IPEELL report

IPEELL:

Improving writing quality in Key Stage 3 I P E E L L

Introduction Point Elaborate / Example Ending Links Language

Contents INTRODUCTION Welcome and background.............................................................................. 7 The impact of IPEELL ....................................................................................... 8 IPEELL: what is it? ............................................................................................. 9 What does Ofsted say about IPEELL? .......................................................12 How does it work? ...........................................................................................13 STAGE 1: Why write?

Why write?......................................................................................................... 19 Linking writing about memorable experiences with different purposes and audiences.........................................................21 Starting the IPEELL strategy ........................................................................22 STAGE 1: Text type examples Recount................................................................................................................26 Autobigraphical recount.................................................................................28 Non-chronological report..............................................................................30 Instructions.........................................................................................................32 Explanation: how?............................................................................................34 Explanation: why?............................................................................................36 Persuasion...........................................................................................................38 Discussion...........................................................................................................40 Comparison.........................................................................................................42 Evaluation...........................................................................................................46 STAGE 2: Discuss it Discuss it............................................................................................................ 51 PAT and IPEELL .................................................................................................53 Using the planning frames ..........................................................................55 Planning frame examples ............................................................................56 Create a scoring sheet ...................................................................................58

STAGE 3: Model it Model it................................................................................................................61 Scoring the modelled writing......................................................................64 STAGE 4: Embed it Use different activities to help students embed PAT and IPEELL....................................................................71 STAGE 5: Support it

Support it ......................................................................................................... 75 Language features ..........................................................................................77 Links .....................................................................................................................78 Introducing peer review and scoring ........................................................80 Developing the scoring sheet .....................................................................82 Fading support .................................................................................................84 STAGE 6: Independent practice Independent practice.................................................................................... 89 What is independent writing? .....................................................................89 MEMORABLE EXPERIENCES Visits .....................................................................................................................99 Visitors to school .......................................................................................... 102 Simulated events or incidents ................................................................. 102

Further reading Further reading The Education Endowment Foundation has produced The Education Endowment Foundation hasproduced produced useful The Education Endowment Foundation has aauseful a useful Guidance Report on metacognition and selfThe Education Foundation has produced a useful Guidance ReportEndowment onmetacognition metacognition andself-regulated self-regulated learning Guidance Report on and learning regulated learning which is available online.

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METACOGNITION AND SELF-REGULATED LEARNING METACOGNITION AND Guidance Report LEARNING SELF-REGULATED Guidance Report

METACOGNITION AND SELF-REGULATED LEARNING Guidance Report

Recommendations Recommendations Recommendations Recommendations

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Teachers should Teachers should acquire the acquire the professional professional Teachers should understanding and understanding acquire the and skills to develop skills to develop professional their pupils’ their pupils’ understanding and metacognitive metacognitive skills to develop knowledge knowledge their pupils’ metacognitive knowledge

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Explicitly teach Explicitly teach pupils how to pupils howand to organise organise and Explicitly teach their learning pupils how to their learning independently organise and independently

their learning independently

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IPEELL: Introduction

IPEELL Introduction

IPEELL Introduction

IPEELL was developed by the Calderdale Excellence Partnership with the support of the Education Endowment Foundation.

Welcome and background The IPEELL approach was originally developed in Calderdale, West Yorkshire, for pupils transferring from primary to secondary schools. The aim was to provide a strategy for writing that would start in the final year of primary school and continue into secondary school using the same techniques.

The approach was funded by the Education Endowment Foundation and evaluated by Durham and York Universities. Memorable experiences were provided as a focus for writing and the key features of the Self-Regulated Strategy Development were used to structure pupils’ writing and provide a basis for self-evaluation.

The evaluation showed that the approach had a positive effect on children’s writing outcomes, with the greatest impact of any EEF-funded research project:

Participating pupils made approximately nine months additional progress compared to similar pupils who did not participate in the intervention.

EEF, Using Self-Regulation to Improving Writing (2014) The strategy is currently being used in schools across the country and has now been incorporated into the National Literacy Trust’s CPD offer, available to teachers across the UK. Thank you for taking part in our training to help improve the quality of your pupils’ writing.

“Having good writing skills is absolutely critical for students to be able to succeed in every subject at school – and beyond. Yet, every year, one child in four leaves primary school in England unable to write well, rising to one child in three from the most disadvantaged backgrounds.

“We are thrilled to be able to deliver this training programme, which has been proven to improve the quality of young people’s writing by combining memorable experiences and self-regulation with a very practical approach that helps children understand the writing process.

Jonathan Douglas Director, National Literacy Trust IPEELL: Introduction

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The impact of IPEELL This scheme had a profound impact on the writing attitudes and skills of my Year 6 class. It helped lowerattaining children become aspirational; developed their ability to be analytical; and guided children through the writing process to become autonomous. Quite simply, it taught children who wouldn’t normally care to care deeply. This is why we implemented IPEELL throughout the whole of Key Stage 2 last September.

Clare Frith Year 6 Teacher / KS2 Leader IPEELL has given students a solid framework to use as an effective planning tool for their writing. It has enabled them to identify exactly what they need to include in a particular task and become far more independent in their writing. Training students to create positive selftalk statements has contributed greatly to the increase in their self-confidence. We now use IPEELL across the school in all year groups and subjects. A great success mirrored through their achievement. Â Rachel Adams Assistant Headteacher, The Halifax Academy

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IPEELL: Introduction

IPEELL: What is it?

The IPEELL strategy The IPEELL strategy uses memorable experiences, positive attitudes and Self-Regulated Strategy Development (SRSD) to improve students’ writing.

The main advantages of the IPEELL approach are: • It works with existing teaching methods and doesn’t require expensive additional resources • It is a class-based approach that can work for children of all abilities • It works with most text types • It provides a focus for writing and a structure to help organise students’ writing • It provides a method for students to evaluate their own work and set goals for improvement Most importantly, IPEELL involves students taking ownership of the writing process through self-motivation, self-evaluation and setting goals for selfimprovement.

Memorable experiences All too often, young people are asked to write about things they know little about and haven’t experienced so writing is even harder than it needs to be. It is hard to believe that an 11-year-old child might never have been to the seaside or a place of historical interest but this is often the case, especially for young people from disadvantaged backgrounds. For these young people, it is essential that schools provide stimulating and memorable experiences that provide a focus for learning.

IPEELL: Introduction

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It is difficult to be prescriptive about the nature of such experiences as schools and teachers have different strengths and interests. However, memorable experiences could include: • Residential visits • Off-site visits linked with topic themes • Visitors to the school linked with themes • Authors in the school • Arts, theatre and music groups • Outdoor activities – especially team-building pursuits and treasure hunts • Community walks to take a new look at local features • Use of film • Special ‘staged’ events such as the arrival of a mystery package, or the discovery of something unusual like a crime scene in the school grounds The important aspect of all these experiences is considering the variety of writing activities they make possible.

A single memorable learning experience can provide the stimulus to write for real audiences and for specific purposes. When students are aware their writing will not have a readership beyond their teacher, they may be reluctant to write a piece that seemingly has no purpose, achieves nothing and will only live in the pages of their exercise books.

Sometimes the opportunities that arise are not always those that were planned. At one school where the return trip from London went wrong, the experience was the perfect platform for letters of complaint to the company that had cancelled their train.

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IPEELL: Introduction

Self-Regulated Strategy Development (SRSD) SRSD is a strategy (originating in North America) that provides a clear structure to assist writers and can be used with most text types, including narrative. It has been used for over 20 years – mainly in America – and has been the subject of considerable research.

SRSD provides students with effective strategies to become confident and successful writers through the development of self-regulation and six basic stages of instruction. This provides pupils with increased ownership for improving their writing.

IPEELL uses the key principles of SRSD but with significant variations to reflect the requirements of the English National Curriculum and best practices in teaching for Key Stages 2 and 3.

Creating positive attitudes to writing This is a very important part of the IPEELL strategy. Sometimes they are called ‘motivational messages’ and their main purpose is to develop positive attitudes towards the writing process. This approach is used successfully in a wide range of contexts, especially in sporting activities.

Practice and resilience are incredibly important for IPEELL. Share motivational messages from celebrities and famous names, and encourage students to find their own.

"You've gotten this far, you got this!"

— #MERKY (@Stormzy1) May 17, 2016 Quotes taken from celebrities' poems in the Premier League Writing Stars anthology: Try, Try Again:

“Failure is just a step on the journey.” Dan Freedman

“I did my best, I tried my hardest, when things got tough I strived regardless.” Rachel Riley “Stay strong, keep going, look how far you’ve come.”

Swansea City AFC First Team IPEELL: Introduction

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The messages should be constantly available and not tucked away in an exercise book never to be seen again. They are most effective when teachers remind students about them often and revisit the notion on a halftermly basis or even more regularly.

What does Ofsted say about IPEELL? ‘Since the last inspection, you have changed the school’s approach to teaching writing.

Teachers ensure that pupils are inspired to write with a clear purpose, such as writing thank you letters following a school trip or writing that is linked to the local war memorial project. Since the last inspection, standards in writing have improved.'

Billinghay Church of England Primary School, March 2017 ‘The school has effectively addressed the areas for improvement since the last inspection. For example, you have introduced a new writing programme to enhance pupils’ understanding of the writing process. This involves writing about memorable experiences (such as leaflet-writing when working with the Environmental Agency, writing and testing out recipes, and interviewing the local MP). Pupils are exposed to a range of genres and build their experience and understanding through explicit success criteria. Pupils are confident and enthusiastic writers and current books show that pupils are making good progress in their writing.’

Quadring Cowley & Brown’s Primary School, January 2017

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IPEELL: Introduction

How does it work?

There should always be a purpose for writing and wherever possible a real audience. This dictates what type of writing we use. It may be that the aim is to persuade the headteacher to purchase outdoor gym equipment for the school, or to write an article for the school blog. Whatever the case, students always need to consider:

P

A T

Purpose – why am I writing?

Audience – who is going to read my writing?

Type – what is the most appropriate format to use?

When these aspects have been decided, the IPEELL writing strategy is used to help structure the outcome.

Example of student's initial task

IPEELL: Introduction

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Six stages of the IPEELL approach Stage 1: Why write?

