Mythbusting: Improving

Writing Outcomes at KS1 & KS2

What counts as independent writing?

INDEPENDENCE

DO DON’T

DO label all pieces with the level and type of support given (E.G. 1st paragraph shared writing). DO ensure you have a range of well- chosen independent writing across the curriculum. DO include evidence from supported pieces where some elements of the writing assessment framework is independent (E.G. passive voice is supported but spelling and handwriting is independent). DO ensure the use of dictionaries, word banks and working walls are integral to classroom practice so pupils use them independently and daily. DO train the pupils in all year groups to use these valuable resources independently.

DON’T panic - all writing does not have to be independent. DON’T leave all your writing to the English curriculum. DON’T intervene too early.

Any pieces of writing that the pupil has produced (including drafts and revised pieces) without too much teacher/adult direction will count as independent.

How can teachers ensure that there is a sufficient range of independent writing?

DO DON’T

DO allow pupils to have an element of choice over some aspects of their writing (E.G. after a rainforest topic, children can choose to write either a letter or a leaflet or a story using their new information). DO encourage pupils to go back and edit and improve a previous piece of writing. DO consider planning your Key Stage writing maps so that by Year 2 and Year 6 the pupils have engaged with a range of different text types and have had opportunities to create these independently. DO encourage teachers to ask questions rather than giving instructions (E.G. instead of saying: “Use a fronted adverbial to start your sentence,” they could say: “What different sentence openers could you use?”). DO ensure that tasks are designed appropriately to allow pupils to show their skills. E.G. a diary entry is not a good task for demonstrating ability to manipulate the reader, but a poem, or persuasive piece is.

DON’T always plan for everyone to do the same type of writing DON’T default to easy (or ‘safe’) text type choices (E.G. diary entries and recounts) as these can cap pupils’ ability to show what they can do, particularly for more secure writers.

Allow pupils choose their own tasks/ resources without scaffolding or direction.

Do independent tasks have to be ‘cold’ or ‘one-off’ pieces?

DO DON’T

DO ensure that redrafting and editing opportunities are planned, embedded and frequent in all year groups. DO plan opportunities for a pupil to go back and improve a previous piece of work (E.G. from last term). DO ‘think out of the box’ and plan creatively for tasks and text types that will allow the pupils to demonstrate work at a high level from WTS to GDS. DO engage in comparative judgement CPD with other schools as this provides excellent professional dialogue on text types, outcomes and general standards of writing across schools. DO ensure a range of different writing opportunities: some ‘cold’ tasks; some ‘hot tasks; some lengthy tasks; some short tasks; etc.

DON’T always approach writing in exactly the same way. Mix things up, change the process, keep the teaching fresh and interesting.

No. The STA guidance states that independent writing could emerge “from a quality text, topic, visit, or curriculum experience, in which pupils have had a range of opportunities to explore and discuss what is to be written about.”

How many times does a child need to demonstrate a skill before we can say it has been met?

DO DON’T

DO plan for a variety of quality writing opportunities that allow the specific skills to be demonstrated. DO ensure all criteria are demonstrated consistently across a range of writing (E.G. basic punctuation would be in more pieces than modal verbs). DO ensure teachers plan tasks (and topics) that are sufficiently varied and challenging to allow pupils to demonstrate the required skills.

DON’T rely on one piece of work or one piece of evidence to demonstrate a skill. DON’T rely on English books to provide all the evidence. Your evidence needs to include reading journals, RE, PSHE, Science, History and Geography.

Teachers need to “be confident” that the pupil is able to apply the skill independently across a range of different pieces, in different curriculum areas.

Are we allowed to put ‘sp’ in the margin to indicate a spelling error?

SPELLING

DO DON’T

DO identify direct spelling mistakes early in the year, allowing progression by the end of Year 2 and Year 6 to demonstrate evidence of self-editing of spelling (E.G. “I found 3 spelling errors – can you find and correct them?”). DO plan opportunities for a pupil to go back and improve a previous piece of work (E.G. from last term). DO encourage pupils to identify words they are unsure of and allow time to revisit these words later. DO ensure pupils have access to word banks and dictionaries. DO use resources such as yellow paper, specialised dyslexia dictionaries, coloured filters, etc. for your dyslexic children.

DON’T expect pupils to spell words that are inappropriate for the Year group and stage. DON’T avoid supporting the improvement of spelling. DON’T correct spelling immediately after the first draft of writing. DON’T correct spellings on a post-it and then throw it away. DON’T artificially include words from the ‘list.’ They do not need evidence that they can spell all of the words. DON’T use electronic devices for dyslexic children (spell check or Clicker 6, for example).

Yes, providing it is not used as evidence of independent spelling.

If work has been edited, can it be used as evidence and how much editing is allowed?

EDITING

DO DON’T

DO ensure that pupils make significant changes to sentence structure, paragraph construction and overall organisation of writing as well as the basic grammatical corrections. DO plan opportunities for a pupil to go back and improve a previous piece of work (E.G. from last term). DO allow pupils to re-purpose a piece of work and choose how to re-purpose it (E.G. if they have written a letter, can they rewrite it as a leaflet?).

DON’T expect pupils to know how to edit. Teach this process in every year group and consider the progression from year group to year group. DON’T expect pupils to have to edit whole pieces of work. DON’T waste time writing up neat copies (unless you need one or two pieces of evidence of handwriting) or compiling a portfolio. ‘Neat’ pieces are only useful if you are planning to publish them in some way.

