In this video series, Pie Corbett answers your frequently asked questions. In this video he explains how formative assessment works, and its importance in ensuring progression in Literacy through the Talk for Writing approach.
Time to Talk: Implementing Outstanding Practice in Speech, Language and Communication – by Jean Gross
Time to Talk provides a powerful and accessible resource for practitioners working to improve children’s language and communication skills. Showcasing effective approaches in schools and settings across the country from the early years through primary and secondary education, it summarises research on what helps children and young people develop good communication skills, and highlights the importance of key factors: a place to …
Formative assessment: the key to progress
How the 3 stages of the Talk for Writing approach puts formative assessment at the heart of your teaching.
Using formative assessment to underpin unit planning
This document looks at the importance of building formative assessment into planning.
The Manor House
Talk for Writing trainer Jo Pearce explains how a model text can be used to help pupils become effective writers of suspense stories. Download the model text here, along with teaching notes and worked examples.
Writing and text mapping your own model text
Talk for Writing consultant Kathryn Pennington explains how and why she writes and maps her own model text: “Having a model text is vitally important in the writing process…You need a clear example of what good looks like and that’s where the model text comes in.
Creating quality independent writing at Hallsville Primary
At Hallsville Primary, teachers have found that there is not one magic ingredient for creating quality independent writing, but many. What do they think is the most important? Reading: “We have found that the longer you linger with the text, the better the independent outcomes are”.
Transforming Writing Project: Final Evaluation Report
Led by Pie Corbett, supported by Julia Strong, Transforming Writing was a two-year action research project which developed a model for the teaching and learning of writing that embedded formative assessment. Teachers and headteachers from 12 primary schools in challenging catchments were recruited.