STAGE 6: Independent practice

?What is independent writing?

It is important that as pupils progress though Stage 5 of the IPEELL strategy, they become less reliant on the planning frames and mark sheets and that the structure from these scaffolds becomes completely embedded. Fading the planning frames and tailoring the mark sheets are an important element in the progression to becoming a self-regulated writer. As children progress through the six stages of IPEELL, the degree of support changes from high levels of modelling and scaffolding to independence. In trying to determine whether particular writing tasks have been ‘independent’, it can be useful to refer to the guidance published by the Standards and Testing Agency (STA) as part of the ‘2017 Teacher Assessment External Moderation: Key Stage 2 Writing’ documentation. Within this document, the factors indicative of independent and not independent writing are stated:

5.1 Independent writing

Writing is likely to be independent if it: ■ emerges from a quality text, topic, visit, or curriculum experience, in which pupils have had a range of opportunities to explore and discuss what is to be written about enables pupils to apply their learning independently, possibly with an element of choice, for example writing from the perspective of a chosen character has been independently edited and / or redrafted by the pupil. This may be in response to self, peer, or group evaluation is produced by pupils who have independently drawn on classroom resources such as dictionaries, thesauruses, word banks, classroom displays, books or websites for support or ideas is informed by clear learning objectives and limited success criteria which are not over detailed and do not over-aid pupils

Writing is not independent if it has been: ■ modelled or heavily scaffolded copied or paraphrased supported by success criteria that are over-detailed and over-aids pupils edited as a result of direct intervention by a teacher or other adult, for example where the pupil has been directed to change specific words for greater impact, or where incorrect or omitted punctuation has been indicated produced with the support of electronic aids that automatically provide correct spelling, synonyms, punctuation, or predictive text It is therefore important that, as the IPEELL strategy becomes more established and embedded, the children are not using the mark sheet as a planning tool and that success criteria in the form of the mark sheet are created by them. When children have used the approach regularly over a period of time, they will begin to automatically record the PAT and IPEELL mnemonics as jottings in the margin of their written work to use as a planning tool during independent writing tasks. Similarly, in respect of the mark sheet, the knowledge of the IPEE statements will also become embedded as standard success criteria for writing. Children need to progress to determining their own criteria for links and language that reflect the needs of the purpose, audience and text-type, the subject-specific content relating to the curriculum, and the elements they need to develop as goals within their own writing.

IPEELL has given students a solid framework to use as an effective planning tool and has enabled them to be far more independent in their writing.

Rachel Adams Assistant Headteacher

IPEELL

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