Planning, Revising and Editing Writing
METAPlan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar
Mastery Evidence
- Revise a draft to improve paragraph structure, adding or removing material for coherence
- Edit sentence-level issues including word choice, grammar, and punctuation before finalising
- Reflect on whether the writing achieves its intended effect on the target audience and adjust accordingly
Assessment Prompt
“After [child] finishes a first draft, do they go back and make real improvements — not just fixing spelling, but changing sentences or reorganising ideas to make it better?”
Curriculum Standards6 alignments
W.6.5Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
W.7.5Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
W.8.5Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
KS3-ENG-W-2aThe national curriculum in Englandconsidering how their writing reflects the audiences and purposes for which it was intended
KS3-ENG-W-2bThe national curriculum in Englandamending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
KS3-ENG-W-2cThe national curriculum in Englandpaying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English
Prerequisites5
- Literary and Language TerminologysoftAges 11—14
- Revising and editing (age 8+)hardAges 8—9
- Revising and editing (age 7+)hardAges 7—11
- Learning from MistakessoftAges 8—9
- Reflecting After LearningsoftAges 9—10
Show full prerequisite tree
- Literary and Language Terminology soft
Planning, revising, and editing written pieces requires knowledge of literary and linguistic terminology
- Writing Process Vocabulary hard
Proof-reading and revising requires 'draft', 'edit', 'revise', and 'proofread' as named steps in the writing process
- Checking Your Own Work soft
Re-reading own writing to check it makes sense is the writing-domain form of the universal self-checking habit
- Feeling of not understanding soft
Noticing when your own writing doesn't make sense requires the universal comprehension-monitoring habit applied to one's own text
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary soft
Re-reading and responding to feedback is more effective when pupils know terms like 'revise', 'edit', and 'meaning'
- Reviewing Own Writing soft
Re-reading your own writing to check it makes sense and has the intended effect is the practical application of the writing self-evaluation habit
- Author's word choices hard
Evaluating whether your own writing creates an intended effect requires first understanding how authors' choices create effects on readers — reading like a writer before writing like a reader
- Connecting New & Old Ideas soft
Recognising how authorial choices create effects requires connecting your reading experience to existing knowledge of how language and texts work
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Monitoring Comprehension hard
Recognising authorial effects requires reading for meaning rather than just decoding — you can only notice the effect of a word choice if you are genuinely engaging with meaning
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Understanding Why soft
Evaluating whether your writing works requires asking 'why does this passage succeed or fail?' — the elaborative-interrogation habit applied to your own text
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Alternative Spellings for Sounds soft
Knowledge of spelling alternatives needed to proofread spelling
- Segmenting words into sounds hard
Must be able to encode CVC words before learning alternative spellings
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Phonics Vocabulary hard
Alternative grapheme choices for phonemes requires knowing 'grapheme', 'phoneme', 'homophone', and 'GPC'
- Alternative Spellings for Known Sounds soft
Knowledge of alternative GPCs for reading supports choosing correct spellings
- Grammar Terms: Nouns, Verbs and Tense soft
Progressive forms concept extends from earlier verb knowledge
- Defining Words soft
Defining words by attributes supports choosing descriptive adjectives for noun phrases
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Spelling Contracted Forms soft
Understanding apostrophe in contractions helps understand its use in possession
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Four Types of Sentences soft
Must understand sentence types to use terms statement/question/exclamation/command
- Grammar Terms: Pronouns and Determiners hard
Y5 grammar terminology builds directly on Y4 terminology; learners must know determiner, pronoun, adverbial before adding modal verb, relative clause, parenthesis, cohesion, ambiguity
- Grammar Terms: Clauses and Conjunctions hard
Y4 terminology builds directly on Y3 terminology knowledge
- Defining Words soft
Defining words by attributes supports choosing descriptive adjectives for noun phrases
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Spelling Contracted Forms soft
Understanding apostrophe in contractions helps understand its use in possession
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Four Types of Sentences soft
Must understand sentence types to use terms statement/question/exclamation/command
- Joining Words with 'And' hard