1. Discuss how the chosen text type might be used effectively 2. Set an initial task by asking the pupils to write on a given topic (No formal feedback provided at this stage)

Stage 2: Discuss it 1. Discuss positive attitudes towards writing 2. Read a model text (e.g. from the Text type examples section) in the chosen text type 3. Analyse it in terms of purpose, audience, structure and language features 4. Introduce the mnemonics PAT and IPEELL and link them to the model text 5. Introduce the IPEELL planning frame and show how the model text fits the planning frame 6. Create a scoring sheet using the model text

Stage 3: Model it 1. Model positive self-talk 2. Model planning and writing using IPEELL and the scoring sheet 3. Score the completed modelled writing using the scoring sheet created in Stage 2 4. Model goal-setting based on the scoring 5. Score the initial task using the scoring sheet 6. Introduce recording of scores 7. Students record their own scores and set goals 8. Students write a further piece (in the same text type) and mark it using the scoring sheet

Stage 4: Embed it 1. Use different activities to help students memorise the IPEELL mnemonic

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IPEELL: Introduction

Stage 5: Support it 1. Model writing using a self-instruction checklist 2. Students produce their own self-instruction checklist 3. Extend writing by providing more detailed models, discussing more ambitious links and language features, and using more detailed marking 4. Introduce peer review and scoring 5. Refine goal setting, providing teacher feedback 6. Fade and eventually remove the planning frames

Stage 6: Independent practice 1. Students write independently 2. Students reflect on progress by comparing initial task with independent writing task

IPEELL: Introduction

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Work produced by the same child after following the IPEELL process

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IPEELL: Introduction

Stage 1: Why write?

1. Discuss how the chosen text type might be used effectively 2. Set an initial task by asking the pupils to write on a given topic (No formal feedback provided at this stage)

IPEELL STAGE 1 Why write?

IPEELL

Why write?

Students need the time and space to understand extended writing as a process. They need opportunities to develop their writing in all subjects through the stages of generating ideas, planning, drafting, revising and publishing.

The National Curriculum Language and Literacy statement proposes that: Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. They should be taught the correct use of grammar. They should build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.

The National Curriculum Key Stage 3 and 4 Framework, December 2014

Main purposes for writing across the curriculum • To entertain

• To argue

• To inform

• To evaluate

• To describe

• To analyse

Text types The main text types that fulfil these purposes are: • Recount • Autobigraphical recount • Non-chronological report

• Discussion

• Instructions

• Comparison

• Explanation: how?

• Evaluation

• Explanation: why?

• Narrative

• Persuasion

• Poetry IPEELL Stage 1: Why write?

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Forms Within each text type there are a variety of forms. For example, an explanation text could be: • Attendees explaining how planting trees can have a positive impact on climate change • An article for teachers explaining the advantages and disadvantages of using cloud storage for their lesson plans and resources • The script for a 5K run training podcast, explaining the effect of continuous training on the cardiovascular system Although these are the common text types for extended writing, more advanced writing may include several different text types in one piece. For example, a letter of complaint may include elements of both recount and persuasion.

IPEELL can be used to teach all text types across all subjects, except narratives and poetry.

Creating the context for writing It is important to establish a meaningful context for writing, and this is where memorable experiences can play a significant role. A real situation will help to: • Establish both the purpose and the audience for the writing • Ensure that writers have something to say • Give writers opportunities to develop, sharpen and revise ideas • Encourage collaboration during planning, drafting, proofreading and editing • Provide feedback both during and after writing on the strengths of the piece and how to improve the writing Writers should have the expectation that what they compose will have an effect upon someone else. This gives their writing a clear purpose and aids motivation. Writers also need to have a clear sense of their audience before they start. If they are to develop as writers, they will also need to reflect on whether or not the writing has had the desired effect.

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IPEELL Stage 1: Why write?

le b a or em m t ou b a g n ti ri w g in k Lin experiences with different purposes and audiences Anticipating who will be reading what is being written is key to effective writing. It means that the content and shape of writing can be adapted to address the interests of the intended audience.

Knowing the audience also helps students to decide on which ‘voice’ to use.

The writer's voice encompasses an author’s individual style and also includes how formal or informal the tone of voice should be. Letters or e-mails to personal friends may be written in an informal style, but this would not be appropriate when writing to the local council where a more formal tone would be expected.

Providing opportunities to write about a memorable experience for different purposes and audiences is a good way to motivate students to write. Writing for a real audience may also motivate more reluctant writers.

The audiences for writing can be based in the school or in the wider community and should include a balance of young people and adults.

Audiences can include: • Students in different classes/ age groups

• The school website or blog

• Parents

• Local businesses

• School governors • Authors – contributions to a new book or changes to an existing book • Other schools, both national and international

• Prospective tourists • The local council • Members of Parliament • Venues visited - letters both before and after visits

At one school, the headteacher and governors told the students that the holidays were canceled and the school day would extend until 5pm.

Students were energised to write letters to the governors to persuade them to cancel their plans.

IPEELL Stage 1: Why write?

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Starting the IPEELL strategy In the first lesson, talk about the specific text type that is to be the focus of learning. Students need to understand why a particular type of writing is used and who might be the intended audience.

The main focus of Stage 1 is to ask the students to complete an initial writing task. This task will provide the baseline against which future improvement will be measured. As students learn about a particular text type, there should be an expectation that the quality of their writing will improve. This improvement is very motivating for students.

Students should be provided with an interesting stimulus for the initial task, which could be a film, a picture, a simulated incident, book-based or a context related to topic work. Whatever the starting point, it has to be relevant to the text type to be taught and it should engage the students.

Let’s say that the text type that is the focus of learning is persuasive writing.

Having talked to the students briefly about the power of persuasion, they are then asked to write a persuasive piece to achieve a specific goal. For example, a local building developer is seeking planning permission to build houses on the school playing fields and students need to write to the local council to express their viewpoint.

A reasonable amount of time should be allocated for the exercise so that students can respond fully. The finished work should be collected and reviewed by the teacher. At this stage, no formal feedback is given to the students.

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IPEELL Stage 1: Why write?

Stage 1: Text type examples 1. Recount 2. Autobigraphical recount 3. Non-chronological report 4. Instructions 5. Explanation: how?

6. Explanation: why?

7. Persuasion 8. Discussion 9. Comparison 10. Evaluation

IPEELL STAGE 1 Text type examples

IPEELL

Text type examples On the following pages, there are examples of writing in the most common text types of secondary education together with details relating to: • Purpose • Audience • Type • Typical structure • Typical language features The model texts can be used throughout the teaching process but other pieces of writing including those of other students, should also be used to develop writing skills. The examples illustrate the typical structure and features of a particular text type. They are designed to be an accessible starting point for most students in Key Stage 3. They are not intended to demonstrate the full range of young people’s abilities at this key stage.

IPEELL Stage 1: Text Type Examples

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Recount Purpose

Typical language features

• To retell an event or series of events in an informative way, usually in chronological order

• Written in the first or third person

• To entertain in fiction, or give insight into human motivation in (auto) biography and history Audience • Someone who wants to know what happened • The audience is often defined by age. e.g. writing for peers, teacher or general public

Forms • Fiction/diary/(auto)biography • Newspaper articles are often recounts

Typical structure • Scene setting to establish context • Paragraphs used for effect and to mark change of focus/time/place relating to the events • Sequence/chronology words provide order • Starts at the beginning and finishes at the end of the event(s) .Sometimes the chronology is reorganised to emphasise key events

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IPEELL Stage 1: Text Type Examples

• Generally written in past tense • Active verbs describe what happened • A variety of sentence structures creates different effects, such as a sequence of multi-clause sentences followed by a short sentence • Discourse markers related to time – e.g. later, meanwhile, twenty years on; cause – e.g. because, since; contrast – e.g. although, however, nevertheless • Sophisticated use of punctuation for effect, such as colons, semi-colons, dashes, brackets • Answers questions: When? Where?

Who? What? Why? How? • Uses specific dates/times/names of people and places • Vocabulary choices express feelings through emotive adjectives, adverbs, verbs • Use of imagery/similes/metaphors for descriptive effect

Recount TEXT STRUCTURE

Introduction: Who, what, where, when, how?

Anfield hosts absorbing goalless draw There was little to choose, and few chances shared between the two teams last Sunday. Both started the weekend level on points at the top of the Premier League, but Man City could have claimed victory via an 86th-minute penalty.

LANGUAGE FEATURES Past tense Use of third person

The cagey opening to the game could perhaps be attributed to the teams’ wariness of their opponents’ attacking potency.

Yet, early instances of retrieving the ball back high up the pitch offered encouragement to Liverpool. Mohamed Salah dragged a shot wide straight in the fourth minute.

Midway through the half, Henderson’s lofted through ball, played to find the darting run of Salah down the centre, was overhit by a fraction and City, having been on the back foot, then regained an element of control by keeping possession for lengthy spells.

Events organised in chronological order

Specific names mentioned: Mahrez, Klopp etc

Appeals for a penalty from the visitors - when Sergio Aguero went down under Lovren’s challenge were ignored shortly before half time. And, while Liverpool enjoyed the majority of the ball for the remainder of the half, there were no further attempts on goal at either end before the break.

There was more urgency to Liverpool’s work immediately after the restart - and the home crowd responded by raising the volume accordingly. But it was City who went close to breaking the deadlock on the hour, as Mahrez drove narrowly wide after his diagonal run was found by David Silva.

With 20 minutes remaining, Klopp introduced Daniel Sturridge for Roberto Firmino and he soon had a halfchance. Then Gomez ended a raiding run down the right with a fine cross, which Sturridge nodded straight at the keeper.

Finishes at the end of event and includes a reflective comment

Discourse markers related to time

There was late drama, however, as shortly before the whistle, van Dijk was adjudged to have felled Leroy Sane in the area, presenting penalty. However, Mahrez blazed his spot-kick over the crossbar, leaving the sides with a point apiece and ensuring that Liverpool extended their unbeaten home run to 25 matches.

Adverbs related to time or action

Varied sentence length for effect

IPEELL Stage 1: Text Type Examples

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Autobiographical recount Purpose

Typical language features

• To retell an event or series of events of someone’s life, as told by that person and usually in chronological order

• Written in the first person

• To entertain and or give insight into human motivation

Audience • Someone who wants to know what happened and/or has a specific interest in the subject • The audience is often defined by age, e.g. writing for peers, teacher or general public

• Active verbs describe what happened • A variety of sentence structures creates different effects, such as a sequence of multi-clause sentences followed by a short sentence • Discourse markers related to time – e.g. later, meanwhile, twenty years on • Cause – e.g. because, since; contrast – e.g. although, however, nevertheless

Forms

• Sophisticated use of punctuation for effect – e.g. colons, semi-colons, dashes, brackets

• Autobiography (continuous prose) - this could be in the form of newspaper articles or diary entries

• Answers questions: When? Where?

