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1995 pass rate: 81% with 46% A to C grade
1998 pass rate: 94% with 67% A to C grade
Write the question here:For the key Instruction words:
How far How successfully
To what extent Assess
Discuss Do you agreeYes/agree argumentsPriority
orderNo/disagree argumentsPriority order
Now choose a two-part
or simultaneous approach
Are there enough links
between the yes and no
arguments to allow a
simultaneous approach
Now find
examples/evidence to back
up each of your arguments
(History essay-planning proforma copied from a form by Solihull Sixth Form College. See: www.rqa.org.uk, choose Development Projects, then choose Solihull college to see the full report.)
Question
Key instruction words?
Therefore type of question?
Any terms/names/dates need explaining?
Introduction
First sentence of first paragraph
(Have you made your key point?)Development/explanation of point?
Evidence to support your argument?
1.
2.
3.
Check: Have you referred back to the question/linked the point explicitly to the question?Link to next paragraph/point?
First sentence of second paragraph
Have you made your key point?Development/explanation of the point?
Evidence to support your argument?
1.
2.
3.Check: Have you referred back to the question/linked the point explicitly to the question?Link to next paragraph point?
(History essay-planning proforma copied from a form by Solihull Sixth Form College. See: www.rqa.org.uk, choose Development Projects, then choose Solihull college to see the full report.)
Teaching process with Writing Frames (Yeovil College)
Writing frame for maths investigations
Introduction: The purpose of this investigation is to find out _______
Teachers notes
Objective
Stage 1: My first step is going to be _________
Experiment
Making
Drawing
Stage 2: My results are _________
Encourage to tabulate Stage 3: I have noticed that _________
Initial pattern
Recognition
(Algebra?)
Stage 4: By using my results, I predict that _________
Go to conclusion?
Extended task:
Having completed the first phrase of my investigation, I am now going to _________.
(Going through stages 1-4 again as above)
Predict and test
Repeat again if appropriate
My different phrase can be explained by__________
Conclusion: Overall my conclusion is __________
Link back to all sections
(Formal proof)
A model for teaching with writing frames (Yeovil College)
When introducing writing frames the following model should be used to help students become involved in the process, rather than letting them become too reliant on structure being provided for them.
Writing frame for an IT project (Yeovil College)
Key wordsWriting frame Analysis
Inputs
Outputs
Processes
Performance
Criteria
TestingThe problem I have been asked to solve is
The main tasks I will have to do are .
The inputs that are required are.
These will be processed as follows
The final outcome should be ..
I will know whether I have been successful if .
I will test my outcome, if necessary, by .
Design
Sketches
Annotation
Reasons
Software planning
Justification
Here are some sketches of what my system will look like
I have chosen to do this design because .
I could also have chosen to use because
Here is a plan of how I intend to develop my system
This is my test plan:
Test Expected Actual Comment
Outcome Outcome Implementation
Evidence
Annotated printouts
Improvements
Corrections
Reasons
Technique
I have attached annotated printouts of my final system.
I made the following modifications to my original design because..
I have used the following parts of the software ...Testing
Test plan
Results
Evaluate
workMy test plan is
I had to make the following modifications to make my system
. Because .
The attached printouts show my testing. I feel my testing is successful
Because ..Evaluation
Criteria
Effectiveness
performanceMy system is/is not successful because ..
If I had more time, I could have made the following possible
Improvements:
Art -Writing frame for a critical study (Yeovil College)
StructureUseful startersUseful VocabularyIntroduction: describe the work pretend you are telling someone who cannot see it.. was completed by. in .
The work portrays .suggests, conveys, conjures up, recalls, recreates, when looked at closely, from a distanceArtists intention I think the artist is trying to..
The reason I think this is because .exaggerate, distort, conjure up, recreate, observe, reflect, express mood or ideas, explore material, line, tone, texture, colour, shape, see, feel, think, imagineSource of inspiration and influencesI think the artist worked from . because .
