Episode 7 NPCAT Principles for High Quality Writing Editing and Improving

Welcome to Episode 7 of the NPCAT Principles for High Quality Writing CPD series! In this session, we explore Editing & Improving. Learn why allocating deliberate, structured time for refining writing is essential for developing self-regulated, confident writers across all key stages. If you find this video helpful, please LIKE this video and SUBSCRIBE to the channel so you never miss an episode in our series! 🔔 In this video, you will learn: Editing vs. Revising: Why explicit instruction is needed to separate editing (fixing surface-level mechanics and errors) from revising (enhancing content and structural meaning). Targeted Multi-Level Practice: Ofsted research recommendations on training pupils to refine work at the word, sentence, and whole-text level. High-Leverage Feedback: Applying Graham & Perin’s findings to ensure feedback prompts actionable, high-impact revisions rather than superficial fixes. Developing Self-Regulation: Utilizing Hattie & Timperley’s feedback model to help pupils answer "Where to next?" and build independent editing habits. Practical Classroom Application: Implementing Tom Sherrington’s WalkThrus (CRAFT Feedback Time) using a 4-step framework: Generate Feedback - Corrections - Reflections - Act on Feedback. Curriculum Progression: How the balance between spelling, handwriting, VGP, and composition shifts from EYFS through Upper KS2. 👍 Don't forget to LIKE, COMMENT, and SUBSCRIBE! Hit the notification bell to stay updated with every new release in the series. How do you carve out dedicated time for editing and revising in your writing lessons? Let us know in the comments below! Research, Frameworks & Pedagogical Toolkits Cited: Education Endowment Foundation (EEF). Improving Literacy Guidance Reports (Explicit Instruction in Editing vs. Revising). Ofsted. Research review series: English (Word, sentence, and whole-text level revision). Graham, S., & Perin, D. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Hattie, J., & Timperley, H. The Power of Feedback (Addressing the process and self-regulation). Sherrington, T., & Caviglioli, O. Teaching WalkThrus: CRAFT Feedback Time. Town End Research School. Formative Assessment and Editing/Improving Strategies in Practice.