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We want most children to achieve 6+ in their writing. We want our very able children to achieve at least 8, and we are currently providing opportunities for them to extend their writing to achieve 9.
For anyone who isn't likely to achieve at least 6 there is usually a contextual reason, such as summer birthday, poor attendance, special needs etc.
Just had a visit from an external moderator who wanted all evidence towards writing scale points to be independent. That's the official line. It definitely shows what is really learned, as they're doing it without any prompts or support.
This is a little harsh on those who would never choose writing for themselves. In the end it will be your decision, your judgement that attributes each child with a score.
it makes me laugh that reception children need to write independently and Y1 don't
Msz - I feel exactly the same. It seems unfair that in Year 1 onwards they are taught how to write stories/poems/lists/instructions etc and at the end of the unit get assessed on what they have produced but our youngest children have to do everything totally independently to be having recognised as achieved it!
It's the same for many of the other areas of the EYFS, most children wouldn't ever choose to order numbers to 10 on a washing line or on a magnetic board. Why would there when there is exciting role play/malleable/creative/small world to engage with?! Sometimes you do have to initiate activities. Otherwise I feel you are letting the child down by not recording they can do it when they clearly can.
I suggest that there is a difference between 'independent' and 'child-initiated'.
The 'child-initiated' is not really showing an ability - more a 'temperament' and 'preferred activity' - and overt transference of learning.
Surely it is perfectly legitimate to look at how children are progressing with writing 'independently' in that a writing scenario is established by the adult and the child is then left alone to do the actual writing. That is, no adult has prompted, or supported, the actual writing on the page even though the stimulus was introduced by the adult.
But at five years old he could write two sides of A4 with immaculate, small, joined handwriting to re-write a story for example.
debbiehepI suggest that there is a difference between 'independent' and 'child-initiated'.
There is Debbie ...unless you work in EY when the evidence has to come from 80% of independent writing during CI activities but in KS1 there are those crucial words In some writing, usually with
support: so they can achieve level 1 with support but they can't achieve the ELGs unless it is independent
The moderator was very clear that we should provide opportunities for our children to initiate their independent writing and that that would provide us with the evidence we need to make profile judgements about what they can do in terms of writing.
I nodded but didn't say what I actually thought which is what esteemed posters are saying here.
We got the tick we needed on her form, and a box that talked about the discussion we'd had about it, so now we're left in peace to get on with what we were going to do anyway!! (Don't tell her!!)
hyssop_puppyThe moderator was very clear that we should provide opportunities for our children to initiate their independent writing and that that would provide us with the evidence we need to make profile judgements about what they can do in terms of writing.
Totally agree with all the comments about 'independent writing'. Has anybody seen guidelines on the new framework re how much evidence should be independent? From the reading I have done it seems that it will be down to the practitioners/school to decide. Please enlighten me if I have misunderstood.
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