Why Extended Answers are Challenging
Extended written responses demand multiple skills simultaneously: organising ideas, structuring arguments, selecting appropriate evidence, maintaining coherence and using subject-specific vocabulary. For pupils with SEND, these demands can be overwhelming.
Effective scaffolding breaks down the task, provides models and structures, and allows pupils to focus on content and ideas while the framework supports the technical aspects of writing.
Heavy Scaffolding
Writing Frames and Templates
- Provide a detailed paragraph frame for each section with sentence starters for every sentence
- Include prompts such as: "The first reason is...", "Evidence for this includes...", "This shows that..."
- Leave gaps where pupils insert their own ideas, facts or examples
Content Scaffolding
- Summarise what should be included in each paragraph (e.g. "Paragraph 2: Explain one reason why the Romans invaded Britain")
- Provide specific examples, quotes or evidence pupils can choose from
- Supply a word bank with key terminology and definitions relevant to each paragraph
Models and Examples
- Share a fully modelled answer and annotate it to show structure
- Use colour coding to highlight introduction, main points, evidence and conclusion
- Display detailed success criteria with examples for each criterion
PEEL/PEARL Structure
- Teach and display the PEEL framework: Point, Evidence, Explain, Link
- Or PEARL: Point, Evidence, Analysis, Reader, Link
- Provide a template with each element labelled and sentence starters for each stage
Medium Scaffolding
Flexible Writing Support
- Offer a choice of sentence starters for each paragraph rather than prescribing one
- Provide paragraph headings or topic sentences pupils must develop
- Include guiding questions such as: "What does this tell us?", "Why is this important?"
Evidence Location
- Give page numbers, slide numbers or timestamps where supporting evidence can be found
- Provide a list of relevant sources but let pupils select and extract their own evidence
- Offer a retrieval grid where pupils record evidence before writing
Vocabulary and Structure
- Supply a list of key words pupils should aim to include, with brief definitions if needed
- Display connective phrases (e.g. "Furthermore", "In contrast", "This suggests")
- Provide a simplified success criteria focusing on the most important elements
Graphic Organisers
- Use planning templates such as hamburger paragraphs, mind maps or flow diagrams
- Provide a table where pupils plan each paragraph (Point, Evidence, Explanation)
Light Scaffolding
Minimal Structural Support
- Provide one sentence starter to begin each paragraph or just the opening paragraph
- Indicate the required number of paragraphs and approximate length
- Display the overall structure (e.g. Introduction, 3 main paragraphs, conclusion) without detailed content guidance
Resource Signposting
- List the names of relevant websites, books or other resources where information can be found
- Provide access to a dictionary, thesaurus or glossary
- Remind pupils of previous learning or prior texts that might be useful
Success Criteria
- Display clear success criteria pupils can self-assess against
- Offer peer assessment opportunities using the criteria
- Provide a simple checklist pupils tick off as they complete each section
Fading the Scaffolds
Begin with heavy scaffolding and gradually remove supports over a sequence of similar tasks. For example:
- Task 1: Full PEEL frame with sentence starters for every sentence
- Task 2: PEEL frame with sentence starters for Point and Evidence only
- Task 3: PEEL headings only, no sentence starters
- Task 4: Reminder to use PEEL structure, no frame
- Task 5: Independent writing with PEEL internalised