They are also taught to do their own marking or editing, both of their own pieces and other children's.
When I first introduced this idea I put a piece of work on the board with obvious mistakes, which they corrected. They were then given a marked piece of work to correct, and later moved on to marking their own work and others'. I always emphasise to them that when they mark other children's work - which they often do together - it's important that they begin by discussing what's good about the work, before moving on to making any corrections.
Although the process was strange to them at first, they now offer constructive comments in a positive and encouraging way. They have started being more critical of their work and spend more time looking back over it and editing it.
Patricia Monk, literacy co-ordinator, Copeland Road Primary School, West Auckland, Co Durham