Foundational Knowledge & Skills
Writing Toolkit
Detailed guidance to support the development of foundational writing knowledge and skills across Years 7, 8 and 9.
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Year 7
Securing these skills and knowledge
Purpose and Audience
Apply features of the genre / type of writing accurately with some teacher support and guidance
Description
Students recognise and use the defining features of a genre (e.g. report, narrative, explanation).
- Genre features = typical structure, language, conventions (e.g. formal tone in reports,
- descriptive language in narratives).
- Accuracy = features are mostly correct but may require support.
Cross-Curricular Examples
- Geography: Writing a structured river report with headings and labelled diagrams
- History: Chronological account of the Norman Conquest
- Technology: Instructional writing for making a product
- Art: Evaluating an artwork using structured paragraphs
- Music: Writing a review of a performance
- French/Spanish: Writing a short personal description using model structures
- RS: Explaining beliefs using PEEL structure
- Maths: Step-by-step explanation of a method
- English: Narrative using paragraphing and dialogue
- PE: Match report using past tense
- Biology/Chemistry/Physics: Writing a method using imperative verbs
- Law/Psychology: Basic case or study summary
- Computer Science: Algorithm explanation in sequence
Teaching Model
Teacher Modelling
- Explicitly identify and model key features of the genre or text type
- Think aloud: "This is a persuasive text, so I am using rhetorical questions and emotive language
- to influence the reader. "
- Demonstrate how and why specific features are used within an authentic example
- Co-construct sentences or paragraphs, highlighting genre conventions
Student Practice
- Choral identification of genre features within model texts
- Paired annotation of examples and discussion of their purpose
- Guided application of selected features in short writing tasks
- Independent use of genre features in scaffolded writing activities
Scaffolding Strategies
- Annotated model texts and worked examples
- Genre feature checklists and writing frames
- Sentence stems and paragraph scaffolds
- Success criteria linked directly to key genre conventions
- Teacher prompts and guided questioning
Written and Verbal Rehearsal and Repetition
- Identify → discuss → apply → review
- Orally rehearse sentences using target genre features
- Write and refine examples with teacher feedback
- Regular retrieval and application of genre conventions across tasks
- Peer discussion and evaluation using feature checklists
Aim: Students accurately and consistently apply the key features of different genres and text types, using teacher guidance to develop confidence, control and effectiveness in their writing.
Purpose and Audience
Awareness of the need to adapt tone and levels of formality for different purposes and audiences
Description
Students understand that tone (attitude in writing) and formality (formal vs informal language)
- change depending on audience (who it is for) and purpose (why it is written).
Cross-Curricular Examples
- History: Formal essay vs informal diary
- Science: Formal lab report vs explanation to a partner
- English: Persuasive speech vs informal story
- MFL: Formal greeting vs message to a friend
- Law: Formal case description
- PE: Formal evaluation vs informal reflection
Teaching Model
Teacher Modelling
- Explicitly identify how tone and formality change according to audience and purpose
- Think aloud: "I am writing to a headteacher, so I will use a formal tone and professional
- vocabulary. If I were writing to a friend, my language would be much less formal. "
- Compare examples of formal and informal texts, highlighting key differences
- Demonstrate how to adapt vocabulary, sentence structures and greetings for different
- audiences
Student Practice
- Choral identification of formal and informal language features
- Paired discussion of audience, purpose and appropriate tone
- Sorting activities matching texts to audiences and levels of formality
- Guided rewriting of texts for different audiences and purposes
Scaffolding Strategies
- Audience and purpose prompts
- Formal and informal language banks
- Model texts showing varying levels of formality
- Tone continuums and comparison charts
- Success criteria focusing on audience awareness and language choices
Written and Verbal Rehearsal and Repetition
- Identify audience → select appropriate tone → write → review
- Orally rehearse responses for different audiences
- Rewrite sentences by increasing or decreasing formality
- Regular opportunities to compare and justify language choices
- Peer feedback focused on whether tone matches purpose and audience
Aim: Students recognise and adapt tone, language and levels of formality to suit different audiences and purposes, making deliberate choices that enhance the effectiveness of their communication.
Grammar
Accurate use of tenses: past, present, future, active and passive
Description
Students use tense consistently and appropriately.
- Active voice: subject performs action
- Passive voice: action happens to subject
Cross-Curricular Examples
- History: Past tense recount
- Science: Passive voice (“The solution was heated… ”)
- Maths: Present tense for reasoning
- MFL: Switching between present and future
- PE: Past tense match reflection
Teaching Model
Teacher Modelling
- Explicitly model how tense and voice affect meaning and clarity
- Think aloud: "This event has already happened, so I will use the past tense: 'The Romans
- invaded Britain. ' If I want to focus on the action rather than the person, I can use the passive
- voice: 'Britain was invaded by the Romans. '"
- Demonstrate how the same idea can be expressed using different tenses and voices
- Highlight how writers select tense and voice according to purpose and genre
Student Practice
- Choral identification of past, present and future tense verbs
- Paired activities converting sentences between tenses
- Guided practice changing sentences from active to passive voice and vice versa
- Short writing tasks applying the appropriate tense and voice for the purpose
Scaffolding Strategies
- Tense and verb-conjugation mats
- Colour-coding of verbs and auxiliary verbs
- Model sentences showing tense and voice changes
- Sentence stems and substitution tables
- Editing checklists focusing on tense consistency and accuracy
Written and Verbal Rehearsal and Repetition
- Identify → change → explain → apply
- Orally rehearse sentences in different tenses
- Rewrite examples using active and passive voice
- Regular retrieval practice of verb forms and tense selection
- Edit writing to check for correct and consistent use of tense and voice
Aim: Students accurately select and use past, present and future tenses, and apply active and passive voice appropriately, to communicate meaning clearly and effectively across a range of contexts.
Grammar
Subject / verb agreement is used accurately
Description
Students ensure the subject matches the verb (e.g. they are, not they is).
Cross-Curricular Examples
- Science: “The results show… ”
- Maths: “The values are… ”
- English: Sentence accuracy in writing
- MFL: Agreement patterns practice
Teaching Model
Teacher Modelling
- Explicitly model how the subject and verb must agree in number and person
- Think aloud: "The subject is 'the student' (singular), so I need the singular verb 'writes' . If the
- subject is 'the students' (plural), I use 'write' . "
- Demonstrate common errors and how to correct them
- Show how accurate subject–verb agreement improves clarity and grammatical accuracy
Student Practice
- Choral identification of subjects and verbs in model sentences
- Paired activities matching subjects to the correct verb forms
- Guided correction of sentences containing agreement errors
- Short writing tasks applying accurate subject–verb agreement in context
Scaffolding Strategies
- Subject–verb agreement reference mats
- Colour-coding of subjects and verbs
- Model sentences highlighting singular and plural patterns
- Sentence stems and completion activities
- Editing checklists focusing on agreement accuracy
Written and Verbal Rehearsal and Repetition
- Identify → match → explain → apply
- Orally rehearse sentences using correct verb forms
- Complete and adapt sentences with different subjects
- Regular retrieval practice of singular and plural verb patterns
- Edit and improve writing to check subject–verb agreement throughout
Aim: Students consistently use accurate subject–verb agreement in speaking and writing, ensuring grammatical accuracy and clear communication across a range of contexts.
Grammar
Accurate use of simple, compound, complex sentences including subordinate clauses
Description
Students use a range of sentence types:
- Simple: one clause
- Compound: joined clauses (and, but)
- Complex: subordinate clauses (because, although)
Cross-Curricular Examples
- English: Narrative sentences with clauses.
- Science: Explanatory writing using clauses
- Geography: Cause and effect explanations
- History: Analytical writing with “because”
- RE: Justifying beliefs
Teaching Model
Teacher Modelling
- Explicitly model the differences between simple, compound and complex sentences
- Think aloud: "This simple sentence gives one idea: 'The experiment was successful. ' To add
- another idea, I can create a compound sentence: 'The experiment was successful, and the
- results were recorded. ' To show a relationship between ideas, I can use a complex sentence:
- 'Because the experiment was successful, the results were recorded. '"
- Demonstrate how subordinate clauses add detail, explanation or reasoning
- Show how sentence structures can be varied to improve clarity and effect
Student Practice
- Choral identification of simple, compound and complex sentences
- Paired activities sorting and categorising sentence types
- Guided construction of sentences using coordinating and subordinating conjunctions
- Short writing tasks incorporating a range of sentence structures for a specific purpose
Scaffolding Strategies
- Sentence structure reference mats
- Colour-coding of main and subordinate clauses
- Conjunction banks (coordinating and subordinating)
- Sentence stems and model examples
- Visual organisers showing how clauses are linked
- Editing checklists focusing on sentence variety and accuracy
Written and Verbal Rehearsal and Repetition
- Identify → construct → expand → apply
- Orally rehearse sentences using different structures
- Combine simple sentences into compound and complex sentences
- Expand sentences by adding subordinate clauses
- Regular retrieval practice of conjunctions and clause structures
- Edit and improve writing to increase sentence variety and accuracy
Aim: Students accurately use simple, compound and complex sentences, including subordinate clauses, to communicate ideas clearly, add depth to their writing and achieve greater control over meaning and effect.
Punctuation
Accurate use of capital letters, full stops, commas, question marks, exclamation marks, apostrophes and quotation marks to indicate references
Description
Students consistently use core punctuation accurately to clarify meaning.
Cross-Curricular Examples
- English: Dialogue punctuation.
- History: Accurate sentence punctuation.
- Science: Clear written methods.
- MFL: Capitalisation of nouns (e.g. German if relevant).
Teaching Model
Teacher Modelling
- Explicitly model the correct use of punctuation in authentic sentences and texts
- Think aloud: "This is a direct quotation, so I need quotation marks around the speaker's words. I
- also need a comma before the quotation and a full stop at the end. "
- Demonstrate how punctuation clarifies meaning and supports the reader
- Model proofreading strategies to identify and correct punctuation errors
Student Practice
- Choral identification of punctuation marks and their functions
- Paired activities matching punctuation marks to example sentences
- Guided correction of unpunctuated or inaccurately punctuated texts
- Short writing tasks applying target punctuation in context
Scaffolding Strategies
- Punctuation reference mats and examples
- Colour-coding of different punctuation marks
- Model sentences demonstrating correct usage
- Sentence-building and punctuation insertion activities
- Editing checklists focused on punctuation accuracy
- Visual prompts reminding students of common punctuation rules
Written and Verbal Rehearsal and Repetition
- Identify → explain → apply → edit
- Orally rehearse sentences and discuss appropriate punctuation choices
- Add punctuation to dictated or model sentences
- Regular retrieval practice of punctuation rules and conventions
- Edit and improve writing to check for accurate punctuation throughout
- Peer review activities focusing on punctuation accuracy and effectiveness
Aim: Students accurately and consistently use capital letters, full stops, commas, question marks, exclamation marks, apostrophes and quotation marks to clarify meaning, improve readability and communicate effectively in their writing.
Spelling
Accurate spelling of common words
Description
Students spell high-frequency words correctly (e.g. because, different).
Cross-Curricular Examples
- Applies across all subjects in written responses.
Teaching Model
Teacher Modelling
- Explicitly model spelling strategies for common words
- Think aloud: "I can hear the sounds in 'because' , but I also know this is a word that does not
- sound exactly as it is spelled, so I will use the memory prompt: 'big elephants can always
- understand small elephants' . "
- Demonstrate how to segment words into phonemes, syllables or morphemes
- Model checking and correcting spelling using proofreading strategies
- Show how accurate spelling supports clear communication
Student Practice
- Choral spelling of common high-frequency words
- Paired activities using look-cover-write-check routines
- Guided identification and correction of common spelling errors
- Short reading and writing tasks applying target spellings in context
- Dictation activities using accurately spelled common words
Scaffolding Strategies
- High-frequency word mats and spelling lists
- Sound, syllable and morpheme breakdowns
- Mnemonics and memory aids
- Word banks and personal spelling journals
- Colour-coding of difficult spelling patterns
- Editing checklists focused on commonly misspelled words
Written and Verbal Rehearsal and Repetition
- Say → spell → write → check
- Orally rehearse and segment target words
- Write words in isolation and then in sentences
- Regular retrieval practice of previously taught spellings
- Proofread and edit writing for spelling accuracy
- Revisit common words in multiple contexts across the curriculum
Aim: Students accurately and confidently spell common high-frequency words, applying spelling strategies independently to improve accuracy, fluency and overall quality of written communication.
Spelling
More complex vocabulary is spelled phonetically at times
Description
Students attempt unfamiliar words using sound (phonetic spelling) but may be inaccurate.
Cross-Curricular Examples
- Science: Attempting terms like “photosynthesis. ”
- Geography: “Urbanisation. ”
- MFL: Phonetic attempts at target language.
Teaching Model
Teacher Modelling
- Explicitly model how more complex words are not always spelled exactly as they sound
- Think aloud: "I can hear /def-i-nit-ly/, but the correct spelling is 'definitely' . I need to use my
- knowledge of spelling patterns and word structure rather than relying only on the sounds. "
- Demonstrate how to use phonics alongside morphological and etymological knowledge
- Model strategies such as identifying roots, prefixes and suffixes to support accurate spelling
- Show how proofreading can help identify words that have been spelled phonetically but
- inaccurately
Student Practice
- Choral pronunciation and spelling of complex vocabulary
- Paired activities comparing phonetic spellings with correct spellings
- Guided practice identifying patterns, roots and affixes in subject-specific vocabulary
- Short writing tasks applying newly learned vocabulary in context
- Dictation activities featuring Tier 2 and Tier 3 vocabulary
Scaffolding Strategies
- Vocabulary word banks with syllable and morpheme breakdowns
- Explicit teaching of common spelling patterns and irregularities
- Prefix, suffix and root word reference mats
- Mnemonics and memory aids for frequently misspelled words
- Colour-coding of challenging letter strings and spelling patterns
- Editing checklists focused on complex subject vocabulary
Written and Verbal Rehearsal and Repetition
- Say → segment → spell → write → check
- Orally rehearse pronunciation and spelling of target vocabulary
- Practise writing challenging words in isolation and within sentences
- Regular retrieval practice of previously taught vocabulary
- Proofread writing to identify and correct phonetic approximations
- Revisit key vocabulary across subjects and over time to secure accurate spelling
Aim: Students move beyond phonetic approximations and accurately spell increasingly complex Tier 2 and Tier 3 vocabulary by applying phonics, morphological knowledge and spelling patterns independently.
