Surrey
All teachers had asked the children to unpick learning intentions to better understand the vocabulary which had been effective.
Children were asked if they knew what they were learning and why. The teacher noted their responses. They were clear.
Using good and bad examples to co-construct success criteria had helped children to understand the purpose of the text.
Talk for writing toolkits were being used in one school.
I used to just analyse one good example with the class to create the success criteria but now prefer comparing a good one with a bad one. Children are more aware of visually obvious things such as the length of the piece. Children are using more developed language: ‘The paragraphs are good because…..’ We co-construct the criteria at the plenary stage which are then used as a reference for future writing. Naomi, Y3 – Nonsuch Primary