IPEELL for Key Stage 2

IPEELL:

Improving writing quality The key to developing confident, successful writers

I P E E L L

Introduction Point Explain Ending Links Language

Contents INTRODUCTION Welcome and background ............................................................................................................................... 2 The impact of IPEELL ........................................................................................................................................ 3 IPEELL: What is it? ............................................................................................................................................ 4 What do Ofsted say about IPEELL? ............................................................................................................... 8 How does it work? : Six Stages ....................................................................................................................... 9 Further reading .................................................................................................................................................12 STAGE 1: Why write?

Linking writing about memorable experiences with different purposes and audiences .................. 16 Text type examples ...........................................................................................................................................17 Starting the IPEELL strategy ........................................................................................................................ 35 STAGE 2: Discuss it PAT and IPEELL mnemonics ......................................................................................................................... 40 Using the planning frames ............................................................................................................................42 Planning frame examples ..............................................................................................................................44 Create a mark scheme ....................................................................................................................................48 STAGE 3: Model it Scoring the modelled writing......................................................................................................................... 53 STAGE 4: Memorise it STAGE 5: Support it Language features ..........................................................................................................................................64 Links ...................................................................................................................................................................65 Introducing peer review and scoring ........................................................................................................... 67 Developing the mark scheme .......................................................................................................................69 Fading support ................................................................................................................................................. 72 STAGE 6: Independent practice What is independent writing? ......................................................................................................................83 MEMORABLE EXPERIENCES Visits ..................................................................................................................................................................86 Visitors to school .............................................................................................................................................89 Simulated events or incidents ......................................................................................................................89 Further resources and support from the National Lieracy Trust School improvement planning ...................................................................................................................... 91

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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 pupils 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 children’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

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IPEELL: Introduction

The impact of IPEELL This scheme had a profound impact on the writing attitudes and skills of my Year 6 class. It helped lower-attaining 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 self-talk 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.

Rachel Adams Assistant Headteacher, The Halifax Academy

IPEELL: Introduction

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IPEELL: What is it?

The IPEELL strategy The IPEELL strategy uses memorable experiences, positive attitudes and SelfRegulated Strategy Development (SRSD) to improve pupils’ 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 pupils’ writing ■ It provides a method for pupils to evaluate their own work and set goals for improvement Most importantly, IPEELL involves pupils taking ownership of the writing process through self-motivation, self-evaluation and setting goals for self-improvement.

Memorable experiences All too often, children 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 children from disadvantaged backgrounds. For these children, it is essential that schools provide stimulating and memorable experiences that provide a focus for learning.

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IPEELL: Introduction

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 pupils 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 literacy book.

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.

IPEELL: Introduction

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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.

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IPEELL: Introduction

Secret sheet: Andy Murray’s motivational slogans have been revealed by a fan at the Rotterdam Open.

“Be good to yourself”, “Try your best” and “Focus on the process.”

They might sound like the kind of motivational slogans so beloved by marketing managers and life coaches the world over, but they are actually the words used

by Andy Murray to inspire himself.

The British No. 1 has started to write down key phrases and tactical reminders on a sheet of paper, which he then reads at important moments in matches.

Daily Telegraph, 18 February 2015.

Pupils should be encouraged to create their own positive messages and refer to them regularly when undertaking writing tasks. 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 children about them often and revisit the notion on a half-termly basis or even more regularly.

Pupils can be asked to research motivational messages used by their sporting heroes or by popular authors and discuss how these can have an impact on their approach to writing.

IPEELL: Introduction

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What do 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 allow pupils to go on a school visit, or to write a report for a school magazine or another class. Whatever the case, pupils 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 child's initial task

IPEELL: Introduction

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

■ Discuss why writing in a particular type of text is important ■ Set an initial task by asking the pupils to write on a given topic

Stage 2: Discuss it ■ Read a model text in the same text type ■ Analyse it in terms of purpose, structure and language features ■ Introduce the mnemonics PAT and IPEELL and link them to the model text ■ Introduce a planning frame ■ Create a mark scheme from the features ■ Discuss positive attitudes towards writing

Stage 3: Model it ■ Model positive self-talk ■ Model planning and writing using IPEELL and the mark scheme ■ Score the model report using IPEELL ■ Model goal-setting based on the scoring ■ Score the initial task using the mark scheme ■ Introduce charting of scores ■ Pupils chart their scores and set goals ■ Pupils write a further piece and score it using the mark scheme

Stage 4: Memorise it ■ Use different activities to help pupils memorise IPEELL

Stage 5: Support it ■ Model writing using a self-instruction plan checklist ■ Pupils produce their own self-instruction plan checklist ■ Fade and eventually remove the planning frames

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IPEELL: Introduction

■ Extend writing by providing more detailed models and more detailed scoring ■ Introduce peer review and scoring ■ Refine goal setting ■ Keep going until the strategy is embedded

Stage 6: Independent practice ■ Pupils write independently

Work produced by the same child after following the IPEELL process

IPEELL: Introduction

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Further reading METACOGNITION AND SELF-REGULATED LEARNING

The Education Endowment Foundation has produced a useful Guidance Report on metacognition and self-regulated learning which is available online.

Guidance Report

This offers recommendations (see below) on how to apply this effective approach to your teaching and uses the IPEELL programme as a case study (page 13). The Guidance Report extends the work referred to in the EEF Teaching and Learning toolkit and evidence summaries.

Recommendations

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

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Set an appropriate level of challenge to develop pupils’ self-regulation and metacognition

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Explicitly teach pupils metacognitive strategies, including how to plan, monitor, and evaluate their learning

Promote and develop metacognitive talk in the classroom

3

Model your own thinking to help pupils develop their metacognitive and cognitive skills

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Explicitly teach pupils how to organise and their learning independently

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Schools should support teachers to develop knowledge of these approaches and expect them to be applied appropriately

The National Literacy Trust conducts research into many aspects of literacy.

Reports are free to view and download from our website. You may be particularly interested in our work on children’s writing. For example, a recent Annual Pupil Literacy Survey showed among other things that children’s enjoyment of writing appears to be decreasing in comparison with previous surveys: https://literacytrust.org.uk/research-services/research-reports/

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IPEELL: Introduction

Stage Stage 1:1: Why write? ›› Discuss the purposes for

writing

›› Discuss why writing in

a particular text type is important

›› Starting the IPEELL process ›› Set an initial task: ask the

pupils to write on a given topic

IPEELL STAGE 1 Why write?

IPEELL

Why write?

Pupils need the time and space to experience sustained writing as a process.

They need opportunities to develop their writing through the four stages of generating ideas, drafting, revising and publishing.

“Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.”

The National Curriculum in England, Framework Document (2013)

Main purposes for writing ■ To entertain ■ To inform ■ To persuade ■ To discuss

Text types The main text types that fulfil these purposes are: ■ Narrative ■ Poetry ■ Recount ■ Explanation ■ Non-chronological report ■ Instruction ■ Persuasion ■ Discussion

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IPEELL stage 1: Why write?

