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Always has the learning intention up before doing modelled writing
Using sound cards, etc.
Asks students for student voice
Chn are quick to respond, say they need vocabulary, not sure how to write letters, etc. (Both classes)
For writing activities: Activities at different stations. For a formal lesson. The teacher stays and monitors.
Children are in writing groups. 1 teacher in Ann's room with modelled writing.
Chn in the other room has activities to do, they need to be explained to first and then they can make their own choices.

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- Grouping all done (mixed grouping) via data on etap
- Tuakana Teina systems working
- Talking at the start of year about how they want to share their work.
- Y8 can track their ideas how they want
- Y7 have more support and structure
- Teachers work alongside to set writing goals in small grps. Student looks at own writing sample to come up with their goals (reading it with fresh eyes) Lots of talk about what a good writer/piece of writing is
- Unpacking of surface/deeper features
- They know what good writers do/have
- Because they have identified own goals, they own these
- Next step is to work on shared goals
- Critical friends is huge in Tumanako, they give feedback to each other. Lots of ownership over own goals
- Tricia and Pepe have voice recordings of explaining their goals
- Teacher conference post choosing the goals

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Has taken a bit to get the flow going, a few changes have been made. Since workshopping students have goals glued into their writing books. Groups have chosen topics, superheroes using character descriptives. Writing workshops are only writing beginning, then middle and end. All short but intensive sessions. Have videoed students voicing their ideas. Trying to get students to communicate digitally using google docs, a work in progress! Teachers have helped students to chose and develop their learning goals. Looking at where they are at and what will it take to move on and achieve goal. We need to check in on goals more. Trying to base workshops on goals.

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Power writers- 15 minute block- one takes target/focus group to focus on knowledge/gap- others workshop with Hoppers/Leapers and focus on skill that group needs
Hotspot tumble- must dos (3 or 4 things that need to be done)- when finished- independently select a can do activity
Asked students what they want to see in those activities. E.g. - sentence starters- complete story on it- creative writing pictures.
Targets- select what they want to write about e.g. super heroes - look up images- choose photos
Learning goals- front of writing books- connection between reading and writing- can verbalise goal- look at goal each day- reflect- every 1 or 2 weeks do a check-in- keep at goal or move on

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- Needs based grouping
- Last year had no writing progressions available, now they have these up and visable for students
- Exemplars used and unpacked so that students understand
- Beginning phase on googlesheets for writing progressions
- Wanting to move into having students highlighting what they are working on, have achieved and need next
- LOTS of writing integration
- Done a google form for student voice (what they find hard, what engages them) which is helping them to plan
- SSW (independent confidence building writing. Writing mileage) Already noticed some great shifts in boys.
- Googlesite set up for independent learners (they can go at their own pace as well as look back on what has been done/explained)

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We identified a goal with our students. Teachers have directed these to begin with based on their writing samples. Broad goals. Teachers have taken a goal each. On google site, students find their goal. Students can go on site to recap and access these. Everything is on learning journals and linked to their tracker. Their learning goals - workshop are based on these. These are open for topic choosing - self selected topics. Students have been using digital literacy - choosing pictures, different genres.  Working on peer assessments, looking at each others writing and looking at and giving feedback, next steps.

Students use hotspot teachers working with children on writing independent projects - autobiographirs, based on their skills / workshops / all children are writing whether independent or in workshops.

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- Grouping done through data as well as progressions and writing behaviours.
- Goals were set for them by their writing behaviours and discussed with them to set goals.
- While in workshops, goals are revisited
- Workshops are booked through what their goal is
- Ironman
- 3 different levels/elements of achieving a goal
- Restructured whole writing plan
- Started hot spot
- Hot spot teacher does modelled writing on particular needs
- Writing goals are all available in their draft writing books

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- Grouped on levels
- Done lots of student voice about what they want to write about
- Lots of experiences to catch interest
- Goals are set and visable in the class. Teachers have pre-selected goals and children get to choose between 6
- Try to give as much choice as possible within structure
- Writing mileage for emergent writers
- Variety of genre
- Buddy writing once per week with another student close to them

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Acknowledged student voice from last year- put in place with writing pathways (talk moves)
Decided girls start deciding what to write about
Identify own writing goals
Needed shared language for moderating between teachers
Surface features vs deeper- peer assessing
Protocols in place for starting goals
Year 8s identified goals from writing- deep features
Agency to girls to decided text types
Year 7s learning goals not to be gifted to them

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- Just started collaborative writing
- Student voice about what they children want to learn, find hard, want to learn etc
- Trying to teach them what they want to learn
- Learning intention is written before the model writing to support them
- Writing activities (stations) which have different writing activities which the children rotate between (15 or so minutes on each)