Spelling
Tier 2 and 3 words which are a focus of the topic are spelled accurately or corrected and followed up
Description
Students use and correct Tier 2 (academic) and Tier 3 (subject-specific) vocabulary .
Cross-Curricular Examples
- Science: “evaporation”
- History: “empire”
- Maths: “equation”
- Psychology/Law: key terminology
- Computer Science: “algorithm”
Teaching Model
Teacher Modelling
- Explicitly model the spelling of key Tier 2 and Tier 3 vocabulary before reading and writing tasks
- Think aloud: "The word 'photosynthesis' is important in this topic. I will break it into meaningful
- parts: photo + synthesis to help me spell and remember it accurately. "
- Demonstrate how to use phonics, syllables, roots, prefixes and suffixes to support spelling
- Model checking, correcting and recording challenging subject-specific vocabulary
- Show how accurate spelling helps communicate subject knowledge clearly
Student Practice
- Choral pronunciation and spelling of key topic vocabulary
- Paired activities using look-cover-write-check with target words
- Guided identification and correction of spelling errors in subject-specific vocabulary
- Application of target words in oral and written tasks
- Regular low-stakes retrieval activities and vocabulary quizzes
Scaffolding Strategies
- Topic-specific vocabulary banks and knowledge organisers
- Syllable, phoneme and morpheme breakdowns of key words
- Visual displays of Tier 2 and Tier 3 vocabulary
- Mnemonics and memory aids for commonly misspelled terms
- Personal vocabulary and spelling logs
- Editing checklists focused on subject-specific vocabulary accuracy
Written and Verbal Rehearsal and Repetition
- Say → segment → spell → use → review
- Orally rehearse pronunciation and spelling of target vocabulary
- Write key words in sentences related to the topic
- Correct spelling errors and record amendments for follow-up practice
- Regular retrieval and revisiting of previously taught vocabulary
- Proofread written work specifically for the accurate spelling of Tier 2 and Tier 3 words
Aim: Students accurately spell key Tier 2 and Tier 3 vocabulary associated with the topic, independently correcting errors and consolidating accurate spellings through regular review and application.
Editing and Redrafting
Students can edit / proofread for key Tier 2 and 3 words accurately
Description
Students check work specifically for key vocabulary accuracy.
Cross-Curricular Examples
- Highlighting and correcting key terms in all subjects
- Occurs in all written tasks.
Teaching Model
Teacher Modelling
- Explicitly model proofreading for the accurate spelling and use of Tier 2 and Tier 3 vocabulary
- Think aloud: "This word is important to the topic. I am not sure it is spelled correctly, so I will
- check it against the vocabulary list and correct it if needed. "
- Demonstrate how to identify, correct and improve subject-specific vocabulary within a piece of
- writing
- Model the use of vocabulary banks, knowledge organisers and checklists during editing
- Show how accurate vocabulary strengthens subject knowledge and communication
Student Practice
- Choral review of key Tier 2 and Tier 3 vocabulary
- Paired proofreading activities focused on subject-specific words
- Guided identification and correction of spelling errors in model texts
- Editing tasks using vocabulary checklists and knowledge organisers
- Application of corrections during redrafting activities
Scaffolding Strategies
- Topic-specific vocabulary banks and knowledge organisers
- Editing checklists focused on key Tier 2 and Tier 3 words
- Modelled examples of proofreading and redrafting
- Colour-coding of vocabulary requiring correction
- Personal spelling and vocabulary logs
- Teacher-guided editing prompts and questions
Written and Verbal Rehearsal and Repetition
- Identify → check → correct → redraft
- Orally rehearse key vocabulary before proofreading
- Highlight and correct inaccurate spellings in written work
- Record corrected words for future retrieval practice
- Redraft sentences and paragraphs using accurate subject-specific vocabulary
- Regular revisiting of previously corrected Tier 2 and Tier 3 vocabulary
Aim: Students independently edit and proofread their work for the accurate spelling and use of key Tier 2 and Tier 3 vocabulary, using corrections and redrafting to improve the precision and quality of their written communication.
Editing and Redrafting
Students can edit / proofread the punctuation above accurately
Description
Students review punctuation independently for errors.
Cross-Curricular Examples
- Proofreading written paragraphs across curriculum
- Applies across all extended writing.
Teaching Model
Teacher Modelling
- Explicitly model how to proofread for punctuation accuracy
- Think aloud: "This sentence begins with a capital letter and ends with a full stop. I also need a
- comma here to separate the introductory phrase. "
- Demonstrate how to check for common punctuation errors systematically
- Model the correction of missing or inaccurate capital letters, full stops, commas, question
- marks, exclamation marks, apostrophes and quotation marks
- Show how accurate punctuation improves clarity and meaning for the reader
Student Practice
- Choral identification of punctuation errors in model sentences
- Paired proofreading activities focusing on specific punctuation marks
- Guided correction of punctuation mistakes in short texts
- Independent editing of written work using punctuation checklists
- Redrafting activities that incorporate corrected punctuation
Scaffolding Strategies
- Punctuation reference mats and examples
- Editing checklists focused on punctuation accuracy
- Colour-coding of punctuation errors and corrections
- Modelled examples of proofreading and redrafting
- Teacher prompts and guided questioning
- Visual reminders of punctuation rules and conventions
Written and Verbal Rehearsal and Repetition
- Identify → check → correct → redraft
- Orally explain punctuation choices and their purpose
- Add missing punctuation to model sentences and paragraphs
- Regular proofreading practice using increasingly complex texts
- Edit and redraft writing to improve punctuation accuracy
- Revisit common punctuation errors through retrieval and review activities
Aim: Students independently edit and proofread their writing for accurate use of capital letters, full stops, commas, question marks, exclamation marks, apostrophes and quotation marks, improving clarity, accuracy and effectiveness in written communication.
Editing and Redrafting
Improve / redraft writing by adding and correcting basic elements
Description
Students improve work by adding missing details and fixing errors.
Cross-Curricular Examples
- English: Adding description and detail.
- Science: Clarifying explanations.
- History: Adding evidence.
Teaching Model
Teacher Modelling
- Explicitly model how writing can be improved through editing and redrafting
- Think aloud: "This sentence makes sense, but I can improve it by adding a more precise
- adjective and correcting the punctuation. "
- Demonstrate how to add missing words, correct errors and improve sentence clarity
- Model the process of rereading writing critically and making purposeful revisions
- Show how small changes can make writing more accurate, detailed and effective
Student Practice
- Choral identification of areas for improvement in model texts
- Paired discussions about additions and corrections that strengthen writing
- Guided editing activities focusing on basic improvements
- Redrafting short sections of writing following feedback
- Independent application of edits to improve clarity and accuracy
Scaffolding Strategies
- Editing and redrafting checklists
- Modelled examples of before-and-after improvements
- Success criteria linked to key writing features
- Colour-coding additions, corrections and improvements
- Teacher prompts such as:
- Can you add more detail?
- Can you improve this word choice?
- Have you checked spelling and punctuation?
- Sentence stems and vocabulary banks to support revisions
Written and Verbal Rehearsal and Repetition
- Read → identify → improve → redraft
- Orally discuss possible improvements before making changes
- Add missing details, vocabulary and punctuation to sentences
- Regular proofreading and redrafting routines
- Revisit work after feedback and apply corrections
- Compare first and final drafts to evaluate improvements made
Aim: Students independently review, edit and redraft their writing by adding missing detail and correcting basic errors in spelling, punctuation, grammar and vocabulary, resulting in clearer and more effective communication.
Handwriting and Presentation
All dates and titles are underlined with a ruler
Description
Students present work clearly with consistent structure.
Cross-Curricular Examples
- Titles underlined in all subjects
Teaching Model
Teacher Modelling
- Explicitly model how and when to underline dates and titles using a ruler
- Think aloud: "I have written today's date and the title. I will use a ruler to draw a straight
- underline neatly beneath both. "
- Demonstrate correct page layout and presentation expectations
- Model how neat presentation supports organisation and pride in work
- Show examples of accurately and inaccurately presented work and discuss the differences
Student Practice
- Choral recall of presentation expectations
- Paired checking of dates and titles for correct underlining
- Guided practice using a ruler to underline dates and titles neatly
- Independent application of presentation routines at the start of written tasks
Scaffolding Strategies
- Visual reminders displayed in the classroom
- Presentation checklists
- Model pages demonstrating expected standards
- Step-by-step routines for setting out work
- Teacher prompts and reminders during task set-up
- Peer-check systems before beginning written work
Written and Verbal Rehearsal and Repetition
- Write date → write title → underline with ruler → check
- Regular rehearsal of presentation routines at the start of lessons
- Verbal reminders of expectations before written tasks
- Self-check and peer-check activities
- Consistent reinforcement of presentation standards across subjects
- Recognition and celebration of neat and accurate presentation
Aim: Students consistently present their work neatly by accurately writing and underlining all dates and titles with a ruler, demonstrating organisation, attention to detail and pride in their work.
Handwriting and Presentation
The right materials and tools are used for the task
Description
Students select appropriate tools (e.g. pencil for diagrams).
Cross-Curricular Examples
- Maths: Pencil for graphs
- Art: Specific materials
- Science: Diagrams vs writing; diagrams in pencil
Teaching Model
Teacher Modelling
- Explicitly model selecting and using appropriate equipment for different tasks
- Think aloud: "This is a pencil task because I may need to edit my work. For this diagram, I will
- use a ruler to ensure my lines are accurate. "
- Demonstrate how different materials and tools support accuracy, presentation and efficiency
- Model classroom routines for collecting, using and returning equipment responsibly
- Show examples of how appropriate tool selection improves the quality of work
Student Practice
- Choral recall of equipment expectations for different tasks
- Paired discussions about which materials are most suitable and why
- Guided selection and use of tools during classroom activities
- Independent application of equipment routines across a range of tasks
Scaffolding Strategies
- Visual equipment checklists
- Classroom displays showing expected tools for common activities
- Modelled examples of correct equipment use
- Task-specific reminders and prompts
- Organised and clearly labelled classroom resources
- Peer-check routines before beginning a task
Written and Verbal Rehearsal and Repetition
- Identify task → select equipment → use appropriately → return equipment
- Regular rehearsal of classroom equipment routines
- Verbal reminders before practical and written activities
- Self-check and peer-check opportunities
- Consistent reinforcement of expectations across subjects
- Reflection on how appropriate tool choice supported task completion
Aim: Students independently select and use the appropriate materials and tools for a task, demonstrating organisation, responsibility and an understanding of how equipment supports successful learning outcomes.
Handwriting and Presentation
Students can write legibly in designated areas
Description
Students write clearly within lines or grids.
Cross-Curricular Examples
- Maths: Writing in squares
- Science: Labelling diagrams
- English: Neat paragraphs
Teaching Model
Teacher Modelling
- Explicitly model neat, legible handwriting within the designated space provided
- Think aloud: "I need to make sure my letters are clearly formed, correctly sized and fit neatly on
- the line so that my work is easy to read. "
- Demonstrate appropriate spacing between letters, words and sentences
- Model how to use margins, lines, boxes and answer spaces correctly
- Show examples of legible and illegible work and discuss their impact on communication
Student Practice
- Choral recall of handwriting and presentation expectations
- Paired review of examples of neat presentation
- Guided handwriting practice within designated spaces
- Independent completion of written tasks with a focus on legibility and layout
- Self-assessment of handwriting against agreed success criteria
Scaffolding Strategies
- Handwriting models and exemplars
- Visual reminders of letter formation and sizing
- Lined, squared or scaffolded writing templates where appropriate
- Presentation checklists
- Teacher prompts and feedback on handwriting and layout
- Highlighted margins and writing boundaries
Written and Verbal Rehearsal and Repetition
- Check posture → form letters correctly → space appropriately → review presentation
- Regular handwriting practice routines
- Verbal reminders about spacing, sizing and positioning
- Self-check and peer-check opportunities
- Proofread work for readability before submission
- Consistent reinforcement of presentation expectations across subjects
Aim: Students consistently write legibly within designated areas, using clear letter formation, appropriate spacing and neat presentation so that their work is organised, easy to read and effectively communicates their ideas.
Handwriting and Presentation
Expression of ideas is not hindered by handwriting and presentation
Description
Presentation supports, rather than limits, communication.
Cross-Curricular Examples
- Clear layout in all extended work
Teaching Model
Teacher Modelling
- Explicitly model how clear handwriting and effective presentation help communicate ideas
- successfully
- Think aloud: "I want my reader to focus on my ideas, so I need to make sure my handwriting is
- clear and my work is organised. "
- Demonstrate how to present work neatly without slowing the flow of writing
- Model strategies for maintaining legibility while recording ideas efficiently
- Show examples where presentation supports understanding and where poor presentation
- makes ideas difficult to follow
Student Practice
- Choral recall of presentation expectations
- Paired review of work to identify whether ideas can be read and understood easily
- Guided writing activities focusing on both content and presentation
- Independent writing tasks where legibility and organisation support clear communication
- Self-assessment of presentation and readability
Scaffolding Strategies
- Handwriting and presentation checklists
- Modelled examples of effective written presentation
- Lined, scaffolded or structured templates where appropriate
- Visual reminders of spacing, sizing and layout expectations
- Teacher feedback focused on readability as well as content
- Opportunities to rehearse and plan ideas before writing
Written and Verbal Rehearsal and Repetition
- Plan → write → review readability → improve
- Orally rehearse ideas before recording them
- Regular opportunities to review and improve presentation
- Self-check and peer-check routines focused on readability
- Redraft sections where presentation obscures meaning
- Consistent reinforcement of neat and organised written communication across subjects
Aim: Students present their work clearly and legibly so that handwriting and presentation do not detract from or limit the effective communication of their ideas.