Forms Within each text type there is a variety of forms. For example, a recount might involve: ■ Recalling an event ■ A diary account ■ Biography and autobiography ■ Journalistic writing Although these are the main text types for 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. However, poetry and play scripts have their own forms and conventions and it is therefore better to teach them independently of the IPEELL process.

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 purpose and aids motivation. Therefore, writers need to have a clear idea of their audience and their purpose before they start. If they are to develop as writers, they will also need to know why it has or has not had the desired effect.

IPEELL stage 1: Why write?

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Linking writing about memorable experiences with different purposes and audiences Knowing or anticipating who will be reading what is being written is key to effective writing. It means that the content of writing can be adapted to address the main interests of the intended audience.

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

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

Opportunities to write about a memorable experience for different purposes and audiences can be a good way to encourage pupils to want to write. Writing for a real audience can also be a source of motivation for some reluctant writers. The audiences for writing can be based in the school or in the wider community, and should include a balance of children and adults.

Audiences can include: ■ Pupils in different classes/age groups ■ Parents ■ Other teachers/headteacher ■ School governors ■ Authors – contributions to a new book or changes to an existing book ■ Other schools, both national and international ■ The school website or blog ■ Pen-pals – real or imaginary ■ Prospective tourists ■ Local businesses

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IPEELL stage 1: Why write?

■ Celebrities or high-profile personalities ■ The local council ■ Members of Parliament ■ Royalty ■ Venues visited - letters both before and after visits At one school, a teacher set up a crime scene around the teacher’s desk using police tape. Clues were left in prominent places and a significant object had gone missing.

The scenario was used as a context for developing recounts and narrative writing.

Pupils were asked to write up the incident in different recount forms, including a personal diary account, a police report and a journalistic report for the school magazine.

It could also have been used for other text types, such as instructions on dusting for prints or a persuasive letter asking the thief to return the item.

Text type examples On the following pages, there are succinct examples of writing in the different text types together with details relating to: ■ Purpose ■ Audience ■ Type ■ Typical structure ■ Typical language features The examples can be used throughout the teaching process but other pieces of writing should be used to develop these skills. The examples are not intended to be exemplars, but pieces that illustrate the structure and features of the particular text type. They are designed to be an accessible starting point for most pupils in Key Stage 2 and 3. They are not intended to demonstrate the full range of children’s abilities in these key stages.

IPEELL stage 1: Why write?

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Recount Purpose

Typical language features

■ To retell a real event in an informative and

■ Personal recounts are usually written in

■ To retell a series of events, usually in

■ Information recounts are usually written in

Audience

■ They generally use the past tense ■ Active voice, but passive voice sometimes

imaginative way

chronological order

■ Someone who wants to know what happened

■ The audience is often defined by age. Are

you writing for peers, for younger pupils or for parents?

Types ■ Used as entertainment in fiction for insight into human motivation, in (auto)biography and history

■ Sequential: chronology provides order ■ Fiction / diary / (auto)biography / history ■ Newspaper articles are sometimes recounts, often beginning with the sensational aspect plucked out of sequence and placed first, then returning to chronology

Typical structure ■ Scene setting to establish context ■ Paragraphs used for effect and to mark

change of focus / time / place relating to the events

■ Wide variety of links between paragraphs ■ Starts at the beginning / finishes at the end of the series of events, although sometimes the chronology is reorganised to shift the focus according to time

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IPEELL stage 1: Why write?

the first person

the third person

used to provide formality for reporting

■ Contracted forms provide informality in personal recounts like diaries

■ A variety of sentence structures creates

different effects, such as a sequence of multi-clause sentences followed by a short sentence

■ Conjunctions related to time (e.g. later,

meanwhile, twenty years on); to cause (e.g. because, since); or to contrast (e.g. although, however, nevertheless)

■ Sophisticated use of punctuation for

effect, such as colons, semi-colons, dashes, brackets

■ Painting a picture with words will involve the use of adjectives, adverbs and/or powerful verbs

■ Seeks to answer these questions: When?

Where? Who? What? Why?

■ Uses specific dates, times and/or names of people and places

■ Vocabulary of thoughts, feelings and/or description

■ Recurrence of words for poetic effect ■ Use of imagery, similes and/or metaphors ■ Generally includes a range of statements, questions and/or exclamatory sentences

Recount STRUCTURE

Introduction: When, who, what, where?

LANGUAGE FEATURES

Furious pace in soccer final Spectators were treated to a feast of fast football at the weekend when the Calderdale Girls’ Football Association staged its grand final at Ovenden Park.

Use of third person

Past tense

The highlight of the day was the final match between Midgley and Ripponden, which was a hard, fast game, with the speed of the young Midgley team proving the difference on the day.

Events organised in chronological order

Ripponden stormed the Midgley goalmouth from the start of the game. However, the Midgley defence held out and then took the attack to Ripponden’s penalty area through speedy centre forward Jenny Miller. After a period of midfield play, Ripponden’s right wing Mandy Smith broke away but again met solid Midgley defence.

Conjunctions related to time or for contrast

Midgley continued to move the ball quickly and just five minutes before full time, left wing Michelle Cooper hit a terrific shot and put the ball between the posts having narrowly missed several minutes earlier.

Finishes at end of event and includes a reflective comment

The final score was 1-0 to Midgley. It was a major success for the young side. Their spectators were delighted and stormed the pitch at the end of the match to celebrate with their team.

Varied sentence length for effect Passive voice

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

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Explanation Purpose

Typical language features

■ To help someone understand a process or

■ Formal and impersonal ■ Formality may be maintained through use

why something is...

■ To explain how something works ■ Emphasis on clarity and directness Audience

■ Present tense for phenomena still in

■ Someone who wants to know about

■ Sentences contain conjunctions and

something

■ Often forms the basis of essay type

questions, such as: How are sedimentary rocks formed?

Types ■ Encyclopaedia ■ Science text book Typical structure ■ General statement introduces topic ■ 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

■

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of passive constructions and technical vocabulary

May end with a summary statement

IPEELL stage 1: Why write?

existence; past tense for past events adverbials that indicate sequence (e.g. next, gradually); cause and effect (e.g. because, so) or comparison (e.g. although, in contrast)

■ Generalisation ■ Mainly constructed using statement and question sentence forms

■ Detail where necessary – often includes information

■ Technical vocabulary – glossary may be needed for specialist terminology

Explanation STRUCTURE

General introductory statement

LANGUAGE FEATURES

Torches A torch is a battery-powered light that can be carried in the hand. They come in all shapes and sizes and some are really powerful.

Present tense for phenomena still in existence; past tense for past events

Once, torches were made from burning material on the end of a long pole. Today, they are smaller and safe, and can easily be taken anywhere.

Historical background and technical information

Usually, torches consist of a plastic or metal container. At one end there is a bulb, which is covered with clear plastic. Inside the container are some batteries, and on the outside is a switch.

