Each sample unit on this website is based around the teaching sequence shown in the diagram below.
The diagram is adapted from fig. 2.1 on p.7 of Raising Boys’ Achievements in Writing (2004), UKLA & Primary National Strategy. Based on the work of Bearne (2002), the research recommended a structured sequence to planning where the children and teachers began by familiarising themselves with a text type through dialogue, drama and discussion; capture ideas for their own writing through oral reheasal, vocabulary extension and dialogue; followed by scaffolded writing experiences, resulting in independent written outcomes.
When planning a unit of work, teachers consider what the final outcome is going to be (in either written, spoken or digital forms), and how the learning will be scaffolded through each phase of the teaching sequence. ICT and Talk are used to support engagement and progress throughout the sequence. Assessment for learnining principles are applied to ensure progress and achievement are maximised for all children.
Further information about the teaching sequence can be found in the following document – Teaching sequence for writing.
