1. CfBT Education Services Developing Mastery in Composition Skills Dr Jeannie Hill Bulman (Senior Teaching and Learning Consultant, CfBT) jbulman@cfbt.com

2. CfBT Education Services Aims: Exploring planning, drafting and evaluating writing in order to support and challenge the more able. To consider how to improve writing: creativity and imagination – constructing texts stylistic use of vocabulary for impact on the reader supported editing techniques

3. CfBT Education Services By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English, but there will continue to be a need for pupils to learn subject-specific vocabulary. They should be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar. Pupils should understand nuances in vocabulary choice and age-appropriate, academic vocabulary. This involves consolidation, practice and discussion of language. (National Curriculum, 2013 p.41)

4. CfBT Education Services Teaching and learning in the reading phases Reading and responding Capturing ideas Analysis Read as a reader Reading analysis and exploration - comprehension Read as a writer Reading analysis into writing WRITING

5. CfBT Education Services In order to achieve an understanding of authorial technique:  identifying how language, structure and presentation contribute to meaning  discuss and evaluate how authors use language, including figurative language, considering the impact on the reader (National Curriculum, 2013 p.44)

6. CfBT Education Services In order to achieve an understanding of authorial technique: They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies. Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect. (National Curriculum, (non-statutory guidance) 2013 p.45)

7. CfBT Education Services Y5/6 Statutory requirements for writing – composition: Plan Draft and write Evaluate and edit Proof read for spelling and punctuation errors Perform their own compositions (Notes and guidance) non-statutory Pupils should understand, through being shown, the skills and processes essential for writing: that is, thinking aloud to generate ideas, drafting, and re-reading to check that the meaning is clear. (National Curriculum, 2013. P.47-48)

8. CfBT Education Services...but I don’t know what to write! IMITATION – familiarisation Retelling a story till it can be told fluently Multi-sensory approach Make it memorable INNOVATION – adapting a well-known tale Substitution Addition Alteration Change the viewpoint Using the basic story pattern INVENTION – creating your own new story Building up a story – drawing, drama, images, dvd, first-hand experience, location, quality reading, etc.

9. CfBT Education Services Deconstructing the text Showing ‘mastery’ in composition: The best writers know how to adapt, transform and re- work ideas and texts to create impact and effect. Being creative in writing does not just mean writing fictional stories or poetry; creative approaches to non- fiction can have real impact on readers too. Approaching written tasks in a creative way is enjoyable, and should feedback into an understanding of reading. Can you think of a fairy tale used in advertising? Using a poem you know, turn the first verse into a story, report or diary entry.