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Below are suggested pacing guides for the TWR activities across a year in a range of different year groups, highlighting that pupils can begin working systematically through the approach at most ages and stages.
The first is an example of how the approaches would be introduced across Year 4. The ideal would be that pupils experience TWR approaches across their schooling but it is never too late to incorporate the strategies. Pacing in reality needs to be informed by ongoing assessment of pupil progress in their understanding and transfer of writing skills into new contexts - there is no meaningful benefit to rushing through a superficial coverage of activities. If you are introducing TWR in year groups above Nursery, you will need to start at the beginning of the sequence. However, you may find that pupils move through early stages quickly if they are already familiar with the thinking involved.
NB: The pacing guides below do not expect pupils to write multiple paragraph compositions until Year 5. This may not align to your school's expectations and so the below would need to be adapted to align with your school's expectations.
The first document is a summary of expectations from early years, showing how the essential groundwork of the 3-16 approach begins when pupils join the school, building confidence and engagement with language and ensuring pupils develop their understanding of being on a learning journey as listeners, speakers, readers and writers, and how they are becoming increasingly effective in their learning which underpins their sense of wellbeing.
Subsequent documents below show progression across the school years.
The first has been adapted from the American system terminology and covers Years 1-6. The last three are the originals and refer to Grades 3-5 (Years 4-6), Grades 6-8 (Years 7-9) and Grades 9-12 (Years 10-13).
TWR-Progression Map.doc3-5 Pacing Guide- New 2024.pdf6-8 Pacing Guide- New 2024.pdf9-12 Pacing Guide- New 2024.pdfPage updated
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