What specific curriculum area, subject or aspect did you intend to have impact on?
- English - speaking and listening
- English - writing
How did you intend to impact on pupil learning?
By encouraging the children to become more enthusiastic about the writing process and the choices that a writer makes.
By improving the quality of the vocabulary used in pupils' writing through using strategies such as 'magpie-ing' and stacking words. Stacking words is a technique referred to by Pie Corbett in Talk for Writing materials and involves making a list or pile or 'stack' of words in a space when drafting and making a considered choice at the point of writing up.
Variety in sentence openers, by borrowing ideas from a range of books and authors.
Overall quality of text cohesion where words are used to good effect.
What were your success criteria?
That pupils achieve a secure level 3 by the end of Year 4 (ECaW criterion).
75% of children to achieve 2 sub levels progress within the academic year, particularly in the writing strands.
That children are incorporating new and exciting vocabulary into their writing.
To ensure that pupils who are falling behind are quickly identified and that actions are taken to get them back on track, including use of ECaW 1:1 tuition focusing on appropriate pupil writing targets.
PLEASE NOTE this page has three tabs - click 'Next tab' below or use tabs above to see Teaching approaches and CPD approaches
What information or data did you use to measure progress towards your success criteria?
- Data comparison of cohorts
- Observation outcomes
- Periodic teacher assessment
- Pupils' work
- Test results
What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?
- First-hand learning
- Self assessment and peer assessment
- Use of pupil talk for whole-class teaching
Describe the teaching approaches you used
Ensuring that effective Guided Writing is embedded in planning - linked to pupil writing targets from Renewed Primary Framework and a range of strategies used.
Encouraging the children to magpie words from different sources and implement these in their writing. In my own class we have a class magpie book and the children suggest which words and phrases we should include in this. These phrases such as 'purple with rage' have since been incorporated in their own creative writing.
Modelling the process of incorporating new words in writing. It is vital that the children view the teacher as a writer and see the process involved rather than just the outcome.
Literacy display boards that model the process and include word banks generated by the children. Recent boards I have seen included examples generated by wordle. http://www.wordle.net/ which is a free resource and creates word art from words suggested by the children. The more often a word is included the larger it is in the finished wordle.
Talk for Writing strategies: including book talk, writer talk, stacking words, crossing the river etc. (see attachments)
Using practical visual, auditory and kinaesthetic experiences to stimulate use of new vocabulary.
Children being involved in developing their own success criteria to support self and peer assessment.
Implementing different AfL strategies including two stars and a wish. (see attachments). A useful proforma for this, which is child friendly, can be found and freely downloaded at: www.communication4all.co.uk/ in the classroom basics section.
Use of WAGOLL (What a good one looks like). Children take great pride in their work being displayed as an example to emulate.
What did you do? What approaches to CPD and learning for adults were used?
Describe the CPD approaches you used
Working as a Leading Teacher for the ECaW initiative I coached Year 3 and 4 teachers in both my own school and two others. This involved supporting planning and helping to implement and embed Support for Writing and Talk for Writing materials from the Renewed Primary Framework.
There was also a focus on using Guided Writing on a regular basis with carefully selected targets to accelerate individual pupil progress.
Termly cluster meetings (with my own and the two supported schools) were held to share practice and cascade new initiatives and ideas.
Within my own school we ran training sessions on both Talk for Writing and Guided Writing. Guided writing being part of the school development programme and a focus for performance management.
What CPD materials, research or expertise have you drawn on?
National Training for Every Child a Writer
INSET on Talk for Writing and Guided Writing:
The talk for writing training included sessions by the Early Literacy Lead, myself as an ECaW leading teacher and the Literacy Coordinator. We each shared a practical application of Talk for Writing in our own Key Stage (covering Foundation, KS1 and KS2). These involved 'The Little Red Hen' storytelling and mapping and boxing-up (spliiting a story into its generic constituent parts).
During the Guided Writing INSET we looked at the Year 1 Guided Writing video from the framework and discussed the different strategies used. http://nationalstrategies.standards.dcsf.gov.uk/node/86001
Working with Literacy Coordinator
ECaW LA review meetings
Related National Strategies resources:
Assessing pupils' progress in the Primary phase http://nationalstrategies.standards.dcsf.gov.uk/node/20005
Improving writing with a focus on guided writing: Leading improvement using the Primary Framework http://nationalstrategies.standards.dcsf.gov.uk/node/64444
Support for writing http://nationalstrategies.standards.dcsf.gov.uk/node/102688
Talk for writing http://nationalstrategies.standards.dcsf.gov.uk/node/154519
Support for Spelling http://nationalstrategies.standards.dcsf.gov.uk/node/183127
Who provided you with support?
- Middle leader
- School leader
- Senior management
How were you supported?
- Year 3 and 4 teachers had access to National CPD days
- 1:1 tutors were offered national training
- Termly review meeting for ECaW Leading Teachers with LA consultant