Who? What? Why? How?

Typical structure • Scene setting to establish context • Paragraphs used for effect and to mark change of focus/time/place relating to the events • Sequence/chronology words provide order • Starts at the beginning and finishes at the end of the event(s). Sometimes the chronology is reorganised to emphasise key events

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• Generally written in past tense

IPEELL Stage 1: Text Type Examples

• Uses specific dates/times/names of people and places • Vocabulary choices express feelings through emotive adjectives/adverbs/ verbs • Use of imagery/similes/metaphors for descriptive effect

Autobiographical recount TEXT STRUCTURE

Written in continuous prose with paragraphs to change time, place or topic

My Family and Other Animals - Gerald Durrell Excerpt from Chapter 1 We all travelled light, taking with us only what we considered to be the essentials of life. When we opened our luggage for customs inspection, the contents of our bags were a fair indication of character and interests. Thus, Margo’s luggage contained a multitude of diaphanous garments, three books on slimming, and a regiment of small bottle, each containing some elixir guaranteed to cure acne.

Leslie’s case held a couple of roll top pullover and a pair of trousers which were wrapped round two revolvers, an air-pistol, a book called Be Your Own Gunsmith, and a large bottle of oil that leaked. Larry was accompanied by two trunks of books and a briefcase containing his clothes. Mother’s luggage was sensibly divided between clothes and various volumes on cooking and gardening. I travelled only with those items that I though necessary to relieve the tedium of a long journey: four books on natural history, a butterfly net, a dog and a jam jar full of caterpillars all in imminent danger of turning into chrysalids. Thus by our standards fully equipped, we left the clammy shores of England.

France rain-washed and sorrowful, Switzerland like a Christmas cake, Italy exuberant, noisy and smelly were passed, leaving only confused memories. The tiny ship throbbed away from the heel of Italy out into the twilit sea, and as we slept in our stuffy cabins, somewhere in that tract of moon- polished water we passed the invisible dividing line and entered the bright, looking – glass world of Greece. Slowly this sense of change seeped down on us, and so, at dawn, we awoke restless and went on deck.

The sea lifted smooth blue muscles of wave as it stirred in the dawn light, and the foam or our wake spread gently behind us like a white peacock’s tail, glinting with bubbles. The sky was pale and stained with yellow on the eastern horizon. Ahead lay a chocolate brown smudge of land, huddled in mist with a frill of foam at its base. This was Corfu, and we strained our eyes to make out the exact shape of the mountains, to discover the valleys, peaks, ravines and beaches, but it remained a silhouette. Then suddenly the sun lifted over the horizon and the sky turned the smooth enamelled blue of a jay’s eye.

The endless, meticulous curves of the sea flamed for an instant and then changed to a deep royal purple flecked with green. The mist lifted in quick, lithe little ribbons and before us lay the island, the mountains as though sleeping beneath a crumpled blanket of brown, the folds stained with the green of olive groves. Along the shore curved beaches as white as tusks among tottering cities of brilliant gold, red and white rocks….

LANGUAGE FEATURES

First person: we, I.

Long lists divided by commas

Lots of adjectives: rain-washed, noisy, smelly, sorrowful Similes: Like a Christmas cake, like a white peacock’s tail, as white as tusks

Personification: smooth, blue muscles of wave

Metaphor: crumpled blanket of brown, ribbons of mist

IPEELL Stage 1: Text Type Examples

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Non-chronological report Purpose

Typical language features

• To present information in a clear and objective way

• Formal and impersonal

• To provide a source of information/ reference

Audience • Someone who wants to know about something • Audience is often defined by interest rather than by age

Forms • Reference texts e.g. encyclopaedia • Text books

Typical structure • Clear/factual/in logical order • Opening general statement or paragraph • Paragraphs begin with a topic sentence • Text is organised into categories and sub-headings • Other information provided to support the text, such as images or charts

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IPEELL Stage 1: Text Type Examples

• Present tense to describe observable facts • Generalisation in opening statement • Detailed description where necessary – as well as short explanations • Frequent use of expanded noun phrases ‘crests of long feathers on the sides of their head’ • Technical vocabulary • Pronouns used to refer back to previous information. ‘Penguins…. they’ • Passive voice used to provide objectivity

Non-chronological report TEXT STRUCTURE

LANGUAGE FEATURES

Penguins

Third person General opening statement

Paragraphs may have sub heading to support classification of information

Penguins are sea birds that cannot fly. There are 16 different types, or species, but they all have common features and habitats.

Generic, so penguins not Percy the Penguin

All penguins have short, thick feathers. They have white fronts and black, dark blue or grey backs.

Some penguins have crests of long feathers on the sides of their heads and patches of brightly coloured feathers on their short, thick necks. Like most seabirds, they have webbed feet.

Expanded noun phrases give precise information

Penguins spend most of their lives at sea. They Paragraphs start with a main idea/ topic sentence to categorise information

swim and dive with speed and skill. Penguins catch and eat fish, squid and krill. They come ashore at certain times of the year to mate and raise their young.

Present tense describes how things are

Most penguins make nests on the ground or in grass; some lay their eggs in tunnels. The female Emperor Penguin lays only one egg, and the male keeps it warm by holding it on his feet under folds of skin.

Concluding statement refers back to the introduction and may look to future implications

Some penguins are endangered. Pollution is damaging their environment and fishing fleets are catching their food. It is likely that there will be fewer species in the future if we don’t protect

Precise subject technical vocabulary – facts and figures

their ecosystem.

IPEELL Stage 1: Text Type Examples

31

Instruction Purpose

Typical language features

• To tell someone how to do something in as clear a way as possible

• Simple, clear, formal English

Audience

• Usually second person and formal as reader may be unknown

• Someone who wants to know how to do something

Forms • Recipes • Instruction manuals • Rules for games/sports

Typical structure • Outcome defined at the start • Strict chronological order • Often in list form • Clear sequence indicated by bullet points, numbers or letters • List of equipment required to complete task • Often uses step-by-step diagrams

32

IPEELL Stage 1: Text Type Examples

• Present tense

• Written with imperative verbs - e.g take, use, do • Adverbials for time or numbers used for coherence • Generally, command and statement sentences, each covering one instruction • Punctuation often focused on full stops, commas and brackets when providing additional information, alternatives or examples • Discourse markers for sequence: first, next, then

Instruction TEXT STRUCTURE Title indicates goal

Materials/ list of equipment needed

Contains stepby-step instructions often with diagrams

Clear sequence indicated by bullet points/ numbers.

Written in chronological order

LANGUAGE FEATURES

Make a kite!

Things you need 3 pieces of cane (2 x 60 cm; 1 x 80 cm) Thread Large sheet of strong paper (e.g. tissue) Soft pencil Scissors Paint and paintbrush Glue Strong string What to do The Frame 1. Dampen cane to make flexible.

2. Carefully bend cane to desired shape, then tie securely with thread (see diagram).

The Covering 3. Lay frame on sheet of paper.

4. Trace around frame with pencil.

5. Cut covering approx. 1 cm larger than outline.

6. Paint bird on covering (e.g. owl).

7. When the paint is dry, place frame on unpainted side. Now fold edges of the covering over the frame carefully and glue them down.

The Bridle 8. Cut 3 pieces of string, each 20 cm long.

9. Secure one end of each string tightly to frame at the shoulders and tail of the bird.

10. Then tie the other ends in a knot.

Short sentences for clarity Imperative verbs for direct address

Adverbs show how to do something

Discourse markers for sequence - now, first, next, then

Plain vocabulary to ensure clarity

‘Make a kite!’ is adapted from Exploring How Texts Work by Beverly Derewianka (Primary English Teachers’ Association, Sydney, Australia) and is reproduced here by kind permission of PETA.

IPEELL Stage 1: Text Type Examples

33

Explanation: how?

Purpose

Typical language features

• To help someone understand a process or why something is...

• Formal and impersonal

• To explain how something works • Emphasis on clarity and directness

Audience • Someone who wants to know about something • Often forms the basis of essay type questions, such as: How are sedimentary rocks formed?

• Present tense for phenomena still in existence, past tense for past events • Sentences contain conjunctions and adverbials that indicate sequence - e.g. next, gradually • Cause and effect e.g. because, so, or comparison e.g. although, in contrast

Forms

• Generalisation

• Encyclopaedia

• Mainly constructed using statement and question sentence forms

• Science text book

Typical structure

• Detail where necessary – often includes information

• General statement introduces topic

• Technical vocabulary – glossary may be needed for specialist terminology

• Series of logical (often chronological) explanatory steps • Clear sequence may be indicated by bullet points, numbers and/or letters • Paragraphs often begin with a topic sentence • May end with a summary statement

34

• Formality may be maintained through use of passive constructions and technical vocabulary

IPEELL Stage 1: Text Type Examples

Explanation: how?

TEXT FEATURES

Introduction describes and classifies the phenomenon

Layout in paragraphs often with diagram

Series of steps in sequence referring back to previous steps

Summary paragraph introduces a new idea

Explanation how fossils are formed Fossils are the preserved remains of living things from millions of years ago. There are many ways that fossils have been preserved.

Perhaps the best-known fossils are those found in rock, which have been formed as the hard parts of an organism have been replaced by minerals.

The fossilization process begins when a plant or animal dies and falls into soft mud or silt, often at the bottom of a lake or the sea. This body becomes encased in more sediments over time. Over thousands of years the hard parts of the organism’s body are replaced by minerals and gradually turn to rock. Soft body parts such as skin and feathers do not always fossilise well, as they decay quickly.

Millions of years later, earth movements cause layers of rock to rise or crack and the fossilized remains may become exposed on the surface.

Alternatively, erosion by freeze - thaw action or wind can expose the fossils.

Paleontologists carefully collect fossils, date them and sequence their chronological development. This provides evidence for evolution as it reveals the gradual change of one type organism into another over time.

LANGUAGE FEATURES

Present tense verbs for universal phenomena

Discourse markers for time sequence. (over thousands of years)

Passive voice used for factual objectivity (are replaced, become exposed)

Subject technical vocabulary – freeze, thaw, sediment etc.

IPEELL Stage 1: Text Type Examples

35

Explanation: why?

Purpose

Typical language features

• To help someone understand reasons for a phenomenon

• Formal and impersonal style maintained throughout through use of passive verbs and technical vocabulary

Audience • Someone who wants to know why something happens/happened

Forms • Humanities text books • Formal essay-type question

Typical structure • Title summarises purpose: Why was the Roman Army so successful?