Yes. Editing is an important skill (and is a key part of the new curriculum) and children should be encouraged to make amendments to their work based on their developing skills and understanding. Moderators will expect to see the ‘journey’ of a particular piece. There is no limit to the amount of editing that takes place.

Can pupils aiming for ‘greater depth’ edit their work?

DO DON’T

DO plan opportunities for greater depth writers to justify (and record) their editing choices. DO ensure that GDS writers have more evidence of self-editing. DO ensure that text types provide opportunities to work at the higher level. (E.G. news articles, persuasive pieces and stories offer more opportunities for demonstrating ability to manipulate the reader than a diary entry or a recount.)

DON’T expect greater depth writers to get it right first time - the editing process is even more valuable, and necessary, for them. DON’T restrict editing to proofreading. These are separate skills and each needs explicit teaching.

Yes, of course.

Does peer assessment count as independent work?

DO DON’T

DO plan opportunities for and allow time for peer assessment. DO read this: https://theteachingbooth.wordpress.com/2017/02/12/editing-stations-to-deepen-and-improve-peer-and-self-editing/ DO explore other strategies for editing and feedback.

DON’T expect pupils to know how to peer assess. Teach this process in every year group and consider the progression from year group to year group. DON’T ask your ‘best’ speller to check the spelling of all the others. This is not fair on the child concerned, nor is it particularly useful for those whose spelling is corrected. Children need to be supported to find and amend their own errors.

Yes. In the STA guidance document it says that independent work may have been “independently edited and / or redrafted by the pupil. This may be in response to self, peer, or group evaluation.”

If work has success criteria, can it be used as evidence? Is it independent?

SUCCESS CRITERIA

DO DON’T

DO use appropriate success criteria and marking ladders to promote independence and encourage choice. E.G. pupils generate their own marking ladder. DO keep the success criteria open-ended and non-specific, if the piece is going to be used for evidence of independence. E.G. Can you include the passive voice? / Use a range of sentence structures. / Remember the rules for punctuating direct speech. DO use these suggested stems for success criteria: ● Choose to… ● Have you… ● Could you…

DO ensure any success criteria are appropriate to the text type.

DON’T use teacher generated success criteria which is over detailed and removes the pupil’s level of independence.

Yes. The use of success criteria does not exclude the work from being ‘independent’. In the STA’s assessment webinars, they said: “Success criteria and learning objectives are allowed but if they detail what the pupil should be writing and how, that is classed at over-aiding.”

Examples of Success Criteria

Acceptable Success Criteria:

Criteria Me Peer Use a range of cohesive devices Use passive verbs Use relative clauses Use subordinate conjunction openers Use expanded noun phrases with prepositions

These criteria allow the pupil to make their own choices independently.

Unacceptable Success Criteria:

These criteria do not allow the child to independently make choices about their adverbial phrases,

how they wish to structure their story and the grammatical choices they will make when writing.

Criteria Me Peer Use adverbial phrases like anxiously to start a sentence for effect

Make sure paragraph 1 introduces the characters Ensure paragraph 2 describes the forest setting Include adjectives to describe the wolf’s appearance

How much feedback can teachers give on each piece?

MARKING & FEEDBACK

DO DON’T

DO review your Marking and Feedback Policy to ensure it fits with the end of Key Stage assessment framework. DO check that your Marking & Feedback Policy has progression for independence built into it. DO use these suggested stems for feedback: ● Choose to… ● Have you… ● Could you…

DO plan opportunities for a pupil to go back and improve a previous piece of marked work (E.G. from last term).

DON’T make feedback too direct. E.G. “Go back and change the highlighted sentences so that they start with a fronted adverbial” if you want to use the piece as evidence of the child’s independent ability to make meaningful changes. DON’T mark work immediately but allow pupils time to self-edit and peer assess.

Feedback is valuable. Specific feedback is fine, as long as that piece is not used as evidence that the pupil can apply that specific skill independently.

Is moderation statutory?

Moderating Judgements

DO DON’T

DO read the VSB and attend the HT Assessment briefings to look at the new model for statutory moderation at a central venue DO ensure you have signed the statutory local agreement which all Headteachers have to sign. DO put the allocated statutory moderation dates in your school calendar so you do not get a surprise if you are part of the cycle.

DON’T assume you won’t be moderated based on the statutory moderation cycle DON’T view statutory moderation as a ‘done to process’ as it provides excellent CPD for staff

Yes, a minimum 25% of schools will be selected for statutory moderation.

What types of non-statutory moderation are available to us?

DO DON’T

DO make yourself as familiar as possible with the assessment criteria and exemplar materials: https://www.gov.uk/government/publications/2018-teacher-assessment-exemplification-ks1-english-writing https://www.gov.uk/government/publications/2018-teacher-assessment-exemplification-ks2-english-writing DO engage with a range of moderation opportunities, especially outside of your school.

DON’T assume your best writer will be at greater depth without checking against the criteria for this standard.

In school opportunities, school to school opportunities, comparative judgements (both commercial and LA led), EIP events, assessment support meetings and ‘cluster’ moderation.

There is a difference between the usual teaching and learning strategies that you use in the classroom to move children forward, and the evidence you need for statutory assessment. Teachers need to ensure they have a balance between the two.

Final Thought