When a torch is switched on, the electricity in the batteries is connected to the bulb. This completes the circuit. The power in the batteries and the bulb join, so the bulb lights up. When the torch is switched off, the bulb goes out because the circuit is broken and no power can reach the bulb.

Summary statement

Conjunctions are used to indicate cause and effect: when, so

Technical vocabulary

In the modern world, there is a torch in almost every household. Some of the later models are ingeniously designed so that they can fit into purses or be worn on the head to leave the hands free.

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

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Non-chronological report Purpose

Typical language features

■ To present information in an unbiased way

■ ■ ■ ■

that is easy to understand

■ Used as a source of information or reference

■ Clear, factual and impersonal Audience ■ Someone who wants to know about something

■ Audience sometimes defined by interest rather than by age

Types ■ Reference texts Typical structure ■ Logical order ■ Opening general statement ■ Paragraphs often begin with a topic sentence

■ Often organised into categories and subheadings

■ Other information provided to support text, such as images or charts

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IPEELL stage 1: Why write?

Formal and impersonal Present tense Generalisation Detail where necessary – often includes explanations

■ Frequent use of expanded noun phrases ■ Technical vocabulary ■ Varied conjunctions and sentence openings for coherence

■ Passive voice used to provide formality and focus without personalisation

Non-chronological report STRUCTURE

General opening statement

LANGUAGE FEATURES

Penguins Penguins are sea birds 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 categorise information

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.

Concluding statement refers back to the introduction and looks to the future

Third person generic, so "penguins", not "Percy the Penguin"

Precise vocabulary – facts and figures

Present tense describes how things are

Nouns and verbs predominate

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.

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

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Persuasion Purpose

Typical language features

■ To promote a particular point of view Audience

■ Personal and direct ■ Emotive and sometimes deceptive

■ Someone you are trying to influence

■ Emotive conjunctions and sentence

Types ■ ■ ■ ■ ■

Advert Newspaper editorial Leaflet Letter Script

Typical structure ■ Logical order (often emotive) ■ A series of points building to one viewpoint

■ Paragraphs begin with a topic sentence

language

starters for coherence

■ Feelings aroused through use of rhetoric and value judgements

■ Short sentences used for emphasis after

a series of longer, complex sentences (e.g.

Let’s look at the facts.)

■ Can contain a mixture of sentences with different forms: statement, question, exclamation and command

■ Conjunctions in formal text are related to

logic – e.g. this shows, because, therefore, in fact

■ Modal verbs and adverbs for degrees of possibility

■ With formal text, counter-arguments are

set up to be demolished (e.g. Some people may imagine that…)

■ Punctuation and/or capitalisation often unorthodox or missing in advertising

■ Uses stock words and phrases like obviously, vital, vandal

■ In advertising, uses wordplay, rhythm and/ or alliteration, such as ‘Buy British Beef’

■ Unorthodox spelling – e.g. Toys R Us

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IPEELL stage 1: Why write?

Persuasion STRUCTURE

Clear opening statement

LANGUAGE FEATURES

Let’s build a new cycle path Everyone in our community would benefit if we built a new cycle path. There would be many advantages for people of all ages and I am sure that when you hear my reasons, you will agree with me.

I believe the most important reason is about health.

Far too many people are lazy and inactive, so obesity is becoming a major problem. When children and adults spend more time cycling, they become healthier. Riding bikes is good exercise, and being outdoors is good for your health too.

Arguments often in the form of point plus elaboration and reiteration

Improving our environment is another important aspect. Don’t you agree that an attractive cycleway will attract more people to our town? The roads will be less congested and people will be able to get around much more freely. This will be a massive improvement to our community. In addition, when people are out riding their bikes they meet with others and get to know them. Hopefully this will create a stronger, more cohesive community.

Value judgement words seek to influence the reader

Conjunctions are related to logic – e.g. in addition, if we don’t

Finally, building a new cycle path will help us save some of the green space in our area. If we don’t work to save our green space, our town will be all concrete and tarmac and we won’t have trees and gardens.

Summary and conclusion

Let’s build a wonderful new cycle path so that we can be healthier, create a more attractive environment, and build a stronger community. It is clearly the right thing to do!

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

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Discussion Purpose

Typical language features

■ To present a reasoned and balanced view

■ Formal and impersonal ■ Varied sentence starters for coherence,

of an issue

Audience ■ Someone who is interested in an issue Types ■ Essay on the causes of something Typical structure ■ Logical order with introduction and conclusion

■ Statement of the issue, perhaps followed

by preview of the main arguments on each side

■ Third person or perhaps first person in conclusion

■ Present tense ■ Mostly active voice; passive used when

identity of agent is not relevant (e.g. It is argued that…)

■ Conjunctions and adverbials relate to logic – e.g. as a result, alternatively

■ Rhetorical questions may appear (e.g. But is it right that…?)

■ Arguments for, including supporting

■ Phrases that introduce evidence (e.g. This

■ Arguments against, including supporting

■ Cohesion developed with paragraphs

evidence evidence

■ Finally, a conclusion, which may come

down on one side of the argument and includes clinching evidence

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often emphasising contrast or causal connections

IPEELL stage 1: Why write?

view is supported by the fact that…)

linked by phrases that aid argument and 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, I…

Discussion STRUCTURE

LANGUAGE FEATURES

Forest futures One of the most controversial environmental issues

Statement of issue

concerns the future of the world's forests. Debate centres on whether the forests should be preserved in their natural state or whether logging should be allowed.

Use of third person/possibly first person in the conclusion – e.g.

After looking at all the evidence, I… think…

On the one hand, conservationists argue that there is Arguments for, including supporting evidence

a need to stop the destruction of this natural resource.

In Brazil, for example, the rainforest is disappearing at

Present tense

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

Arguments against, including supporting evidence

renewable resource and that humankind has an urgent need of the products provided by the forests, such as timber and woodchips. Moreover, the logging industry

Conjunctions related to logic – e.g. as a result, alternatively, however, for example

is a major employer and if logging were stopped, several thousand people would be out of work.

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

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.

Conclusion may be introduced by phrases such as - In conclusion…

Weighing up all the arguments…

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

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Instruction Purpose

Typical language features

■ To tell someone how to do something in as ■ Simple, clear, formal English clear a way as possible ■ Present tense Audience ■ Usually second person and formal as ■ Someone who wants to know how to do something

Types ■ Recipes ■ Instruction manuals ■ Rules for games 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

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IPEELL stage 1: Why write?

reader may be unknown

■ Written with imperative verbs, such as 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

Instruction STRUCTURE

LANGUAGE FEATURES

Make a kite!

Things you need

Materials/list of equipment needed

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

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

Clear sequence indicated by numbers.

Written in chronological order

The Covering 3. Lay the frame on a sheet of paper.

