Second Level: Writing
Context for Learning
Through a range of different writing experiences, this learner has demonstrated that they are able to use the information that they gather from reading and
listening/watching activities in order to create new written texts. Learning contexts included class studies of War and conflict, the 1960s era and a novel
study of “War Horse” by Michael Morpurgo. The range of evidence presented here includes a short story about The Blitz along with accompanying notes,
biographies of Martin Luther King and Muhammed Ali and a review comparing the novel, play and film versions of Michael Morpurgo’s “War Horse”.
Experiences and Outcomes
Significant Aspects of Learning:
I can spell most of the words I need to communicate, using spelling rules, specialist
vocabulary, self-correction techniques and a range of resources. LIT 2-21a
Writing

Create texts of increasing complexity using more sophisticated
language
In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to
my reader. LIT 2-22a

Find and use information
I can use my notes and other types of writing to help me understand information
and ideas, explore problems, make decisions, generate and develop ideas or create
new text. LIT 2-25a
Learner Statements
I am learning to use language and style in a way which engages and/or influences
my reader.

Writes independently for a range of purposes and audiences

Uses paragraphs to organise writing

Uses a variety of punctuation and sentence structures as appropriate to purpose Uses a range of spelling strategies to ensure
spelling is mainly accurate

Uses layout and presentation to engage the reader

Uses texts, including own notes to evaluate and organise ideas
and information in order to create new texts. Appropriately
acknowledges sources.
ENG 2-27a
I can convey information, describe events, explain processes or combine ideas in
different ways. LIT 2-28a
Pupil Voice
This work shows that I can use notes that I make to create new pieces of work. I enjoyed using the
mind map about The Blitz as it really helped me to organise my writing. I used these notes to help
me write my Imagined Personal Response. I also used other ideas too . I was able to use this skill
to create other pieces of work and transfer these skills.
I found out about Michael Morpurgo’s style of writing and the words he’s used. We discussed in a
group, why he uses them. We had to scan the chapter to find evidence of why we think something. I then used my own words to prove this as well as quotations from the book. This was our
evidence. I had to record where the quotation came from and acknowledge the source. I had to
write down the chapter and the page.
I really enjoyed finding out Martin Luther King and writing a biography. I took my notes home to
show my dad and he helped me find out some more information on the internet. I used this in my
writing and found a good quote to back up my words.
Teacher Voice
This learner can consistently find or listen to information and organise notes under different headings and in mindmaps. This learner has applied these skills in different contexts and can use their
notes to help them prepare presentations, answer high order thinking questions and create different types of writing. The learner has used their own notes to develop each of the pieces of writing
featured in this exemplar and an example of their note making can be seen on page 3. The learner
has also demonstrated that they are able to identify appropriate quotations and acknowledge
their sources. The writing is consistently well-organised into paragraphs which are logically
sequenced and spelling is mainly accurate.
TEACHER VOICE
Examples of the learner’s own notes
that they go on to use in their own imaginative written piece.
TEACHER VOICE
Evidence that the learner has used their own
notes to develop this imaginative story. The
learner demonstrate that they are able to re
-present their newly gained learning.
TEACHER VOICE
The learner makes occasional errors with verb tenses but has
demonstrated during learner conversations that she is learning to
self-edit.
TEACHER VOICE
Confident use of specialist vocabulary demonstrates understanding of the topic and makes the
writing engaging
PUPIL VOICE
I chose these pictures of Martin
Luther King to show him as a free
man and when he was arrested.
TEACHER VOICE
Confident use of specialist vocabulary demonstrates understanding of the topic and makes the
writing engaging
TEACHER VOICE
Confident use of specialist vocabulary demonstrates understanding of the topic and makes the
writing engaging
PUPIL VOICE
TEACHER VOICE
I am pleased with the words
‘furious and acted violently’
as I think this really shows
how angry he felt.
The learner appropriately acknowledges sources.
TEACHER VOICE
The learner has selected an appropriate quotation to support their thinking. As a next step she should try to embed the quotation into her own
written prose and analyse it in more depth.
LEARNER VOICE
TEACHER VOICE
I really enjoyed all three
versions of War Horse. I
have evaluated them all and
shown why the play was my
favourite
The learner made notes under the three headings of “novel”, “play” and “film” and this
helped her to organise her ideas and plan the
detail of this review.