Thetford
All teachers felt that asking children to think about the impact on the reader had led to higher quality writing.
Teachers were not explicitly telling children when they had made a mistake but were supporting them to find the errors themselves. Children don’t become reliant on the teachers to edit or improve their work.
Toolkits for writing and using icons to extend meant children understood the on the move feedback and could adapt their work accordingly.
Some teachers found that having children write on alternate lines left them space for editing.
All teachers shared good quality writing with the class to highlight how to be successful. This allows others to magpie ideas and words raising their self-efficacy.
Visualiser stops addressed misconceptions and shared good practice. They also give the feedback to all children at once.
Children sharing writing with one another face each other giving feedback of success and possible improvements. This has had positive impact for the whole class, using a moderation sheet to support and has been helpful for writing interventions.
Julia Farraway, Drake Primary
Cooperative feedback/marking in pairs helps children identify their own mistakes and feel empowered to improve them: ‘voice of power and pen of power’.
In Year 6 we use collaborative editing and improving where children put one book on top of their partner’s. The author has the pen of power and their partner has the voice of power. The author is the only one allowed to edit their work. Children read and pause where appropriate to provide one another task related feedback. Children were taught to challenge new ideas so they could take ownership of their own writing.
The impact of this is that children can refer to the shared success criteria and embed this into their writing. Collaborative marking allowed children to identify their own mistakes and feel empowered to improve their own work without being reliant on the adult.
Alex Adair, Drake Primary