• General statement introduces topic and may provide background knowledge • Provides a series of points of explanation in paragraphs • Paragraphs begin with a clear topic sentence related to the main question • A short concluding paragraph emphasises and summarises reasons

36

IPEELL Stage 1: Text Type Examples

• Present tense used for explaining current phenomena - Why do people emigrate? past tense used to explain for past events • Sentences contain discourse marker that indicate emphasis and addition e.g. moreover, additionally • Cause and effect e.g. because, so comparison e.g. although, in contrast • Mainly uses relational statements to describe component parts: x was or y had • Detail is provided in descriptive noun phrases: ‘smaller fighting groups called centuries’ adding precise information • Specialist vocabulary required – glossary may be needed to support terminology

Explanation: why?

TEXT ORGANISATION

Opening statement setting the scene and giving background information

Paragraphs are organised with topic sentence and supporting details

Why was the Roman army so successful?

The Roman army was successful for hundreds of years. They were able to conquer and control a huge empire for over 400 years.

Roman soldiers had armour and weapons of a very high quality. Their amour was well designed and made of reliable, strong materials such as brass or leather. Every soldier in this formidable force had 4 essential pieces of equipment plus spares.

The army was also cleverly organised into different sections called legions. Each legion was subdivided into smaller fighting groups called centuries, who lived and worked together. In addition, each century had support staff such as cooks and messengers.

LANGUAGE FEATURES Past tense to recount past events and reasons

Topic sentences maintain key themes, soldiers, army

Determiners refer to specific people or objects - every soldier, each legion

Discourse markers to add, emphasise, compare: also, in addition; but, however

In general, soldiers were treated well and paid for their service. This made them happier and more productive. However, they were also well trained and disciplined by fear. So, there was not much cause for desertion.

Concluding paragraph summarising and emphasising reasons

The Roman army was successful for a number of different reasons; Partly because of their high sense of loyalty and discipline, but also because of the excellent organisation and equipment.

Source: National Literacy Strategy- Writing Non-fiction sample 2001 IPEELL Stage 1: Text Type Examples

37

Persuasion Purpose

Typical language features

• To persuade someone to agree with a point of view

• Personal address – I, you, we

Audience • One or more people you are trying to convince

Forms • Advertisement • Newspaper editorial • Tourist brochure • Letter to organisation • Scripted speech

Typical structure • A clear line of argument • A series of points building to one viewpoint • Paragraphs begin with a topic sentence

• Emotive words sometimes used to manipulate • Feelings aroused through use of rhetoric and value judgements • Short sentences used for emphasis after a series of complex sentences • Can contain a mixture of sentence forms: statement, rhetorical question, exclamation and command • Logical conjunctions related to cause and effect– e.g. this shows, because, therefore, in fact • Modal verbs and adverbs for degrees of certainty- e.g. perhaps, should, must • Counter-arguments are set up to be demolished – e.g. ‘you might imagine that…’

Advertisement structure • Punctuation/capitalisation often unorthodox or missing • Uses stock words and phrases • Use of word play/rhythm/alliteration, such as ‘Buy British beef’ • Unorthodox spelling – e.g. Kwiksave

38

IPEELL Stage 1: Text Type Examples

Persuasion TEXT STRUCTURE

Introduction hooks reader in with personal anecdote and a question

Paragraphs used to change topic or theme

Repeated pattern of three things within the paragraph

Snappy final paragraph repeating main themes and giving a command

LANGUAGE FEATURES

Bikes are best!

It only took me twenty minutes to get to work this morning. I expect most other teachers had a much longer journey. Did I come by high speed train, a Ferrari or a supersonic plane? No. I rode a bike. Bikes are healthier, cheaper, and in busy cities like London and Manchester, they are now the quickest method of transport.

You probably think I am crazy, but I’ll have the last laugh when the city is gridlocked and I am whizzing past you all on my bicycle. I will still be laughing as you pay out huge sums of money for car loans and petrol. And of course, when your health is ruined from lack of exercise, I’ll be pedalling on into the sunset with a fit and healthy heart.

Do you think that people can continue using cars for every short journey without paying a high price? Even if you discount the effect on your body and pocket, think about the environment. Cars are polluting our planet with toxic fumes. There has been a huge increase in cases of childhood asthma in our more congested cities. It is appalling to think how much money the car industry spends on advertising to persuade you to ruin your neighbourhood and your children’s health.

We can change all this immediately by giving up our cars except for long or complicated journeys. Those of you who maintain that the car is more convenient and gives you freedom to go where you want, just imagine the next time you are stuck in a traffic jam on a hot summer’s day trying to get to the countryside or beach.

While you are frying in an iron box, I’ll be relaxing in the fresh air with my trusty bike beside me.

Wide variety of verb tenses including commands

Emotive vocabulary: Ruined, toxic, appalling, frying, Rhetorical questions and exaggeration used for effect

Jokey and colloquial vocabulary – gridlocked, whizzing, frying steaming

So remember, bikes are healthy, quick and cheap. You’d better buy one quick!

IPEELL Stage 1: Text Type Examples

39

Discussion Purpose

Typical language features

• To present a reasoned and balanced view of an issue

• Formal and impersonal

Audience • Someone who is interested in an issue

Forms • Essay or article arguing from two of more points of view

Typical structure • Logical order with introduction, points for and against in paragraphs and conclusion • Statement of the question or argument, perhaps followed by preview of the main arguments on each side • Arguments for, including supporting evidence • Arguments against, including supporting evidence • Finally, a conclusion, which may come down on one side of the argument and includes clinching evidence

40

IPEELL Stage 1: Text Type Examples

• Third person objective voice. Perhaps first person in conclusion • Topic sentences start with nounsdebate, developer, the logging industry.

• Mostly active, present tense verbs and passive is used when identity of agent is not relevant – e.g. It can be argued that…

• Discourse markers relate to providing evidence - such as, like or contrasting argument- alternatively, whereas or emphasis – Moreover, significantly • Cohesion developed with phrases to aid counter-argument – e.g. There are those who argue that…

• Conclusion may be introduced by phrases such as: In conclusion…

Weighing up all these arguments…

Discussion TEXT STRUCTURE

Clear thesis statement and outline of main idea

Arguments for the thesis, including supporting evidence

Arguments against the thesis including supporting evidence

The conclusion usually comes down on one side of the argument, including clinching evidence

How important is it that we preserve our forests?

One of the most controversial environmental issues concerns the future of our forests. Debate centres on whether we should preserve the forests in their natural state or whether we should allow them to be logged.

On the one hand, conservationists argue that we need to put a stop to the destruction of this natural resource. In Brazil, for example, the rainforest is disappearing at an alarming rate, depriving native tribes of their habitat and depleting the earth’s supply of oxygen.

On the other hand, developers claim that forests are a renewable resource and that humankind has an urgent need for the products provided by the forests, such as timber and woodchips. Moreover, the logging industry is a major employer and if logging were stopped, several thousand people would be out of work.

It would seem apparent that while some form of logging is inevitable in the short term, in the longer term we need to develop alternatives to using timber from natural resources.

LANGUAGE FEATURES Use of third person to maintain objectivity

Present tense verbs – some in the passive voice when identity of actor is not required

Discourse markers – exemplifying: for example, such as, or providing emphasis (moreover)

Discourse markers for contrasting argument: (on the one hand, alternatively, however)

IPEELL Stage 1: Text Type Examples

41

Comparison Purpose

Typical language features

• To identify, summarise and synthesise similarities and differences between two or more topics or texts

• Formal style maintained throughout

Audience

• Sentences contain discourse markers to indicate both similarities and differences: whereas, on the one hand, in contrast

• Someone who wants to know about the topics being compared • Someone who would like to know which one might be considered better

Forms • Essay – e.g. comparing unseen poetry, comparing climate in geography, or athlete performance in PE • Text books/ original sources • Reviews (of products for example, or design plans)

Typical structure • Introduction provides background and outlines what is to be compared • Alternating paragraphs describe features of one aspect then the other • The concluding paragraph makes a general statement and summarises the main points

42

IPEELL Stage 1: Text Type Examples

• Present tense used to describe factual and statistical evidence

• Comparative and superlative adjectives describe different features: less, more, most, best • Many specific examples will be given from sources as evidence • Opinions can be used to respond to the evidence provided

Comparison Title: Write a paragraph explaining the differences between the climate of Cardiff and Manaus

Cardiff Jan Temp ( c) 3 0

Rainfall (mm) 108

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

4

7

9

12

15

17

16

14

11

8

5

72

63

65

76

63

89

97

99

109

116

108

Manaus Jan Temp ( c) 26 0

Rainfall (mm) 264

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

26

26

26

26

26.5

26.5

27

27.5

27.5

27

26.5

262

298

283

204

103

67

46

63

111

161

220

Cardiff Manaus Which is the driest month?

March

August

How much rain fell in the wettest month?

116 mm Nov o

298mm March o

Which is the coldest month?

January 3 C

Jan - May 26 C

Which is the hottest month?

July

Sept - Oct 27.5

o

o

What is the annual temperature range?

14 C 1.5 C

What is the total annual rainfall?

1000mm

2000mm

IPEELL Stage 1: Text Type Examples

43

Comparison TEXT STRUCTURE

Introduction provides background and outlines what is to be compared

Paragraph 1 describes features of one aspect in each place (e.g. rainfall)

44

Write a paragraph explaining the differences between the climate of Cardiff and Manaus Manaus is a city in the Amazon rainforest in Brazil. It is situated close to the equator and has an equatorial climate. Cardiff is the capital city of Wales in the UK, which has a temperate Atlantic climate. The climate of the two places is very different in respect of both rainfall and temperature.

Annual rainfall differs significantly between Cardiff and Manaus. Cardiff’s rainfall totals just over 1000 mm a year, whereas Manaus’ annual rainfall is double that. In Manaus, there are two months with the same or less rain than Cardiff; 46mm in August and 63mm in September.

Cardiff’s driest months are March and June each with 63mm. For six months of the year between December and May, monthly rainfall in Manaus is over 200mm. On the other hand, the wettest month in Cardiff is November and only three other months have over 100 mm of rain.

