To examine what might constitute a whole school approach to high-quality writing to best support disadvantaged and non-disadvantaged students as informed by research.

To carefully consider the most effective methods for teaching the complementary components of the writing process: planning, composition, editing and proofreading.

To examine how appropriate intervention might best support all students and how targeted intervention might best support the specific needs of those students who have experienced economic disadvantage.

To examine what effective academic transition from key stage 2 to 3 might look like to support effective writing.

As the gap continues to widen between disadvantaged and non-disadvantaged students, this course will look at how to shape a whole school approach to excellence in writing that best supports success for all, but particularly students who have experienced disadvantage. Crucially, a key focus of this course will be on how teachers respond to disadvantaged students as individuals, ensuring they have the appropriate writing support to meet specific needs and to flourish academically.