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It has been really great to have a colleague as a learning coach - we observe each other, share ideas (that have worked and that haven't!) and generally be a sounding board for each other when it comes to teaching writing.

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(Millers Flat)
Teachers take their workshops then I take the students to look at in more depth and give them a chance to ask questions and discuss further.

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Explicit goal for learning in each lesson and explicit feedback to each child.
Children enjoying and wanting to come to ALL learning time.
(Engagement)

Sarah Sawers
The Terrace

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Writing using play-based learning as a provocation - Year 2-3 APS

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Writing using play-based learning as a provocation - Year 2-3 APS

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Effective use of success criteria in writing books. Pupils are able to articulate their immediate learning goal.

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Effective use of success criteria in writing books. Pupils are able to articulate their immediate learning goal.

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Alistair - Clyde

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Dunstan
Beginning to use G-Suite in the classroom

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Using lots of oral interactions/experiences to develop/input vocabulary

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Using lots of oral interactions/experiences to develop/input vocabulary

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Focused teaching relevant to the learner

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Focused teaching relevant to the learner

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Effective planning - students who are confident in using their initial ideas as a starting point (can they share how to plan with others?). Fi

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Effective planning - students who are confident in using their initial ideas as a starting point (can they share how to plan with others?). Fi

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A variety of choice in motivation for writing is leading to a high majority of pupils still being engaged in creating their best writing a high % of the time.

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A variety of choice in motivation for writing is leading to a high majority of pupils still being engaged in creating their best writing a high % of the time.

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Alistair - Clyde

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Equipping all students wit the ability to follow the writing process effectively online - using a variety of approaches and digital tools.

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Deliberately set up so that children can build in language have something exciting to write about. (TTS)

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Real-life experiences to write about (Akomanga Tuhura example) - Fi

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Real-life experiences to write about (Akomanga Tuhura example) - Fi

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Linking the ALL focus and the classroom focus to allow ALL students to be the 'experts' in a skill and helping to teach and support others. Follow up with students to ensure new learning is remembered and practised in the classroom setting.

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Using asTTle as an assessment tool for writing.

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Using asTTle as an assessment tool for writing.

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Hilary (Millers Flat)

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writing with a buddy
using a buddy to read to/discuss WALTs & edit work

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Give students prompts and have a strict time limit on how long to write for (2 mins brainstorming, 3 mins planning, 7 mins writing, 5 mins editing, 8 mins rewriting). We give a different prompt each time (sometimes visual, other times oral - dramatic music is awesome) and it encourages students to write fearlessly.
(Dunstan)

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Following a collaborative writing inquiry with teaching buddy - more discussions about students' learning at the time, planning together, sharing ideas. APS

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Following a collaborative writing inquiry with teaching buddy - more discussions about students' learning at the time, planning together, sharing ideas. APS

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Running of writing 'workshops' rather than a group writing situation. Pupils become motivated to attend workshops of their own choice, developing a sense of ownership of their skills.

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Running of writing 'workshops' rather than a group writing situation. Pupils become motivated to attend workshops of their own choice, developing a sense of ownership of their skills.

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Al - Clyde

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Breaking up the "writing time" and having short sharp blasts throughout the day and across learning areas

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Having the courage to share and collaborate at writing time with their peers.

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Using a range of digital tools to enhance writing - sharing with others is easy. Anne B can share some ways, e.g. Google Keep

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Students choose an object to describe. The objective is to have the rest of the class make as many guesses as possible, and so when you say what it was they go 'ooohhhh that makes sense!'. Awesome to create descriptive writing

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Practising recording quickly...limited planning, writing, editing time.

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texts that have exciting language choices - eg: sentence starts, similes etc Discuss orally. Children have a note book or place in writing book to record exciting language ideas for future writing
chris

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(Millers Flat)

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Students seeing themselves as capable writers. Being proud of their ideas, of themselves, of their writing efforts.