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Using T4W with ASN children has provided structure and routine.   It has given us an opportunity to explore literacy outcomes in  using a sensory approach which has been really beneficical to the the hub group. 

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Using T4W with ASN children has provided structure and routine.   It has given us an opportunity to explore literacy outcomes in  using a sensory approach which has been really beneficical to the the hub group. 

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Children who dont engage with the sitting and learning traditional activities have been totally engrossed and done much of the learning verbally.

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In the upper stages HUB group we have concentrated on the Literacy games and sentence work.  There has been engagement in using descriptive language and trying to use different openers in sentences.

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In the upper stages HUB group we have concentrated on the Literacy games and sentence work.  There has been engagement in using descriptive language and trying to use different openers in sentences.

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I would begin with a more sensory orientated approach to hook the learners. We have been limited on what we could put on the wall as visual supports because we are using a shared learning space so it would be good to explore this further to see if we can have an area designated to T4W displays within the ASN hub.

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As I have children from P4-7 I see us continuing with sentence work and perhaps using pictures as a stimulus to make our own short story.

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As I have children from P4-7 I see us continuing with sentence work and perhaps using pictures as a stimulus to make our own short story.

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Not necessarily revisit but personal reading regarding using the programme with ASN children. 

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Not necessarily revisit but personal reading regarding using the programme with ASN children. 

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I would like to revisit how the whole process works - structure from start to finish of a unit, as I was confused through the training and with not being in a class I would not feel confident in delivering.

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Talk for writing approaches across all stages have raised enthusiasm for writing. Daily input has supported all children but in particular children who find literacy tricky. The use of gestures and talk has given further opportunities for children to develop their sentence structure as well as tools for writing.

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I think it would be good to explore more stories that could be used beyond the ones provided by the T4W books. We used We are Going on a Bear Hunt with the hub group and they really engaged with it. Perhaps being able to use a story which is more inline with IDL topics would be more beneficial.

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It was mentioned we could get in touch with the company/training people regarding how it is used with ASN children.  What kind of differentiating has been used elsewhere.

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It was mentioned we could get in touch with the company/training people regarding how it is used with ASN children.  What kind of differentiating has been used elsewhere.

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Children who have IEP targets have benefited.  Targets of speaking in sentences, memory problems and confidence have improved.  I can see this expanding their vocabulary further.

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Children who have IEP targets have benefited.  Targets of speaking in sentences, memory problems and confidence have improved.  I can see this expanding their vocabulary further.

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It would be good to have a policy which ties together reading, grammar and writing.  Also taking our writing steps and merging them in to the talk for writing approach so that we ensure coverage and progression.

Exploring how to tie in our non- fiction writing would be good too.

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Unfortunately i have not had the opportunity to use many of the T4W approaches with my sfl group. moving forward i have moderated hot tasks and we are now using this information to identify gaps and areas to support to allow children to achieve their level. These targets are mainly focusing on the tools for writing benchmarks and will use the talk for writing jump starters to help teach these areas.

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With this being our approach to writing across the whole school, it would be beneficial to tie it together with the other areas of literacy.  Grammar, reading, and non-fiction writing.

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With this being our approach to writing across the whole school, it would be beneficial to tie it together with the other areas of literacy.  Grammar, reading, and non-fiction writing.

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One policy encompassing all areas of literacy.

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At the moment i am ok with the process of Talk for Writing. I need to do further research to support specific targets and ways that SfL can support specific learning points for groups and individuals but using T4W approach.

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clear guidelines to promote consistency.
TfW approaches to link all areas of literacy. Grammar progression built into policy for each part of each level. Suggested texts with clear links to ensuring coverage of benchmarks over each level.

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I think I need to do further research and revisit certain areas and use the website.

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I think I need to do further research and revisit certain areas and use the website.

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It would be great to create a teachers map for teaching T4W with all the elements together as a visual

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Additional supports in how to support ASN learners to be included with class learning. Especially if they are working at a different level from the rest of the class - do they still do the same text as the rest of the class, how do we best include these children .

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Children are more confident using time connectives in writing and oral storytelling. They are more engaged with the stories and look forward to writing lessons. They enjoyed drama and rich storytelling tasks and this helped them learn the story.

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I feel that I actually know more about where my pupils actually are within their level. I know more about individual pupils progress and what I need to focus on moving forward 

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I feel that I actually know more about where my pupils actually are within their level. I know more about individual pupils progress and what I need to focus on moving forward 

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P7

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P3 have thoroughly enjoyed the active learning aspects of  creating actions and story mapping. 

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P3 have thoroughly enjoyed the active learning aspects of  creating actions and story mapping. 

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All children have been able to access writing and shown progress.