The artist prepared for this work by .observation
memory
imagination
supporting sketches
photographs Your reactionThe work makes me feel . because .happy, sad, suggests, evokes, conveys, mood, feeling, atmosphere, recalls, reminds me ofUse of formThe work has been composed to balanced, symmetrical, foreground, background, arrangement, composition, design, strong lines, lead the eye, shapes, small, large, angular, curved. Use of colour tone and textureThe artists use of . suggests
I think he/she has done this to suggest hot, cold, bright, dull, vivid, sombre, pastel, clashing, matching, range, variety, rough, smooth, brokenStyleThe artists style is
I can tell this by ..Technique, abstract, realistic, surrealistic ConclusionI like/dislike this work because .
Benefits of writing frames (Yeovil College)
Writing frames can help students by:
Curing the I dont know how to start syndrome that often results when students are confronted with a blank sheet of paper.
Providing students with a sense of what they are writing. Writing frames offer a structure and overview for the piece of writing along with the appropriate pronouns (I, you, he, it ect.) and joining words and phrases (connectives) that form the links within the text.
Reducing the and then style of writing by giving students a range of appropriate sentence beginnings and related connectives.
Raising motivation and esteem by helping students write successfully.
Helping students understand the appropriate structure and style of a range of different types of non-fiction writing.
Discouraging copying by providing a structure that helps students to understand, select and structure information appropriately.
Encouraging students to move to higher levels of structuring and expressing their ideas (e.g. bridging gap between GCSE and A-Level or A-Level and degree). If planned appropriately, writing frames are an excellent way of differentiating tasks to meet the needs of all students.
Beware of the following dangers:
Limiting creativity. Writing frames were developed to support non-fiction writing, not creative writing. Students do not have to stick to the frame.
Students becoming too dependent on frames. Avoid this by planning units that include the students in construction their own writing frames and help them internalise the process so that no frame is needed.
Setting the frames in stone (by printing off hundreds or laminating them for all time). Allow scope for adaptation and development.
Death by a thousand writing frames. There is a danger of over-using writing frames-it is a question of building development and variety into your planning, and monitoring the students overall diet of writing frames. Assessment of Writing Skills
Please think about each skill carefully and assess how well you think you do. Then score each one as follows
Red: Needs improving
Amber: Average/okay
Green: good.
Self AssessmentSkillRedAmberGreenTeacher AssessmentPlan
Using sentences
Using paragraphs
Using verbs
Proof reading
Using capital letters
Using full stops and commas
apostophiesspellingAppropriate styleAnswered the questionGood conclusion
Vocational Skills Care
Self-assessment of key criteria for written work
Below is a list of some of the most important skills needed when completing any written tasks. These skills will help you achieve your Care Modules and will also help you in the future whenever you need to find out information for yourself and present it well.
Please think about each skill carefully and assess how well you think you do. Then score each one as follows
Red: Needs improving
Amber: Average/okay
Green: good.
SkillRedAmberGreenNeat writing
Correct spelling
Using paragraphs
Using only relevant information
Writing in your own words
Using the library
Using computers and the internet
Keeping a record of sources of information eg. books, internet sites, etc.Finding pictures, articles, leaflets, etc to add interest to your workHanding work in on time
Which of these skills do you need to improve most?
How are you going to do this?
Assessment Proforma Name:Minimum Predicted Grade:
Actual grade for previous assignment: Target grade for this assignment:CriteriaSelf-assessmentTeacher comments1. Read the question or consider the title very carefully. Re-read this often throughout the writing process.2. Order material logically (mind maps or rough plans are vital)3. Keep to the point, and make your points as clearly, concisely and as persuasively as possible.4. State your opinions with care providing a justification, and thinking for yourself.5. Represent the opinions of others fairly and accurately.6. Have a strong opening which sets out the scope of the essay7. Have a strong ending which summarises your key points8. Include a bibliography.
Strengths and general comments
Improvements for this piece of work:
Targets for next piece of work:
Essay writing assessment proformaCriteriaSelf-assessmentTeacher assessmentDid you relate each of your arguments to the essay question?
Did you give arguments both for and against both:
The proposition in the essay question?
Any major points or conclusions you made?
Did you give enough evidence, examples, and illustrations for each of your arguments?
Did you prioritise the arguments for and against, and evaluate them?
Did you draw a justified conclusion related directly to the essay title?
Improvements needed for this essay
Targets for the next essay
Present the report (one time!)
Write the report, then leave it for day or so
Proof-read the report making changes where necessary
Plan the report
Make a mind-map or series of headings based on your classification stage. Make notes of what you want to say. Make sure you do all the tasks or questions.
