It has been a few weeks now since the eagerly awaited ‘The Writing Framework’ from the Department for Education was published. I recall sitting out in the evening sun and digesting the 150-page document. Sharing initial thoughts, and posing questions, with my Opening Doors colleagues soon followed. Shortly after this, I was invited to discuss the guidance with my fellow English Association ‘Primary and Early Years Committee’ members, to formulate a shared response.
Rather rapidly, news streams and social platforms were full of educators, leaders and subject specialists sharing their interpretations. Of course, it is always difficult to do this without bias. To read the weighty document without keeping an eye out for key messages which may support, or be in opposition to, our own experiences, beliefs and agendas.
Conversation is so important in education. Listening, digesting, considering. Using the opinions of others to shape and evaluate our own points of view. Skills that we aim to instil in the children who we teach. Not to always agree but to listen with a critical ear and to consider with an open mind. Discussion around The Writing Framework has certainly been rich with perspective and interpretation.
So, what do I believe are the most important messages in The Writing Framework?
I’d like to start by sharing a few words and sentiments which lifted my spirit, found scattered throughout the guidance:
- Motivation
- Choice
- Belief
- Encouragement
- Ambition
- Purpose
- Enjoyment
Before even getting into the nitty gritty of recommendations around the most effective ways to teach writing, let’s start with the ‘why’. Reading and writing have always brought me so much innate joy. I am one of the lucky ones. We know, however, for so many children this interest is not always intrinsic. When this is not a skill which developed independently, or nurtured within the home environment, the responsibility to ignite this spark of interest lies with educators. Furthermore, the joy of learning to read and write must start with the curriculum.
When evaluating and reflecting on your current English provision, I would suggest using the above words as your starting point.
We hold such an important privilege, and responsibility, as teachers to ensure children have experiences which encapsulate all of these sentiments.
When all children are motivated, believe in themselves, are encouraged whilst also being challenged and have a true sense of the purpose of, and enjoyment within, their English lessons – this is where the joy begins.
Where is it important to exercise caution?
At its core, the purpose of the document is to guide. To share a suggested approach to teaching writing. To pull together and to reference research and evidence around impactful teaching practices of writing. There can, however, be a danger in reading the document as a prescriptive set of instructions rather than an evaluative learning tool. There are a number of sections which provide educators with examples of how skills can be taught and how the learning journey can be organised. It is for educators to consider these, to reflect on their own curriculum organisation and learning experiences.
Throughout the document, there is a clear message around grammar not being taught as a stand-alone set of skills ensuring that it is understood by pupils as ‘a tool for conveying meaning’ within writing. The importance of having a clear purpose and audience for writing is also repeated. Therefore, it could be a little confusing to see the appendices at the end of the document signposting a series of activity suggestions which may look (at a glance) like a series of grammar-focused standalone tasks. The examples may form part of a curriculum offering but the context and presentation of these for individual pupils and specific cohorts requires engagement and adaptation.
So, how would I suggest using The Writing Framework?
One of the first lines of the document sets out its intended purpose, to:
‘support schools to evaluate their teaching of writing from reception to year 6 and to identify how to improve their provision if they find weaknesses.’
A tool for professionals to use to continue to increase their learning and development around the effective teaching of writing.
My suggestion, to keep this process succinct and effective, would be to approach this in the following ways:
1. Evaluate how grammar is taught during writing lessons.
Grammar is such a powerful tool for writers, when it is understood correctly. Not as a series of objectives to be taught in isolation with closed tasks to be assessed as to whether the pupil “knows” what an expanded noun phrase is.
When children are immersed in excellent writing their interest is piqued. Having the opportunity to enjoy listening to the craft of words, phrases and punctuation artfully and deliberately deployed to create the intended effect on the reader. This is where the first spark of interest lies.
Now is the time to delve into the ‘why’ and the ‘how’. An interest in how the author created a certain gasp, a heart-warming image, a tear-inducing final line. This is grammar in action. Eliciting a deliberate emotion within, impact on, reaction from the reader. Once the children understand this then the grammar becomes purposeful.
The key to the success of teaching grammar purposefully lies in:
- High-quality, engaging and challenging texts which model to pupils how grammar can really have an impact.
- Creating opportunities to explore how to deploy these techniques in the children’s own writing -without pressure, free-writing, exploring, experimenting.
- Empowering pupils with the terminology and the technicalities around the use of grammar so that they can use it as a tool to elicit intended impact in their readers.
- Ensuring that writing opportunities are motivating and have an authentic meaning and purpose.
