• Start by reading different texts
• Create mental connection
• Start by writing small meaningful sentence
• Don't look at the quality first
• Slowly write complex texts and different types of narrations

The starting point for these units is very often a huge, abstract idea such as ‘plot development’ or ‘creating characters that the reader can empathise with’. Multiple elements are presented to the children all at the same time.

Many primary schemes of work impose a very high cognitive load on pupils , both visual and auditory.

Why are almost a quarter of children unable to write effectively when they leave primary school?

According to linguistics researchers Dan Slobin and Thomas Bever, children build up schemas are ‘formed on the basis of linguistic experience and are used for recognising utterances as interpretable.’