TKAT Roundtable Writing that Counts - KS1
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Writing that Counts | Key Stage 1
Nationally, writing is the subject most likely to prevent pupils from reaching combined expected outcomes at the end of KS2 and the gap between disadvantaged pupils and their peers in writing is wider and more persistent than in reading or mathematics. Many of the barriers that shape KS2 outcomes are established (and can be prevented) in Key Stage 1. This session focuses on what teaching at this stage needs to do for pupils who are not yet on track.
Session Content:
Research is clear that sentence construction is the engine of writing development, and that pupils who cannot yet form well-structured sentences will not produce extended writing by being asked to produce more of it. Drawing on the DfE Writing Framework (2025), EEF guidance on KS1 literacy and evidence on oral composition, transcription and sentence-level teaching, we will examine the specific pedagogical decisions that accelerate progress for disadvantaged writers - including how to reduce cognitive load and use oral rehearsal effectively Case study discussion will give participants the opportunity to connect the evidence to their own schools' data and practice.
For: Year 1 and Year 2 teachers, English leads and school leaders responsible for writing provision in KS1.
Nationally, writing is the subject most likely to prevent pupils from reaching combined expected outcomes at the end of KS2 and the gap between disadvantaged pupils and their peers in writing is wider and more persistent than in reading or mathematics. Many of the barriers that shape KS2 outcomes are established (and can be prevented) in Key Stage 1. This session focuses on what teaching at this stage needs to do for pupils who are not yet on track.
Session Content:
Research is clear that sentence construction is the engine of writing development, and that pupils who cannot yet form well-structured sentences will not produce extended writing by being asked to produce more of it. Drawing on the DfE Writing Framework (2025), EEF guidance on KS1 literacy and evidence on oral composition, transcription and sentence-level teaching, we will examine the specific pedagogical decisions that accelerate progress for disadvantaged writers - including how to reduce cognitive load and use oral rehearsal effectively Case study discussion will give participants the opportunity to connect the evidence to their own schools' data and practice.
For: Year 1 and Year 2 teachers, English leads and school leaders responsible for writing provision in KS1.