Year 8
Extending, developing and applying these skills and knowledge
Purpose and Audience
Considers reader response through choices made in writing
Description
Students begin to anticipate how a reader will react and make deliberate choices to shape that
- response.
- Reader response = how the reader feels, thinks, or understands.
Cross-Curricular Examples
- English: Building suspense in narrative writing.
- History: Selecting emotive language to describe events.
- Science: Choosing clarity to avoid misunderstanding.
- Geography: Presenting data to influence interpretation.
Teaching Model
Teacher Modelling
- Explicitly model how writers make choices to influence the reader's thoughts, feelings or
- actions
- Think aloud: "I want my reader to feel concerned about pollution, so I will use emotive language
- and powerful facts to create an impact. "
- Demonstrate how vocabulary, sentence structure and organisation can shape reader response
- Show how writers adapt their choices to suit different audiences and purposes
- Model evaluating whether writing achieves its intended effect on the reader
Student Practice
- Choral identification of language choices and their effects on the reader
- Paired discussions about how different texts influence audiences
- Guided analysis of how authors create particular responses
- Short writing tasks where students deliberately select language and structural features to
- achieve a specific effect
- Reflection activities considering how a reader might react to their writing
Scaffolding Strategies
- Audience and purpose prompts
- Model texts annotated for reader impact
- Success criteria linked to intended reader response
- Vocabulary banks organised by effect (e.g. persuade, inform, entertain, inspire)
- Sentence stems to support purposeful language choices
- Teacher questioning such as:
- How do you want your reader to feel?
- What do you want your reader to think or do?
- Which language choices will help you achieve this?
Written and Verbal Rehearsal and Repetition
- Identify audience → consider reader response → select language choices → review impact
- Orally rehearse sentences and discuss their potential effect on the reader
- Compare alternative word choices and evaluate their impact
- Redraft sections to strengthen reader engagement or influence
- Peer-review activities focused on intended audience and reader response
- Regular opportunities to evaluate how effectively writing achieves its purpose
Aim: Students make deliberate writing choices that consider audience and purpose, shaping reader response through effective use of language, structure and tone.
Purpose and Audience
Writes with the intention of engaging and impacting range of audiences for a range of purposes
Description
Students write to engage, inform, or persuade deliberately across contexts.
Cross-Curricular Examples
- English: Persuasive speeches.
- Science: Engaging explanations of processes.
- PE: Match reports with engaging tone.
- Technology: Product pitch
- Art: Exhibition explanation
Teaching Model
Teacher Modelling
- Explicitly model how writers adapt their writing to engage different audiences and achieve
- different purposes
- Think aloud: "I am writing to persuade parents to support this event, so I will use persuasive
- language, direct address and strong reasons to encourage them to take action. "
- Demonstrate how language, tone, structure and content choices vary depending on audience
- and purpose
- Show examples of writing that informs, persuades, explains, describes and entertains
- Model evaluating whether the writing successfully engages and impacts the intended audience
Student Practice
- Choral identification of audience, purpose and writing features in model texts
- Paired discussions about how writers engage different readers
- Guided analysis of texts written for different purposes
- Writing activities that require adaptation for different audiences and contexts
- Reflection tasks considering how effectively writing engages the intended reader
Scaffolding Strategies
- Audience and purpose planning grids
- Annotated model texts demonstrating effective engagement techniques
- Success criteria linked to audience awareness and purpose
- Vocabulary banks for different writing purposes (e.g. persuasive, informative, descriptive)
- Sentence stems and planning frameworks
- Teacher prompts such as:
- Who is your audience?
- What do you want them to think, feel or do?
- How will your writing engage them?
Written and Verbal Rehearsal and Repetition
- Identify audience → define purpose → select appropriate techniques → review impact
- Orally rehearse ideas and language choices for different audiences
- Compare and evaluate writing written for different purposes
- Redraft sections to improve engagement and effectiveness
- Peer-review activities focused on audience and purpose
- Regular opportunities to write for a variety of real and imagined audiences
Aim: Students write with a clear awareness of audience and purpose, selecting language, tone and structural features that effectively engage, influence and impact a range of readers.
Purpose and Audience
Appropriate use of tone and formality for different purposes and audiences
Description
Students consistently select appropriate register for context.
Cross-Curricular Examples
- Law: Formal case summaries.
- MFL: Register in speaking/writing.
- History: Formal essays.
- RE: Balanced ethical discussion
Teaching Model
Teacher Modelling
- Explicitly model how tone and formality should be adapted according to audience and purpose
- Think aloud: "I am writing a formal letter to the council, so I will use professional language and
- avoid informal expressions. If I were writing to a friend, my tone would be much more
- conversational. "
- Demonstrate how vocabulary, sentence structures and text conventions change depending on
- the audience
- Compare formal and informal versions of the same message, highlighting the impact of
- language choices
- Model evaluating whether the chosen tone matches the intended purpose and audience
Student Practice
- Choral identification of formal and informal language features in model texts
- Paired discussions about appropriate tone for different audiences and situations
- Guided sorting activities matching texts to audiences and purposes
- Practice rewriting texts by increasing or reducing levels of formality
- Writing tasks requiring students to adapt tone for different contexts
Scaffolding Strategies
- Audience and purpose planning prompts
- Formal and informal language banks
- Annotated model texts showing varying levels of formality
- Tone continua and comparison charts
- Success criteria linked to audience awareness and appropriate language choices
- Teacher questions such as:
- Who is your audience?
- What level of formality is appropriate?
- Do your language choices match your purpose?
Written and Verbal Rehearsal and Repetition
- Identify audience → select tone → write → review
- Orally rehearse responses using different levels of formality
- Compare formal and informal versions of sentences and paragraphs
- Regular opportunities to adapt writing for different audiences and purposes
- Peer-review activities focused on tone and appropriateness
- Redraft writing to strengthen audience awareness and consistency of tone
Aim: Students consistently adapt tone and levels of formality to suit different audiences and purposes, making deliberate language choices that enhance the effectiveness, clarity and impact of their writing.
Grammar
Uses varied sentence openings
Description
Students avoid repetition by varying how sentences begin (adverbs, clauses, phrases).
Cross-Curricular Examples
- English: “Suddenly… ” , “After a while… ”
- Science: “Firstly… ” , “As a result… ”
- History: “In 1066… ”
Teaching Model
Teacher Modelling
- Explicitly model a range of sentence openings and explain their effect on the reader
- Think aloud: "I have started several sentences with 'The' . To make my writing more engaging, I
- will vary my openings by starting with an adverb, a subordinate clause or a prepositional
- phrase. "
- Demonstrate how varied sentence openings improve fluency, cohesion and reader interest
- Compare repetitive and varied examples of writing
- Model selecting sentence openings that suit purpose, audience and genre
Student Practice
- Choral identification of different types of sentence openings in model texts
- Paired activities sorting and categorising sentence starters
- Guided rewriting of sentences to create greater variety
- Sentence-building activities using specified opening types
- Independent writing tasks incorporating a range of sentence openings
Scaffolding Strategies
- Sentence-opening reference mats
- Banks of adverbial, prepositional and subordinate clause starters
- Annotated model texts highlighting varied openings
- Colour-coding of different sentence-opening types
- Sentence stems and writing frames
- Editing checklists focusing on sentence variety and repetition
Written and Verbal Rehearsal and Repetition
- Identify → vary → apply → review
- Orally rehearse sentences using different openings
- Rewrite repetitive sentence starters using alternative structures
- Regular retrieval practice of different sentence-opening types
- Peer-review activities identifying and evaluating sentence variety
- Edit and redraft writing to improve fluency and reader engagement through varied openings
Aim: Students use a range of sentence openings confidently and accurately, creating greater variety, cohesion and engagement in their writing while avoiding unnecessary repetition.
Grammar
Whole range of sentence types chosen to suit purpose and audience and used accurately
Description
Students select sentence structures deliberately for clarity or effect.
Cross-Curricular Examples
- History: Complex sentences for analysis.
- Maths: Simple clarity for explanation.
- Science: Simple for clarity
Teaching Model
Teacher Modelling
- Explicitly model the selection of sentence types to match purpose, audience and genre
- Think aloud: "I want to create suspense, so I will use a short simple sentence for impact. To
- explain my reasoning, I will use a complex sentence with a subordinate clause. "
- Demonstrate how simple, compound and complex sentences can be used for different effects
- Show how sentence variety improves fluency, clarity and reader engagement
- Compare writing with limited sentence structures to writing that uses a range of sentence
- types effectively
Student Practice
- Choral identification of simple, compound and complex sentences in model texts
- Paired discussion of why particular sentence types have been chosen
- Guided activities constructing sentences for different purposes and audiences
- Sentence-combining and sentence-expanding activities
- Independent writing tasks requiring deliberate use of a range of sentence structures
Scaffolding Strategies
- Sentence structure reference mats and exemplars
- Colour-coding of simple, compound and complex sentences
- Conjunction and subordinate clause banks
- Annotated model texts demonstrating effective sentence variety
- Writing frames that encourage a range of sentence structures
- Success criteria focused on accurate and purposeful sentence selection
Written and Verbal Rehearsal and Repetition
- Identify purpose → select sentence type → apply → review
- Orally rehearse alternative sentence structures and discuss their effect
- Rewrite sentences using different structures to achieve different outcomes
- Regular retrieval practice of simple, compound and complex sentence forms
- Peer-review activities evaluating sentence variety and effectiveness
- Edit and redraft writing to improve accuracy, fluency and impact through sentence choice
Aim: Students confidently and accurately select from a full range of sentence types, using simple, compound and complex structures purposefully to suit audience, purpose and genre while enhancing clarity, coherence and impact.
Punctuation
Chooses the correct punctuation for effect
Description
Students use punctuation to shape meaning, not just accuracy.
Cross-Curricular Examples
- English: Ellipsis for suspense.
- Drama/Music: Exclamations for emphasis.
- History: Controlled emphasis
Teaching Model
Teacher Modelling
- Explicitly model how punctuation choices can influence meaning, pace and impact
- Think aloud: "I want to build suspense here, so I will use a dash to interrupt the flow and make
- the reader pause. A short sentence ending with an exclamation mark will add impact. "
- Demonstrate how different punctuation marks create different effects for the reader
- Compare examples using alternative punctuation and discuss the effect on meaning and tone
- Model selecting punctuation deliberately according to purpose, audience and genre
Student Practice
- Choral identification of punctuation choices and their effects in model texts
- Paired discussions about why writers have chosen particular punctuation marks
- Guided activities exploring how punctuation can change meaning and emphasis
- Sentence-rewriting activities using different punctuation for different effects
- Independent writing tasks requiring purposeful punctuation choices
Scaffolding Strategies
- Punctuation reference mats with explanations of effect
- Annotated model texts highlighting effective punctuation choices
- Colour-coding of punctuation marks and their functions
- Success criteria linked to accurate and purposeful punctuation use
- Teacher-guided questioning such as:
- What effect do you want on the reader?
- Which punctuation mark will help you achieve this?
- How does this punctuation change the meaning or emphasis?
- Editing checklists focused on both accuracy and effect
Written and Verbal Rehearsal and Repetition
- Identify purpose → select punctuation → apply → evaluate effect
- Orally discuss how punctuation alters meaning, emphasis and tone
- Experiment with different punctuation choices in the same sentence
- Regular retrieval practice of punctuation functions and effects
- Peer-review activities evaluating the effectiveness of punctuation choices
- Edit and redraft writing to refine punctuation for clarity, emphasis and impact
Aim: Students accurately and purposefully select punctuation to shape meaning, control emphasis and create specific effects, enhancing the clarity, engagement and impact of their writing.
Punctuation
Accurate use of semi colons and colons
Description
Students link ideas clearly using advanced punctuation.
Cross-Curricular Examples
- History: Linking related clauses.
- Science: Introducing explanations or lists.
- English: Linking clauses
Teaching Model
Teacher Modelling
- Explicitly model when and why semi-colons and colons are used
- Think aloud: "These are two closely related ideas, so I can join them with a semi-colon: 'The
- results were impressive; every student improved. ' "
- Think aloud: "I am about to introduce a list, so I need a colon: 'You will need three items: a ruler,
- a pencil and a calculator. ' "
- Demonstrate how semi-colons and colons improve cohesion, clarity and sophistication in
- writing
- Compare correct and incorrect examples, discussing the impact on meaning
Student Practice
- Choral identification of semi-colons and colons in model texts
- Paired discussions about why a writer has chosen a semi-colon or colon
- Guided activities matching punctuation marks to their functions
- Sentence-combining activities using semi-colons
- Writing activities introducing lists, explanations or examples with colons
- Independent application of semi-colons and colons in extended writing
Scaffolding Strategies
- Punctuation reference mats with examples and functions
- Colour-coding of clauses linked by semi-colons
- Model sentences demonstrating appropriate use
- Sentence stems for practising semi-colons and colons
- Visual prompts showing:
- Semi-colon = links two closely related independent clauses
- Colon = introduces a list, explanation, example or elaboration
- Editing checklists focused on punctuation accuracy and effectiveness
Written and Verbal Rehearsal and Repetition
- Identify purpose → select punctuation → apply → review
- Orally explain why a semi-colon or colon has been used
- Practise combining sentences using semi-colons
- Add colons to introduce lists, explanations and examples
- Regular retrieval practice of punctuation rules and conventions
- Peer-review and proofreading activities focused on accurate punctuation use
- Edit and redraft writing to improve cohesion and precision through the effective use of semi-
- colons and colons
Aim: Students accurately and confidently use semi-colons and colons to link related ideas, introduce information and enhance clarity, cohesion and sophistication in their writing.
Spelling
Accurate spelling of more complex and ambitious vocabulary
Description
Students spell increasingly sophisticated vocabulary correctly.
Cross-Curricular Examples
- Science: “photosynthesis”
- History: “industrialisation”
- Psychology: “behaviour”
- Across all subjects (e.g. “photosynthesis” , “democracy”).