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Benefits: more engagement, a wider breadth and depth of teaching.
Less anxiety around writing.

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Reduced anxiety around writing for most children

Improved structure of creative writing

Improved engagement in writing and excitement about the process.

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I have found that all children have benefitted from the repetitive nature of T4W. The structure of their stories have improved. The toolkits are useful and like having everything displayed on the washing line for the children to refer to. The short burst lessons and have been effective and most children have shown improvements throughout the process.

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Engagement. I have quite a few children who have gone from loathing writing to really enjoying it. They look forward to their writing and have produced some of their best work.  They have also gained confidence.

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Pupils are engaged, picking up the story quickly and actually enjoying writing. All pupils are enthusiastic about the process. Pupils have seen how to use and apply their phonics/tricky words in a piece of writing.

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P2 Children have been very enthusiastic about learning the stories. Even ASN children and those who struggle to retain information can act out/re-tell the story completely independently when playing with puppets/ dressing up as the characters. When writing out the story all children created a story with an OBPRE and they were all very motivated by the writing task and proud of their work.

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P2 Children have been very enthusiastic about learning the stories. Even ASN children and those who struggle to retain information can act out/re-tell the story completely independently when playing with puppets/ dressing up as the characters. When writing out the story all children created a story with an OBPRE and they were all very motivated by the writing task and proud of their work.

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Pupils who have previously lacked confidence have benefitted from the clear structure. Pupils have enjoyed creating actions for the story. Pupils are able to magpie good vocabulary from short burst writing sessions and the class text to improve their writing.

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More engaged children
Greater breadth of things taught
Grammar much more of a focus
Moderation
Working with other stages

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I feel I am teaching the tools of writing in much more depth than previously.

Reluctant writers are on the whole much more engaged.

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In all stages T4W provides a familiar structure for children to follow, who would otherwise struggle to think of a story plan and get started with writing. The children have on the whole been excited about their writing and the shared experience of T4W.

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Talk for Writing has allowed all pupils to make progress.  We have one pupil who has now achieved early level in all areas of Writing except tools for writing.  Before this approach, this pupil would have had many more significant gaps.

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Extend vocabulary and magpie wall for the more confident learners. Explore different ways of evidencing the children who are not able to write their stories down. Use the toolkits for character/description etc - we didn’t use these this time as felt the children were still getting to grips with the story structure and sentence rules.

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We had a class evaluation after the hot task and most of the children said they felt more confident with different aspects of grammar. They liked having a ready made structure to follow if they needed to, and enjoyed the short burst activities. I have found there has been a definite improvement for some learners.

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Due to the story we have chosen, we will need to spend more time clarifying words and phrases as some of the language will be unfamiliar.  There is also less repetition so it will take longer for us to learn the story and actions.

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From this block, I know that I will need to teach homophones for there, their and they’re and drop in clauses. I will be doing more grammar work overall

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Be more fluid with timings of lessons. Adapt the block to suit the pace of learning - maybe slow down the learning of the story. More time to embed the Literacy games related to grammar.
Adding in whole class texts from Pie  Corbett reading spine.
I am much more confident in the process and have actually enjoyed marking the writing!

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Pace should improve due to having a better understanding of the structure of T4W.

Get the children to draw the maps at the outset rather than providing one. If children find the drawing daunting, let them put words on and draw at their own pace

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Children particularly liked the short burst tasks where they could use aspects of the toolkit in context.

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Slow down pace
More time to practise the toolkit out with the story

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Slow down the learning of the story. Take time to practice tool kit skills out with story.

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We are going for a slightly shorter text in order to get through the initial stages slightly quicker. I also feel this will help some who still struggled with the model text.

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More fluid approach to the lessons and further development of the toolkits through the next block of T4W.
Tweak the way that we are story mapping to emphasis basic sentence punctuation.
More use of the Jumpstart Literacy games

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It would be good to see how grammar is incorporated through the stages T4W. Also how to evidence learning for children who cannot write their stories down.

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I could look to support the grammar being taught in the various classes.

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Change how we map
Direct speech
Games to support grammar

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Need to streamline the process, particularly for more able learners as they were getting a bit frustrated between the class innovation and individual innovation tasks.

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P2 I will display the toolkits for the children so they can refer to it as they work/ when self or peer assessing. 

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P2 I will display the toolkits for the children so they can refer to it as they work/ when self or peer assessing. 

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I feel a grammar progression could be beneficial so that we know what is being taught at which stage.

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I feel a grammar progression could be beneficial so that we know what is being taught at which stage.

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I will use the T4W website for more ideas for starter and sentence work

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More emphasis on sentence structure and punctuation. Pupils to create their story map alongside the CT. Encourage pupils to make more changes to their story map during the innovation stage.

