We reviewed our teaching of writing and strengthened it to include:
- The ‘talk for writing’ process to support the structure of texts. This was to develop specifically the creativity of our children’s writing, as up until this point there was a disconnect between their thoughts and what they actually wrote;
- When using Pie Corbett’s model, we have focussed on the advice that works, and dropped things that didn’t. So we use lots of mapping, but little of the action-based instruction, as we found that this did not engage our children to the same degree;
- ‘Up-leveling’ children’s responses to marking, to extend their editing skills;
- We use lots of sugar paper and sticky notes to enable children to plan and draft and edit. In this way, children do not see their writing as ‘fixed’ in the same way, and there is always opportunity to improve it;
- Developing the model to ensure that the Key Stage One requirements are explicitly taught and embedded;
- Providing flexibility: pair work; no fixed type of mapping; combination of writing and drawing.