4. Trace around the frame with a pencil.

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

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

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

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

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

10. Then tie the other ends in a knot.

Present tense

Written in the imperative – e.g. lay, trace, cut

Short sentences, each one covering one instruction

Conjunctions relate to chronology – e.g. next, then, when the paint…

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

29

Narrative Purpose

Typical language features

■ To entertain

■ Written in first or third person (I, we, she,

Audience ■ Adults, peers, younger children Types

it, they)

■ Typically written in past tense (although can be written in present tense)

■ Includes descriptive language to create atmosphere and convey characters

■ Traditional tales – fairytales, myths, fables, ■ Includes some dialogue to develop legends

■ ■ ■ ■ ■ ■

Science fiction Fantasy Mystery Adventure Historical fiction Contemporary fiction

Typical structure ■ An opening that establishes setting and introduces characters

■ A complication and resulting events ■ A resolution or clear ending ■ Plot or content have a chronology of

events that happened in a particular order, although proficient writers may choose to change the order in which they tell events by using flashbacks

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IPEELL stage 1: Why write?

characterisation and advance the action

■ Includes characters with recognisable qualities, often stereotypical and contrasting (e.g. a hero and a villain)

■ May include the passive voice or pronouns to develop mystery

■ Varied sentence starters are used to maintain interest

■ Contains a mixture of both single and multi-clause sentences

■ Sentence length varies – longer sentences are used to move the story on, and short sentences are used to create tension

■ Contains a mixture of sentences with

different forms: statements, questions, exclamations and commands

■ Full range of punctuation can be used ■ Uses conjunctions and adverbials to move the narrative along and to affect the reader or listener; to signal time (e.g. later that day, once); to move the setting (e.g. meanwhile, back at the…); to surprise or create suspense (e.g. suddenly)

Narrative STRUCTURE

Opening that establishes people, period and place

LANGUAGE FEATURES

Mac’s Short Adventure Winston watched rain pelt down the windowpanes in icy cold needles. He sighed. “This is just typical!

School holidays and it rains!”

Third person past tense

His younger sister, Hannah, didn’t answer and carried on rolling around the floor with Grandma’s dog, Mac, barking excitedly at her ankles.

A moment later, a key turned in the latch, the door opened and 16-year-old Sophie, headphones glued as usual to her ears, bounded upstairs shouting as she went, “Stay at the door, Trace, right.”

Mac certainly needed no second chance and was out of the lounge and into the garden before Hannah could get to her feet.

Problem introduced

Characters described through actions and dialogue

“You idiot, Sophe!” Winston yelled pointlessly at the retreating figure. “We’re supposed to keep him in.

He doesn’t know his way around this end of town.”

Grabbing two coats, Hannah joined her brother on the step, just in time to see the black-and-white dog squeeze through an impossibly small gap in the hedge and start ambling up the road.

“No time to leave a note to Mum,” Winston decided, taking charge. “Let’s get him. The last thing Grandma needs to know when she’s in hospital is that we’ve lost her dog. Blasted thing!” he added under his breath. “Tell Sophe,” he ordered a surprised-looking Tracey. “And tell her it’s all her fault!”

Verbs chosen to describe actions precisely

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

31

STRUCTURE

LANGUAGE FEATURES

Splashing through puddles, the two children rushed towards Mac. That was probably the worst thing to do because he decided they had come out to play a game. Wagging his tail vigorously and sending sprays of water onto the legs of a passer-by, he raced off towards the park.

“We’ll get him,” Hannah said confidently. “He’s only got little legs.”

Adverbs used for description

Dialogue develops characterisation

“He’s doing all right on them, though,” Winston puffed, rounding the corner to see Mac turn down yet another street. “I just wish it would stop raining. My glasses are covered. I can’t see properly.”

Mac led his pursuers towards the gateway to the town park and set off at once towards the duck pond. He’d not had so much fun for years.

Longer sentences move the story on

Winston and Hannah were close behind but cannoned round the corner straight into a woman pushing a pram.

“Watch where you’re going,” she yelled, stumbling but grabbing the handle.

“Sorry,” they mumbled.

Panic as problem intensifies

Hannah got up and examined her cut knee. She looked as if she was going to cry.

“I can’t see Mac any more,” Winston announced when the woman had gone on her way. “I thought we’d catch up with him by the ducks.”

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

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IPEELL stage 1: Why write?

STRUCTURE

LANGUAGE FEATURES

A few minutes of racing along the sodden paths in the park finally convinced the children that they had lost Mac. But they could not give up yet. Winston was keen to keep trying. Hannah wanted to report him missing to the police. They both wished their Mum was with them. While arguing about the best course of action, they left the park and made their way up the High Street.

Short sentences create tension

“We’re never going to find him by ourselves,” Hannah persisted. “I bet he’s frightened now. Poor little thing.”

“I should hope he is!” Winston said, rather unkindly.

“Look at the trouble he’s put us to! Oh look,” he yelled. “A bus! Come on! Let’s go home and phone Mum.” Before Hannah could argue, he had pulled his sister onto the bus and paid their fares.

Later, Hannah did try to tell him that she had said the bus was going the wrong way but by then it was much too late. They both realised they were going east instead of west, miles away from their own estate.

Hannah burst into tears. “I’m so fed up,” she sobbed.

“And I’m cold. And I’m scared because we’ll be in real trouble now. We’ve lost Mac!” Winston tried to cheer her up but he’d never been very good at that anyway. The bus turned a corner into a small estate of retirement bungalows.

A range of sentence openers including time conjunctions moves the story on

A range of sentence types

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 1: Why write?

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STRUCTURE

Peace: problem resolved

LANGUAGE FEATURES

“Oh look,” said Winston. “Grandma’s house. Oh –” and his voice trailed off as he gazed in amazement at a small, very wet and bedraggled black-andwhite dog sitting on the doorstep, waiting patiently.

The children tumbled off the bus at the next stop and charged back up the road.

“Mac!” shrieked Hannah, “we found you! You clever old thing. You came home.”

“I suppose he cut along by the old canal,” Winston said, “and that’s how he got here so quickly. Poor Mac. He must miss Grandma. Let’s get him home and dry him off.”

They didn’t have to wait long for another bus – this time going the right way – and were in the kitchen rubbing Mac dry when the phone rang. It was Grandma.

“They let me have the trolley phone by my bed,” she explained. “I just had to ring and see if poor old Mac is all right. I’m so worried about him.”

Winston and Hannah looked at each other. Winston shook his head. Hannah nodded.

“Oh you mustn’t worry, Grandma,” Hannah said brightly. “He’s had a lovely day. No trouble at all!”

This text example and many others can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

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IPEELL stage 1: Why write?

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

However, at this point it is not necessary to develop the understanding of the text type in any great detail as this will be done in later stages.

The main focus of Stage 1 is to ask the pupils to complete an initial writing task. This task will provide the baseline against which future improvement will be measured.