Check relevance
Check your information for relevance. Reread the assignment brief.
Research and brainstorm
Gather information relevant to the topic
Use:
Library; CD Rom; internet; visits; ask people; etc Re-read the assignment brief!
Read think and plan
Read the assignment brief or title and make sure you understand it thoroughly. Re-read it often. What will it include? Where could you find information?
When must you hand it in? Plan the report writing process.
Classify
Use an ordered set of headings or mindmaps to sort your information into groups. E.g:
topics and sub-topics,
strengths and weaknesses;
arguments for, and arguments against etc,
The categories you use will depend on the report title, so re-read it before you start classifying.
Draw conclusions and get evidence
What do you want your report to say? For example, what are the strengths and weaknesses of what you have been investigating?
Summarise your main conclusions
Get evidence for each of your conclusions
Learning points and action plan:
Teacher models the process through explanation/demonstration
Joint activity teacher jointly completes writing frame with class
Scaffolded activity students individually use frames to support their writing these frames can be differentiated to support/stretch the full range of students in a class
Involving students in the process class given task of creating the frames that will structure the writing
Independent activity
students can now structure their writing without the help of the frame
Targets for next written assignment:
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Writing assignments, essays, and reports is a challenge for students at every level. Differentiation requires that we break down the difficult task of writing extended pieces of work to assist learners to climb the ladder to this higher order skill.
Other high order tasks can be dealt with in a similar way, but
There are a number of ways of doing this, including:
Breaking the writing task down into a series of tasks. This is covered in the previous section
Help sheets
Planning clocks
Writing frames
Showing students exemplar work and asking them to grade this and learn from it
Making your assessment criteria and grade descriptors explicit and clear
Task 1. What strategies could help students writing in my subject?
Participants work in teaching teams of about 3 5 people.
1. Take a maximum of about three or four minutes for the following two bullet points
very briefly examine the writing frames, help sheets, and planning clocks below.
Discard any that are c B
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2. Discuss the strengths and weaknesses of those most interesting or relevant
3. Decide whether you could make use of any of these approaches, or of a similar approach
4. Discuss the strategies you already use to assist students writing, and consider how it could be improved
Report writing process: Help Sheet
GNVQ Health and Social Care team
Use this process for all reports in all units. When you can use this process well, write your report without this helpsheet, but still using the process.
Self Assessment:
Health and Social Care: Report writing processAssignment:Name:Self-assessment: including what you found most difficultRead think and plan
Did you read the assignment often?
Did you Plan the report writing process?
Did you leave yourself time to do a good job?
Research and brainstorm
Did you gather enough relevant information
using relevant sources such as the Library; CD Rom; internet; visits; asking people; etc?
Check relevance
Did you re-read the assignment and check your information for relevance?
Classify
Did you find an appropriate and logical way to group your material and ideas? E.g.
topics and sub-topics,
strengths and weaknesses;
arguments for, and against etc,
Draw conclusions and get evidence
Did you:
Summarise your main conclusions?
Get evidence for each of your conclusions?
Plan the report
Did you plan your report by making a mind-map or series of headings?
Did you note key points under these headings?
Proof-read the report
Did you leave the report after writing it and then proof read, and make changes?
Present the report
Did you present your report on time?
Essay Planning Proformas to help Process Skills
Solihull Sixth Form College used what follows to greatly improve their A level results, read the full report on HYPERLINK http://www.rqa.org.uk www.rqa.org.uk click on development projects then choose Solihull. Note the improvement, not just the standard in these results only partly ac9 9 : : :
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Writing assignments, essays, and reports is a challenge for students at every level. Differentiation requires that we break down the difficult task of writing extended pieces of work to assist learners to climb the ladder to this higher order skill.
Other high order tasks can be dealt with in a similar way, but
There are a number of ways of doing this, including:
Breaking the writing task down into a series of tasks. This is covered in the previous section
Help sheets
Planning clocks
Writing frames
Showing students exemplar work and asking them to grade this and learn from it
Making your assessment criteria and grade descriptors explicit and clear
Task 1. What strategies could help students writing in my subject?
Participants work in teaching teams of about 3 5 people.
