The English PLT were lucky to spend time with the knowledgeable Tina Biviano to discuss how we as teachers can improve the quality of writing produced by our students. We unpacked the teaching and learning cycle and addressed how the stages should not be looked at independently but rather we should ensure there is a strong link between the stages throughout the teaching of a unit. For example, building the field is usually seen as a starting point but in actual fact should be explored throughout the cycle to enhance student vocab and language in their writing.
Quality literature is key!
Modelled texts must be rich, relevant and engaging so that language features relevant to the field can be easily accessed by students. This also allows students the opportunity to see the language features in action- giving them a purpose. It is vital to expose your students to a range of texts and allow them the time to respond to a text as an audience so they understand what the author is aiming to achieve.
Do we value drawing as a form of planning?
Looking at the jump of language between stage 2 and 3 writing outcomes, the planning phase is not addressed. I do believe planning is an essential part of the writing process as it allows students the opportunity to organise/sequence ideas and thoughts. Drawing as a form of planning is a great tool for early years learning as it improves oral interaction and language use. This is something that could also be adapted for Stage 3 as discussion is key during the text deconstruction phase.
I found these two sessions to be very rewarding as it is pleasing to know that the Year 6 team are already incorporating these elements into writing.