IPEELL Stage 1: Text Type Examples

LANGUAGE FEATURES

Present tense to describe factual and statistical evidence

Discourse markers for comparison (whereas, on the one hand, in contrast)

Comparative and superlative adjectives describe different features (less, more, the wettest, driest )

Comparison TEXT STRUCTURE

Paragraph 2 describes features of a second aspect in each place (e.g. temperature)

Ending makes a general statement and summarises main points

LANGUAGE FEATURES

Temperature also varies greatly between the two places. Manaus has a small temperature range of o only 1.5 C, and the place is warm all year round.

In contrast, Cardiff has a much wider temperature o range of 14 C and there is considerable variation across the year. January is the coldest month at an o o average of 4 C, whereas July has an average of 17 C.

Many specific numerical examples from data (46mm, o 14 C, average o of 17 C)

In summary, temperature range varies the most in Cardiff, but the range of rainfall varies the most in Manaus.  

IPEELL Stage 1: Text Type Examples

45

Evaluation Purpose

Typical language features

• To judge the effectiveness of something

• Present tense used to reflect on the choices made

Audience

• Sentences contain discourse markers to: contrast strengths and weaknesses but, however exemplify and provide reasons - such as, also, so that

• Someone who wants to know how successful something was, and how it may be improved

Forms • Reviews e.g. of a product, technique or text • Formal essay question

• Adjectives used to create judgement pleased, unusual

Typical structure

• Superlative adjectives describe effectiveness of different features: most, best

• Introduction explains overall intention (e.g. of the product)

• Specialist subject vocabulary helps explanation of choices

• Paragraphs will outline the strengths and weaknesses in turn, evaluating the effectiveness of decisions

• Reports

• Provides suggestions for improvements • Provides specific examples • A short concluding paragraph outlines the overall effectiveness

46

• Adverbs used for exemplification – slowly, clearly

IPEELL Stage 1: Text Type Examples

Evaluation (of a product or artefact) TEXT STRUCTURE

Introduction explains overall intention of artefact

Paragraph 1 outlines the strengths of the piece and says how effective the creative decisions were

Paragraph 2 evaluates weakness and discusses how the product could be improved

Paragraph 3 evaluates other positive features with specific examples

Conclusion outlines the overall effectiveness of the composition

How successful was your composition? Evaluate the strengths My intention in creating this piece of music was to build tension and anticipation in the listener from start to finish, as the prisoner takes his last walk to the scaffold. My composition is quite successful in this respect.

The thudding timpani rhythm begins the piece and creates an expectant air. As the brass and lower strings are added, the dynamic of the music grows and grows – which creates the effect of the excitement building in the watching crowds. I feel that the addition of the snare drum to depict the Royal Guards was particularly effective.

I am also pleased with the big fortissimo chord at the end, followed by the much quieter long unison note that represents the now lifeless body swinging on the end of the rope. The contrast provided by these two final notes is very dramatic.

The scale patterns in the upper strings as the piece builds sound unusual and uncomfortable to suggest the prisoner’s fearful state. However, they also sound more awkward than I had hoped, and could benefit from a more steady, uniform sound with fewer accented notes.

LANGUAGE FEATURES

Present tense to reflect on artistic choices

Adjectives used for appraisal (e.g. expectant, pleased, dramatic)

Discourse markers to contrast strengths and weaknesses (but, however)

The other adaptations I made to the piece such as shortening the introduction helped to prevent the opening from being too repetitive. Also, the addition of additional wind instruments to the fanfares, so that they weren’t only played by the trumpets made the texture thicker and more interesting. The use of pizzicato in the violin scales created a gradual increase in tension.

Discourse markers to exemplify and provides reasons for judgements (such as, also, so that)

Overall, I am very pleased with my composition – the story is clearly defined through the music, and it clearly conjures the image of a prisoner taking a long walk through the crowd to the gallows. The slowly growing crescendo throughout the piece builds tension and excitement right up to the powerful ending chord.

Subject vocabulary explains musical features precisely (fortissimo chord, thudding timpani, crescendo)

IPEELL Stage 1: Text Type Examples

47

Notes

48

IPEELL Stage 1: Text Type Examples

Stage 2: Discuss it 1. Discuss positive attitudes towards writing 2. Read a model text in the same text type 3. Analyse in terms of purpose, structure and language features 4. Introduce the mnemonics PAT and IPEELL and link to the model text 5. Introduce a planning frame to deconstruct the model text 6. Create a scoring sheet from the features

IPEELL STAGE 2 Discuss it

IPEELL

Discuss it Discuss positive attitudes to writing As mentioned in the introduction, this is a very important part of the IPEELL strategy. Discuss some of the messages used by sporting stars, celebrities or authors and ask students to devise their own. Make sure the messages are prominently displayed on exercise books and bookmarks, or are stuck to the desks.

“The expert in anything was once a beginner.”

Helen Hayes “I’m going to do it. I’m going to work as hard as possible, and my chance is going to come, and I’m going to grab it.”

Harry Kane (Taken from https://www.theplayerstribune. com/en-us/ articles/harry-kane-tottenham-zero-to-100)

Where this idea has been really well developed, and regularly revisited, it has completely changed young people's attitudes to writing.

Try, try and try again.

IPEELL helps you to organise your thoughts and organise your writing, and it keeps you focused. It helps you build selfconfidence, especially with the messages we’ve written and put on display. I love that it isn’t too complicated but works for all our writing. I wouldn’t write without it!

Always do your best.

Student

I can do this!

Keep calm and carry on!

Don't worry about mistakes – you can't make omelettes without breaking eggs!

I have done well before and I can do it again now.

IPEELL Stage 2: Discuss it

51

Discuss the text type The next stage is to use a model text in the chosen text type to demonstrate how the writer structures the writing to achieve a particular objective.

It is important that the model text closely follows the structure that is the basis of the IPEELL strategy. It should start with an introductory paragraph, as appropriate contain three or more explanatory to elaborate and then finish with an appropriate ending for the text type. All the examples provided in Stage 1 follow this structure.

Give the students a copy of the model text and analyse it together.

• What is the purpose of the piece of writing?

• How does it start?

• What are the main points and how are they explained?

• How does the author conclude the piece?

• How are the different paragraphs linked together?

• What particular language features are used to achieve the purpose?

Highlighters can be used effectively to pick out the different features of the writing: • What are the main topic sentences?

• What openers and discourse markers are used?

• What techniques has the writer used, such as repetition, rhetorical questions, facts, quotes, alliteration?

Topic sentence Rhetorical question Varied openers

Alliteration

52

IPEELL Stage 2: Discuss it

PAT and IPEELL At this stage, the first mnemonic can be introduced:

PAT

P

Purpose • Why are you writing?

• What do you want to achieve?

A

Audience • Who will read your writing?

• How might you need to change your content for different audiences?

T

Type • What text type and form of writing would be best for your purpose and audience? For example, are you writing a report, leaflet, narrative, article etc?

Present different examples of the chosen text type and ask the students to decide what is the purpose, audience and type of presentation being used.

The main mnemonic can now be introduced:

IPEELL

I P E E L L

Introduction Points – three or more Examples / elaboration / evidence Ending Links – openers and conjunctions Language – specific language features

The IPEELL mnemonic should be linked to a model text, as shown, and to further examples to illustrate how it can be used to provide a clear structure for writing.

IPEELL Stage 2: Discuss it

53

Penguins Introduction: a general opening statement making it clear what the writing is about

Penguins are seabirds that cannot fly. There are 16 different types, or species, but they all have common features and habitats.

All penguins have short, thick feathers. They have white fronts and black, dark blue or grey backs. Some penguins have crests of long feathers on the sides of their heads and patches of brightly coloured feathers on their short, thick necks. Like most seabirds, they have webbed feet.

Paragraphs provide the main points with further elaboration

Third person Generic, so 'penguins' not 'Percy the Penguin' Precise vocabulary - facts and figures

Penguins spend most of their lives at sea. They swim and dive with speed and skill. Penguins catch and eat fish, squid and krill. They come ashore at certain times of the year to mate and raise their young.

Most penguins make nests on the ground or in grass; some lay their eggs in tunnels. The female Emperor Penguin lays only one egg, and the male keeps it warm by holding it on his feet under folds of skin.

Ending – a general conclusion but also referring back to the opening statement

54

Some penguins are endangered. Pollution is damaging their environment and fishing fleets are catching their food. It is likely that there will be fewer species in the future if we don’t protect their ecosystem.

IPEELL Stage 2: Discuss it

Collective pronoun 'we'

Using the planning frames Most writers use some form of planning to help them organise their writing.

The IPEELL strategy’s planning frames help students organise their ideas and ensure that they follow the structured approach.

Using the model text, students should be able to deconstruct the writing into the planning frame. This will help them understand how the author organised their ideas before writing the final piece. For example, what notes did they think the author made in the introduction box? What was the first point and what additional information was provided?

The planning frames on the following pages are designed for different purposes.

Standard frame The planning frame can be used for most text types and follows the basic principle of three or more points. The text type will dictate what information is used to elaborate the point. It could include examples, evidence (including quotations) or explanations.

Introducing other frames Further along in the IPEELL process, it may be appropriate to introduce alternative planning frames for each text type and subject. However, the recommendation is that these are not used until the standard planning frame has been faded out (Stage 5) and students have begun to write independently (Stage 6). Alternative planning frames can then support students to develop their independent writing further as appropriate for the subject.

You can find additional planning frames on the National Literacy Trust website, in the Improving Writing at Key Stage 3 participants' area.

IPEELL Stage 2: Discuss it

55

Planning frame examples Planning frame forformost types IPEELL Planning frame most text text types I P E E L L

P A T Purpose Audience Type

+

Introduction Points Elaboration Ending Links Language

Introduction

Point

Point

Point

Elaboration/Example

Elaboration/Example

Elaboration/Example

Ending

Links

(openers)

Language

56

IPEELL Stage 2: Discuss it

(conjunctions)

Instructions planning frame

Instructions Planning Frame

I P E E L L

P A T Purpose Audience Type

Introduction Points Elaboration Ending Links Language

Introduction

Includes title and goal of the instructions

Points

List of materials/ingredients/equipment including quantities

Elaboration

Steps to achieve goal in number or bulleted sequence

Ending

May include diagram or labelled picture

Links

Discourse markers for sequence:

Language

IPEELL Stage 2: Discuss it

57

Create a scoring sheet The next task in this stage of the strategy is to create a scoring sheet.

Objective evaluation of writing is fundamental to enable students to assess their own efforts and set themselves goals to improve.

Select a model text and discuss with students how well each part of the writing fulfils its purpose.

Does the opening paragraph introduce the topic clearly? Does it provide some background information? Does it engage the reader?

