Making Hampshire a better place for children and young people where all of them, including those who are vulnerable and/or disadvantaged, have the best possible start in life and are supported by the whole community to reach their potential. ELEMENTS OF WRITING Composition and Effect Aspects - Texts which are Engaging and Appropriate

Aims of each session  To provide you with an opportunity for supportive, professional dialogue with colleagues;  To develop a further understanding of the element of writing in focus;  To leave with one or two new activities, ideas or approaches to try in class;  To realise that you are not alone! Nb All of tonight’s materials are available on the English Moodle: hias.hants.gov.uk/englishhias.hants.gov.uk/english

The relative relation of Writing AFs

NC Level Descriptors - Writing Level 1 Pupils' writing communicates meaning through simple words and phrases. Level 2 Pupils' writing communicates meaning in both narrative and non- narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers.

Level 1Level 2Level 3 AF1  Basic information conveyed with some descriptive language used  Viewpoint tends not to be evident  Some indication of basic purpose or form of genre  Some awareness of reader may be evident  Mostly relevant ideas with some apt word choices  Brief comments or questions suggest viewpoint  Some basic purpose established with some features of genre used  Some attempt to adopt the appropriate style  Some appropriate ideas developed with some attempt made to elaborate on basic detail  Some attempt to adopt viewpoint though not maintained or consistent  Purpose generally clear with some genre specific features used  Some attempts at style with attention to reader Strand 9 AF2 Achievement within AF1 and AF2 Level 1Level 2Level 3 AF1 Stran d 9 AF2

AF1 – Imaginative, interesting and thoughtful texts - narrative  Word choice A dog was at the window. A Chihuahua peeked through the window- pane. An Alsatian glared through the window-pane.

AF1 – Imaginative, interesting and thoughtful texts - narrative  Word choice  Development of ideas A Chihuahua peeked through the window- pane. A small, button-nosed Chihuahua peeked meekly through the window-pane.

AF1 – Imaginative, interesting and thoughtful texts - narrative  Word choice  Development of ideas  Development of sections of writing A small, button-nosed Chihuahua peeked meekly through the window-pane. Visibly shaking, it quietly whimpered at the stranger who was walking up the path. As the woman got closer, the little ball of fur gradually retreated behind the curtain. The thief laughed quietly to herself. This was going to be easy. A small, button-nosed Chihuahua peeked meekly through the window-pane.

Other strategies for developing ideas and language...  Video  Drama  Freeze frame  Hotseating  Rumours  Roleplay  An ‘event’  A walk in the woods  Something out of the ordinary happening at school etc.  Talk

Additional images removed due to copyright restrictions.

AF1 – Imaginative, interesting and thoughtful texts – non-fiction  Children need to be able to hear the ‘voice’ of the genre  Reading and ‘talking’ a non-fiction text will help children to internalise the structures  ‘Instructions’-speak  Musicality of sentences After cutting along the dotted line, carefully fold the shape in half. If you would like a dragon with a longer tail, be sure to feed it pigs feet.

AF2 - Produce texts which are appropriate to task, reader and purpose  Purpose  Audience  Layout  Authentic writing purposes and outcomes  Carefully scaffolded and sequenced steps in learning enabling children to achieve expected outcomes

What will children write? Non-chron report What do they need to know about Purpose and Audience? -Why Non-chron reports are written -How they help the reader -How they are set out -How they are read How will they know if they have achieved a successful outcome? How will they know what a good example looks /sounds like? What opportunities will they have to practise the specific aspects? -Reading / Being read to -Oral rehearsal -Imitation and improvement What will you need to model for the children?

The essentials...  A scaffolded, sequential unit of work, which:  Has high expectations of outcomes and achievement;  Develops necessary skills and understanding to support intended outcomes – clear LO and SC;  Enables you to model thinking when reading;  Enables you to model intentions when writing;  Supports and challenges children appropriately through guided work;  Enables children to independently practise and develop their learning.