‘Big Writing’ at Sandford School – Position Paper
January 2011
Big Writing is our adaptation of the approach to writing developed by Ros Wilson.
It is about the development of a ‘writing voice’ through fast, fun, lively and
predominantly oral activities. It also provides the opportunity for pupils to write
independently.
We use this approach with KS2 pupils on a Friday morning.
Aims
Our main aim for Big Writing at Sandford is to give pupils regular opportunities to
learn how to marshal all of their writing skills independently
In addition we expect Big Writing to give us the opportunity to:
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Consolidate pupil’s learning about writing genres
Focus pupil’s learning about key aspects of sentence construction
Develop portfolios of writing, helping to identify progress and steps for
improvement
Independent writing
One of the key aspects of Big Writing is that, where possible, every pupil should have
be expected to write independently for a sustained length of time. We support this
independence in the following ways:
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Signals for independent writing: ‘rituals’ e.g. dimmed lighting, candle, music,
special pens
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Expectations: we expect writing time to be ‘Independent Silent Work’ (one of
our learning behavours)
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Supports: we provide various prompts and supports during the writing time
e.g. VCOP mats
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Minimal adult intervention: where possible adult intervention is limited to
individual reminders about targets, to time prompts and to the occasional
whole-class ‘harvest’ of good examples. We have to make careful judgments
about not immediately intervening with children who are struggling,
sometimes they can learn that time and persistence solve their problems.
Children seem generally to enjoy this peaceful, independent time and are often proud
of and pleased with the writing they produce.
Writing genres
In KS2 children learn about 6 non-fiction writing genres in addition to learning about
fiction and poetry. The genres are:
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Recount
Report
Instructions
Persuasion
Discussion
Explanation
We introduce and explore these genres through our cross-curricular work in class.
This provides a purposeful context for writing. New learning about genres happens in
this context.
In Big Writing we consolidate children’s learning about genres by revisiting them
through the year. A termly schedule ensures that children regularly revisit the range of
genres that they have learnt about in class.
The session before the independent writing may include a quick revision of aspects of
a particular genre.
Key aspects of sentence construction
We use Ros Wilson’s four ‘generic targets’ to draw children’s attention to the key
aspects of sentence construction. These are:
Vocabulary: the precise and deliberate selection of particular words
Connectives: learning to join together clauses in order to make complex sentences
Openers: the use of a variety of forms to begin a sentence e.g. with an adverb
Punctuation: the appropriate use of a variety of punctuation
These four targets are known as VCOP
We focus on these four targets in the following ways:
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The session before independent writing may include an activity to introduce or
revisit one of these elements.
Our marking of their writing, draws children’s attention to VCOP in particular
Children’s targets for writing often include a focus on one of these elements
Portfolios of writing
Children complete an extended piece of writing each week. These are grouped
together in a writing portfolio which allows the teacher and pupil to see the progress
that is being made as well as to identify areas for improvement. Portfolios are stored
centrally so that class teachers and other staff can also see pupil’s progress. Portfolios
are used as part of the evidence when we make our termly judgements about pupil’s
attainment.
Assessment
We mark pupil’s writing by highlighting good examples of VCOP in their work and
by adding a comment that sets them a particular focus for their next piece of writing.
Format
Big Writing consists of two sessions on a Friday morning.
Focus and text-type is introduced earlier in the week.
Session 1: Before break
45 minutes of fast paced, lively oracy based writing activities. Linked to genre or
VCOP. Developing skills of composition, richness of language and ability to self-edit.
15 minutes planning time for writing task.
Session 2: After break
Up to 45 minutes of independent silent writing. 15 minutes of review and response.