Thank you to Maddy Barnes for this article.
As English lead at a one form entry primary school and LA moderator in Manchester, I have eagerly awaited the writing exemplification materials. Like many, I have spent time analysing what the main implications for teaching will be in order to ensure that as many of our pupils achieve at least the expected standard at KS1 and KS2.
These are my main findings:
I was very reassured to see within the annotated materials the section that references the commentary of the piece as a whole, its overall composition in terms of appropriateness to purpose and audience, its organization and cohesion and any edits made during the process. This confirmed that although purpose and audience are not explicitly referred to in the interim framework statements, they are considered as part of the assessment. I will be re-enforcing the message in my setting that in order for our pupils to write at their best, we must provide a high quality stimulus (picture book, extract, object, text, film clip, picture etc.…) and analyse the purpose of the writing and the nature of the audience.
It also pleased me to find that the large majority of pieces of writing included at both KS1 and at KS2 were writing activities related to a text – Anne Fine, Shakespeare, Julia Donaldson, Gareth Edwards, Philippa Pearce, C.S. Lewis and Michael Morpurgo are some listed. As we are a school that teach English around a book, I feel that we are indeed ‘doing things right.’ Pupils are emerged in a high quality text, they read and analyse the language before planning a piece of writing that they will later edit and proof read. Continue reading →