Writing for pleasure and the new Ofsted Framework

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With the new Ofsted framework coming out recently, Power English: Writing authors Ross and Phil wanted to look at where Writing For Pleasure fits. 

Below is their response to the different aspects of the framework including: intentions, implementation, impact, progression of skills, acquisition of knowledge, tackling social disadvantage, providing cultural capital, honouring the local community, children’s personal development, child engagement, supporting children with SEND, challenging advanced writers, teachers’ subject and pedagogical knowledge.


How children’s knowledge of writing and of being a writer progresses

  • Children become knowledgeable about the different reasons in which writers are moved to write: to teach, persuade or influence, entertain, paint with words, reflect and to make a record. Over time, they become increasingly knowledgeable about the different ways in which these reasons can be realised, including through rich interconnection and subversion.
  • Children become increasingly knowledgeable about the variety of ways in which writers can reach and leave an impression on a variety of audiences through writing.
  • Children become increasingly knowledgeable about the writing processes writers use and, over time, are given the agency to develop their own preferred writing process so they can write from a position of strength.
  • Children become increasingly knowledgeable about strategies and techniques writers use to realise their writing intentions.• Children become increasingly knowledgeable about how grammar functions within the craft of writing. Through authentic use, children become knowledgeable about grammatical and linguistic terms.
  • Children become increasingly knowledgeable about how writers’ use of punctuation and other conventions aids their audience’s ability to read their writing easily and as they intended.
  • Children become increasingly knowledgeable about how writers proofread their writing effectively and so correct unsure spellings before a piece of writing goes to publication.
  • Children learn typical spelling patterns and how words are constructed. They also become knowledgeable about different techniques for learning spellings.
  • Children become more knowledgeable about the importance writers place on word choice and on increasing their vocabulary. This includes seeking synonyms for words when it feels appropriate.
  • Children become more knowledgeable about automaticity and legibility in handwriting and its importance in relation to future readers accessing their texts.
  • Children become increasingly knowledgeable about the need for a writer’s writing products to be visually stimulating, accurate and of the highest quality.

How our children’s writing skills progress

  • Over time, children learn how to work within, and contribute to, a community of writers.
  • Children become increasingly skilful in keeping a writer’s notebook and living the writer’s life at home and at school.
  • As their knowledge surrounding the purposes of writing increases, so does their skill in combining, manipulating and subverting them.
  • Children become more self-regulating, skilful and adaptable in their use of the different writing processes, including how they plan, draft, revise, edit, publish and perform their writing intentions.
  • Children are able to apply more writerly techniques and become skilful in discerning which will be most appropriately applied.
  • Children’s ability and skill to proofread, use a dictionary, and use other spell checking devices increases over time. This means fewer errors find their way through to publication.
  • Children’s ability to use a thesaurus skilfully increases over time.
  • Children’s ability to use a variety of writing materials and word processing technology increases over time.

How we are preparing children for life after school and how we are trying to tackle social disadvantage

  • Children learn about the different ways in which we are moved to write and by developing as writers, they can fully engage with society in a variety of ways.
  • They learn how to share their knowledge, opinion, imaginative creativity and artistry. They also learn how to influence and to be persuasive, because you either learn to write your own thoughts or opinions, or else are subjected to someone else’s.
  • By developing independent writers we ensure children can discuss, debate, independently research and explore their own ideas, develop their own writing projects and have an independent response, through writing, to material and subjects taught. They are also able to entertain a variety of audiences through stories and personal anecdote.
  • Children are keen and utterly able to write in personal response to what they are reading.They learn how to ensure their writing is technically accurate before it reaches publication. This ensures their writing makes the best impression and is taken seriously.
  • We decrease the risk of school failure which results from a pupil’s inability to share their knowledge and to ‘write to learn’.
  • We appreciate that business leaders, the job market and academic disciplines require strong writers and so we develop them.

How our writing teaching reflects and honours our local community

  • Children undertake class writing projects which encourage them to be spirited citizens and to play an active role in the public life of their local community and beyond.
  • By learning to write together on a variety of subjects which are important to them, children learn about each other’s thoughts, cultures, values, knowledge and feelings and have a respect for each other’s individual liberty and tolerance of alternative points of view. As developing writers, they also learn about the vast amount they have in common.
  • By building class publishing houses and a community of writers within their class each year, children create an inclusive environment which supports the development of unique writing voices.

How learning to be writers gives our children cultural capital

  • We argue that, by teaching children to become life-long independent motivated writers, we are providing them with the most powerful cultural capital you can have – an ability to turn your voice (your thoughts, knowledge, opinions, artistry) into powerful writing.
  • By writing within a community of writers, children find that they can learn from others’ cultural capital.
  • We teach children how writing can be a powerful tool for understanding new knowledge and how you can reorganise it and have a personal response to it.

To read more about how to implement this, you can visit the original blog post on the Literacy For Pleasure website.

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