While it is not usual practice to ask children to write about a subject without preparation, the initial task is an important part of the IPEELL process. As children 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 pupils and is also a measure of the quality of teaching. However, the improvement from each initial task to the next initial task could be described as a measure of the learning that has taken place.

Pupils should be provided with an interesting stimulus for the initial task, which could be book-based, or a film, a picture, a simulated incident 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 children.

Let’s say that the text type to be developed over the next few weeks is persuasive writing. Having talked to the pupils 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 pupils need to write to the local council to express their viewpoint.

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

IPEELL stage 1: Why write?

35

Notes

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IPEELL stage 1: Why write?

Stage Stage2:2:Discuss Discussitit ›› Discuss positive attitudes

towards writing ›› Read a model text in the

same text type ›› Analyse in terms of purpose,

structure and language features ›› Introduce the mnemonics

PAT and IPEELL and link to the model text ›› Introduce a planning frame to

deconstruct the model text ›› Create a mark scheme from

the features

IPEELL STAGE 2 Discuss it

IPEELL 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 children to devise their own. Make sure the messages are prominently displayed on exercise books and bookmarks, or are stuck to the desks.

“Believe in yourself. Even if you don’t, pretend that you do and, at some point, you will.”

Venus Williams “If you do not believe you can do it then you have no chance at all.”

Arsène Wenger

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

I can do this!

Keep calm and carry on!

Try, try and try again Always do your best 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.

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IPEELL stage 2: Discuss it

IPEELL helps you to organise your thoughts and organise your writing, and it keeps you focused. It helps you build self-confidence, 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!

Pupil

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

For the purposes of this stage, 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, contain two or three explanatory paragraphs and then conclude with a final paragraph that pulls together the main points. All the examples provided in Stage 1 follow this structure.

It is a useful exercise to 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 conjunctions are used?

■ What techniques has the author used, such as repetition, rhetorical questions, facts, quotes, alliteration?

Topic sentence Rhetorical question Varied openers

Alliteration

IPEELL stage 2: Discuss it

39

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

PAT

P

Purpose

A

Audience

T

Type

■ Why are you writing?

■ What do you want to achieve?

■ Who will read your writing?

■ How might you need to change your content for different audiences

■ What text type and form of writing would be best for your purpose and audience?

For example, are you writing a letter, leaflet, story, article etc?

Present different examples of the chosen text type and ask the pupils 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.

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IPEELL stage 2: Discuss it

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

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.

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

41

Using the planning frames Most authors use some form of planning to help them organise their writing. The IPEELL strategy’s planning frames help pupils organise their ideas and ensure that they follow the structured approach.

Using the model text, pupils 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 first 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.

Discussion frame The second frame is designed for discursive text where the writer puts forward arguments for and against a particular topic.

Descriptive / short-burst writing frame The third frame is for single-point writing. This could be the development of descriptive writing or short-burst writing where there is a single focus.

Narrative frame The narrative frame is based on the five Ps story-writing guide:

People – who are the main characters?

Period – when did the story happen?

Place – where is the story set?

Problem / panic – what happened?

Peace / resolution – how did the story end?

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IPEELL stage 2: Discuss it

iod

P ro b l e m /pa

Place

Pe r

Most narratives fit this approach and some teachers use their fingers to help pupils remember the different features.

nic

Pe op le

P

c ea

e

The 5 Ps

Narrative writing follows the same planning format as other text types but with the major difference that the story doesn’t always follow the same order. Once pupils have decided on the five Ps, they have the main ingredients for the story.

Now they can decide where to start. If they wish to start with an introduction to the characters, then information about people will form the introduction, as in Mac’s Short Adventure: Winston watched rain pelt down the windowpanes in icy cold needles. He sighed.

“This is just typical! School holidays and it rains!”

His younger sister, Hannah, didn’t answer and carried on rolling around the floor with Grandma’s dog, Mac, barking excitedly at her ankles.

If they would like to start in the middle of the action, then the problem section becomes the introduction. So the story could start where the dog escapes into the garden.

The dog certainly needed no second chance and was out of the lounge and into the garden before Hannah could get to her feet. It was all Sophie’s fault...

IPEELL stage 2: Discuss it

43

Planning frame examples Planning frame forformost texttypes types IPEELL Planning frame most text 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)

(conjunctions)

Language

This template can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

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IPEELL stage 2: Discuss it

Planning frame – discussion

IPEELL Planning frame for writing a balanced argument

I P E E L L

P A T Purpose Audience Type

+

Introduction Points Elaboration Ending Links Language

Introduction

Points (for)

Points (against)

Elaboration/Example

Elaboration/Example

Ending

Links

(openers)

(conjunctions)

Language

This template can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 2: Discuss it

45

Planning frame – single point

IPEELL Planning frame – Descriptive / Short burst / Single point

I P E E L L

P A T Purpose Audience Type

+

Introduction Point Elaboration Ending Links Language

Introduction

Point

Explanation/Example/Evidence

Ending

Links

(openers)

(conjunctions)

Language

This template can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

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IPEELL stage 2: Discuss it

Planning frame – narrative IPEELL Planning frame for narrative I P E E L L

P A T Purpose Audience Type

+

Introduction Ps Elaboration Ending Links Language

Introduction

People

Period

Place

Who are the main characters?

When did the story happen?

Where is the story set?

Problem/Panic What happened?

Ending - Peace How did the story end?

Links

(openers)

(conjunctions)

Language

This template can be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

IPEELL stage 2: Discuss it

47

Create a mark scheme The next task in this stage of the strategy is to create a mark scheme. Objective evaluation of writing is fundamental to enable pupils to assess their own efforts and set themselves goals to improve.

Select a model text and discuss with pupils 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 pupils can give a numerical score to a piece of writing. A very basic mark sheet might look like this:

I P E E L L

Introduction

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

Point x 3

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

Elaborate

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

Ending

Links

Language

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 conjunctions 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 mark scheme is generated with the pupils so that they agree and understand all the statements used. The mark scheme will be developed as teaching progresses and will need adapting for groups of different ability.

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IPEELL stage 2: Discuss it

IPEELL IPEELL Stage 3: Model it ›› Model planning and writing

using IPEELL and the mark scheme ›› Score the model report using

IPEELL ›› Model goal-setting based on

the scoring ›› Score the cold task using the

mark scheme ›› Introduce charting of scores ›› Pupils chart their scores and

set goals ›› Pupils write a further piece

and score it using the mark scheme

IPEELL STAGE 3 Model it

›› Model positive self-talk

Model it Children 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 authors to create impact or evoke an emotional response in their stories. Unfortunately, children don’t often get the chance to observe authors in action. In our modern, digital world they may not see anyone compose anything longer than a shopping list, Tweet or Facebook comment.

Therefore, teachers need to demonstrate the skills and techniques of effective writing through modelling.

Model the writing process using positive self-talk Showing pupils how authors 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.

Peter Grimwood, Specialist Leader of Education

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IPEELL stage 3: Model it

It is crucial not to spend too long modelling any particular aspect. Split the task into parts and model each part before asking the pupils 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 points?