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Changing the way we map to include the boxing up.
Using the grammar games and short burst writing.

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I will continue to use T4W sentence development to support children at different stages to write good extended sentences and punctuate correctly, which will hopefully help them as they write in class.

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Would like to streamline the process a little, my better writers were becoming less engaged as time went on and voiced that they would have liked to spend less time on one story.

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I would like to keep exploring the Grammar games are there are so many that I haven’t used. I will also do the mapping slightly different the next time round as I am much more confident with the whole process.

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Clear overview of how many blocks over the year and what is taught when - I’ve seen another school version and I though it looked very good

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A greater selection of stories would be useful, or perhaps a recommended reading list of potential short stories.

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Progression between the stages.
Bank of ideas/ examples of toolkit and progression of these so we can see what the children coming into the class have been taught so you can support and build upon
Bank on model texts but also flexibility to go with what will support and engage your year group

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T4W sessions have taken up a lot of time. I will try to shorten my short burst lessons to 20-30 mins.

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Revisiting direct speech
Grammar games

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I think I need to work on adapting the mapping process for my sfl kids (specifically for the hot task)

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Starter activities
Research into challenge in p1 - grammar games, extended toolkits etc
Research into boxing up for early stages

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Not really revisit but I need to be a bit clearer on the elements that have to be done and if there is a specific order.

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Grammar games
Boxing up for younger learners
Revisit time connectives and rules of a sentence.

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I really like the idea of having a grammar progression that accompanies the writing. Also a bank of model texts would be useful, to make sure we don’t use the same ones across stages, and to ensure their quality.

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I would really like year groups to decide model texts that they will be using during each block and share to ensure no doubling up.
We have been sharing from P5-7 to make sure they are all different for journey and warning block

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Bank of ideas for model texts
A progression so that we can see what they have covered in previous years.

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Revisit direct speech toolkit in next block of T4W linked to the Warning story.

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We will need to revisit direct speech as this was tricky for the majority of my class.  I am going to find out more about the grammar games and available resources to support grammar teaching.

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It would be good to see how T4W progresses through the stages.
A bank of model texts, toolkits to refer to.
A grammar progression linking in with T4W.

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I’d really like a clearer overview of how what/ how much to include and when as I think we possibly tried to do too much. Also more information about upper stages and differentiation.

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As I haven’t taught T4W, but taken groups to support them at different stages of the process, I will use the website for further research to have a firmer overview of the whole process.

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I think we need a progression of titles for each stage. Also a progression for grammar.

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Explore more of the grammar games

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Tool kit progression
More model texts
Moderation support for achievement of a level

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A grammar progression and an order of the genres to be covered would be useful.

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What should be included in tool kits at each stage.
A selection of suitable texts.

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A progression
A list of model texts per year group to ensure we are not teaching a text that another year group uses

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How to support ASN children in class (are they learning different texts in HUB or the same as the class). A selection of model texts that can adapted for the stage/class,

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Suggested texts for each year group to ensure they get a range of story types over the years. 

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Suggested texts for each year group to ensure they get a range of story types over the years. 

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Perhaps more ideas and suggestions for supporting SFL pupils. Especially in the last two stages when they have to write independently.

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Progression across stages/overview
Links to other areas of literacy.

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A selection of model texts available for each stage.
More info on specific toolkits, what should be covered in each one.

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Clear guidelines for consistency across the school. An example outline of how lessons/activities should fit into a full teaching timetable.

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Some of my more reluctant writers have really embraced T4W and I have seen big improvements in their writing and enthusiasm for writing. They have enjoyed learning the stories with the actions.  The story mapping process has been successful too in helping them to plan their stories more effectively.

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Policy that bring together writing with grammar and reading. A long term overview of what to teach in each stage with a suggested model text to allow for progression and avoid duplication.

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Grammar progression
Suggested model texts for each stage

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Link together writing and grammar progressions.

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Link together writing and grammar progressions.

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As someone mentioned above, how to include children in the class who are working at a different level, while still using the same class model text. Ideas for differentiation.

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be good to be able to observe others teaching t4w at different stages

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Sometimes I struggle to find the time during writing lessons to record my sfl children saying their stories.

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A selection of model texts for each stage.

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Some guidance on on differentiation of using the same model texts.

Expectations on what we should be doing in terms of marking.

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Examples of how to structure T4W within a full timetable

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As mentioned above, how to provide support for pupils who would usually receive it, and have done so through the the T4W process, while still enabling them to write as independently as possible during the hot task.

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A bank of model texts and full range of toolkits

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I would like a progression throughout the stages which includes grammar to be taught. It would be useful to have examples of texts showing achievement of each level.