Brookfield Writing Journey

At Brookfield, our planning and teaching sequence is called our WRITING JOURNEY (see below):

Week 1: A WAGOLL (What a good one looks like) is shared as a starting point to ensure all children are exposed to high-quality writing examples first, which they can use to ‘magpie’ ideas from for their own writing at length. Following this, the children will be taught how to write their focussed text-type for 1 whole week, with great emphasis placed on using writing checklists (success criteria) to support their writing, along with strong teacher-modelling of writing and lots of practice and ‘having a go’ to use these new writing skills. These checklists are created from the ‘targets’ on our Brookfield Writing Target sheets (see Writing Target appendix below) which come from the National Curriculum objective.  During this stage, the children will learn how to ‘plan’ and then ‘edit’ their writing – these are two key skills that strengthen the overall quality of our writing at length.

Week 2: This is followed by a second week of less structured ‘supported’ teaching within the same text-type, still using a writing checklist (but precision support is provided where needed), to allow the children to demonstrate what they have learnt in this second week. There is a greater focus on getting children to write more independently in this second week. Similarly to week 1, our children will focus on planning and editing their work as part of their writing journey.

Week 3: Finally the children will have an opportunity to ‘publish’ their final piece of writing at length. Once the WRITING JOURNEY has been completed for any given text-type, the child completes a ‘hot task’, which is a completely independent task for children to write at length in the given text-type (same text-type as week 1 and 2). As this piece of writing will have been written completely independently (with the support of a checklist), this will inform the child’s overall writing assessment for the term.

This WRITING JOURNEY is then repeated for the consecutive 3 weeks, with a focus on a different text-type.

Writing for a Purpose:

At Brookfield, all of our writing is written for a key purpose:

1. To Entertain,

2. To Inform,

3. To Persuade,

4. To Discuss

We spend approximate 3 weeks focusing on a specific text-type (genre) (see Genre Coverage appendix below) to ensure that our children have fully mastered all of the writing skills needed to write fluently and accurately across a range of different writing styles.

Writing for a purpose also encompasses drawing upon the topics from our wider-curriculum, for example: in Year 5, when learning about the Greeks, we used a book by Maz Evans called ‘Who Let the Gods Out’ and wrote diary entries, balanced arguments (debates) and Greek Myth stories, as part of our Literacy writing at length.

Although Writing and Reading are separate entities, at Brookfield, we don’t separate the two as we see them as interwoven and of equal importance, where one supports the other.