■ Is each point explained fully?

■ Is there a conclusion that summarises the main points and refers back to the introduction?

■ Are the sentence openers varied and appropriate?

■ Are the conjunctions varied and appropriate?

■ Is the language used appropriate for the task?

It is also important to keep repeating the positive motivational messages: “That’s not good enough. I’m a good writer. I can do better than that!”

IPEELL stage 3: Model it

51

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 pupils will write far too much on the planning sheets. It is important to show children how to plan using notes rather than writing full sentences.

A useful technique is to provide pupils with a completed plan for a given task and ask them to construct a final piece from the notes. This is a particularly helpful strategy when developing narrative writing. Provide pupils 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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IPEELL stage 3: Model it

Scoring the modelled writing When the modelled writing task is completed, use the mark scheme created with the pupils in Stage 2 to score the final piece you have modelled. When you do this with them, keep talking through each aspect of the marking strategy. Your self-dialogue 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 pupils the aspects that could have been improved by focusing on those elements with the lowest scores.

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 mark 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 pupils to score their own piece of writing using the agreed marking scheme.

It is useful to ask one of the pupils to volunteer to share their marking with the class and to seek agreement on the accuracy of the assessment. Initially, pupils 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.

IPEELL stage 3: Model it

53

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IPEELL stage 3: Model it

IPEELL stage 3: Model it

55

Chart it When the pupils have marked their initial piece and recorded their scores on the marking sheet, they will have a numerical total for the writing. This is the baseline score against which future pieces will be compared.

Pupils should now be introduced to the recording sheet where they can enter the marks scored under each section and then record their results on the chart.

Although this may seem to be a diversion from the writing process, it is a very important part of the strategy. It is especially important for those pupils who find writing difficult but who are visual learners and are good at working with charts and diagrams. Boys, in particular, respond to this aspect of the strategy very positively and are keen to chart their next piece of writing and to measure their improvement.

Initial time spent in preparing the recording sheets will pay off in the long term as it is important not to spend too long in drawing charts but simply to record scores.

A separate recording sheet for each text type is important as the comparison needs to be like-for-like. It is expected that pupils will show improvement with teaching and practice in a specific text type and the shading on the chart should reflect this.

Any change to a new text type might result in lower scores and this would not have the same positive effect on motivation.

The recording sheet should also have a section where pupils can set themselves a goal or goals to improve their next piece of writing. A similar section where teachers can add comments is also an essential feature of the recording sheet.

My goals Teacher comments

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

The IPEELL recording sheet template may be downloaded and reproduced for classroom use from the National Literacy Trust website, Improving Writing at Key Stage 2 Participants’ area.

Having completed the marking 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 3: Model it

IPEELL Stage 4: Memorise it ›› Use different activities to

IPEELL STAGE 4 Memorise it

help pupils memorise PAT and IPEELL

Memorise it For many pupils, using the mnemonics and key features of the strategy regularly will be enough to commit them to memory. However, there will be pupils who will need additional help, and this section outlines some of the techniques that can be used. It is certainly not an exhaustive list and teachers will develop their own practices that work best with their pupils.

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.”

Cut and paste activities ■ Pupils who need additional practice can gain from using cut and paste activities where they are given the mnemonic and its component parts in a jumbled list.

They then have to cut them into strips, rearrange them in the correct order and stick them in their exercise books.

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: Pupils receiving the ball have to provide the next meaning, feature, etc.

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IPEELL stage 4: Memorise it

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

Rapping, rhymes and songs Some children enjoy making up raps, rhymes or songs and these can be used to help pupils become more familiar with the strategy.

To the tune of Frère Jacques, try: Introduction, introduction Points explain, points explain Ending, links and language Ending, links and language That’s IPEELL, that’s IPEELL

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 pupils 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.

A good example of this is illustrated on page 66.

IPEELL stage 4: Memorise it

59

/panic

iod

Pe op le

The hand is a simple aid for memorising the five Ps for narrative:

Problem

Place

Pe r

Lending a hand for narrative

Pe

ac

e

The 5 Ps Top Banana Writing The mnemonic IPEELL is used because it fits closely with the teaching strategies already being used in the teaching of writing as part of the National Curriculum.

During a training course with subject leaders, one teacher exclaimed, “It’s like peeling a banana and unwrapping the secrets of writing.” From that point onwards, the strategy became known in many schools as ‘Top Banana Writing’. The title immediately appealed to primary pupils and many displays in schools started to reflect the new name.

Mark sheets changed to ‘top banana scorecards’ and recording sheets became ‘top banana score charts’.

In some schools, bananas were regularly used as rewards. At one of them, the endof-week reward for top-quality writing was a banana-based treat like a banana split or banana milkshake. Needless to say, these went down particularly well with pupils.

Through repeated use and a variety of quick writing activities, pupils soon become familiar with the mnemonics and key features.

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IPEELL stage 4: Memorise it

IPEELL Stage 5: Support it ›› Model writing using a self-

instruction plan checklist ›› Pupils produce their own

self-instruction plan checklist ›› Extend writing by providing

more detailed models and more detailed scoring ›› Introduce peer review and

›› Refine goal setting ›› Fade and eventually remove

the planning frames ›› Keep going until the strategy

is embedded

IPEELL STAGE 5 Support it

scoring

Support it Having introduced the different features of the strategy to pupils, this is the stage where the real development of the text type takes place. Pupils should 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 pupils about the importance of self-talk and what they need to concentrate on before, during and after writing.

It is useful at this point to model ‘think-alouds’ for 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 written enough in each paragraph?

Does it make sense?

Is it linked together sensibly and does the ending wrap it all up properly?”

The pupils should now use this model to construct their own self-instruction checklist. The focus on self-instruction will support the pupils as they begin to plan, as well as while they are writing, and when they return to their writing for editing.

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IPEELL stage 5: Support it

Extending pupils’ writing By constantly providing more detailed models of a specific text type and highlighting how the author has achieved the purpose, pupils can be introduced to different writing techniques.

It is important to build up in stages by working on different aspects of each writing task. This doesn’t need to result in a complete or extended piece of writing every time. The task can be broken down into parts and emphasis placed on each section.

“What makes a good introduction?” or “How can we engage the reader?” A whole lesson could be devoted to developing a good introduction or ending.

These shorter pieces of writing can still be scored against the agreed criteria. The marks can be recorded on the mark sheet and added to when the next sections are completed.

Every completed writing task should be scored and recorded on each pupil’s recording sheet with goals set for improvement. For some pupils, this aspect of recording their progress is very motivating as they can see their improvement mapped visually. For others, it can be a distraction, and teachers will need to use their discretion when fading out the charting process.

