Primary Writers to Pros(e)

The writing framework encourages the cycle of plan, draft, edit, redraft and share. We are beginning to see the positive and immediate impact of the interaction between teacher and pupil. Following staff meetings on feedback, it is evident that the dialogue between teacher and child has an impact on children. This is evidenced in a blend of verbal and written feedback.

Astronomical Thinkers - EYFS

In Nursery, while exploring their ‘Space’ topic, the children have been orally generating sentences to describe their thoughts and feelings about their learning. Adults support them by modelling correct pronunciation and sentence structure, encouraging the children to ‘redraft’ what they are saying so that it makes sense.

Feedback Feeds Finesse - KS1

Year 2 have been deepening their understanding of the planning phase, generating vocabulary to include in their writing. They have been improving on their plans using a range of tools, including using thesaurus to create more exciting language. Support for redrafts is clear in written teacher feedback that is then acted on by the children.

Honing Our Craft with Constructive Critique - LKS1

Year 4 have been honing their editing skills. They have been taking teacher feedback onboard and using this to correct spellings and punctuation, as well as uplevelling description.

Editing: The Secret to Brilliant Pages - UKS2

In Year 6, the children have redrafted a paragraph of their work to demonstrate the formal language that should be used in a factual recount. Initially the child wrote a paragraph in black pen and then redrafted it after conferencing with his teacher.