Teaching Model
Teacher Modelling
- Explicitly model the spelling of ambitious Tier 2 and Tier 3 vocabulary
- Think aloud: "This word is challenging because it contains an unfamiliar letter pattern. I can
- break it into syllables and identify its root word to help me spell it accurately. "
- Demonstrate how morphology, etymology and spelling patterns support spelling accuracy
- Model using prefixes, suffixes and root words to spell unfamiliar vocabulary
- Show how to proofread and correct complex vocabulary independently
Student Practice
- Choral pronunciation and spelling of ambitious vocabulary
- Paired activities exploring roots, prefixes and suffixes within key words
- Guided practice using new vocabulary in speaking and writing
- Word-sorting activities based on spelling patterns and word families
- Independent application of ambitious vocabulary in extended writing
Scaffolding Strategies
- Tier 2 and Tier 3 vocabulary banks
- Morphology and etymology prompts
- Syllable and morpheme breakdowns
- Word-family displays and reference mats
- Mnemonics and memory aids for frequently misspelled words
- Personal vocabulary journals and spelling logs
- Editing checklists focused on ambitious vocabulary
Written and Verbal Rehearsal and Repetition
- Say → analyse → spell → use → review
- Orally rehearse pronunciation and spelling of target vocabulary
- Write ambitious words in isolation and then within sentences and paragraphs
- Regular retrieval practice of previously taught vocabulary
- Proofread and edit writing to check spelling accuracy
- Revisit and apply ambitious vocabulary across a range of subjects and contexts
Aim: Students accurately and confidently spell increasingly complex and ambitious vocabulary , applying knowledge of spelling patterns, morphology and word origins to communicate with precision and sophistication.
Spelling
Confident use of Tier 2 / 3 vocabulary that is accurately spelled and applied
Description
Students use subject language correctly in speech and writing.
Cross-Curricular Examples
- Science: “condensation”
- Psychology: “behaviour”
- Applied across all subjects in extended responses
Teaching Model
Teacher Modelling
- Explicitly model the accurate spelling and purposeful use of Tier 2 and Tier 3 vocabulary within
- subject-specific contexts
- Think aloud: "The word 'significant' is a useful Tier 2 word because it helps me explain
- importance. I will check the spelling and then use it precisely within my sentence. "
- Demonstrate how ambitious vocabulary can improve clarity, precision and sophistication
- Model selecting the most appropriate vocabulary for purpose, audience and subject
- Show how to proofread vocabulary for both spelling accuracy and correct usage
Student Practice
- Choral pronunciation, spelling and definition of key Tier 2 and Tier 3 words
- Paired discussions using new vocabulary in spoken responses
- Guided activities matching vocabulary to definitions and contexts
- Short writing tasks incorporating target vocabulary accurately
- Independent application of ambitious vocabulary across subjects and genres
Scaffolding Strategies
- Topic-specific vocabulary banks and knowledge organisers
- Frayer models and vocabulary maps
- Morphology prompts including roots, prefixes and suffixes
- Model sentences demonstrating accurate application
- Personal vocabulary journals and word logs
- Editing checklists focused on both spelling accuracy and precise word choice
- Retrieval activities revisiting previously taught vocabulary
Written and Verbal Rehearsal and Repetition
- Say → define → spell → use → review
- Orally rehearse key vocabulary in subject-specific discussions
- Write target words in sentences and extended responses
- Regular retrieval practice of vocabulary meanings, spellings and usage
- Proofread writing to check spelling accuracy and appropriateness
- Revisit and reuse vocabulary across multiple topics and contexts
- Redraft responses to improve precision through more ambitious word choices
Aim: Students confidently select, accurately spell and appropriately apply Tier 2 and Tier 3 vocabulary across a range of contexts, enhancing precision, sophistication and effectiveness in both spoken and written communication.
Editing and Redrafting
Students can edit / proofread key Tier 2 / 3 words accurately and correct common vocabulary
Description
Students independently check vocabulary accuracy.
Cross-Curricular Examples
- English: Full essay proofreading
- Science: Improving method clarity
- Geography: Improving explanation flow
Teaching Model
Teacher Modelling
- Explicitly model proofreading for both subject-specific vocabulary and commonly used words
- Think aloud: "I have used the word 'environment' several times. I need to check that it is spelled
- correctly and used accurately in this context. "
- Demonstrate how to identify, correct and improve inaccurate vocabulary choices
- Model using vocabulary banks, knowledge organisers and dictionaries to support editing
- Show how accurate vocabulary improves precision, clarity and subject knowledge
Student Practice
- Choral review of key Tier 2, Tier 3 and commonly misspelled words
- Paired proofreading activities focusing on vocabulary accuracy
- Guided correction of spelling and vocabulary errors in model texts
- Editing tasks using vocabulary checklists and knowledge organisers
- Redrafting activities that incorporate corrected and improved vocabulary
Scaffolding Strategies
- Topic-specific vocabulary banks and knowledge organisers
- Lists of commonly misspelled and misused words
- Personal spelling and vocabulary logs
- Modelled examples of editing and redrafting
- Colour-coding of vocabulary errors and corrections
- Editing checklists focused on spelling, meaning and word choice
- Teacher prompts such as:
- Is this word spelled correctly?
- Is this the best word for the meaning you want to convey?
- Can you replace it with a more precise term?
Written and Verbal Rehearsal and Repetition
- Identify → check → correct → improve → redraft
- Orally rehearse key vocabulary before editing
- Highlight and correct inaccurate spellings and word choices
- Record corrected words for future retrieval practice
- Redraft sentences using more accurate or ambitious vocabulary
- Regular revisiting of previously corrected Tier 2, Tier 3 and commonly misspelled words
- Proofread written work specifically for vocabulary accuracy and precision
Aim: Students independently edit and proofread their work for the accurate spelling and application of Tier 2 and Tier 3 vocabulary, correcting common vocabulary errors and improving word choice to enhance clarity, precision and effectiveness in writing.
Editing and Redrafting
Students can edit for the whole range of punctuation, grammar and cohesive devices
Description
Students review full technical accuracy and cohesion (flow between ideas).
Cross-Curricular Examples
- English: Full essay proofreading
- Science: Improving method clarity
- Geography: Improving explanation flow
Teaching Model
Teacher Modelling
- Explicitly model how to proofread and edit writing for punctuation, grammar and cohesion
- Think aloud: "I have used the word 'then' several times to link my ideas. I can improve cohesion
- by replacing some with 'however' , 'meanwhile' or 'as a result' . I also need to check that my
- punctuation and verb tenses are correct throughout. "
- Demonstrate a systematic editing process, focusing on one feature at a time
- Model identifying and correcting errors in punctuation, sentence structure, grammar and
- cohesion
- Show how effective editing improves clarity, accuracy, flow and overall quality of writing
Student Practice
- Choral identification of punctuation, grammar and cohesion errors in model texts
- Paired proofreading activities using structured editing prompts
- Guided correction of sentences and paragraphs containing a range of errors
- Editing and redrafting of extended writing using success criteria
- Independent application of proofreading routines across subjects and genres
Scaffolding Strategies
- Editing checklists covering punctuation, grammar and cohesive devices
- Modelled examples of proofreading and redrafting
- Cohesive device banks (e.g. sequencing, cause and effect, contrast, addition)
- Grammar reference mats and punctuation guides
- Colour-coding of different types of corrections
- Success criteria linked to accuracy and cohesion
- Teacher prompts such as:
- Does this sentence make sense?
- Is the punctuation accurate?
- Are the tenses consistent?
- How are the ideas linked together?
- Could a better connective improve the flow?
Written and Verbal Rehearsal and Repetition
- Read → check → correct → improve → redraft
- Orally explain editing choices and improvements
- Highlight and correct punctuation, grammar and cohesion errors
- Regular proofreading practice using increasingly complex texts
- Redraft writing to improve clarity, accuracy and organisation
- Peer-review activities focused on punctuation, grammar and cohesive devices
- Revisit common errors through retrieval and follow-up editing tasks
Aim: Students independently edit and redraft their writing for accurate punctuation, grammar and use of cohesive devices, improving clarity, coherence, accuracy and overall effectiveness for the intended audience and purpose.
Editing and Redrafting
Writing is redrafted for clarity, structure and vocabulary
Description
Students improve writing for organisation and word choice.
Cross-Curricular Examples
- English: Full essay proofreading
- Science: Improving method clarity
- Geography: Improving explanation flow
- History: Improving argument structure
- Maths: Clarifying reasoning
- PE: Improving evaluation
Teaching Model
Teacher Modelling
- Explicitly model how redrafting improves the quality and effectiveness of writing
- Think aloud: "My ideas are relevant, but this paragraph is unclear. I can improve it by reordering
- the information, replacing repeated words and adding a clearer topic sentence. "
- Demonstrate how to redraft for clarity, organisation and precision
- Model improving vocabulary choices to better match purpose and audience
- Show examples of first drafts and improved versions, explaining the reasons for each change
Student Practice
- Choral identification of strengths and areas for improvement in model texts
- Paired discussions about how writing could be made clearer or more effective
- Guided redrafting of sentences and paragraphs
- Activities that focus on improving organisation, vocabulary and flow
- Independent redrafting of extended writing following feedback and self-evaluation
Scaffolding Strategies
- Redrafting checklists focused on clarity, structure and vocabulary
- Before-and-after model examples
- Success criteria linked to organisation and language choices
- Vocabulary banks and thesauruses to support precise word choice
- Paragraph planning frameworks and structure guides
- Colour-coding for additions, deletions, substitutions and reorganised sections
- Teacher prompts such as:
- Can this be explained more clearly?
- Would a different word be more precise?
- Does the organisation help the reader follow your ideas?
- Can this section be reordered to improve flow?
Written and Verbal Rehearsal and Repetition
- Read → review → improve → redraft
- Orally explain proposed improvements before making revisions
- Replace repetitive vocabulary with more precise alternatives
- Reorganise ideas to improve coherence and structure
- Regular opportunities to compare first and final drafts
- Peer-review activities focused on clarity, organisation and vocabulary
- Redraft writing following feedback from teachers and peers
- Reflect on how revisions have improved the effectiveness of communication
Aim: Students independently redraft their writing to improve clarity, structure and vocabulary , making purposeful revisions that enhance coherence, precision and effectiveness for the intended audience and purpose.
Handwriting and Presentation
Students independently choose the right materials and tools used for the task
Description
Students consistently select appropriate tools without prompting.
Cross-Curricular Examples
- English: Organising notes and annotations.
- Mathematics: Selecting equipment for accurate diagrams.
- Science: Recording observations clearly.
- Geography: Presenting maps and data accurately.
- Modern Foreign Languages: Organising vocabulary and written work.
- Art and Design: Selecting appropriate media.
- Design and Technology: Producing technical drawings.
- Computing: Formatting digital information effectively.
- Religious Education: Organising arguments and viewpoints.
- Music: Recording and evaluating compositions.
- Physical Education: Analysing performance using diagrams.
- Drama: Annotating scripts and performance notes.
Teaching Model
Teacher Modelling
- Explicitly model selecting appropriate materials and equipment for different learning activities
- Think aloud: "I am drawing a graph, so I need a ruler and a pencil for accuracy. For drafting my
- writing, I will use a pencil so that I can make edits easily. "
- Demonstrate how the correct tools support accuracy, presentation and efficiency
- Model independent decision-making when choosing equipment
- Show how organised preparation contributes to successful outcomes
Student Practice
- Choral recall of equipment expectations for a range of tasks
- Paired discussions about which tools are most suitable and why
- Guided opportunities to select and organise materials before beginning work
- Independent selection and use of equipment across different subjects and activities
- Reflection on how tool choice contributed to the quality of work produced
Scaffolding Strategies
- Classroom equipment guides and visual prompts
- Task-specific checklists
- Modelled examples of effective equipment selection
- Clearly organised and labelled classroom resources
- Teacher questioning such as:
- What is the purpose of this task?
- Which tools will help you complete it successfully?
- How will these materials improve accuracy and presentation?
- Self-check routines before starting work
Written and Verbal Rehearsal and Repetition
- Identify task → select equipment → use appropriately → review effectiveness
- Regular opportunities to justify equipment choices
- Verbal rehearsal of classroom routines and expectations
- Self-check and peer-check activities before beginning tasks
- Reflection activities evaluating the suitability of selected tools
- Consistent reinforcement of independent equipment selection across subjects
Aim: Students independently select, organise and use the most appropriate materials and tools for each task, demonstrating responsibility, organisation and an understanding of how equipment contributes to successful learning and high-quality presentation.
Handwriting and Presentation
Expression of ideas is not hindered by handwriting and presentation
Description
Presentation supports fluency and clarity.
Cross-Curricular Examples
- Modern Foreign Languages: Communicating meaning accurately in writing.
- Religious Education: Presenting arguments and viewpoints clearly.
- Computing: Organising and formatting information effectively.
- Art and Design: Communicating artistic intentions clearly.
- Design and Technology: Communicating designs through notes and sketches.
- Music: Recording and explaining musical ideas clearly.
- Physical Education: Communicating performance analysis effectively.
- Drama: Organising and communicating performance reflections.
Teaching Model
Teacher Modelling
- Explicitly model fluent writing where presentation supports, rather than interrupts, the
- communication of ideas
- Think aloud: "I want my reader to focus on my ideas, so I need to write neatly, organise my work
- clearly and maintain a pace that allows me to record my thinking effectively. "
- Demonstrate clear, legible handwriting and well-organised page layout
- Model balancing speed, accuracy and presentation during extended writing
- Show examples where strong presentation enables ideas to be communicated effectively
Student Practice
- Choral recall of handwriting and presentation expectations
- Paired review of written work to assess readability and organisation
- Guided writing tasks that focus on both content and presentation
- Independent extended writing where ideas are communicated clearly through legible and
- organised work
- Self-assessment of readability and presentation against agreed success criteria
Scaffolding Strategies
- Handwriting and presentation checklists
- Exemplars demonstrating clear and effective presentation
- Visual reminders for spacing, sizing, alignment and layout
- Structured templates where appropriate to support organisation
- Teacher feedback focused on both communication and presentation
- Self- and peer-review prompts such as:
- Can a reader easily follow your ideas?