Must be able to join with 'and' before learning subordination and other co-ordinating conjunctions
- Defining Words soft
Defining words by attributes supports choosing descriptive adjectives for noun phrases
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Spelling Contracted Forms soft
Understanding apostrophe in contractions helps understand its use in possession
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Four Types of Sentences soft
Must understand sentence types to use terms statement/question/exclamation/command
- Phrases & Clauses hard
Using terminology precisely requires understanding the grammatical concepts behind the terms
- Expanded noun phrases hard
Expanded NPs with preposition phrases build on Y2 expanded NPs with adjectives
- Defining Words soft
Defining words by attributes supports choosing descriptive adjectives for noun phrases
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Relative Clauses hard
Phrase/clause analysis extends KS2 relative clauses with relative pronouns/adverbs
- Pronouns for clarity soft
Relative pronouns (who, which, that) overlap with pronoun knowledge; pronoun cohesion supports understanding pronoun reference in relative clauses
- Subordinate clauses hard
Relative clauses extend subordination; learners must understand how subordinate clauses work before embedding relative clauses
- Joining Words with 'And' hard
Must be able to join with 'and' before learning subordination and other co-ordinating conjunctions
- Revising and editing (age 8+) hard
Advanced independent plan/revise/edit (reflecting on audience and purpose, amending without teacher prompts) requires the self-critical reading skill as its foundation — a writer cannot revise independently without being able to judge their own work
- Teaching It Back soft
Reading your own writing critically requires the self-explanation habit developed in Learning to Learn — recognising what you understand vs. what is unclear
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Writing Craft Vocabulary hard
Critical self-reading of writing requires vocabulary to name what is and isn't working: 'coherence', 'tone', 'structure'
- Sharing and Publishing Your Writing hard
Critical independent self-reading of one's own writing builds directly on the prior skill of reading one's own work aloud clearly — the auditory/fluent reading out loud is the mechanism through which children first detect where their writing sounds wrong
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Responding to Writing Feedback hard
Independent writing self-evaluation (8-9) builds directly on the scaffolded version introduced with teacher support (5-7)
- Checking Your Own Work soft
Re-reading own writing to check it makes sense is the writing-domain form of the universal self-checking habit
- Feeling of not understanding soft
Noticing when your own writing doesn't make sense requires the universal comprehension-monitoring habit applied to one's own text
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary soft
Re-reading and responding to feedback is more effective when pupils know terms like 'revise', 'edit', and 'meaning'
- Reviewing Own Writing soft
Re-reading your own writing to check it makes sense and has the intended effect is the practical application of the writing self-evaluation habit
- Author's word choices hard
Evaluating whether your own writing creates an intended effect requires first understanding how authors' choices create effects on readers — reading like a writer before writing like a reader
- Connecting New & Old Ideas soft
Recognising how authorial choices create effects requires connecting your reading experience to existing knowledge of how language and texts work
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Monitoring Comprehension hard
Recognising authorial effects requires reading for meaning rather than just decoding — you can only notice the effect of a word choice if you are genuinely engaging with meaning
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Understanding Why soft
Evaluating whether your writing works requires asking 'why does this passage succeed or fail?' — the elaborative-interrogation habit applied to your own text
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Revising and editing (age 7+) hard
KS3 revision and editing extends KS2 evaluating and editing writing
- Writing Craft Vocabulary hard
Evaluating and editing for consistency requires vocabulary of 'coherence', 'cohesion', 'register', and 'style'
- Revising and editing (age 8+) soft
Evaluating and editing writing with teacher/peer support is enriched when the child can already independently notice where meaning is unclear — the self-critical reading skill makes the evaluation process more productive
- Teaching It Back soft
Reading your own writing critically requires the self-explanation habit developed in Learning to Learn — recognising what you understand vs. what is unclear
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Writing Craft Vocabulary hard
Critical self-reading of writing requires vocabulary to name what is and isn't working: 'coherence', 'tone', 'structure'
- Sharing and Publishing Your Writing hard