1. Take a maximum of about three or four minutes for the following two bullet points
very briefly examine the writing frames, help sheets, and planning clocks below.
Discard any that are clearly not relevant to your subject
2. Discuss the strengths and weaknesses of those most interesting or relevant
3. Decide whether you could make use of any of these approaches, or of a similar approach
4. Discuss the strategies you already use to assist students writing, and consider how it could be improved
Report writing process: Help Sheet
GNVQ Health and Social Care team
Use this process for all reports in all units. When you can use this process well, write your report without this helpsheet, but still using the process.
Self Assessment:
Health and Social Care: Report writing processAssignment:Name:Self-assessment: including what you found most difficultRead think and plan
Did you read the assignment often?
Did you Plan the report writing process?
Did you leave yourself time to do a good job?
Research and brainstorm
Did you gather enough relevant information
using relevant sources such as the Library; CD Rom; internet; visits; asking people; etc?
Check relevance
Did you re-read the assignment and check your information for relevance?
Classify
Did you find an appropriate and logical way to group your material and ideas? E.g.
topics and sub-topics,
strengths and weaknesses;
arguments for, and against etc,
Draw conclusions and get evidence
Did you:
Summarise your main conclusions?
Get evidence for each of your conclusions?
Plan the report
Did you plan your report by making a mind-map or series of headings?
Did you note key points under these headings?
Proof-read the report
Did you leave the report after writing it and then proof read, and make changes?
Present the report
Did you present your report on time?
Essay Planning Proformas to help Process Skills
Solihull Sixth Form College used what follows to greatly improve their A level results, read the full report on HYPERLINK http://www.rqa.org.uk www.rqa.org.uk click on development projects then choose Solihull. Note the improvement, not just the standard in these results only partly ac9 9 : : :
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v^ *[ L v^ v^ v^ a m m R R Y Q a a a v^ m R R m m m m v^ a a e < + ?Q ˷ J O j_ h @ r Helping students with their writing
Writing assignments, essays, and reports is a challenge for students at every level. Differentiation requires that we break down the difficult task of writing extended pieces of work to assist learners to climb the ladder to this higher order skill.
Other high order tasks can be dealt with in a similar way, but
There are a number of ways of doing this, including:
Breaking the writing task down into a series of tasks. This is covered in the previous section
Help sheets
Planning clocks
Writing frames
Showing students exemplar work and asking them to grade this and learn from it
Making your assessment criteria and grade descriptors explicit and clear
Task 1. What strategies could help students writing in my subject?
Participants work in teaching teams of about 3 5 people.
1. Take a maximum of about three or four minutes for the following two bullet points
very briefly examine the writing frames, help sheets, and planning clocks below.
Discard any that are clearly not relevant to your subject
2. Discuss the strengths and weaknesses of those most interesting or relevant
3. Decide whether you could make use of any of these approaches, or of a similar approach
4. Discuss the strategies you already use to assist students writing, and consider how it could be improved
Report writing process: Help Sheet
GNVQ Health and Social Care team
Use this process for all reports in all units. When you can use this process well, write your report without this helpsheet, but still using the process.
Self Assessment:
Health and Social Care: Report writing processAssignment:Name:Self-assessment: including what you found most difficultRead think and plan
Did you read the assignment often?
Did you Plan the report writing process?
Did you leave yourself time to do a good job?
Research and brainstorm
Did you gather enough relevant information
using relevant sources such as the Library; CD Rom; internet; visits; asking people; etc?
Check relevance
Did you re-read the assignment and check your information for relevance?
Classify
Did you find an appropriate and logical way to group your material and ideas? E.g.
topics and sub-topics,
strengths and weaknesses;
arguments for, and against etc,
Draw conclusions and get evidence
Did you:
Summarise your main conclusions?
Get evidence for each of your conclusions?
Plan the report
Did you plan your report by making a mind-map or series of headings?
Did you note key points under these headings?
Proof-read the report
Did you leave the report after writing it and then proof read, and make changes?
Present the report
Did you present your report on time?
Essay Planning Proformas to help Process Skills
Solihull Sixth Form College used what follows to greatly improve their A level results, read the full report on HYPERLINK http://www.rqa.org.uk www.rqa.org.uk click on development projects then choose Solihull. Note the improvement, not just the standard in these results only partly ac9 9 : : :
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