- Is your handwriting consistently legible?
- Does your presentation help communicate your thinking clearly?
Written and Verbal Rehearsal and Repetition
- Plan → write → review readability → improve
- Orally rehearse ideas before recording them
- Regular opportunities to review presentation and make improvements
- Self-check and peer-check routines focused on legibility and organisation
- Redraft sections where presentation affects clarity or meaning
- Consistent reinforcement of expectations for clear, organised and readable work across
- subjects
Aim: Students write fluently, legibly and with effective organisation so that handwriting and presentation support, rather than limit, the clear communication of their ideas, knowledge and understanding.
Year 9
Refining these skills and knowledge
Purpose and Audience
Independently crafts writing with a sustained and controlled voice appropriate to purpose
Description
Students maintain a consistent voice throughout extended writing.
Cross-Curricular Examples
- English: Maintaining narrative voice
- History: Consistent analytical tone
- RE: Consistent evaluative writing
Teaching Model
Teacher Modelling
- Explicitly model how writers establish and maintain a consistent voice throughout a text
- Think aloud: "I am writing a formal report, so I need to maintain an objective and authoritative
- voice from beginning to end. Every language choice should support that purpose. "
- Demonstrate how voice is shaped through vocabulary, tone, sentence structure and viewpoint
- Show examples of writing with a clear, sustained voice and discuss its effectiveness
- Model evaluating whether the writer's voice remains consistent and appropriate throughout
- the text
Student Practice
- Choral identification of writer's voice in model texts
- Paired discussions about how language choices create different voices and effects
- Guided analysis of texts written for different audiences and purposes
- Writing activities that require students to establish and sustain an appropriate voice
- Independent writing tasks where voice is deliberately crafted and maintained across extended
- pieces
Scaffolding Strategies
- Annotated model texts highlighting voice and tone
- Audience and purpose planning frameworks
- Success criteria focused on consistency and control of voice
- Vocabulary banks linked to different writing purposes and genres
- Teacher prompts such as:
- What impression do you want to create?
- Does your voice suit the audience and purpose?
- Have you maintained this voice throughout the text?
- Self- and peer-review checklists focused on consistency of voice
Written and Verbal Rehearsal and Repetition
- Identify purpose → establish voice → sustain throughout → review impact
- Orally rehearse language choices appropriate to different audiences and purposes
- Compare alternative vocabulary and sentence structures to refine voice
- Regular opportunities to write for a range of authentic and imagined audiences
- Peer-review activities evaluating consistency and effectiveness of voice
- Redraft writing to strengthen control, consistency and impact
Aim: Students independently craft and sustain a controlled, consistent and purposeful writer's voice, adapting language choices effectively to suit audience, genre and purpose while maximising engagement and impact.
Purpose and Audience
Manipulates tone, register and viewpoint deliberately to influence the reader
Description
Students control perspective and tone to shape meaning and persuasion.
Cross-Curricular Examples
- English: Writing from different perspectives
- History: Bias in interpretation
- Law: Presenting argument from prosecution/defence
Teaching Model
Teacher Modelling
- Explicitly model how writers manipulate tone, register and viewpoint to achieve a specific
- effect on the reader
- Think aloud: "I want the reader to feel sympathy for this character, so I will present events from
- their viewpoint and use emotive language to shape the reader's response. "
- Demonstrate how the same information can be presented differently depending on the
- intended impact
- Compare texts with contrasting tones, registers and viewpoints, discussing how they influence
- the reader
- Model evaluating whether choices successfully achieve the intended purpose and effect
Student Practice
- Choral identification of tone, register and viewpoint in model texts
- Paired discussions about how writers shape reader opinion and response
- Guided analysis of language choices that influence audience reactions
- Rewriting activities that alter tone, register or viewpoint for different effects
- Independent writing tasks requiring deliberate manipulation of language to achieve a specific
- purpose
Scaffolding Strategies
- Annotated model texts highlighting tone, register and viewpoint
- Audience, purpose and viewpoint planning frameworks
- Tone and register continuums (e.g. informal to highly formal)
- Vocabulary banks organised by intended effect
- Success criteria focused on deliberate language choices and reader impact
- Teacher prompts such as:
- What do you want your reader to think, feel or do?
- Which tone will help you achieve this?
- Whose viewpoint is being presented?
- How does your language shape the reader's response?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select tone and viewpoint → craft language → evaluate impact
- Orally rehearse alternative ways of expressing the same idea for different audiences
- Compare and discuss how shifts in tone, register and viewpoint affect meaning
- Regular opportunities to write from different perspectives and for different purposes
- Peer-review activities focused on audience impact and effectiveness
- Redraft writing to refine tone, register and viewpoint for greater influence and control
Aim: Students deliberately manipulate tone, register and viewpoint to shape reader response, demonstrating sophisticated control over language choices to engage, influence and achieve their intended purpose.
Purpose and Audience
Makes sophisticated choices to shape reader response
Description
Students consciously create effects such as tension or empathy.
Cross-Curricular Examples
- English: Building tension
- Psychology: Presenting evidence persuasively
- Geography: Influencing environmental argument
Teaching Model
Teacher Modelling
- Explicitly model how skilled writers make deliberate choices to influence the reader’s
- thoughts, feelings and actions
- Think aloud: "I want my reader to feel a sense of injustice here, so I will use emotive language,
- carefully selected details and a gradual build-up of tension. "
- Demonstrate how vocabulary, sentence structure, imagery, tone and text organisation can be
- manipulated to achieve specific effects
- Compare alternative language choices and evaluate their impact on the reader
- Model evaluating whether writing successfully achieves its intended response
Student Practice
- Choral identification of language and structural choices that shape reader response
- Paired discussions analysing how writers achieve particular effects
- Guided annotation of model texts, focusing on authorial choices and impact
- Activities requiring students to rewrite sections to create different reader responses
- Independent writing tasks that require deliberate and sustained manipulation of reader
- reaction
Scaffolding Strategies
- Annotated model texts highlighting sophisticated authorial choices
- Audience and purpose planning frameworks
- Success criteria focused on reader impact and effectiveness
- Vocabulary banks organised by intended effect (e.g. tension, sympathy, authority, persuasion)
- Teacher prompts such as:
- What do you want your reader to think, feel or do?
- Which language choices will help achieve this?
- How does this sentence affect the reader?
- Could a different structure create a stronger impact?
- Peer- and self-review checklists focused on reader response
Written and Verbal Rehearsal and Repetition
- Identify intended response → select techniques → apply deliberately → evaluate impact
- Orally rehearse and justify language choices before writing
- Compare alternative versions of sentences and paragraphs to evaluate effectiveness
- Regular opportunities to analyse how published writers shape reader response
- Peer-review activities focused on intended and actual reader reaction
- Redraft writing to strengthen impact, engagement and influence
- Reflect on how language and structural choices contribute to the overall effect
Aim: Students make sophisticated and deliberate language and structural choices to shape reader response, demonstrating precise control over the impact, effectiveness and purpose of their writing.
Purpose and Audience
Sustains awareness of audience across extended writing
Description
Audience awareness is maintained consistently.
Cross-Curricular Examples
- Science: Clear extended explanations
- Maths: Logical reasoning for examiner
- Computer Science: Clear documentation
Teaching Model
Teacher Modelling
- Explicitly model how audience awareness is maintained throughout an extended piece of
- writing
- Think aloud: "My audience is a group of local residents, so I need to maintain a persuasive and
- informative style throughout, not just in the introduction. "
- Demonstrate how language, tone, content and structure are consistently adapted to suit the
- intended audience
- Show how effective writers continually consider the reader's needs, expectations and likely
- responses
- Model reviewing a completed piece to check that audience awareness has been sustained
- from beginning to end
Student Practice
- Choral identification of audience-focused language and features in model texts
- Paired discussions analysing how writers maintain awareness of their audience throughout a
- text
- Guided annotation of texts to identify audience-related choices
- Planning and writing activities requiring students to maintain a consistent focus on a specific
- audience
- Independent extended writing tasks demonstrating sustained audience awareness
Scaffolding Strategies
- Audience and purpose planning grids
- Annotated model texts highlighting audience-focused decisions
- Success criteria linked to audience awareness throughout the text
- Reader profiles outlining audience needs, interests and expectations
- Teacher prompts such as:
- Who are you writing for?
- What does your audience already know?
- How will you keep your reader engaged throughout?
- Do your language choices remain appropriate across the whole piece?
- Self- and peer-review checklists focused on audience awareness
Written and Verbal Rehearsal and Repetition
- Identify audience → plan for audience → write → review audience impact
- Orally justify language and structural choices in relation to audience
- Regular opportunities to write for a variety of authentic and imagined audiences
- Peer-review activities evaluating how effectively audience needs have been met
- Redraft writing to strengthen audience engagement and consistency
- Reflect on how writing choices influence the reader across the entire text
Aim: Students consistently sustain awareness of audience throughout extended writing, making deliberate and effective choices in language, tone, content and structure to engage, inform, influence or entertain their intended readers.
Grammar
Manipulates a full range of sentence structures for deliberate effect
Description
Students use structure strategically for meaning and emphasis.
Cross-Curricular Examples
- English: Short sentences for tension
- History: Complex sentences for argument
- Science: Varied sentence control
Teaching Model
Teacher Modelling
- Explicitly model how different sentence structures can be selected and manipulated to
- achieve specific effects
- Think aloud: "I want to create tension, so I will use a short simple sentence. To develop a more
- detailed explanation, I will follow it with a complex sentence containing multiple subordinate
- clauses. "
- Demonstrate how simple, compound, complex and minor sentences can be combined for
- impact
- Show how sentence length, structure and positioning influence pace, emphasis and reader
- response
- Model evaluating whether sentence choices support the intended purpose and audience
Student Practice
- Choral identification of a range of sentence structures in model texts
- Paired discussions about why particular sentence structures have been chosen
- Guided activities exploring how changes in sentence structure alter meaning and effect
- Sentence-combining, expanding and reshaping tasks
- Independent writing that deliberately selects and manipulates sentence structures to achieve
- specific outcomes
Scaffolding Strategies
- Annotated model texts highlighting authorial sentence choices
- Sentence structure reference mats and exemplars
- Banks of sentence patterns and openings
- Colour-coding of different sentence types and clause structures
- Success criteria focused on sentence variety, accuracy and effect
- Teacher prompts such as:
- What effect do you want on the reader?
- Would a shorter or longer sentence be more effective here?
- How could you vary the structure to improve impact?
- Does this sentence choice support your purpose?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select structure → apply → evaluate impact
- Orally rehearse alternative sentence structures and discuss their effects
- Experiment with different ways of expressing the same idea
- Analyse how published writers manipulate sentence structures for specific purposes
- Peer-review activities focused on sentence variety and effectiveness
- Redraft writing to refine sentence structures and strengthen impact
- Regular retrieval and application of increasingly sophisticated sentence patterns
Aim: Students confidently manipulate a full range of sentence structures with accuracy and control, making deliberate grammatical choices that enhance meaning, shape reader response and achieve a powerful effect suited to audience and purpose.
Grammar
Uses varied and controlled sentence openings to shape meaning and emphasis
Description
Students understand that varying and controlling sentence openings helps them shape meaning,
- emphasise key ideas, and engage the reader. By deliberately choosing different ways to begin
- sentences, they can create particular effects, draw attention to important information, and improve
- the flow of their writing.
Cross-Curricular Examples
- Geography: Emphasising key ideas
- English: Stylistic variation
- RE: Structured arguments
Teaching Model
Teacher Modelling
- Explicitly model how sentence openings can be varied to focus the reader's attention and
- create particular effects
- Think aloud: "I want to emphasise when this happened, so I will begin with a fronted adverbial:
- 'Without warning, the storm arrived. ' If I want to focus on the consequence, I might begin
- differently. "
- Demonstrate how different openings can alter emphasis, pace and meaning
- Compare multiple versions of the same sentence, discussing the impact of each opening
- Model selecting sentence openings that support purpose, audience and intended effect
Student Practice
- Choral identification of varied sentence openings in model texts
- Paired discussions about how different openings influence meaning and emphasis
- Guided activities rewriting sentences using alternative openings
- Sentence-building tasks using fronted adverbials, subordinate clauses, prepositional phrases
- and participle phrases
- Independent writing that incorporates purposeful variation in sentence openings
Scaffolding Strategies
- Annotated model texts highlighting effective sentence openings
- Banks of sentence-opening examples organised by type and effect
- Colour-coding of sentence openings and the information they emphasise
- Sentence stems and structured writing frames
- Success criteria focused on variety, control and purpose
- Teacher prompts such as:
- What do you want the reader to notice first?
- How could you change the opening to increase emphasis?
- Does this sentence opening support your intended effect?
- Are you varying your openings sufficiently across the piece?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select opening → apply → evaluate effect
- Orally rehearse alternative sentence openings and discuss their impact
- Experiment with rewriting sentences to change emphasis and meaning
- Analyse how authors use sentence openings to engage readers and shape responses
- Peer-review activities focused on sentence variety and effectiveness
- Redraft writing to refine sentence openings and strengthen impact
- Regular retrieval and application of a wide range of sophisticated sentence-opening structures
Aim: Students use varied and controlled sentence openings deliberately and effectively, shaping meaning, directing reader attention and creating emphasis to enhance the overall impact of their writing.
Grammar
Controls syntax deliberately to influence pace and clarity
Description
Students control sentence structure (word order, omission, subordination).
