ABSTRACT
Organising writing within the context of literacy and the wider curriculum combines many of the issues raised so far and reflects the philosophy and principles of the writing policy. Getting all of the elements working well together depends on key sections operating as smoothly as a symphony orchestra with the teacher as the conductor. Organisation may be influenced by the following factors:
the need to differentiate for the range of pupils;
range of SEN;
writing environment;
the deployment of human and material resources;
flexibility of pupil groupings;
the physical layout of the classroom;
timetabling constraints;
pupil independence;
children’s involvement in their own learning; and
the need to balance NLS literacy objectives and their differing requirements of time.
