Using self-regulated strategy development to improve writing in Year 8

Highfield School will evaluate the impact of self-regulated strategy development, delivered from September to June, on Year 8 pupils’ extended writing.


Analysis of writing outcomes at Key Stage 4 demonstrates that many pupils struggle to structure, develop and shape their ideas for specific audiences and purposes. This is particularly apparent with middle and lower prior attaining pupils who can struggle to plan coherently and lack confidence as writers.


Self-regulated strategy development employs metacognitive approaches, alongside scaffolded planning tools for writing. Introductory lessons explore initial attitudes and resistance to writing and ways to overcome this. In subsequent lessons scaffolding tools, planning sheets and exemplars are used to support the teaching of extended writing aimed at a specific audience and purpose This approach will be used for two to three weeks each term during units teaching non-fiction writing.

Lead school

  • Highfield School, Wolverhampton

Download the protocol document