Using the same text, teachers plan a learning sequence for writing. This begins with identifying the purpose for writing – to entertain, to inform, to persuade or to discuss.
The skills needed for each writing purpose are built and the children have time to practice and consolidate this learning in their English books. When the children are ready to write they then begin drafting in their Writing Progression books. They are reminded that their work is in draft form so they are ready to edit and improve. After conferencing with the teacher, the child is then expected to begin the work again – building on and improving their work based on the conversation with their teacher. If the teacher is unable to speak to them in that lesson, they are expected to respond to feedback the following writing lesson. If after professional discussions with year group colleagues the teachers feel they need to return to the skills building, they are able to stop the writing process and return to the skills building element at any time during the writing process. The cycle of write, correct, improve, practice is encouraged to continue throughout a unit of work. We do not give teachers a time frame on how long a writing sequence may take.