their vocabulary. Drama can be used as a method of understanding the text and its key features. Pupils explore the meaning of new vocabulary using the word aware approach, where children are emersed in the meaning of each word through photos and videos, objects and real-life experiences.



This phase focusses on developing and understanding the genre that is being studied by looking closely at the purpose of the text and the impact on the reader. Pupils extract the meaning, investigate language features, structural features and clarify any new vocabulary. During this phase, pupils look at how writers write and any common themes that run through the text type. Pupils may use Pie Corbett’s method to learn the text where appropriate.



During this phase, pupils focus on developing their spelling, punctuation and grammar. Pupils explore grammatical structures within high-quality texts, and they have the opportunity to learn and practise skills that will be required for the piece of writing that they will be producing.



During this phase pupils, develop their initial ideas and begin taking notes which will then help them to write. During the planning stage it is important to identify and discuss the purpose of the writing, the audience of the writing and the impact the writing will have on the reader. To develop initial ideas, it may be appropriate to allow for innovation of a known text. In some units of work, the planning stage is where research may be required, and drama may also be used to help develop initial ideas. Planning can be recorded using notes or an appropriate graphic organiser. It is important to think about themes, ideas, research, key vocabulary and grammar whilst planning. Planning is an opportunity for pupils to think out loud; teachers may want pupils to orally rehearse their plan and discuss their ideas to help further understand their plan.



Writing begins with audience and purpose in mind. Teachers draft writing using plans, their working wall, vocabulary and language models. They use appropriate success criteria to guide pupils of the key expectations and develop effective composition of writing through collaborative writing. As part of our teaching and learning approach, teachers model writing using the appropriate structure, and they model the thought process of writing by thinking out loud.



During this stage, pupils will complete editing challenges to up-level their own writing either independantly or with peers. Focus will be given to elements the children have practised through the journey as well as skills that have been taught previously.



At Walkley Primary School, we want pupils to celebrate their writing through authentic publication and presentation of their work. We believe that publishing work for an audience gives children a real purpose to write and creates a sense of pride.  This can be done in a variety of ways from sharing their work online, to collecting poems to create a class.  

SPaG Raffle Writing


Children are informed of the SPaG focus for the unit of work through through explicit teaching within sessions where they are taught how to use this in their writing. Children are then given a raffle ticket whenever the taught element of SPaG is evident in their work. This raffle ticket is entered in to a raffle which is drawn in each class every Friday.