1. Big Writing
17 March 2010

2. Activity

3. Big Writing – Why Change?
Girls
Boys
Reading
92% (88%)
89% (82%)
Writing
88% (87%)
76% (77%)
To raise attainment
To moderate assessment
To provide progression

4. Big Writing Philosophy
Big Writing is the development of the ‘writing voice’ through fast, fun, lively and predominantly oral activities.
Pupils talk the ‘writing voice’ in a dedicated ‘Big Writing’ session and at other points in the week.
The talking voice is not the same as the writing voice.
Boys like to talk!
IF A CHILD CAN SAY IT, A CHILD CAN WRITE IT.

5. Big Writing Starting Off
Baseline Assessment
Children’s first task was to write a letter.
Criterion scales used for assessment.

6. Big Writing-Criterion Scale
Focuses on importance of VCOP.
Clear guidance on length.
Broad levels of A-E broken into sub-levels:
C1 = beginning to demonstrate competence
C2 = growing confidence in broad level
C3 = consistent performance (check next level)
5-14 levels will be superseded by Curriculum for Excellence levels.

7. Big Writing Next Steps Six lessons for Quick Impact.
To revise and consolidate VCOP.
To focus on an area of weakness highlighted by assessment.
Stocking fillers.

8. Vocabulary
Connectives
Openers
Punctuation

9. Vocabulary
The range of ambitious vocabulary a pupil knows: WOW words

10. Connectives
The range of ways pupils have of joining ideas, phrases and sentences.

11. Connectives A- Use any connective to join two simple sentences.
B- Use connectives to join two or more simple sentences (and, but, so, because)
C- Use a range of connectives to extend sentences and clarify relationships (when, until, if though)
D- Use a range of sophisticated connectives (since, nevertheless, however)
E- Use sophisticated connectives confidently and accurately sometimes to shape meaning (furthermore, similarly, despite)

12. Openers
The strategies pupils have for opening sentences, especially the three key openers.
Connectives – Although…
‘ly’ words – Suddenly….
‘ing’ words – Walking through the dark forest…

13. Punctuation
The range of punctuation a pupil can use and the accuracy with which they use it.

14. Punctuation

15. Handwriting
A- can control ascenders/descenders, upper case/lower case although shape and size not consistent.
B- can use accurate and consistent printing. Begins to learn joins of lower case letters.
C- can use neat, accurate handwriting with well-formed links.
D/E- Handwriting is consistently well formed, neat and linked.

16. Spelling A- simple phonic skills to tackle unfamiliar words.
B- can spell most common words.
C- can spell most common words and strategies developing for unknown polysyllabic words.
D- Can spell all common words and phonetically regular or familiar polysyllabic words accurately.
E- Almost all spelling is correct.

17. 3 Strands to Big Writing Length, detail & Basic skills description
(GHASP)
Length, detail &
description
(LDD)
VCOP
(Writing voice
plus ‘POSH VOICE’)
Grammar
Story structure
Opening,Body,Ending
(blue cards)
Vocabulary
Handwriting
Connectives
Who,what,where,why,
when,how
(red cards)
Spelling
Sight words Phonics
Openers
Feelings / emotions
(yellow cards)
‘Punctuation’
Sentence structure,
full stops & capital letters
(punctuation)
‘Stop and describe one’

18. It's BIG Writing time! 45 MINS 10 mins 40 mins 30 mins 20 mins
Check your punctuation!
20 mins
Check your WOW words!
40 mins
Check your targets!
30 mins
Check your openers and connectives.
It's
BIG Writing
time! 45
MINS

19. Additional Support
For some children, additional support may be required.
The Support for Learning Team operates in each class to foster inclusion and meet learners’ needs.

20. Assessment is for Learning
Learning intention is shared.
Self/peer assessment.
Teacher assessment – defining next steps and targets.

21. Activity

22. While we try to teach our children all about life, Our children teach us what life is all about Angela Schwindt

23. Parental Workshops
Following the presentation, parents opted to join the following ‘classes’:
P6/7 stage with Miss Grant, Mr McPeake and Mrs Marshall.
P4/5 stage with Mrs M Harkins and Mr Nugent.
P3/4 stage & Additional Support with Miss Sloan, Miss Gallagher and Mrs Lawson-Tennyson.
P1/2 stage with Mrs Jamieson and Miss Jack.
Parents participated in the types of activities experienced by the children!

24. Parental Workshops – a good time was had by all!

25. Big Writing-parental feedback only ‘wow’ words were acceptable!
Excellent Interactive
Informative Supportive
Inspiring Interesting
Wonderful Appropriate
Insightful Fun
Well laid out Presentation
Entertaining Educational
Useful Excellent
Totally Great Inclusive
Directive Enjoyable
Imaginative Well Presented
Visual Therapeutic
Child-centred and confidence building – great stuff!
The workshop was very informative and actually helps parents to see what the children are being taught
It is interesting to find out how the children are being taught, and finding ways to help them at home.
Teachers had put in amazing preparation to make it concise, clear and easily understandable. I had heard by child talking about WOW words but didn’t know what they meant so am now able to understand and think it is a really great initiative.

26. St Andrew’s RC Primary
If you have any queries about Big Writing please contact the school on and ask for Mrs Harkins.
Further parents’ information evenings have been requested on Curriculum for Excellence and Numeracy.