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Head of English

Claire Dunmore

Drafting gives pupils a chance to shape an idea, test what they mean and make a revision with a purpose.

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A little about me

I teach English across secondary and lead the department. Writing lets pupils make their thinking visible, so I teach drafting explicitly. I want to understand the ideas a pupil is working through, not give all the attention to polish before the thinking is clear.

Drafting gives pupils a chance to shape an idea, test what they mean and make a revision with a purpose. I look for questions that help them notice where their reasoning is strong and where they need more evidence or a clearer connection. Feedback should help the writer make a decision, not simply correct the surface.

I value resources that support the process of writing without producing the text on a pupil’s behalf. A model can show how a draft develops, while prompts can help a pupil decide what to change. I want tasks to preserve the work of thinking and make it possible to discuss how an argument or explanation took shape.

How I approach a lesson

  1. Teach drafting as part of thinking.

  2. Respond to the reasoning before focusing on polish.

  3. Use models to support decisions while keeping the writing the pupil’s own.

Templates I'd use with my class

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Languages and literacy

Media vocabulary: describe, compare and explain

Pupils should use the six terms accurately, cite wording that foregrounds planning or opening day, and label a possible audience effect as an inference. A revised headline should preserve the supplied facts and identify a separate source needed for real reporting.

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