Cross-Curricular Examples
- English: Adjusting pace
- History: Ordering ideas for clarity
- Science: Clear logical explanation
Teaching Model
Teacher Modelling
- Explicitly model how syntax can be manipulated to control pace, emphasis and clarity
- Think aloud: "I want this moment to feel dramatic, so I will use a short, simple sentence. To
- develop a more detailed explanation, I will use a longer sentence with embedded clauses. "
- Demonstrate how sentence length, word order and clause placement affect the reader's
- experience
- Compare different syntactical choices and discuss their impact on meaning, pace and clarity
- Model reviewing writing to ensure syntactical choices support the intended purpose and
- audience
Student Practice
- Choral identification of syntactical features in model texts
- Paired discussions about how syntax influences meaning and reader response
- Guided activities rewriting sentences to alter pace, emphasis or clarity
- Sentence manipulation tasks involving clause movement, sentence combination and
- sentence reduction
- Independent writing that deliberately uses syntax to achieve specific effects
Scaffolding Strategies
- Annotated model texts highlighting syntactical choices
- Sentence structure and syntax reference mats
- Examples of short, medium and extended sentence patterns
- Colour-coding of clauses, phrases and sentence elements
- Success criteria focused on clarity, control and effect
- Teacher prompts such as:
- How quickly do you want the reader to move through this section?
- Which information should be emphasised?
- Would a shorter or longer sentence be more effective here?
- Is your meaning completely clear to the reader?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select syntactical structure → apply → evaluate effect
- Orally rehearse alternative sentence constructions and discuss their impact
- Experiment with varying sentence length and clause placement
- Analyse how skilled writers use syntax to control pace and communicate meaning
- Peer-review activities focused on clarity, fluency and reader impact
- Redraft writing to refine syntax and strengthen effectiveness
- Regular retrieval and application of increasingly sophisticated syntactical patterns
Aim: Students deliberately control syntax to shape pace, improve clarity and influence reader response, demonstrating a sophisticated understanding of how grammatical choices contribute to meaning, effect and overall writing quality.
Grammar
Maintains consistent grammatical accuracy in extended writing
Description
Students understand that maintaining consistent grammatical accuracy in extended writing helps
- communicate ideas clearly and effectively. They apply grammatical rules accurately throughout
- longer pieces of writing, demonstrating control of sentence structure, tense, agreement, and
- punctuation to support meaning and ensure clarity for the reader.
Cross-Curricular Examples
- Across all extended writing in all subjects
Teaching Model
Teacher Modelling
- Explicitly model how to maintain grammatical accuracy throughout an extended piece of
- writing
- Think aloud: "I have started writing in the past tense, so I need to make sure I keep that tense
- consistent unless there is a clear reason to change it. "
- Demonstrate how to check for common grammatical features such as subject–verb
- agreement, tense consistency, sentence boundaries and pronoun reference
- Model proofreading strategies that focus on grammar during drafting and editing
- Show examples of writing with and without grammatical consistency and discuss the impact
- on clarity
Student Practice
- Choral identification of grammatical errors in model texts
- Paired proofreading activities focused on grammar
- Guided correction of errors in extended passages
- Sentence-editing activities targeting common grammatical inaccuracies
- Independent extended writing tasks with a focus on maintaining grammatical accuracy
- throughout
Scaffolding Strategies
- Grammar reference mats and exemplars
- Editing checklists focused on key grammatical features
- Colour-coding of verbs, subjects, pronouns and clauses
- Model texts demonstrating accurate grammar in extended writing
- Success criteria linked to grammatical accuracy and consistency
- Teacher prompts such as:
- Is your tense consistent throughout?
- Do your subjects and verbs agree?
- Can the reader clearly follow who or what is being referenced?
- Have you checked each sentence for grammatical accuracy?
Written and Verbal Rehearsal and Repetition
- Read → check grammar → correct → review
- Orally rehearse sentences before writing to ensure grammatical accuracy
- Regular proofreading activities focused on grammar
- Peer-review tasks using grammar-focused checklists
- Edit and redraft writing to improve consistency and accuracy
- Revisit common grammatical misconceptions through retrieval and practice
- Compare first and final drafts to identify grammatical improvements
Aim: Students maintain consistent grammatical accuracy across extended writing, applying their knowledge of sentence structure, tense, agreement and grammatical conventions to communicate clearly, fluently and effectively for a range of audiences and purposes.
Punctuation
Uses the full range of punctuation accurately and deliberately for effect
Description
Students understand that using the full range of punctuation accurately and deliberately helps to
- clarify meaning, control pace, and create specific effects for the reader. They select and apply
- punctuation with precision to organise ideas, emphasise key points, and enhance the overall impact
- of their writing.
Cross-Curricular Examples
- Full range for effect
- English: Dashes, colons, ellipsis
- History: Structured complex writing
- Law: Precise formal writing
Teaching Model
Teacher Modelling
- Explicitly model the accurate and purposeful use of a full range of punctuation
- Think aloud: "I want to create suspense here, so I will use a dash to interrupt the sentence.
- Later, I will use a colon to introduce a key explanation and a semi-colon to link closely related
- ideas. "
- Demonstrate how punctuation can shape meaning, pace, emphasis and reader response
- Compare alternative punctuation choices and discuss their impact
- Model proofreading to ensure punctuation is both accurate and effective
Student Practice
- Choral identification of punctuation choices and their effects in model texts
- Paired discussions analysing why writers have chosen particular punctuation marks
- Guided activities exploring how punctuation influences meaning and reader engagement
- Sentence and paragraph rewriting tasks using different punctuation for different effects
- Independent writing that applies a wide range of punctuation accurately and purposefully
Scaffolding Strategies
- Punctuation reference mats with examples and intended effects
- Annotated model texts highlighting purposeful punctuation choices
- Colour-coding of punctuation marks and their functions
- Success criteria focused on both accuracy and impact
- Editing checklists covering the full range of punctuation
- Teacher prompts such as:
- What effect do you want to create?
- Which punctuation mark would be most effective here?
- Does this punctuation improve clarity or emphasis?
- How does this choice influence the reader?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select punctuation → apply → evaluate effect
- Orally justify punctuation choices and discuss their impact
- Experiment with alternative punctuation to compare effects
- Regular retrieval practice of punctuation rules and conventions
- Analyse how skilled writers use punctuation to shape reader response
- Peer-review activities focused on accuracy, clarity and effect
- Edit and redraft writing to refine punctuation choices and maximise impact
Aim: Students accurately and confidently use the full range of punctuation, making deliberate choices that enhance meaning, control pace, create emphasis and shape reader response to achieve their intended purpose.
Punctuation
Employs semi-colons, colons and dashes confidently
Description
Students understand that employing semi-colons, colons and dashes confidently allows them to
- connect, clarify, and emphasise ideas with precision. They use these punctuation marks accurately
- and purposefully to enhance sentence structure, guide the reader, and create particular effects in
- their writing.
Cross-Curricular Examples
- English/History: Semi-colons in analysis
- Science: Colons in explanations
Teaching Model
Teacher Modelling
- Explicitly model the accurate and purposeful use of semi-colons, colons and dashes within
- authentic writing
- Think aloud: "These are two closely related ideas, so I will link them with a semi-colon. Here, I
- want to introduce an explanation, so I will use a colon. To create emphasis and interrupt the
- flow for effect, I will use a dash. "
- Demonstrate how each punctuation mark contributes to clarity, cohesion and reader impact
- Compare alternative punctuation choices and discuss their effects on meaning and style
- Model proofreading to ensure punctuation is both accurate and purposeful
Student Practice
- Choral identification of semi-colons, colons and dashes in model texts
- Paired discussions about why writers have chosen particular punctuation marks
- Guided sentence-combining and sentence-expanding activities
- Rewriting tasks using semi-colons, colons and dashes for different effects
- Independent writing that incorporates these punctuation marks confidently and accurately
Scaffolding Strategies
- Punctuation reference mats with functions and examples
- Annotated model texts highlighting effective usage
- Colour-coding of clauses, lists, explanations and parenthetical information
- Sentence stems and writing frames to support application
- Success criteria focused on accuracy, control and effect
- Teacher prompts such as:
- Could a semi-colon link these ideas more effectively?
- Would a colon help introduce this explanation or example?
- Could a dash add emphasis or create a pause here?
- How does this punctuation affect the reader?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select punctuation → apply → evaluate effect
- Orally explain and justify punctuation choices
- Practise combining and reshaping sentences using semi-colons, colons and dashes
- Regular retrieval practice of punctuation rules and conventions
- Analyse examples from high-quality texts
- Peer-review activities focused on accuracy and effectiveness
- Edit and redraft writing to refine punctuation and strengthen impact
Aim: Students confidently and accurately employ semi-colons, colons and dashes to link ideas, introduce information, create emphasis and enhance cohesion, demonstrating increasing control and sophistication in their writing.
Punctuation
Uses punctuation to control pace and guide reader interpretation
Description
Students understand that using punctuation to control pace and guide reader interpretation helps
- them influence how a text is read and understood. They use punctuation deliberately to shape
- rhythm, create emphasis, signal relationships between ideas, and direct the reader's attention to
- important meanings and effects.
Cross-Curricular Examples
- English: Sentence rhythm
- Psychology: Clarity in argument
Teaching Model
Teacher Modelling
- Explicitly model how punctuation influences the speed, flow and meaning of a text
- Think aloud: "I want the reader to pause and reflect on this idea, so I will use a dash. Here, I
- want to build momentum, so I will use a longer sentence with commas before ending with a
- short sentence for impact. "
- Demonstrate how punctuation can slow down, speed up or emphasise key information
- Compare alternative punctuation choices and discuss how they affect reader interpretation
- Model evaluating how punctuation supports purpose, audience and intended effect
Student Practice
- Choral identification of punctuation choices and their effects in model texts
- Paired discussions about how punctuation shapes meaning and pacing
- Guided activities rewriting sentences using different punctuation marks
- Annotation tasks exploring how authors guide readers through a text
- Independent writing that deliberately uses punctuation to create specific effects
Scaffolding Strategies
- Annotated model texts highlighting punctuation and reader impact
- Punctuation reference mats with functions and effects
- Colour-coding of punctuation marks and the pauses or emphasis they create
- Success criteria focused on purposeful punctuation choices
- Sentence-comparison activities demonstrating different effects
- Teacher prompts such as:
- Where do you want the reader to pause?
- What do you want to emphasise?
- How does this punctuation affect the pace?
- Does it help the reader interpret the meaning correctly?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select punctuation → apply → evaluate effect
- Orally explain how punctuation affects pacing and meaning
- Experiment with different punctuation marks in the same sentence and compare outcomes
- Analyse examples from high-quality texts
- Peer-review activities focused on reader interpretation and impact
- Edit and redraft writing to refine punctuation choices
- Regular retrieval practice of punctuation functions and effects
Aim: Students deliberately use punctuation to control pace, emphasise key ideas and guide reader interpretation, demonstrating sophisticated understanding of how punctuation contributes to meaning, effect and audience engagement.
Punctuation
Maintains consistent accuracy across extended writing
Description
Students understand that maintaining consistent accuracy across extended writing helps them
- communicate ideas clearly, effectively, and with confidence. They sustain accurate spelling,
- grammar, punctuation, and sentence construction throughout longer pieces of writing, demonstrating
- careful control and attention to detail.
Cross-Curricular Examples
- Sustained across long written responses
Teaching Model
Teacher Modelling
- Explicitly model how to maintain punctuation accuracy throughout an extended piece of
- writing
- Think aloud: "I have checked the punctuation in this paragraph, but I also need to make sure
- the same level of accuracy is maintained throughout the whole text. "
- Demonstrate a systematic proofreading process, checking one punctuation feature at a time
- Model identifying and correcting errors involving capital letters, sentence boundaries,
- commas, apostrophes, quotation marks, semi-colons, colons and dashes
- Show how consistent punctuation supports clarity, coherence and reader understanding
Student Practice
- Choral identification of punctuation errors in extended model texts
- Paired proofreading activities focused on maintaining accuracy throughout a piece of writing
- Guided editing of paragraphs containing multiple punctuation errors
- Independent proofreading using structured editing routines
- Extended writing tasks requiring consistent application of punctuation conventions
Scaffolding Strategies
- Comprehensive punctuation reference mats
- Editing checklists covering the full range of punctuation
- Annotated model texts demonstrating consistent accuracy
- Colour-coding of punctuation errors and corrections
- Success criteria focused on accuracy throughout the entire text
- Teacher prompts such as:
- Does every sentence begin and end correctly?
- Have you checked punctuation in every paragraph?
- Are your punctuation choices accurate and consistent?
- Have you proofread systematically rather than relying on a quick reread?
Written and Verbal Rehearsal and Repetition
- Read → check → correct → review
- Orally explain punctuation choices while proofreading
- Regular editing activities focused on extended texts rather than isolated sentences
- Peer-review tasks using punctuation-focused checklists
- Redraft writing to ensure punctuation accuracy is maintained throughout
- Revisit common punctuation errors through retrieval and practice
- Compare drafts to evaluate improvements in accuracy and consistency
Aim: Students maintain accurate and consistent use of punctuation across extended writing, independently applying proofreading and editing strategies to ensure clarity, coherence and effective communication throughout the text.
Spelling
Spells a wide range of ambitious Tier 2 and Tier 3 vocabulary accurately
Description
Students understand that spelling a wide range of ambitious Tier 2 and Tier 3 vocabulary accurately
- strengthens the clarity, precision, and sophistication of their writing. They use subject-specific and
- advanced vocabulary confidently, demonstrating secure spelling knowledge and careful attention to
- accuracy across a range of contexts.
