The Writing Process at KS3

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The Writing Process at KS3

• Gerwyn Bowen - Sandfields Comprehensive School

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Welcome

• I would like to begin by welcoming everyone to
  Sandfields. I would also like to thank Nickie for
  organising todays INSET and thank our
  colleagues from our partner primary schools for
  their interesting and informative incite into the
  teaching of writing at Key Stages 1 and 2.
• I would like to continue by apologising if I
  repeat anything our colleagues raised earlier, or
  cover ground you may already be more than
  familiar with.
• I have been asked to outline the ways we teach
  writing at Key Stages 3 and 4 in Sandfields. If
  you have any questions please could you raise
  them at the end.

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Recap learning

• At the beginning of the course and before each
  unit we begin by asking pupils to recall the
  things they have already learned at Key Stages 1
  and 2.
• The use of the A4 Transition books has been
  successful for us, as they provide a record of
  pupils work from Key Stage 2 and this enables us
  to engage in more constructive dialogue with
  pupils on their entry to Year 7 about
  discrepancies in performance and standards of
  work between Year 6 and Year 7. Additionally,
  those books that included personal/autobiographica
  l pieces as well as the agreed assessment tasks
  are interesting for us, as their new teachers,
  to read and allow us to gain a better initial
  impression of them. This is far more interesting
  and useful than data alone!

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Importance of Oracy

• We believe that the foundation of good writing
  begins with well structured oral tasks e.g.
  story-writing in year 7 begins with shared story
  telling!

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Aims

• We begin each unit by discussing our learning
  aims and objectives. These are recorded in the
  pupils exercise books.
• Every lesson begins with a starter activity
  related to the topic, a recap of previous
  learning and the aims of the lesson.

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Writing

• Pupils are explicitly taught word level sentence
  level and text level skills at various
  appropriate points within a unit and also as a
  results of their needs, as identified by
  formative and summative assessments. For example,
  we may spend a lesson looking at the use of
  imperative verbs in instruction texts.
• The process of exploring and teaching writing
  involves many different techniques as follows

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Thank you for listening.