Creating Authors

Embedding a Love of Writing

We think that writing is a brilliant way to communicate our ideas! We write for a purpose, across different genres and to respond to what we have learned. Pupils here at Senacre Wood work exceptionally hard on the transcription and composition of their writing, illustrating some of our school values: resilience, innovation and reflection.

Each term children will take on different roles in their writing and therefore notation in books will be heavier towards the beginning of the year as teachers scaffold learning and address misconceptions.



Staff will

Children will

Term 1 and 2 :


-Complete in depth annotated marking of written work as per the policy.

-Heavy use of ‘mistakes’ modelling of correction of grammatical errors through cloze exercises and in games in discrete GPS lessons.

-Allow children time to take care over their work.

-Child proof reads their own and others work for errors with a big expectation by ability.

–Read and respond to in depth annotated marking by teacher. They will focus on self-esteem and other’s feelings when correcting.

-Not rely on an adult to be the first person to check their work.

Terms 3 and 4:


- Attend editing training for staff in December.

-Ensure that editing lessons form the first 3 or so lessons in Term 3 with an editing lesson becoming part of the planning overseen by MC.

-Incorporate a heavy use of visualiser, modelling, choice based changes for KS1 pupils.

-Continue to look carefully for errors in their own work

-Consider work to be unfinished, always.

-Change their learning behaviour to address their new role as editors.

-Independently move onto editing their own written work in other subjects as well as English, where appropriate.

Terms 5 and 6:


- Make sure that editing is now part of the process and children who review work as they write or add things in later are praised and work is modelled, proof reading is natural

-editing is integrated into every lesson and is not just used a stand-alone direction to HA children who have finished.

- [KS2 children] be good models for revision of paragraphs.

-Use the drop every line technique in extending writing to leave space for additions.

-Publish paragraphs of work where a real difference in revisions can be seen.

You can find more information on the 2014 National Curriculum Expectations for the teaching of handwriting here.

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