Just as not every piece of writing needs to be an extended piece, not every piece of writing should be regarded as finished once the processes of marking and scoring have been completed. The scoring and goals will provide children with specific detail of how the writing could be developed further, and can form the basis of editing and redrafting. For work to be considered ‘independent’, pupils need to have formulated the marking criteria and set their own goals for improvement. Children are then able to edit and redraft their writing to increase its effectiveness for the defined purpose and audience.

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63

Language features At this stage, it would be a useful exercise to look at a model of the text type you are working on and ask pupils 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!”

Triadic structure – “Great instructors, amazing activities and fantastic students…”

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

Opinion – “I believe this is the best centre for…”

Positive statements – “We take your child’s safety seriously. Our security…”

Descriptions – “A historic country house with breathtaking scenery and…”

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 bring in real examples of text types for pupils 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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IPEELL stage 5: Support it

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

Likewise…

Furthermore…

Additionally...

Openers and conjunctions 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

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…

IPEELL stage 5: Support it

65

Evaluation

Ending

It would have been better if…

It could be improved by…

If I were to…

On reflection…

The most effective…

The least effective…

The thing I would change…

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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IPEELL stage 5: Support it

Introducing peer review and scoring At this stage, it is useful to have pupils review each other’s work. Peer assessment enables children 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 children 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 children 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. Pupils can learn a lot from each other. Reading the work of competent writers can also provide less confident pupils 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 pupils 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.”

IPEELL stage 5: Support it

67

“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 mark scheme provides an objective measure against which each piece can be assessed, but some of the judgements remain subjective and pupils will need help making decisions. Marking 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 pupils become more skilled at self-evaluation, the mark scheme can become more detailed, encouraging specific aspects for development.

For example: “If you use a rhetorical question appropriately, you could gain an extra mark.”

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

It is also a good idea to vary the marking 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 pupils want to support each other to improve the quality of their work.

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IPEELL stage 5: Support it

Developing the mark scheme Example sheet (more detailed) IPEELLIPEELL – Examplemarking mark sheet

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:

IPEELL stage 5: Support it

69

Ideas for developing the narrative mark scheme IPEELL – Example mark sheet I

Introduction

■ My story included an introduction / opening = 1 mark ■ The introduction sets the scene = 2 marks ■ The introduction sets the scene and “grabs the reader” = 3 marks

People

Who? Main characters

■ I gave my main character a name = 1 mark ■ I named my main character and described their appearance = 2 marks ■ I named my main character and described their personalities = 3 marks ■ I named my main character and showed what they are like = 4 marks

Period

When?

Time

■ I didn’t say when my story happened = 0 marks ■ I stated when my story happened (yesterday, a long time ago) = 1 mark ■ I gave a specific time/date = 2 marks ■ I hinted at the time = 3 marks

Place

Where?

Setting

■ I didn’t say where my story was set = 0 marks ■ I said where my story was set and gave a brief description = 1 mark ■ I carefully described the setting = 2 marks

Problem

What does the main character want?

Goal or problem

■ I didn’t say what the problem was or what the main character wanted = 0 marks ■ I briefly explained what the problem was or what main character wanted = 1 mark ■ I carefully described what the problem was or what main character wanted = 2 marks ■ I gave the main character more than one related goal/problem = 3 marks

Panic

What happens?

Action

■ There is no action = 0 marks ■ I described some action but it didn’t follow on from the goal = 1 mark ■ I briefly described an action/event that linked with the goal/problem = 2 marks ■ I carefully described an action/event that linked to the goal/problem = 3 marks ■ I carefully described a series of actions/events that linked with the goal/problem = 4 marks

Ending/ Peace

How does the story end?

■ There is no ending = 0 marks ■ My ending was very brief and didn’t link well to the goal/problem = 1 mark ■ My ending was very brief but did link well to the goal/problem = 2 marks ■ My ending was well described and linked well to the goal/problem = 3 marks ■ My ending was surprising, well described and linked to the goal/ problem = 4 marks

L

Links

■ I used a range of connectives = 1-3 marks ■ I varied my sentence openers = 1-3 marks

L

Language

■ I used adventurous vocabulary appropriate to the task and selected for effect = 1-3 marks ■ I used a variety of sentence type for effect = 1-3 marks ■ I used a range of appropriate punctuation = 1-3 marks ■ My story was lively and engaged the reader = 1 or 2 marks

Total

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

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IPEELL stage 5: Support it

Refining and developing goal setting Pupils should be encouraged and guided to examine their work critically against the mark scheme 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?

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

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

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 by adding adverbials, clauses or conjunctions 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 pupils’ writing, then this becomes the focus in the next lesson.

This is true ‘Assessment for Learning’ in practice.

IPEELL stage 5: Support it

71

Fading support The long-term aim is for pupils 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 2 Participants’ area.

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IPEELL stage 5: Support it

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 pupils 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 componentsIPEELL of their writing.

Planning sheet – initial letters P

A

T

I

P

E

Links

P

E

Links

P

E

Links

E

Language Features

IPEELL stage 5: Support it

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Notes

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IPEELL stage 5: Support it

IPEELL Stage 6: Independent practice ›› Pupils write independently ›› Creating a context through

memorable experiences ›› Examples of progress ›› Defining independent

IPEELL STAGE 6 Independent practice

writing

Independent practice The final stage of the strategy is to set pupils an independent writing task in the text type that has been developed. 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 pupils independently.

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, pupils 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 pupils 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.

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IPEELL stage 6: Independent practice

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 pupils 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 pupils’ writing will improve. Children 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 pupil’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.

Pupil

Pupil

IPEELL stage 6: Independent practice

77

78

IPEELL stage 6: Independent practice

IPEELL stage 6: Independent practice

79

80

IPEELL stage 6: Independent practice

IPEELL stage 6: Independent practice

81

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IPEELL stage 6: Independent practice

What is independent writing?

?

It is important that as pupils 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 children 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. 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 pupils have had a range of opportunities to explore and discuss what is to be written about ■ enables pupils to apply their learning independently, possibly with an element of choice, for example writing from the perspective of a chosen character ■ has been independently edited and / or redrafted by the pupil. This may be in response to self, peer, or group evaluation ■ is produced by pupils 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 pupils

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83

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-aids pupils ■ edited as a result of direct intervention by a teacher or other adult, for example where the pupil 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 children are not using the mark sheet as a planning tool and that success criteria in the form of the mark sheet are created by them. When children 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 mark 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.

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.

Rachel Adams Assistant Headteacher

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IPEELL stage 6: Independent practice

IPEELL Memorable experiences ›› Visits ›› Visitors to school

IPEELL Memorable experiences

›› Simulated events or incidents

Memorable experiences All too often, children 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 children 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, school-based 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 tick as many boxes 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 children’s writing skills.

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IPEELL: Memorable experiences

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 pupils 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 self-guided.

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 children’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.

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.

IPEELL: Memorable experiences

87

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 ■ Egyptian World or special exhibitions hosted by museums ■ Heritage museums ■ Historical period venues ■ Local parks ■ Magistrates’ courts ■ Museums ■ Places of worship ■ Royal armouries ■ Seaside visits ■ Sealife centres ■ Science shows ■ Sculpture parks ■ Space centres ■ Sporting venues – football clubs, cricket grounds, velodromes, athletics tracks etc.