Cross-Curricular Examples
- Science: “homeostasis”
- History: “authoritarian”
- Computer Science: “encryption”
Teaching Model
Teacher Modelling
- Explicitly model the accurate spelling and application of ambitious Tier 2 and Tier 3 vocabulary
- Think aloud: "This word is challenging because it contains unfamiliar spelling patterns. I can
- break it into meaningful parts and use my knowledge of roots, prefixes and suffixes to spell it
- accurately. "
- Demonstrate how morphology, etymology and word families support spelling accuracy
- Model checking and proofreading ambitious vocabulary within extended writing
- Show how accurate spelling enhances precision, credibility and subject-specific
- understanding
Student Practice
- Choral pronunciation, spelling and definition of ambitious vocabulary
- Paired activities exploring roots, prefixes, suffixes and word origins
- Guided practice applying ambitious vocabulary in subject-specific contexts
- Vocabulary retrieval activities and low-stakes quizzing
- Independent writing that incorporates accurately spelled Tier 2 and Tier 3 vocabulary
Scaffolding Strategies
- Subject-specific vocabulary banks and knowledge organisers
- Morphology and etymology prompts
- Syllable and morpheme breakdowns of complex words
- Frayer models and vocabulary maps
- Personal vocabulary journals and spelling logs
- Mnemonics and memory aids for frequently misspelled words
- Editing checklists focused on ambitious vocabulary accuracy
Written and Verbal Rehearsal and Repetition
- Say → define → analyse → spell → apply → review
- Orally rehearse pronunciation and spelling of target vocabulary
- Write ambitious vocabulary in sentences and extended responses
- Regular retrieval practice of meanings, spellings and usage
- Proofread written work specifically for Tier 2 and Tier 3 vocabulary
- Revisit and apply vocabulary across subjects and over time
- Redraft writing to correct and embed accurate spellings
Aim: Students accurately and confidently spell a wide range of ambitious Tier 2 and Tier 3 vocabulary, applying morphological, etymological and spelling knowledge to communicate with precision, sophistication and subject-specific accuracy.
Spelling
Draws on knowledge of morphology and etymology to support spelling accuracy
Description
Students use roots, prefixes, suffixes to spell accurately.
Cross-Curricular Examples
- MFL: Links to Latin roots
- English: Prefix/suffix analysis
- Science: Breaking scientific terms
Teaching Model
Teacher Modelling
- Explicitly model how knowledge of word structure and word origins supports accurate spelling
- Think aloud: "The word 'spectator' contains the root 'spect' , meaning 'to look' . Knowing this
- helps me spell related words such as 'inspect' , 'respect' and 'spectacle' . "
- Demonstrate how prefixes, suffixes and root words can be used to decode and spell unfamiliar
- vocabulary
- Model making connections between words from the same family
- Show how etymological knowledge can explain unusual spelling patterns and support memory
Student Practice
- Choral pronunciation and exploration of roots, prefixes and suffixes
- Paired activities sorting words into families based on common roots
- Guided identification of morphological patterns within Tier 2 and Tier 3 vocabulary
- Word investigation activities exploring the origins and meanings of key vocabulary
- Independent application of morphology and etymology when spelling unfamiliar words
Scaffolding Strategies
- Morphology and etymology reference mats
- Root word, prefix and suffix banks
- Word-family displays and vocabulary maps
- Knowledge organisers highlighting key morphemes and their meanings
- Colour-coding of roots, prefixes and suffixes within words
- Personal vocabulary journals recording spelling patterns and word origins
- Editing checklists encouraging morphological analysis of challenging vocabulary
Written and Verbal Rehearsal and Repetition
- Identify root → analyse structure → spell → apply → review
- Orally explain the meaning and spelling of words using morphological knowledge
- Practise building new words from common roots, prefixes and suffixes
- Regular retrieval practice of word families and spelling patterns
- Use ambitious vocabulary in sentences and extended writing
- Proofread writing by checking spelling through knowledge of word structure
- Revisit key roots and word families across topics and subjects
Aim: Students independently draw upon knowledge of morphology and etymology to accurately spell unfamiliar and ambitious vocabulary, applying an understanding of word structure and origins to improve spelling precision, vocabulary development and written communication.
Spelling
Selects precise and sophisticated vocabulary to enhance meaning
Description
Students understand that selecting precise and sophisticated vocabulary enhances meaning by
- communicating ideas with greater clarity, nuance, and impact. They choose words deliberately to
- convey specific meanings, create intended effects, and engage the reader through rich and effective
- expression.
Cross-Curricular Examples
- Geography: “mitigation” vs “help”
- Psychology: “cognitive” vs “thinking”
Teaching Model
Teacher Modelling
- Explicitly model how carefully chosen vocabulary can enhance clarity, precision and impact
- Think aloud: "I could use the word 'good' , but 'exceptional' is more precise and conveys my
- meaning more effectively. "
- Demonstrate how sophisticated vocabulary can be selected to suit purpose, audience and
- genre
- Compare alternative word choices and discuss their effect on meaning and reader response
- Model evaluating whether vocabulary choices are ambitious, accurate and appropriate
Student Practice
- Choral exploration of vocabulary choices and their shades of meaning
- Paired discussions comparing simple and sophisticated alternatives
- Guided activities selecting the most precise vocabulary for a specific context
- Vocabulary substitution tasks to improve clarity and impact
- Independent writing that incorporates ambitious and purposeful vocabulary choices
Scaffolding Strategies
- Tier 2 and Tier 3 vocabulary banks
- Knowledge organisers and subject-specific glossaries
- Vocabulary continuums showing increasing levels of precision
- Thesauruses and word-choice prompts
- Annotated model texts highlighting effective vocabulary selection
- Success criteria focused on precision, sophistication and appropriateness
- Teacher prompts such as:
- Is this the most precise word available?
- What effect do you want to create?
- Could a more ambitious word improve meaning?
- Does this word suit the audience and purpose?
Written and Verbal Rehearsal and Repetition
- Identify meaning → select vocabulary → apply → evaluate impact
- Orally justify vocabulary choices and discuss alternatives
- Replace vague or repetitive language with more precise terminology
- Regular retrieval practice of ambitious Tier 2 and Tier 3 vocabulary
- Analyse vocabulary choices in high-quality texts
- Peer-review activities focused on precision and effectiveness of word choice
- Redraft writing to refine vocabulary and strengthen meaning
- Revisit and apply sophisticated vocabulary across a range of contexts and subjects
Aim: Students independently select precise and sophisticated vocabulary that enhances meaning, demonstrates control of language and maximises the effectiveness, clarity and impact of their writing.
Spelling
Demonstrates consistent spelling accuracy in independent writing
Description
Students understand that demonstrating consistent spelling accuracy in independent writing helps
- communicate ideas clearly and confidently. They apply spelling knowledge reliably without support,
- accurately spelling both familiar and ambitious vocabulary to ensure their writing is precise, credible,
- and easy for the reader to understand.
Cross-Curricular Examples
- Across all independent extended writing
Teaching Model
Teacher Modelling
- Explicitly model how to maintain spelling accuracy throughout an extended piece of
- independent writing
- Think aloud: "I am not only checking challenging vocabulary; I am also checking common
- words to ensure my spelling is accurate throughout the whole piece. "
- Demonstrate strategies for spelling unfamiliar words using phonics, morphology, etymology
- and word families
- Model proofreading systematically for spelling after drafting
- Show how accurate spelling improves clarity, credibility and the overall quality of writing
Student Practice
- Choral review of common, ambitious and subject-specific vocabulary
- Paired proofreading activities focused on identifying and correcting spelling errors
- Guided editing of texts containing a range of spelling inaccuracies
- Independent writing tasks requiring accurate spelling across a range of vocabulary
- Self-assessment of spelling accuracy using checklists and reference materials
Scaffolding Strategies
- Personal spelling journals and vocabulary logs
- High-frequency word lists and subject-specific vocabulary banks
- Morphology and etymology reference mats
- Mnemonics and memory aids for commonly misspelled words
- Editing checklists focused on spelling accuracy
- Annotated model texts demonstrating accurate spelling in extended writing
- Teacher prompts such as:
- Does this word look correct?
- Can you use your knowledge of roots, prefixes or suffixes to check it?
- Have you proofread for spelling throughout the entire piece?
- Have you checked both common and ambitious vocabulary?
Written and Verbal Rehearsal and Repetition
- Write → proofread → correct → review
- Orally rehearse the spelling and meaning of key vocabulary
- Regular retrieval practice of previously taught spellings
- Proofread independent writing for spelling accuracy before submission
- Peer-review activities focused on spelling and vocabulary accuracy
- Redraft writing to correct and secure accurate spellings
- Revisit common spelling patterns, rules and vocabulary across subjects and topics
Aim: Students demonstrate consistent spelling accuracy in independent writing, applying a range of spelling strategies to accurately spell common, ambitious and subject-specific vocabulary and communicate effectively with confidence and precision.
Editing and Redrafting
Independently evaluates and improves writing for clarity, coherence and impact
Description
Students understand that independently evaluating and improving their writing for clarity, coherence
- and impact enables them to communicate ideas more effectively. They reflect critically on their work,
- identifying strengths and areas for development, and make purposeful revisions to refine meaning,
- strengthen organisation, and increase the overall effectiveness of their writing for the reader.
Cross-Curricular Examples
- English: Self-assessing essays
- History: Improving argument
- Science: Checking clarity
Teaching Model
Teacher Modelling
- Explicitly model the process of critically evaluating writing and making purposeful
- improvements
- Think aloud: "My ideas are relevant, but this paragraph lacks clarity. I can improve it by
- reorganising the information, strengthening the links between ideas and choosing more precise
- vocabulary. "
- Demonstrate how effective writers review writing from the reader's perspective
- Model improvements to structure, organisation, vocabulary, sentence construction and overall
- effectiveness
- Show how editing and redrafting enhance clarity, coherence and impact rather than simply
- correcting errors
Student Practice
- Choral identification of strengths and areas for development in model texts
- Paired discussions evaluating the effectiveness of writing for its intended audience and
- purpose
- Guided editing activities focused on improving clarity, cohesion and impact
- Redrafting tasks that require reorganisation, refinement and enhancement of ideas
- Independent evaluation and improvement of extended writing
Scaffolding Strategies
- Editing and redrafting checklists focused on clarity, coherence and impact
- Annotated examples of draft and redrafted writing
- Success criteria linked to audience, purpose and effectiveness
- Self-evaluation frameworks and reflection prompts
- Colour-coding for additions, deletions, substitutions and reorganised sections
- Teacher prompts such as:
- Is your meaning completely clear?
- Do your ideas flow logically from one paragraph to the next?
- Which sections have the greatest impact on the reader?
- How could vocabulary or structure be improved further?
- What would make this writing more effective?
Written and Verbal Rehearsal and Repetition
- Evaluate → improve → redraft → review impact
- Orally justify editing decisions and proposed improvements
- Regular opportunities to compare first and subsequent drafts
- Peer-review activities focused on clarity, coherence and effectiveness
- Redraft writing in response to self, peer and teacher feedback
- Reflect on how revisions improve communication and reader engagement
- Revisit and apply editing strategies across a range of writing tasks and genres
Aim: Students independently evaluate and refine their writing, making purposeful revisions to improve clarity, coherence and impact, resulting in sophisticated and effective communication for a range of audiences and purposes.
Editing and Redrafting
Edits for grammar, punctuation, spelling and vocabulary with precision
Description
Students understand that editing for grammar, punctuation, spelling and vocabulary with precision
- helps them improve the accuracy, clarity and effectiveness of their writing. They review and refine
- their work carefully, making deliberate corrections and improvements to ensure their ideas are
- communicated clearly and with maximum impact for the reader.
Cross-Curricular Examples
- Full technical accuracy across subjects
Teaching Model
Teacher Modelling
- Explicitly model a systematic approach to editing for grammar, punctuation, spelling and
- vocabulary
- Think aloud: "I am going to focus on one aspect at a time. First, I will check grammar. Next, I will
- review punctuation. Then, I will proofread spelling and finally improve vocabulary choices
- where needed. "
- Demonstrate how skilled writers identify errors and make purposeful improvements
- Model replacing inaccurate, repetitive or imprecise vocabulary with more effective alternatives
- Show how precise editing improves clarity, accuracy and overall impact
Student Practice
- Choral identification of grammar, punctuation, spelling and vocabulary errors in model texts
- Paired proofreading activities using structured editing prompts
- Guided correction of errors within sentences, paragraphs and extended texts
- Editing activities requiring vocabulary refinement and language improvement
- Independent proofreading and redrafting of written work
Scaffolding Strategies
- Editing checklists covering grammar, punctuation, spelling and vocabulary
- Annotated examples of edited and improved writing
- Grammar and punctuation reference mats
- Tier 2 and Tier 3 vocabulary banks and knowledge organisers
- Colour-coding of different types of corrections
- Success criteria focused on accuracy and precision
- Teacher prompts such as:
- Is the grammar accurate and consistent?
- Have you used punctuation correctly?
- Are all words spelled accurately?
- Is this the most precise and effective vocabulary choice?
- What improvements would strengthen this piece further?
Written and Verbal Rehearsal and Repetition
- Read → check → correct → improve → redraft
- Orally explain editing decisions and proposed improvements
- Regular proofreading activities focused on one feature before reviewing the whole text
- Peer-review tasks using structured editing checklists
- Redraft writing in response to self, peer and teacher feedback
- Compare original and final drafts to evaluate improvements
- Revisit common errors and misconceptions through retrieval and practice
Aim: Students edit with precision and independence, identifying and correcting errors in grammar, punctuation and spelling while refining vocabulary choices to improve the clarity, accuracy and effectiveness of their writing.
Editing and Redrafting
Refines writing to strengthen tone, structure and reader engagement
Description
Students understand that refining their writing to strengthen tone, structure and reader engagement
- helps them communicate more effectively and achieve their intended purpose. They make thoughtful
- revisions to shape the voice of their writing, improve the organisation of ideas, and maintain the
- reader’s interest, ensuring their work is coherent, purposeful and impactful.
Cross-Curricular Examples
- English: Enhancing style
- RE: Strengthening evaluation
- Geography: Improving argument
Teaching Model
Teacher Modelling
- Explicitly model how redrafting can improve the effectiveness of writing for the reader
- Think aloud: "This paragraph communicates my ideas, but the tone is inconsistent. I can adjust
- my vocabulary and sentence structures to create a more authoritative voice and keep the
- reader engaged. "
- Demonstrate how to refine organisation, paragraph structure and language choices
- Model evaluating whether the writing achieves its intended purpose and maintains audience
- interest
- Show examples of first and final drafts, explaining how revisions have strengthened tone,
- structure and impact
Student Practice
- Choral identification of effective tone, structure and engagement techniques in model texts
- Paired discussions about how writing could be improved to have a greater impact on the reader
- Guided redrafting of sections to improve organisation and audience engagement
- Activities focused on strengthening paragraphing, transitions and vocabulary choices
- Independent redrafting of extended writing to enhance effectiveness
Scaffolding Strategies
- Redrafting checklists focused on tone, structure and reader engagement
- Annotated examples of draft and refined writing
- Audience and purpose success criteria
- Model texts demonstrating effective organisation and sustained reader engagement
- Paragraph planning and cohesion frameworks
- Teacher prompts such as:
- Does the tone remain consistent throughout?
