#WritingRocks✍️😍☺️ writingrocks.bsky.social

Free writing CPD materials - covering all aspects of writing teaching writing4pleasure.com/free-writing-c…

Writing Off Children’s Potential: Why England’s Writing Early Learning Goal Must Be Reformed 👇 writing4pleasure.com/2026/03/24/wri…

Debunking edu-myths: “In Reception and Year One, composition is less relevant” writing4pleasure.com/2025/07/21/deb…

Resist the temptation to say- 'Hurry up, start writing.' All writers, regardless of experience, need time to think, sort out ideas and rehearse their words in preparation for the important work that follows. Encourage investment in thinking.

Debunking edu-myths: We must develop children’s motor skills first, and teach writing later writing4pleasure.com/2025/07/19/deb…

Debunking edu-myths: Children should only write words they can spell writing4pleasure.com/2026/02/26/deb…

🤩👇 writing4pleasure.com/how-to-teach-w…

Debunking edu-myths: Oral composition should replace early writing writing4pleasure.com/2026/03/17/deb…

Debunking edu-myths: Writing errors form bad habits writing4pleasure.com/2025/07/02/deb…

Is there a greater pleasure than reading this right before bedtime night night?

11 months old — and so her journey as a writer begins. ❤️✍️

If you could recommend just one book about writing teaching to someone — what would you pick? 🤷‍♂️

Year 2 have created some fantastic poems ✨

Graphic novels are an essential part of the classroom reading diet. My pupils have thoroughly enjoyed creating their own over the past couple of days.

Poetry hides in things!! ❤️

Year 5 have shown fantastic creativity in their poetry. This poem brings an alarm clock to life through imaginative language, linking it to responsibility and the challenges of waking up each morning.

The important thing about writing competence for me is that it’s motivationally ‘neutral’. It supports whichever direction motivation takes. So: It can fuel intrinsic motivation or else sits comfortably within extrinsic motives too 👇 doi.org/10.1080/001318…

The central problem in school writing motivation is not just a deficit of competence but also a deficit of meaningful, relational and autonomy-supportive writing opportunities. 👇 tandfonline.com/doi/full/10.10…

In the absence of authorial agency and meaningful purpose, competence appears motivationally inert. Pupils may feel capable as writers without ever experiencing writing as an enjoyable or self-endorsed pastime. 👇

It would appear that the central problem in writing motivation is not a deficit of competency but a deficit of meaningful, autonomy-supportive writing opportunities 👇 onlinelibrary.wiley.com/doi/10.1111/li…