Understanding the Writing Journey: Planning for Progression in Years 5-6 - Webinar
This webinar is being run on two different dates:
- Thursday, 20 May 2021 - 3:30pm to 5:30pm
- Thursday, 27 May 2021 - 10:00am to 12:00pm
This series of webinars will take participants through the CLPE Writing Scale, focussing on key attainment expectations for children at different ages and stages of development and will explore the practice and provision that will support children’s progress towards these goals.
What will participants gain?
- The knowledge, skills, attitudes and understanding involved in becoming an Independent Writer
- Understanding and supporting the development of transcription and composition in Years 5 and 6.
- Understanding an authentic writing process and how to develop purposeful contexts for writing.
- Contextualising language, vocabulary, spelling, punctuation and grammar.
- The knowledge, skills and understanding they will gain from these approaches.
All participants will also receive a free teaching sequence for Where Do You Go, Birdy Jones? as well as a free Take 5 Home Learning Resource example.
Participants will have the opportunity to reflect on the role of literature in shaping children’s sense of self and reader identity, as well as, considering how we nurture positive reader identity and broaden children’s outlook through the use of quality inclusive literature.
We will explore the challenges of a lack of visibility of marginalised pupils within literature and the curriculum and how to overcome this through the use of quality titles that exemplify the best of inclusive, representative literature currently on the market.
Reflect on how pupils’ experience and commitment to reading for pleasure across a range of forms and styles supports their own writing and is evident in the writing they produce.
Look at approaches that will support pupils to be able to explore writer intent and how texts are crafted with a specific reader in mind, using what they have discussed in their own writing.
Explore how to enable pupils to discriminate between formal and informal voice, as well as a range of registers that can be characterised by use of language and features that are most appropriate and effective for the purpose and audience of their writing.