Establish a simple system to award marks for each section so that students can give a numerical score to a piece of writing. A very basic scoring sheet might look like this:

I P E E L L

Introduction

Point x 3

Elaborate

Ending

Links

Language

It included a clear introductory paragraph with additional information about the topic: 2 marks It engaged the reader: 1 mark Max 3 marks

It included 3 relevent points in a sensible order: 1 mark each Max 3 marks

It added extra information to each point and backed them up with examples: 1 mark each Max 3 marks

Ending included: 1 mark Restated reasons or added additional information: 1 mark Linked back to introduction: 1 mark Max 3 marks

Varied openers used: 1–3 marks Appropriate discourse markers used: 1–3 marks Max 6 marks

Topic vocabulary used: 1–3 marks Punctuation: 1–3 marks Engages the reader: 1 mark Makes sense: 1 mark Max 8 marks

It is important that the scoring sheet is generated with the students so that they agree and understand all the statements used. The scoring sheet will be developed as teaching progresses and will need adapting for groups of different ability.

58

IPEELL Stage 2: Discuss it

IPEELL 1. Model positive self-talk 2. Model planning and writing using IPEELL and the scoring sheet 3. Score the modelled writing using the scoring sheet 4. Model goal-setting based on the scoring 5. Score the cold task using the scoring sheet 6. Introduce recording of scores 7. Students record their scores and set goals 8. Students write a further piece and mark it using the scoring sheet

IPEELL STAGE 3 Model it

Stage 3: Model it

Model it Young people learn a great deal through observation and imitation. Good writers are usually avid readers who have picked up the skills of writing through recognising effective techniques used by writers to create impact or evoke an emotional response in their writing. Unfortunately, young people don’t often get the chance to observe writers in action. Therefore, teachers need to demonstrate the skills and techniques of effective writing through modelling the process.

Model the writing process using positive self-talk Showing students how writers work and think is an important step in helping them become competent writers. Start by demonstrating the thought processes involved when planning a writing task. For example: “I need to write about a museum I visited. I can use IPEELL to help me remember all the important parts that I need to include. If I break the task down into smaller parts, it will make it easier.

“So, for the introduction: what was the name of the museum and what were the main features that I want to focus on? It would be helpful to put some ideas down on my planning sheet.

“That’s good. I can do this! Now which of these features was the most interesting?”

Verbalise the thinking and illustrate how this has an impact on what you write on the whiteboard or smartboard. Constantly refer to good writing techniques and practices as you construct your model. For example: “I shouldn’t just write a long list of things but select one or two ideas and write about those in detail. That will make it more interesting.”

IPEELL has revolutionised my English lessons. Cleverly using feedback, editing and a few cognitive approaches, our writing sessions are far more directed and purposeful with a very visible learning journey.

Progress in children’s books has never been more evident.

Specialist Leader of Education

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It is crucial not to spend too long modelling any particular aspect. Split the task into parts and model each part before asking the students to have a go themselves.

When modelling the writing task, keep referring to the IPEELL components: • Is there an introduction?

• Are there three or more relevant points?

• Has each point been elaborated?

• Is there an appropriate ending?

• Are the sentence openers varied and appropriate?

• Are the discourse markers varied and appropriate?

• Is the language used appropriate for the task?

It is also important to keep repeating the positive motivational messages: "A person who never made a mistake never tried anything new. Preparation is the key to success. I need to improve my language choices."

Using the planning frames Show how the planning sheet can help break the task down into smaller, more manageable parts. As you introduce the strategy for the first time, it is likely that students will write far too much on the planning sheets. It is important to show young people how to plan using notes rather than writing full sentences.

Provide students with a completed plan for a given task and ask them to construct a final piece from the notes. This can be helpful when developing narrative writing. Provide students with an outline plan for a story but don’t supply an introduction. Ask different groups to write an introduction to the story starting from different parts of the plan. For example: “I would like this group to start with the place and weave in the characters” or “I would like you to start at the end and develop the story through flashbacks.” This technique helps overcome the traditional approach to story writing, which often follows the predictable pattern: “Once upon a time…” and “… it all ended happily ever after.”

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This task is not limited to narrative writing. Adapt this by using an outline plan for a different text type. Ask different groups to write one paragraph, with each group focusing on a different point and elaboration as outlined on the plan.

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Scoring the modelled writing When the modelled writing task is completed, use the scoring sheet created with the students in Stage 2 to score the final piece. When you do this with them, keep talking through each aspect of the scoring strategy. Your selfdialogue is likely to be something like this: “Did I include a clear introductory paragraph with additional information about the topic?”

“Yes, I think it covered that aspect very well so I’m awarding myself two marks.”

“Did it engage the reader?”

“I think it was rather matter of fact. I could have used better techniques to engage the reader. Perhaps a rhetorical question would have been a good idea to get the reader hooked into what was to follow. So I’m afraid I get no marks for that aspect.”

Goal setting When the modelled piece has been marked, discuss with the students the aspects that could have been improved by focusing on those elements.

Decide which of these would be the main focus for improvement in the next piece of writing. These aspects then become the goals for improvement and are recorded on the scoring sheet.

Scoring the initial task It is now time to return to the initial task, which was carried out after the introduction to the text type. Ask the students to score their own piece of writing using the agreed scoring sheet.

It is useful to ask one of the students to volunteer to share their scoring with the class and to seek agreement on the accuracy of the assessment.

Initially, students tend to be generous with their scores but, as they become more proficient using the technique, they can be quite hard on themselves.

This is where additional teacher assessment of the same piece is used to corroborate their scores. Reiterate that the scoring is important as a way to identify how to improve their writing.

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IPEELL Stage 3: Model it

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Record it When the students have reviewed their initial piece and recorded their total marks on the scoring sheet, they will have a numerical total. This is the baseline score against which future pieces will be compared.

Students should now be introduced to the recording sheet. They enter the marks scored for each section of IPEELL in the first table and then record their results visually in the table below that.

This is especially important for those students who find writing difficult but who might benefit from visual learning and working with charts and diagrams. It is important for the students not to spend too long in drawing charts but simply to record their scores. Subject leaders and class teachers should spend some time initially preparing the recording sheets. It would be useful to have a whole-school approach, so that students are familiar with the recording sheet format. An example is included on the next page.

A separate recording sheet for each text type is important, as the comparison needs to be like-for-like. It is expected that students will show improvement with teaching and practice in a specific text type and the shading on the recording sheet should reflect this. Any change to a new text type might result in lower scores and this could be demotivating.

The recording sheet also has a section where students can set themselves goals to improve their next piece of writing. In addition, there is a section where teachers can add comments on the recording sheet. Teachers should adapt these sheets accordingly to reflect the number of marks available as decided when creating the scoring sheets.

Having completed the scoring and recording sheets, and set the baseline, it is time to move on to the next writing task in the same text type.

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IPEELL Recording Sheet

IPEELL Recording Sheet

Name............................................................................................................................... .............................

Text type............................................................................................................................... .....................

Baseline Task 1 Title:

Task 2 Task 2 Title:

Task 3 Task 3 Title:

Task 4 Task 4 Title:

Task 5 Task 5 Title:

Date I

/3

P

/3

E

/9

E

/3

L

/4

L

/8

Total

/30

30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0

 Â

Goals

My goals

Teacher comments

Teacher comments

I need to include more detail with each point Also think about techniques for emphasis

Having completed the scoring and recording sheets, and set the baseline, it is time to move on to the next writing task in the same text type.

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IPEELL Stage 4: Embed it

IPEELL STAGE 4 Embed it

1. Use different activities to help students memorise the IPEELL mnemonic

Embed it This section outlines some of the techniques that can be used to embed the IPEELL writing strategy and teachers will develop their own practices that work best with their pupils. Encourage students to consider where else they can use the IPEELL writing strategy, both for other lessons and outside of school.

Revision practices • Starting lessons with quick recall activities is a useful technique for reinforcing the meaning of each letter in the mnemonic, such as: “Write down the mnemonic” or “What does the first L stand for?”

• “What words beginning with E could help you when writing?”

• “Write out PAT and IPEELL in books or on paper and state what each letter stands for.”

Games • Partners test each other on their knowledge. For example: “What does PAT stand for?”

“What are the five Ps in narrative writing?”

“Give me three sentence openers for persuasive writing.”

“List six different conjunctions.”

• Pass the ball type games: Students receiving the ball have to provide the next meaning, feature, etc.

Use sign language and gestures In one school that had special provision for hearing-impaired students, they used British Sign Language as a learning aid. The signs were later adopted by all young people as a practical way of remembering the parts of the strategy. In other schools, students invented their own signs and gestures and used these when reciting the mnemonic.

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Quizzes Quick-fire question-and-answer sessions help embed the different features.

Displays and working walls IPEELL lends itself brilliantly to high-quality displays that help students memorise the important parts of the strategy. The mnemonic remains constant for all text types and is therefore a good basis for a working wall. Â

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IPEELL Stage 5: Support it 1. Model writing using a self-instruction checklist 2. Students produce their own self-instruction checklist 3. Extend writing by providing more detailed models and more detailed scoring

5. Refine goal setting 6. Fade and eventually remove the planning frames

IPEELL STAGE 5 Support it

4. Introduce peer review and scoring

Support it Having introduced the different features of the strategy to students, this is the stage where the real development of the text type takes place. Students will now be aware of the purpose, audience and type (PAT) of writing they are working on. They know about the mnemonic IPEELL and have used planning frames to organise their ideas. They have marked their own writing and attempted to set goals for improvement. Now is the time to focus on developing writing skills and techniques through frequent quick writes with the emphasis on quality not quantity.

Model writing using a self-instruction checklist Before attempting the next piece of writing, remind students about the importance of self-talk and what they need to concentrate on before, during and after writing.

Model thinking aloud through each stage of the writing process.

“What do I need to ask myself before I start writing?

P – What is the purpose of this piece of writing?

A – Who will read it?

T – What is the best format for this task?

“What do I need to remind myself of while I am writing?

Plan first

Follow the IPEELL structure

Use appropriate links and language features

Think about my motivational message: ‘Keep going. I can do this!’

“What do I need to do when I have finished writing?

Have I developed each paragraph fully?

Does it make sense?

Is it linked together sensibly and clear and appropriate?”

Students verbalise instructions to guide them in their writing.

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Extending students’ writing The following section outlines how to extend students’ writing using the IPEELL strategy.

Start by regularly providing more detailed models of a specific text type.

Highlight how the writers have achieved the purpose in these examples.