2. Consider how motivating writing opportunities are and if they have an authentic meaning and purpose.
The word motivation is such an interesting one. I am sure we can all reflect on a learning experience which we experienced ourselves at school (or one that we had the pleasure of creating for our own pupils) where the energy was palpable. The attention was grasped. Engagement was high.
The common thread between these experiences? Motivation. A motivation to learn, to know more, to understand, to create.
Motivation can be ignited when:
- Reading and writing opportunities are tailored for, and responsive to, your particular school community.
- Meaningful connections are forged across the curriculum; in response to a local event; drawing on the interests and talents of staff members within the school. This is often the missing link when English experiences can fall flat.
- Pupils view themselves as writers and in doing so actively consider the audience for and purpose of their writing. We return to the ‘why’. If the writing is only to be read so that it can be marked or a “next step” can be given, is that an authentic reason to write? Or is that task completion?
3. Ensuring that training is provided for members of staff who work with children to ensure that writing is taught effectively.
‘All classroom teachers should be aware of the rationale and research behind curriculum decisions’
This line was music to my ears as I read through the framework. Returning to my initial point around the bias and interpretations of the reader as they digested the guidance – this was the line that nudged out a little cheer from within.
All too often, I speak to educators who deliver planning from commercially developed programmes with little knowledge of why this particular approach and set of resources has been chosen. The Framework goes on to state the importance of educators,
‘having a sound knowledge of the pedagogy of teaching writing’
Here we talking about empowerment and investment. Teaching English is complex. The subject encompasses the foundational skills of speaking, listening, reading and writing. Not only are we seeking to engage and inspire pupils to develop a love of English but the needs of the pupils within classrooms are vast. The Framework advises that this secure pedagogical understanding of the teaching of English ensures that:
‘teachers can respond flexibly to the challenges particular pupils face.’
This is not achieved through delivery of slides and reams of downloadable lesson plans without the investment in teachers’ knowledge, understanding and skill.
4. Reflect on how formative assessment is used to adapt and respond to the needs of the pupils.
Another cheer from me. The lack of flexibility in some formulaic plans starves the curriculum of the ability to be responsive. Stops teachers from being able to make decisions which benefit their specific cohorts of children. There needs to be this room for making changes to support and challenge pupils. To lean into the authentic experience of writing.
‘Pupils require regular, frequent and timely feedback about their writing, with an opportunity to review and edit it. The more frequent the feedback is and the closer it is to the opportunity to edit writing, the more it improves writing.’
Feedback is nothing without the opportunity for pupils to act on it. The Writing Framework makes suggestions for oral feedback over written ensuring this is specific, supportive and encouraging. The more opportunities children have to write, the more frequent feedback can be given. Equally, the more space in the writing process for children to be able to action this feedback, the more effective and purposeful it will seem.
Tied in with the meaningful grammar-focused learning opportunities discussed in the first suggestion, if children are given feedback in context, linked to the intended effect on the reader and the deliberate choice for a focused purpose, the feedback becomes real. Tangible. Useful. Live marking techniques support this process wonderfully. Don’t forget to include any additional adults you may be fortunate enough to have in your classroom in the oral feedback approach. Pair this with immediate action. Or as a short-burst writing task the next morning, in personal jotters, not to be marked. To be tested out. To be played with.
‘impact takes time’
I’d like to finish on a final pertinent message that I believe could be missed within ‘The Writing Framework’ guidance – ‘impact takes time.’ In the current educational climate, there can be a feeling of rushing through the delivering of content. Ticking off the objectives. To truly be making a difference, particularly where you may feel that your current provision and staff knowledge and expertise require some intentional adaptation or investment, this won’t be noticed overnight. Or in a week, a month, or even a term. If the change is built to last, if it sits on strong foundations, then you are building a culture. A shared understanding between the pupils and the adults who teach them around the ‘what’, the ‘why’ and the ‘how’ of authentic, motivating and joyful experiences that build life-long writers.
Let’s also remember that in curating exciting, inclusive and impactful writing opportunities for our pupils, we are investing positively in their wellbeing. In an ever-changing world, writing can create a solace, a comfort, a haven.
‘Research suggests a reciprocal relationship exists between creative acts and wellbeing, and writing is a highly creative process, allowing people to create imaginary worlds, entertain others and paint with words.’
If you would like to find out more about how I can work with your school, educational setting or organisation on evaluating your current English curriculum provision or if you feel your staff members or teams would benefit from bespoke training to empower and upskill their knowledge of effective and engaging English teaching approaches, do get in contact. All initial conversations are complimentary.