Together with a range of classroom resources, including a DVD exemplifying good practice, the Write to the top pack provides clear guidelines on approaches to formative and summative assessment and the use of the WDC Criterion Scale.
Based on the Ros Wilson’s methodology of teaching writing, the WDC Criterion Scale focuses on the importance of vocabulary, connectives, openers and punctuation in writing. The scale embraces key features of effective writing. These include awareness of purpose, audience, form and style, organisation and sequencing of ideas and the development of characterisation, plot and setting. Technical skills, including spelling and the correct use of grammatical structures, are a feature throughout the levels.
Pupil Self and Peer Assessment
Partnership with Parents
The partnerships that our schools enjoy with parents will be further nurtured to increase the involvement of parents in the literacy development of their child. At the start of each session, schools will provide parents with information in the form of a booklet or by inviting parents to participate in a workshop about Write to the top.
We recognise that it is critical that parents understand the Ros Wilson approach so they can support home learning in the area of writing. Equally important, parents will receive regular up-dates about the progress of their child through teacher comments in jotters or folders and/or in through the tracking data we will take. Our schools are committed to sharing with parents the high expectations that we have of every young person educated in WDC.
The pilot WDC piloted a system of moderation of writing during session 2006 – 2007. Two secondary schools and eight primary schools were involved in the pilot. Early in the session, Head Teachers of the schools involved met with the Quality Improvement Officer to agree on an approach to maintaining pupil evidence of writing. Following this the group met every six weeks to review progress with the pilot.
In March 2007, the names of approximately 15 pupils (across the stages) from each participating school were randomly picked to be included in authority level moderation. These schools were invited to submit the writing of the pupils since August 2006. The moderation team considered the work against the attainment levels for these pupils.
Analysis of the moderation data will highlight key strengths and development needs for all schools within the authority. In light of the success of the pilot involving two secondary schools and ten primary schools on a rolling programme authority level moderation of writing will take place every session between March – May.
Comment from Liz McGinlay, Former Executive Director of Educational Services 