Then introduce students to different writing techniques.

Work on different aspects of each writing task in stages, e.g. “What makes a good introduction?” or “How can we engage the reader?” Each aspect could have a whole lesson dedicated to studying it. This doesn’t need to result in a complete or extended piece of writing every time. Instead, score these shorter pieces against the agreed criteria. Record this on the scoring sheet and add further scores when the next sections are completed.

Completed writing tasks should be scored and recorded on each student’s recording sheet with goals set for improvement.

Teachers should use their professional judgement about when to fade out the recording process.

Not every piece of writing should be considered as ‘complete’ after scoring.

Use the scoring and goal setting process as the basis for editing and redrafting writing.

For work to be considered ‘independent’, students need to have formulated the scoring criteria and set their own goals for improvement. Students are then able to edit and redraft their writing to increase its effectiveness for the purpose and audience.

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Language features Language features should be used throughout the IPEELL process. This section demonstrates how to use language features to extend students' writing.

When looking at more detailed models, discuss more ambitious language features and a greater range of links as appropriate for the text type and subject.

Look at a model of the text type you are working on and ask students to identify specific techniques that have been used. This will help them understand typical features of each text type (as outlined in Stage 1). For example, in persuasive writing, certain techniques are recognised as being particularly effective: The use of pronouns – “We want you and your parents to feel happy…”

Rhetorical questions – “Why wouldn’t you want to go on this brilliant visit?”

Alliteration – “There is a wide range of amazing adventurous activities…”

Bold assertion – “It is clearly the right thing to do!”

Facts and statistics – “Last year, 9 out of 10 visitors said…”

Repetition – “You will be able to overcome your fears, overcome your shyness, overcome your…”

Additional materials have been provided to support this approach and you can use real examples of text types for students to analyse as well.

Advertising materials can be good examples of persuasive writing and there might be examples of instructive texts around the school in the form of fire safety posters or school rules.

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Links Cohesive devices can vary with different text types. For example, discursive writing tends to use certain linking words and phrases including adverbs and discourse markers: Moreover…

Likewise…

Furthermore…

Additionally...

Openers and discourse markers Examples of linking words for different text types.

Generalisation

Addition

For differences

Usually…

Typically…

A few…

Some…

Most…

Like most…

Occasionally…

The main feature…

The majority…

Many…

All…

Furthermore…

Additionally…

In addition…

Moreover…

Also…

Another thing you can do…

In contrast…

Compared with… … is different from…

Whereas…

Introduction Why is…?

Have you ever…?

Everybody has heard of…

Read on, and follow these…

Time First Next After that A few days later From that point on Later on Eventually

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Change of direction

Examples For example…

For instance…

But… However…

Although…

On the other hand…

Unfortunately…

Fortunately…

Despite…

Cause and effect

Emphasis

Uncertainty

Most of all…

Least of all…

Most importantly…

In fact…

Comparison For similarities Equally…

Similarly…

Just as…

In the same way…

Because…

This causes…

So… So that…

Therefore Owing to…

It is possible that…

It has been suggested…

It could be argued that…

Perhaps the answer is…

Another possible explanation is…

Perhaps…

Whether or not…

Evaluation

Ending

On reflection…

The most effective…

The least effective…

In conclusion…

Did you know…?

In the end…

Finally…

The most interesting thing…

Words appropriate to a particular text type can be displayed as part of a Working Wall display.

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Introducing peer review and scoring At this stage, have students review each other’s work. Peer assessment enables students to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables young people to achieve beyond what they can learn unaided.

Peer assessment helps develop self-assessment, which promotes independent learning, helping children take more responsibility for their own progress.

The agreed mark schemes provide students with clear success criteria to help them assess the quality of their work and the work of others.

Talking about writing is a vital feature of the IPEELL strategy. Students can learn a lot from each other. Reading the work of competent writers can also provide less confident students with ideas for improving their own writing.

Explaining how a partner might improve their writing can be challenging even for more able writers, and it makes them examine what they need to do to engage their readers.

Of course, it doesn’t happen overnight and students will need a lot of prompts and practice to become skilful assessors of their own work or the work of others. For example: “Find one example you are really proud of and circle it. Tell your partner why you are pleased with it.”

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“Decide with your talk partner which of the success criteria you have been most successful with and which one needs help or could be taken even further.”

Pupils should: i)

Identify what has been done well and

ii)

Explain why it has been done well

Then: iii)

Identify what could be improved and

iv)

Explain how it could be improved

The scoring sheet provides an objective measure against which each piece can be assessed, but some of the judgements remain subjective and students will need help making decisions. Scoring a piece of work together with the class is a useful exercise in establishing how many marks should be awarded and why.

E.g. “Did the writer use varied openers?”

“No. Most paragraphs started with ‘Then’.”

“So at most we can award one mark out of three.”

As students become more skilled at self-evaluation, the scoring sheet can become more detailed, encouraging specific aspects for development.

For example: “If you use varied sentence lengths for effect, you could gain an extra mark.”

In some schools, capable writers are asked to match particular pieces of writing with scoring sheets so that they can demonstrate their ability to assess accurately. When they can prove competence, they can then work with their peers to help them with scoring.

It is also a good idea to vary the scoring partners so that pupils work with peers of similar and different abilities. Writers at all levels can learn from each other and it is important to establish a positive ethos where students want to support each other to improve the quality of their work.

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Developing the scoring sheet Example scoring IPEELL –IPEELL Example mark sheet sheet (more detailed)

I

Focus

Writing scores

Introduction

■ I included a clear introductory paragraph that stated what I would be writing about = 2 marks

My score

Partner score

Teacher score

■ I engaged the reader = 1 extra mark Max 3 marks

P

Point x 3 (make your point)

■ I included 3 clear points in a sensible order = 1 mark each

Max 3 marks

E

Explain (explain your reasons)

■ I added basic information to each point = 1 mark each ■ I added detailed information to each point = 1 extra mark each ■ I included quotes, statistics, historical background etc. = 1 extra mark each Max 9 marks

E

Ending

■ Ending included = 1 mark ■ Restated reasons = 1 extra mark ■ Links back to introduction = 1 extra mark Max 3 marks

L

Links

■ Basic connectives used = 1 mark ■ Connectives linked to text type = 1 extra mark ■ Appropriate openers used = 1 mark ■ Sentences opened with time connectives, adverbs linked to text type = 1 extra mark Max 4 marks

L

Language

■ Technical vocabulary used = 1 mark ■ Word choice for emphasis = 1 mark ■ Some sentences punctuated correctly = 1 mark ■ Most sentences punctuated correctly = 2 marks ■ All sentences punctuated correctly = 3 marks ■ Language features of text type used = 1 mark ■ Engages the reader = 1 mark ■ Makes sense = 1 mark Max 8 marks Total

/30

My new writing goals:

This is a very detailed scoring sheet, including all aspects. This would be off-putting for some students and therefore a scheme should be agreed that includes essential features and then gradually develops as students become more skilful.

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Refining and developing goal setting Students should be encouraged and guided to examine their work critically against the scoring sheet and then set specific goals for improvement. General comments like “I need to improve my ending” are not particularly helpful. The goal should state what needs to be done and how.

IPEELL goal setting What is the purpose of your writing?

Does it effectively meet this purpose? How? Why not?

Where have you lost the most marks against the mark scheme?

What do you need to improve when editing?

Does it effectively address the audience? How? Why not?

Choose five words or phrases in your writing that could be improved 1.

2.

3.

4.

Improved words 1.

2.

3.

4.

5.

5.

Choose a sentence from your writing and improve it Sentence:

Improved sentence:

It might be helpful to provide specific questions.

Teacher input at this stage is crucial. If it becomes clear that a particular aspect needs developing in students’ writing, then this becomes the focus in the next lesson. This is true ‘Assessment for Learning’ in practice.

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Fading support The long-term aim is for students to create their own planning tools so that teachers can begin to reduce the dependence on the detailed frame. In the first instance, a sheet with single letter prompts could be used. When the mnemonic IPEELL is firmly embedded, it can be dropped from the header but PAT should be retained as a main focus for all writing.  IPEELL Planning sheet – initial letters P

A

T

I

P

P

P

E

E

E

E

L

L

This template can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 3 Participants' area.

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Some schools have reorganised the planning frame so that the points and elaborate boxes run horizontally rather than vertically; this fits more closely with the concept of paragraphing.

Other schools have adapted the planning sheet to include a links box at the end of each point so that students automatically think about how one paragraph will connect with the next.

Later, just a blank planning frame can be used and eventually pupils should create their own frames or planning prompts. Some students simply write the mnemonic IPEELL in the margin as a prompt to remind themselves about the essential components of their writing.

IPEELL Planning sheet – initial letters P

A

T

I

P

E

Links

P

E

Links

P

E

Links

E

Language Features

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Notes

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IPEELL Stage 6: Independent practice 1. Students write independently

IPEELL STAGE 6 Independent practice

2. Students reflect on progress by comparing initial task with independent writing task

Independent practice The final stage of the strategy is to set students an independent writing task in the text type that they have been studying. For a true comparison with the initial task and to measure progress, this piece should have no prompts or guidelines other than those used by the students independently.

What is independent writing?

?

It is important that as students progress though Stage 5 of the IPEELL strategy, they become less reliant on the planning frames and mark sheets and that the structure from these scaffolds becomes completely embedded.

Fading the planning frames and tailoring the mark sheets are an important element in the progression to becoming a self-regulated writer.

As young peole progress through the six stages of IPEELL, the degree of support changes from high levels of modelling and scaffolding to independence. In trying to determine whether particular writing tasks have been ‘independent’, it can be useful to refer to the guidance published by the Standards and Testing Agency (STA) as part of the ‘2017 Teacher Assessment External Moderation: Key Stage 2 Writing’ documentation.