■ Theatre companies and performances ■ War museums ■ Wildlife parks ■ Zoos

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IPEELL: Memorable experiences

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 ■ Falconers with birds of prey ■ Journalists ■ Local sporting celebrities ■ Local emergency services ■ Mobile planetarium ■ Parents and grandparents – often an underused source of knowledge and expertise ■ Reptile specialists ■ Representatives of different groups or organisations, such as Fairtrade ■ Specialists like zoologists, archaeologists or historians ■ Story tellers ■ Thematic visits such as Greek, Roman or Viking characters ■ Travelling science shows ■ Visitors from other countries and cultures

Simulated events or incidents Often, some of the experiences that children 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).

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.

IPEELL: Memorable experiences

89

A discovery in the school or school grounds: ■ A crater with an ‘alien’ object ■ A set of large footprints ■ A giant egg – can be obtained via the Internet and is a very useful resource ■ 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. Children 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 pupil 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; a developer is considering building a major housing estate nearby; 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 pupils asking for assistance writing a new book.

Another teacher received a letter from an Egyptian pharaoh asking for help building a pyramid.

Themed days – children dress up and play the part of a child from a different culture or time period for the day: a Victorian classroom; WWII evacuees; living during the Blitz (children could build their own Anderson Shelter); or role-playing the embalming and mummification of an Egyptian pharaoh.

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IPEELL: Memorable experiences

Further resources As part of your participation in this training programme your school has become a premium member of the National Literacy Trust for 12 months. This means you can download the wealth of templates and examples of IPEELL texts to print and/or adapt for your teaching through the participants’ area here: https://literacytrust.org.uk/resources/improving-writing-key-stage-2-participants-area/ Membership also means you can access a huge range of additional online resources for writing and other literacy themes, and so can other members of staff in your school. Further, your school can take advantage of the generous partner discounts we have negotiated for our members, for example, 33% discount on orders with Browns Books for Students.

School improvement planning Two core resources we recommend when you first explore your membership are the Primary Literacy Guide, which is a compilation of recent research and policy 4. WRITING

WRITING CULTURE WHOLE SCHOOL

THE PRIMARY LITERACY RESEARCH AND POLICY GUIDE 2017/2018

The importance of engagement and enjoyment is explicit within the wholeschool writing policy. The importance of an engaging, purposeful and experiential writing curriculum is evidenced in policy and its rationale communicated to all stakeholders.

Pupils’ writing, both formal and informal, is displayed and celebrated publicly, for example on notice boards and pupil-voice boards, and in school council notes. A range of writing from across the curriculum (fiction and non-fiction) is displayed and school and class assemblies are used to celebrate.

Pupils have regular opportunities to write for a real purpose and audience within the school community, for example contributing to school communications, emails, website content, signage, school council messages, governor enquiries, events advertising and invitation, and questionnaires.

Pupils have opportunities to produce publications for the local community, for example a local history guide, information leaflets for local charities, businesses and groups and book recommendations for the local library.

All stakeholders within the school and wider community are encouraged to model and discuss their daily writing habits, from kitchen staff to parents and governors – both personal and workrelated writing.

Parents are encouraged to participate in writing events and competitions alongside pupils.

Parents have opportunities to attend after-school writing clubs and workshops.

Research and knowledge of barriers to writing for specific groups of pupils (e.g. boys) are used to explore and identify priorities for targeted focus and whole-school improvement.

Pupils are encouraged to explore writing in a range of different spaces across the whole school; outdoor writing areas, interactive word walls, graffiti walls, poetry corners, library zones.

A regular school newspaper, radio station or blog is established and run by the pupils to encourage writing for purpose in a real context and improve whole-school communication.

All stakeholders have awareness and knowledge of the impact of enjoyment on pupils’ writing attitudes and attainment.

Research on the importance of writing enjoyment is disseminated and explored through staff development and governor/ parental updates.

Regular visits from authors are organised to motivate pupils and to provide a focus for events to explore and celebrate writing for all stakeholders.

Teachers as writers: teachers model and discuss their own writing habits and attitudes. Teachers share successes and preferences in writing styles and model use of writing journals.

The classroom environment and working walls demonstrate and celebrate all forms of writing; formal, informal, multi-modal and digital.

STAFF Teachers keep up to date with national and local writing competitions and integrate these opportunities for motivating young writers into the curriculum.

The school hosts a writers group for staff and achievements are shared with other staff and pupils.

Teachers have a commitment to ensuring all pupils see themselves as writers, despite their level of competency in terms of transcription, and demonstrate enthusiasm for the creative process of the communication of ideas – the heart of the writing process.

PUPILS Pupils host their own writing groups both in and out of school, in person or via a virtual forum.

Surveys and reflection activities are used to explore pupils’ attitudes and writing behaviours.

Pupils are encouraged to write for personal pleasure in a range of different forms; writing journals, diaries, online blogs.

Pupils have opportunities via the internet to correspond with pupils in other school communities, both nationally and internationally; sharing poems, stories, information, etc.

Pupils share and encourage younger pupils in their writing journeys and preferences to inspire writing for pleasure.

Pupils design and create their own writing spaces throughout the school environment.

developments in literacy to support you in building evidence-based practice, and the Annual Literacy Review, a set of posters to help evaluate your current literacy provision and develop an action plan for moving forward.

membership@literacytrust.org.uk www.literacytrust.org.uk Copyright © National Literacy Trust 2017 (Primary Annual Literacy School Review).

You may use this resource freely in your school or setting but it cannot be reproduced, modified or used for commercial purposes without the express permission of the National Literacy Trust.

Your membership also gives you discounts on our other training and professional development opportunities. Please browse the online menu or email schools@literayctrust.org.uk for further information.

For a range of ideas and engaging activities for parents and carers to support their children’s literacy, please explore our parent-facing website: http://www.wordsforlife.org.uk.

IPEELL: Further resources and support from the National Literacy Trust

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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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Find us on Facebook facebook.com/nationalliteracytrust Follow us on Twitter @Literacy_Trust Sign up for our free email newsletter at www.literacytrust.org.uk/newsletter The National Literacy Trust is a registered charity no. 1116260 and a company limited by guarantee no. 5836486 registered in England and Wales and a registered charity in Scotland no. SC042944. Registered address: 68 South Lambeth Road, London SW8 1RL. Patron: HRH The Duchess of Cornwall Š National Literacy Trust 2017, second edition 2018. All written materials, literature, drawings, photographic images, icons, artworks and other graphical images in this document are copyright works belonging to the National Literacy Trust. Such copyright material may not be used unless a licence is obtained from the National Literacy Trust. Any unauthorised publication, copying, hiring, lending or reproduction is strictly prohibited and constitutes a breach of copyright.