- Could the structure be improved to guide the reader more effectively?
- Which sections are most engaging? Why?
- How could vocabulary choices strengthen the impact?
- What changes would improve the reader's experience?
Written and Verbal Rehearsal and Repetition
- Review → evaluate → refine → redraft
- Orally justify revisions and explain their intended effect on the reader
- Compare alternative vocabulary, sentence structures and paragraph organisation
- Peer-review activities focused on tone, structure and engagement
- Redraft writing in response to self, peer and teacher feedback
- Reflect on how revisions strengthen audience impact and communication
- Regular opportunities to revisit and refine writing across a range of genres and purposes
Aim: Students independently refine and redraft their writing to strengthen tone, improve structure and maximise reader engagement, making deliberate revisions that enhance the overall effectiveness, coherence and impact of their work.
Editing and Redrafting
Applies feedback effectively and redrafts to improve overall quality
Description
Students understand that applying feedback effectively and redrafting their work helps them improve
- its overall quality and effectiveness. They respond thoughtfully to guidance, making purposeful
- revisions that strengthen content, clarity, accuracy and organisation, resulting in writing that is more
- coherent, engaging and impactful for the reader.
Cross-Curricular Examples
- Redrafting essays in all subjects
Teaching Model
Teacher Modelling
- Explicitly model how to interpret and act upon feedback to improve writing
- Think aloud: "My feedback says I need to develop my explanation and use more precise
- vocabulary. I will revise this section by adding evidence and replacing general words with more
- specific ones. "
- Demonstrate how feedback can be prioritised and addressed systematically
- Model making purposeful revisions rather than superficial corrections
- Show examples of how redrafting based on feedback improves clarity, accuracy and impact
Student Practice
- Choral discussion of common feedback comments and appropriate responses
- Paired activities identifying improvements that could be made from teacher, peer or self-
- feedback
- Guided redrafting of sentences, paragraphs and extended writing
- Activities requiring students to explain how feedback has informed revisions
- Independent redrafting using feedback to improve overall quality
Scaffolding Strategies
- Feedback and response templates
- Redrafting checklists linked to success criteria
- Annotated examples showing feedback alongside improvements
- Colour-coding of revisions made in response to feedback
- Reflection prompts and improvement targets
- Teacher questions such as:
- What is the feedback asking you to improve?
- How will this change strengthen your writing?
- Which revision will have the greatest impact?
- Have you fully addressed the feedback provided?
Written and Verbal Rehearsal and Repetition
- Read feedback → identify actions → revise → review impact
- Orally explain how feedback will be applied before redrafting
- Regular opportunities to respond to teacher, peer and self-assessment feedback
- Compare original and revised versions to evaluate improvements
- Peer-review activities focused on the effectiveness of revisions
- Reflect on how applying feedback has strengthened the final outcome
- Revisit recurring targets to support long-term improvement
Aim: Students independently apply feedback thoughtfully and effectively, making purposeful revisions that improve the overall quality, accuracy, clarity and impact of their writing.
Editing and Redrafting
Writing is deliberately reshaped for precision, fluency and impact
Description
Students understand that writing can be deliberately reshaped for precision, fluency and impact to
- communicate ideas as effectively as possible. They make purposeful revisions to refine language,
- improve the flow of ideas, and strengthen the overall effect on the reader, ensuring their writing is
- clear, engaging and powerful.
Cross-Curricular Examples
- Transforming drafts into polished final pieces in all subject areas
Teaching Model
Teacher Modelling
- Explicitly model how effective writers reshape writing to improve meaning, flow and reader
- impact
- Think aloud: "This section communicates my ideas, but the vocabulary is too general. I can
- replace it with more precise language and reorganise the sentence to improve fluency and
- emphasis. "
- Demonstrate how to revise vocabulary, sentence structures and organisation to strengthen
- communication
- Model evaluating how changes affect clarity, pace and reader response
- Show examples of drafts and redrafts, explaining how purposeful revisions enhance the overall
- quality of writing
Student Practice
- Choral identification of opportunities to improve precision, fluency and impact in model texts
- Paired discussions about how sections of writing could be refined
- Guided redrafting activities focused on vocabulary, sentence structure and organisation
- Tasks that require students to compare and justify alternative revisions
- Independent redrafting of extended writing to improve effectiveness and reader engagement
Scaffolding Strategies
- Redrafting checklists focused on precision, fluency and impact
- Annotated examples of effective revisions
- Vocabulary banks and model alternatives for improving word choice
- Success criteria linked to clarity, cohesion and reader response
- Colour-coding for additions, substitutions, deletions and reorganisation
- Teacher prompts such as:
- Can this be expressed more precisely?
- Does this sentence flow smoothly?
- What effect does this have on the reader?
- Could the structure be altered to increase impact?
- Which revision is most effective and why?
Written and Verbal Rehearsal and Repetition
- Review → evaluate → reshape → redraft
- Orally justify revisions and explain their intended impact
- Compare alternative vocabulary, structures and organisational choices
- Peer-review activities focused on precision, fluency and effectiveness
- Redraft writing in response to self, peer and teacher feedback
- Reflect on how revisions strengthen communication and reader engagement
- Regular opportunities to revisit and refine writing across a range of genres and purposes
Aim: Students deliberately reshape and refine their writing to improve precision, fluency and impact, making sophisticated revisions that strengthen clarity, enhance reader engagement and maximise the effectiveness of their communication.
Handwriting and Presentation
Maintains fluent, legible handwriting
Description
Students understand that maintaining fluent, legible handwriting supports clear communication and
- helps readers engage with their writing more easily. They write with consistency, control and speed,
- producing handwriting that is accurately formed, well-presented and easy to read across extended
- pieces of work.
Cross-Curricular Examples
- Clear, quick writing across all subjects
Teaching Model
Teacher Modelling
- Explicitly model fluent, legible handwriting that is consistent in size, formation and spacing
- Think aloud: "I am writing smoothly and at an appropriate pace while ensuring every letter
- remains clear and easy to read. "
- Demonstrate how handwriting fluency supports the effective recording of ideas
- Model correct letter formation, joins, spacing and alignment
- Show examples of handwriting that is both fluent and highly legible
Student Practice
- Choral recall of handwriting expectations and key formation principles
- Paired review of handwriting exemplars, identifying features of fluent and legible writing
- Guided handwriting practice focusing on consistency, accuracy and speed
- Independent writing tasks that prioritise both content and presentation
- Self-assessment against agreed handwriting success criteria
Scaffolding Strategies
- Handwriting exemplars and reference sheets
- Visual reminders of letter formation, joins and spacing
- Lined templates and presentation guides where appropriate
- Success criteria focused on fluency, consistency and legibility
- Teacher feedback on handwriting stamina and presentation
- Self- and peer-review prompts such as:
- Can every word be read easily?
- Is your handwriting consistent throughout?
- Are your letters correctly formed and spaced?
- Have you maintained legibility while writing fluently?
Written and Verbal Rehearsal and Repetition
- Form correctly → write fluently → check legibility → refine
- Regular practice of letter formation and joins
- Extended writing opportunities to develop handwriting stamina
- Self-check and peer-check routines focused on readability
- Review written work for consistency of size, spacing and presentation
- Consistent reinforcement of high presentation standards across subjects
- Reflect on how handwriting supports clear communication of ideas
Aim: Students maintain fluent, legible and consistent handwriting across extended writing tasks, ensuring that presentation supports effective communication and allows ideas to be conveyed clearly and confidently.
Handwriting and Presentation
Presents work consistently to a high standard without prompting
Description
Students understand that presenting work consistently to a high standard without prompting
- demonstrates independence, pride and attention to detail. They take responsibility for the quality of
- their work, ensuring it is well-organised, accurately completed and neatly presented, reflecting high
- expectations of themselves across all tasks.
Cross-Curricular Examples
- High standard of writing across all subjects
Teaching Model
Teacher Modelling
- Explicitly model high standards of presentation across all written tasks
- Think aloud: "Before I begin, I will organise my page carefully, use the correct equipment and
- ensure my work is neat and easy to navigate. "
- Demonstrate how strong presentation reflects pride, organisation and attention to detail
- Model consistent expectations for layout, headings, dates, diagrams and written responses
- Show examples of highly presented work and discuss the features that make it effective
Student Practice
- Choral recall of presentation expectations and routines
- Paired evaluation of exemplar work against presentation criteria
- Guided opportunities to apply presentation standards across a range of tasks
- Independent completion of work with minimal teacher reminders
- Self-assessment of presentation using agreed success criteria
Scaffolding Strategies
- Presentation checklists and classroom expectations
- High-quality exemplars of written work
- Visual reminders for layout, organisation and equipment use
- Success criteria linked to presentation standards
- Self- and peer-review prompts such as:
- Is my work neat and organised?
- Have I followed presentation conventions correctly?
- Would my work be easy for someone else to read and understand?
- Have I maintained the same standard throughout?
- Opportunities to reflect on and improve presentation habits
Written and Verbal Rehearsal and Repetition
- Prepare → present → review → refine
- Regular reinforcement of presentation routines across subjects
- Self-check and peer-check activities before submitting work
- Reflection on how presentation supports communication and learning
- Consistent opportunities to apply high standards independently
- Review completed work to ensure presentation remains strong throughout
- Recognition and celebration of consistently high-quality presentation
Aim: Students consistently present their work to a high standard without prompting, demonstrating independence, organisation, pride and attention to detail, ensuring that presentation enhances the communication of their ideas and learning.
Handwriting and Presentation
Selects appropriate form and layout to suit purpose
Description
Students understand that selecting an appropriate form and layout to suit purpose helps them
- communicate effectively for different audiences and contexts. They make deliberate choices about
- the structure, organisation and presentation of their writing, ensuring that the form and layout support
- the intended purpose and enhance the reader’s understanding.
Cross-Curricular Examples
- Science: Tables and diagrams
- Maths: Logical structure
- Computer Science: Code layout
Teaching Model
Teacher Modelling
- Explicitly model how writers select different forms and layouts depending on purpose,
- audience and genre
- Think aloud: "I am writing a formal letter, so I need to use addresses, a greeting and paragraphs.
- If I were writing a report, I would use headings and subheadings. "
- Demonstrate how layout features support clarity and communication
- Compare different text types and discuss the conventions associated with each
- Model evaluating whether the chosen form and layout enhance the effectiveness of the writing
Student Practice
- Choral identification of forms and layout features in model texts
- Paired discussions about the most appropriate layout for different writing tasks
- Guided activities matching forms and layouts to purposes and audiences
- Analysis of how layout contributes to meaning and readability
- Independent writing tasks requiring appropriate selection and application of form and layout
Scaffolding Strategies
- Annotated model texts demonstrating a range of forms and layouts
- Genre-specific writing templates and exemplars
- Success criteria linked to form, structure and presentation
- Planning frameworks highlighting key organisational features
- Visual prompts showing conventions of different text types
- Teacher prompts such as:
- What is the purpose of this writing?
- Which form best suits the task?
- How should the information be organised?
- Will this layout help the reader navigate the text effectively?
Written and Verbal Rehearsal and Repetition
- Identify purpose → select form → organise layout → review effectiveness
- Orally justify choices of form and layout
- Compare alternative organisational structures and evaluate effectiveness
- Regular opportunities to write in a range of genres and formats
- Peer-review activities focused on presentation, organisation and suitability
- Redraft work to improve form, layout and overall communication
- Reflect on how organisational choices support audience understanding
Aim: Students independently select and apply the most appropriate form and layout for a range of writing tasks, ensuring that presentation, organisation and structure effectively support purpose, audience and communication.
Handwriting and Presentation
Ensures presentation enhances meaning and impact
Description
Students understand that ensuring presentation enhances meaning and impact helps communicate
- ideas clearly, effectively and professionally. They make deliberate choices about the organisation,
- layout and appearance of their work so that presentation supports understanding, strengthens key
- messages and creates a positive impression on the reader.
Cross-Curricular Examples
- Clear structure supporting communication in all subjects
Teaching Model
Teacher Modelling
- Explicitly model how presentation can support communication, organisation and reader
- engagement
- Think aloud: "I want the reader to find key information quickly, so I will use clear headings,
- logical organisation and a neat layout. "
- Demonstrate how form, layout, spacing and organisation contribute to meaning and
- effectiveness
- Show examples where presentation strengthens the impact of writing and helps guide the
- reader
- Model evaluating whether presentation choices support the intended purpose and audience
Student Practice
- Choral identification of presentation features that improve readability and impact
- Paired discussions evaluating how presentation influences the reader's experience
- Guided analysis of texts with effective organisational and presentational features
- Activities requiring students to improve the presentation of existing work
- Independent writing tasks where presentation choices are made deliberately and purposefully
Scaffolding Strategies
- High-quality exemplar texts demonstrating effective presentation
- Success criteria linked to organisation, clarity and reader impact
- Genre-specific templates and layout guides where appropriate
- Visual prompts highlighting effective use of headings, spacing and organisation
- Self- and peer-review checklists focused on presentation and communication
- Teacher prompts such as:
- Does your presentation help the reader understand your ideas?
- Have you organised information clearly?
- Does the layout support the purpose of the text?
- How does your presentation enhance the reader's experience?
Written and Verbal Rehearsal and Repetition
- Plan layout → write → review presentation → refine
- Orally justify presentation and organisational choices
- Regular opportunities to evaluate exemplar texts for effectiveness
- Peer-review activities focused on readability, organisation and impact
- Redraft and reorganise work to strengthen communication
- Reflect on how presentation contributes to meaning and audience engagement
- Consistently apply presentation skills across a range of subjects and text types
Aim: Students deliberately use presentation, organisation and layout to enhance meaning, improve readability and maximise impact, ensuring that the visual appearance of their work supports effective communication for the intended audience and purpose.