It is useful to follow these guidelines at Key Stage 3 so that students continue to develop as independent writers. Within this document, the factors indicative of independent and not independent writing are stated:

5.1 Independent writing Writing is likely to be independent if it: • emerges from a quality text, topic, visit, or curriculum experience, in which students have had a range of opportunities to explore and discuss what is to be written about • enables students to apply their learning independently, possibly with an element of choice, for example writing from the perspective of a chosen character

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• has been independently edited and/or redrafted by the student. This may be in response to self, peer, or group evaluation • is produced by students who have independently drawn on classroom resources such as dictionaries, thesauruses, word banks, classroom displays, books or websites for support or ideas • is informed by clear learning objectives and limited success criteria which are not over detailed and do not over-aid students Writing is not independent if it has been: • modelled or heavily scaffolded • copied or paraphrased • supported by success criteria that are over-detailed and over-aid students • edited as a result of direct intervention by a teacher or other adult, for example where the student has been directed to change specific words for greater impact, or where incorrect or omitted punctuation has been indicated • produced with the support of electronic aids that automatically provide correct spelling, synonyms, punctuation, or predictive text It is therefore important that, as the IPEELL strategy becomes more established and embedded, the students are not using the scoring sheet as a planning tool and that success criteria in the form of the scoring sheet are created by them. When young people have used the approach regularly over a period of time, they will begin to automatically record the PAT and IPEELL mnemonics as jottings in the margin of their written work to use as a planning tool during independent writing tasks. Similarly, in respect of the scoring sheet, the knowledge of the IPEE statements will also become embedded as standard success criteria for writing. Children need to progress to determining their own criteria for links and language that reflect the needs of the purpose, audience and text-type, the subject-specific content relating to the curriculum, and the elements they need to develop as goals within their own writing.

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IPEELL Stage 6: Independent practice

Creating a context for independent writing The sequence of teaching within the IPEELL strategy follows a set structure, and the use of memorable experiences needs to be carefully planned to provide the stimulus for writing. Stage 6 is the point at which memorable experiences can be most effective. The memorable experience can be introduced at the beginning of the teaching sequence (back at Stage 2) and then used as a stimulus for several pieces of writing within the chosen text type, albeit for a variety of purposes and audiences. However, if introduced too early in the development of a text type, students can soon become bored with continual reference to a particular experience. On the other hand, by planning to conduct a memorable experience towards the end of the teaching sequence, the students will then have a good understanding of the text type. They are also given a specific occasion or experience, which provides a stimulus for their writing. They can write knowledgably and enthusiastically and have a greater input about their audience and purpose for the writing.

IPEELL has given students a solid framework to use as an effective planning tool and has enabled them to be far more independent in their writing. Â Rachel Adams Assistant Headteacher

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Embedding the strategy When using the IPEELL strategy for the first time, progress and pace will seem very slow because of the number of new ideas that have to be introduced. However, you can be sure that the pace will increase dramatically as students become more familiar with the different stages.

Planning will be more purposeful and completed quickly. Paragraphing will become automatic and the quality and quantity of students’ writing will improve. Young people will become competent markers and goal setting will be more focused.

Continued use of the IPEELL strategy for all writing, not just in English lessons, will ensure that it becomes automatic when undertaking any writing task. The structure IPEELL provides is appropriate for all writing from primary school onwards. In GCSE mark schemes across a range of subjects, markers are instructed only to score work highly if: “The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured, with an appropriate form and style of writing. Specialist vocabulary is used effectively.”

IPEELL can provide the necessary structure and appropriate form for all writing. When combined with high-quality teaching of each language feature and linking vocabulary, it is a very effective teaching strategy.

The following pages illustrate a student’s writing, starting with an initial task and then demonstrating progress in the same text type when using the IPEELL strategy.

It helps me to structure my writing where before I just wrote everything down in any order.

I love seeing the improvements in my writing after an edit. It feels like a better writer than me has written it. I’m proud of my writing now.

Student

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IPEELL Stage 6: Independent practice

Student

Here is an example of an independent writing task. You can compare this with the initial task and scoring sheet on pages 65 and 66.

IPEELL Stage 6: Independent practice

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IPEELL Stage 6: Independent practice

IPEELL Stage 6: Independent practice

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Notes

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IPEELL Stage 6: Independent practice

IPEELL Memorable experiences • Visits • Visitors to school

IPEELL emorable experiences

• Simulated events or incidents

Memorable experiences All too often, young people are asked to write about things they know little about or have not experienced, so writing is even harder than it needs to be.

Some young people have a limited set of experiences to draw upon so, if we want them to be enthusiastic writers, we need to provide stimuli that will motivate and inspire them.

Memorable learning experiences can provide the stimulus for writing for real audiences and for specific purposes. The extent of such events is vast, ranging from full-scale residential visits to small-scale class incidents. If the experiences are to be used as stimuli for writing, then events need to be planned regularly and not just end-of-year visits. Indeed, as budgets come under increasing pressure and transport costs become prohibitive, schoolbased events can be far more attractive.

A class visit to a local park in Leeds was the inspiration for letters to the local council about the poor state of the facilities. The cost of the visit was negligible but the opportunities for writing for a different audience and for a real purpose were significant.

In this section, we will consider some of the different activities that have proved successful in providing a stimulus for writing.

Visits Visits to a wide range of venues can be fantastic opportunities to develop students’ knowledge and provide the motivation for different types of writing.

Some visits to cultural venues, heritage sites and art galleries can also develop awareness of the local cultural offer. However, all excursions from the school will involve planning, preparation and form-filling, so it is important to make sure that the resultant learning activities have as much impact as possible. It is inevitable that many planned visits will form part of a school’s thematic approach to learning but, whatever the main focus, there will always be opportunities to develop student's writing skills. Try planning some writing activities with a real purpose and audience for any visits that are already on your school calendar.

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What is the purpose of the visit?

Some of the larger cultural venues are well equipped for school visits.

Talk to the education manager at the venue beforehand about what your students are doing and the purpose of the visit. They will be keen to help you and your students get the most out of the visit and will be able to make suggestions.

How to work successfully with the team at the venue Staff and volunteers at the venues are incredibly knowledgeable about their subject area and are also skilled at igniting students’ curiosity. Encourage your students to ask questions, perhaps preparing some in advance. Each venue works with schools in different ways, so find out how your visit will be facilitated – you might be working with an actor in character as a historic figure or a member of the education team, or your visit may be selfguided.

It can help your visit run more smoothly if you have already been to the venue and familiarised yourself with the layout and any relevant collection items. Education teams will often offer free pre-visits for teachers so it’s worth asking.

Consider how much preparation the students need. It would be useful for them to know the objectives for the visit, including what the purpose and audience of any resulting work will be (e.g. a display in the library or a performance in assembly), and perhaps some information about the venue itself.

Do share any successes or challenges with the venue as this will help them to ensure that all schools have the best experience possible during their visit. They will be particularly delighted to see any work inspired by their venue or collection items, and they may even provide the opportunity to display the students’ work. Indeed, they are a potential audience for the student’s writing.

Costs Many cultural venues are charitable organisations and have to charge visitors to cover their running costs. However, they will always try to keep the cost to school groups as low as possible.

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If there is a charge, ask the venue if they know of any funding available to support school visits, or look for a venue that is free to enter. In the latter case, it may be that your visit needs to be self-guided and a voluntary contribution is required.

Look into public transport routes to keep costs down. Some transport companies offer free travel to school groups so it is worth getting in touch with them to discuss your journey. For example, schools in the London area might be able to use the TfL School Party Travel Scheme and there are often other schemes available so keep a look out.

Popular venues • Activity centres – pot-holing, rock climbing, circus skills etc.

• Archaeological sites • Adventure or outdoor pursuits centres – residential visits • Art galleries • Castle visits or historic sites • Cave visits • City visits • Heritage museums • Historical period venues • Local parks • Magistrates’ courts • Museums • Places of worship • Royal armouries • Seaside visits • Science shows • Sculpture parks • Space centres • Sporting venues – football clubs, cricket grounds, velodromes, athletics tracks etc.

• Theatre companies and performances • Wildlife parks and zoos IPEELL: Memorable experiences

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Visitors to school The range of opportunities for bringing learning to life through visitors to schools is immense. Some successful visits to schools have included: • Adventurers and expedition members • Authors and poets • Journalists • Local sporting celebrities • Local emergency services • Mobile planetarium • Parents and grandparents – often an underused source of knowledge and expertise • Representatives of different groups or organisations, such as Fairtrade • Specialists like zoologists, archaeologists or historians • Travelling science shows • Visitors from other countries and cultures

Simulated events or incidents Often, some of the experiences that young people remember best are those that have taken place at or near school and have been carefully prepared and designed by teachers. They tend to be very cost effective but often require time and imagination to set up properly (and sometimes the cooperation of the site manager). Some schools may be able to borrow virtual reality headsets from the local authority or partner schools, and some companies offer free or subsidised trials.

Ideas include: Crime scene – an area of the classroom or school is cordoned off using police tape. Something has gone missing and there are clues left to help investigations. It adds to the authenticity if you can enlist the help of the local police. One school conducted a 'Who killed Mr Burns?' forensic experiment which then led into writing up reports and presenting arguments. This would be a great activity for instruction writing also.

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IPEELL: Memorable experiences

A discovery in the school or school grounds: • A crater with an ‘alien’ object • A mystery door • An ancient 'love letter' found in a library book • An abandoned tent with clues, such as a sleeping bag, torch and notebook about dragons • A strange box with mysterious contents • A trapdoor on the school field Air disaster – a simulated aeroplane crash. A school hall is transformed into the body of an aeroplane. Students have to board through the correct gate and find their seats. A large screen can be used for a safety video, the view through the windows or an in-flight movie. Teachers can play the pilots, or the cabin crew issuing refreshments. The plane enters a storm and crash lands but there are no casualties. The passengers are stranded on a mysterious island and meet a strange tribe. They have to learn survival skills like how to build a shelter.

Virtual space mission – a classroom can be set up as ‘mission control’ for a virtual space mission. The computer game Kerbal Space Program could be used.

Letters or rumours affecting the school – these can be very powerful in generating student interest but be careful to keep parents/other adults informed.

For example, a mobile phone company is proposing to build a mast in the school grounds; or the headteacher is planning to cancel morning playtime to allow more time for schoolwork…

Letters from different sources requesting help – one school enlisted the help of a local author who wrote to the students asking for assistance writing a new book.

Themed days – Teachers dress up and play the part of someone from a different culture or time period for the day: a Victorian workhouse; WWII evacuees; living during the Blitz (children could build their own Anderson Shelter); or role-playing an Elizabethan London.

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About the National Literacy Trust The National Literacy Trust is an independent charity that transforms lives through literacy. One person in six in the UK is held back by poor literacy skills which compromise employability, health, confidence and happiness. We improve reading, writing, speaking and listening skills in communities where poverty is on the increase and where literacy levels are low. Our research and analysis make us the leading authority on literacy and drive our interventions. We campaign to make literacy a priority for politicians and parents and provide schools with resources to transform their literacy teaching. Our work is focussed on the critical moments in literacy development where we can make the greatest impact.

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