Planning for Progression:

1
Planning for Progression

• How to use Unit Plans in Literacy to develop
  writing process skills and work towards focussed
  writing outcomes.

2
Useful Materials

• Medium Term literacy plans that cluster
  objectives to work towards specific writing
  outcomes are available to download from
• http//www.standards.dfes.gov.uk/literacy/publicat
  ions/planning/63385/
• Teaching writing Support material for text level
  objectives, covering a rage of genres is
  available to order from DfES on 0845 60 222 60
  Ref DfES 0532/2001

3
Planning as a journey

• When planning a unit of work, think of the plan
  as a journey, from the objectives to cover
  through the process of writing, then on to a
  writing outcome.

4
Translating to Short Term Plans

• These journey maps can then assist with the
  weekly planning grid and how to spread the work
  over the week to progress towards the planned
  learning outcome.
• Branching from this flow chart, will also be
  input and output for word and sentence level
  work, which will also support the children
  towards reaching their outcome.

5
The importance of word / sentence level work.
6
Success Criteria

• Success Criteria summarise the key points or
  steps to success that children need to know and
  understand which will help them achieve the
  objective or outcome. They will help to scaffold
  and give ideas for the group / independent
  activities.

7
How to Begin

• Find your relevant unit from the NLS Medium Term
  Planning where objectives are already clustered
  and Writing outcomes defined.
• Find appropriate texts to cover the genre and
  give children experience of language and
  conventions used within the genre.
• Define the success criteria. What are the key
  things the children need to know and understand
  to help them achieve the learning intention?
• Give children time to plan, draft, edit and
  re-draft work.

8
Examples of Journey planning

• Working from Year 1, Term 3 Poetry Unit.
• Outcomes Thematic Poems
• Oral presentation of own
  poems.
• Success Criteria
• Identify the theme of a set of poems.
• Identify, collect and use adjectives.
• Use known poems as models for writing.

9
Examples of Journey planning

• Working from Year 5, Term 2 Note-Taking and
  Explanation Texts Unit.
• Outcomes Notes
• Explanatory Texts for younger
  audience
• Success Criteria
• To locate information confidently and efficiently
  in non-fiction texts.
• To be able to selectively copy, quote and adapt
  information from texts to make notes in your own
  words.
• To investigate what is meant by impersonal
  style and use this style in own writing.
• To plan a non chronological report or explanatory
  text and use this to compose, edit and refine a
  final piece.

10
Working towards the weekly plan

• In order to plan your journey on the weekly
  planning grid, take into consideration
• The balance between Shared Reading and Writing
• Time for Word and Sentence level activities
• Incorporation of Talk for Writing for children
  to consolidate ideas.
• Time for the children to plan, draft, edit and
  re-draft a piece of work.

11
Journey Planning
Unit Title Outcomes Success Criteria
12
How does this Translate into a Weekly Plan?
13
Suggested activities to begin the week

• Finding information on or commenting on texts
  read (comprehension).
• Identifying and using appropriate language eg
  adjectives, adverbs etc that children may need to
  use in the unit.

14
The Writing Task

• Plan initial ideas by brainstorming, story
  mapping, concept mapping.
• Draft your writing (this doesnt have to be your
  best work)
• Edit your writing, checking for sense, meaning,
  flow, appropriate language, punctuation etc.
• Re-draft into neat to complete your final piece.

15
Managing the work

• Have a planning / drafting book for the children
  to plan in, draft and edit themselves. Get them
  to write their final piece in their literacy book
  or on paper for display.
• If planning or additional work is on paper, keep
  a writing file for each child as evidence of
  their work through the process of writing.