Critical independent self-reading of one's own writing builds directly on the prior skill of reading one's own work aloud clearly — the auditory/fluent reading out loud is the mechanism through which children first detect where their writing sounds wrong
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Responding to Writing Feedback hard
Independent writing self-evaluation (8-9) builds directly on the scaffolded version introduced with teacher support (5-7)
- Checking Your Own Work soft
Re-reading own writing to check it makes sense is the writing-domain form of the universal self-checking habit
- Feeling of not understanding soft
Noticing when your own writing doesn't make sense requires the universal comprehension-monitoring habit applied to one's own text
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary soft
Re-reading and responding to feedback is more effective when pupils know terms like 'revise', 'edit', and 'meaning'
- Reviewing Own Writing soft
Re-reading your own writing to check it makes sense and has the intended effect is the practical application of the writing self-evaluation habit
- Author's word choices hard
Evaluating whether your own writing creates an intended effect requires first understanding how authors' choices create effects on readers — reading like a writer before writing like a reader
- Connecting New & Old Ideas soft
Recognising how authorial choices create effects requires connecting your reading experience to existing knowledge of how language and texts work
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Monitoring Comprehension hard
Recognising authorial effects requires reading for meaning rather than just decoding — you can only notice the effect of a word choice if you are genuinely engaging with meaning
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Understanding Why soft
Evaluating whether your writing works requires asking 'why does this passage succeed or fail?' — the elaborative-interrogation habit applied to your own text
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Revising and editing hard
Evaluating writing effectiveness and proposing changes builds on basic proofreading and revision
- Writing Process Vocabulary hard
Proof-reading and revising requires 'draft', 'edit', 'revise', and 'proofread' as named steps in the writing process
- Checking Your Own Work soft
Re-reading own writing to check it makes sense is the writing-domain form of the universal self-checking habit
- Feeling of not understanding soft
Noticing when your own writing doesn't make sense requires the universal comprehension-monitoring habit applied to one's own text
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary soft
Re-reading and responding to feedback is more effective when pupils know terms like 'revise', 'edit', and 'meaning'
- Reviewing Own Writing soft
Re-reading your own writing to check it makes sense and has the intended effect is the practical application of the writing self-evaluation habit
- Author's word choices hard
Evaluating whether your own writing creates an intended effect requires first understanding how authors' choices create effects on readers — reading like a writer before writing like a reader
- Connecting New & Old Ideas soft
Recognising how authorial choices create effects requires connecting your reading experience to existing knowledge of how language and texts work
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Monitoring Comprehension hard
Recognising authorial effects requires reading for meaning rather than just decoding — you can only notice the effect of a word choice if you are genuinely engaging with meaning
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Understanding Why soft
Evaluating whether your writing works requires asking 'why does this passage succeed or fail?' — the elaborative-interrogation habit applied to your own text
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Alternative Spellings for Sounds soft
Knowledge of spelling alternatives needed to proofread spelling
- Segmenting words into sounds hard
Must be able to encode CVC words before learning alternative spellings
- Phonics Vocabulary hard
Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
- Phonics Vocabulary hard
Alternative grapheme choices for phonemes requires knowing 'grapheme', 'phoneme', 'homophone', and 'GPC'
- Alternative Spellings for Known Sounds soft
Knowledge of alternative GPCs for reading supports choosing correct spellings
- Learning from Mistakes soft
Revising and editing requires analysing what is wrong with the current draft — the writing form of the universal error-analysis habit
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Reflecting After Learning soft
The full plan-revise-edit cycle is the writing-domain form of the universal learning-reflection habit — assessing what worked and improving it
- Teaching It Back soft
Articulating what helped in the learning process requires the self-explanation habit
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Learning from Mistakes hard
Reflecting on the learning process requires the ability to analyse errors — reflection without error analysis stays superficial
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
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