1. welcome

2. Encourage partnership between home and school
In this workshop we aim to:
Encourage partnership between home and school
Demonstrate methods used in school
Share tools used in school
Offer tools for use at home
Aims of IMPACT in learning programme. Why we at NOPS invest time and money in these workshops
Encourage parents/carers to work in partnership with school in order to improve the children’s understanding of literacy concepts.
Demonstrate to parents/carers some of the ways in which we work in school when teaching the planning and implementation of a story.
Share with parents/carers some of the ‘tools’ we use in order to help children improve their writing.
Make these tools available for use at home.
Give parents/carers the opportunity to work with their children in a supportive environment.
Empower parents with new skills and understanding in order that they can better support their children with their literacy at home.
(5-week Programme)
Support links between home and school
Empower parents to support their children’s learning (4 week programme)

3. Good Morning  Welcome to the Y6 Impact Session.
Today, we will be looking at writing in Y6, with a particular focus on the new Writing Standards.
With your support at home, we can improve your child’s progress during this very important academic year.

4. But first….. A quick wake-up session!
Answer the following punctuation and grammar questions (from the SPaG test )with your child.
There will be a Y6 Parents’ Meeting in the Spring Term about the SATs tests.

23. The Writing Standards- what are they?
The Government’s new standards to assess writing.
Children have to use key features across a range of pieces of writing.
They have to be able to show they can use the ‘working towards’ skills as well as the ‘working at’ or ‘greater depth’ skills.

24. Working towards the expected standard
Piece B- Diary
Piece C- Newspaper Report
Working towards the expected standard
The pupil can write for a range of purposes and audiences: • using paragraphs to organise ideas • describing settings and characters • using some cohesive devices within and across sentences and paragraphs • using different verb forms mostly accurately • using co-ordinating and subordinating conjunctions • using capital letters, full stops, question marks, exclamation marks, commas for lists and apostrophes for contraction mostly correctly • spelling most words correctly (years 3 and 4) • spelling some words correctly (years 5 and 6) • producing legible joined handwriting.
See the lists in your folder!

25. Working at the expected standard
Piece C- Letter
Piece E- Balanced argument
Piece F- Science Investigation
The pupil can write for a range of purposes and audiences (including writing a short story): • creating atmosphere, and integrating dialogue to convey character and advance the action • selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly • using a range of cohesive devices, including adverbials, within and across sentences and paragraphs • using passive and modal verbs mostly appropriately • using a wide range of clause structures, sometimes varying their position within the sentence • using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision • using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens • spelling most words correctly (years 5 and 6) • maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.
See the Y6 Expected punctuation sheet!

26. Working at greater depth within the expected standard
The pupil can write for a range of purposes and audiences:
• managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures
• selecting verb forms for meaning and effect
• using the full range of punctuation taught at key stage 2, including colons and semi-colons to mark the boundary between independent clauses, mostly correctly.
Piece B- Description
Piece C- Explanation

27. What are some of the features that children are expected to include?
Cohesive Devices
Clause Structures
Adverbs, preposition phrases, expanded noun phrases

28. Cohesive Devices Some examples of cohesive devices are:
determiners and pronouns, which can refer back to earlier words
E.g. he, she, they, it
conjunctions and adverbs, which can make relations between words clear
E.g. before, meanwhile
ellipsis of expected words
E.g. What was that …?

29. Clause Structures Single clause The girl sprinted after the tiger.
Multi-clause (co-ordinated)
uses a co-ordinating conjunction
The girl sprinted after the tiger but she didn’t know where it was going.
Multi-clause (Subordinating)
Uses a subordinating conjunction
The girl sprinted after the tiger although she was scared.
Although she was scared, the girl sprinted after the tiger.

30. Adverbs, preposition phrases, expanded noun phrases
Adverbs (manner, time, place, freqency) cautiously, energetically, first, meanwhile, often, down, under Preposition phrase- links to an object (how, when, where) by the ocean near the window over the cabinet with us in your ear before your dinner Expanded noun phrase (gives more detail about a noun) The large, red car next to my house drove off.

31. Can you find the features?
Use the writing examples (C, E + F) to see if you can find the features that make it a piece of writing at the expected standard. Challenge- have a look at the greater depth writing (B + C).

32. Improving Writing
A key feature is about the children being able to draft, edit and improve their own work. Working with your child, read the following simple piece of writing. What features of the expected standards would need to be included in order to improve it?

33. It was a sunny day outside. The children were playing
It was a sunny day outside. The children were playing. ‘What shall we do,’ said Jack to his brother. His brother looked around. His brother ran off towards the lake. His brother jumped in the lake. Jack went after his brother. Jack jumped in the lake. The water was cold. The boys had a nice time.

34. The Writing Process
Children need to plan their ideas for writing. Think about the purpose and audience, how it will be structured and how the paragraphs will link together.
They may need to do some research around a topic to get some ideas for their piece.
Then they need to have a first draft- get your ideas down on paper!
Following that, they need to read through what they have written and edit and improve.
Does it fulfil the brief?
Does it make sense? Is it clear? Will people understand it?
Do my ideas link together?
Is it in the right form?
Have I covered the SPAG expectations?
Should I remove un-necessary information?
Could I re-write some of the sentences?
Do I need to re-order any of the information?
Once that is complete, they can re-write their piece including all the improvements!

35. Impact Homework
Over the next four weeks, you will be producing two pieces of super writing.
It will be based around our current topic, ‘World War 1’.
Weeks 1 and 2
Non-Chronological Report about ‘Women At War’.
Weeks 3 and 4
Diary entry from the frontline or from home.

36. Homework organisation
Week 1
Plan and draft your writing.
Week 2
Reflect on and edit your writing.
Re-write a final version.

38. We will be working on this in school as well 

39. Thank you for attending today and working alongside us to help improve your child’s writing.
Do you have any questions?
Please help yourselves to drinks and biscuits.
We look forward to reading your super writing!