The document discusses a project aimed at increasing children's awareness of quality writing. It notes that children initially focused on surface features of writing like neatness rather than the actual quality. The project created an evaluation framework, implemented buddy feedback and breaking down elements to help children recognize deeper features that improve writing. The impact was varied but included increased phonics, confidence, and ability to write more with accuracy as children could articulate some ways to improve and had individual goals. Children still associated good writing with amount rather than quality, and success criteria remained a challenge.

1. TAI 2014
Increasing awareness of
what good writing looks like.

2. What do the kids think good
writing looks like?
 How neat the work is
 How much is written
 Punctuation
 ‘Sparkly’ words
 Getting the words right
 Was quite surprised that there was no mention of the
actual quality of writing, kids we unable to articulate
past surface features.
 FOCUS – for children to be able to recognise features
that add impact to their writing. To know about some
deeper features that improve the quality of their writing.

3. Actions……
 Creating our FAB4
 Locating evidence within writing
 Buddy feedback
 Breaking down the elements
 phonics

4. Impact …..
 Varied and not consistent
 Biggest impact has been phonics
 Increased confidence
 Wanting to and able to write more, with increased
accuracy
 Can articulate some ways to improve writing, more so
when they say how their writing has improved.
 Word choice, detail and punctuation
 Individual goals for things we are trying to do
 Things to think about
 Still think good writing is about the amount
 Success Criteria is still a challenge – it is like new learning
every time