Teachers were already co-constructing success criteria so were now moving on to whether children were actually using them, expecting Y6 children to know what should be included in the various genres. Children knew what they meant and were linking targets and success criteria.
One school developed a ‘writing pancake’ to describe the ingredients for ‘every time we write’. With the cooking analogy, children then add to that whatever is needed for the particular genre they are working with. Writing standards have improved with this approach.
Another school use the cooking analogy when comparing excellent writing with not as good as ‘plain cake v deluxe cake’.
All teachers were using ‘We are learning to’’ rather than ‘I can..’. All parties had a greater awareness of success criteria, making them more specific and using them for self-assessment.
Most teachers had co-constructed success criteria with the class and found this was more motivating for children than just giving them the criteria. One school created success criteria for ‘beginning’, ‘developing’ and ‘mastering’. In another class children created a class poster of the features of different text types. The poster was passed around for the children to add to and check. This created a lot of discussion.
Working walls were used by all, often displaying examples of what a good one looks like.
One school bought all the Pie Corbett books which have good KS2 banks of texts. These have enabled children to do more text marking and analysis of what a good one looks like.
Use of the visualiser meant that children could see how text was written not just how it was read.
In one class children write in their maths books what they have learnt in the lesson. This helps to identify their successes and needs.
When creating success criteria the children still tended to come up with general features of writing rather than being specific to the text type. Rather than breezing past these general comments, we created two separate lists for the children to refer to during their writing. This meant that the children felt all contributions were valued.
Sarah Lund, Stretham Primary
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