Learning Map
EnglishWriting Compositionusually ages 5–7

Responding to Writing Feedback

With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill

How to tell they’ve got it

Tick these off as you see them — no test required.

🖨 Print this page to keep the checklist — it prints beautifully.

Try this together

When your child's teacher asks them to read their own writing aloud and then asks "does that bit make sense?", can your child listen to the feedback and make a simple change to improve it?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on
Checking Your Own Workages 5–6Re-reading own writing to check it makes sense is the writing-domain form of the universal self-checking habit
Simple Stories with Beginning and Endingages 5–7Need writing to revise
Writing Process Vocabularyages 5–8Re-reading and responding to feedback is more effective when pupils know terms like 'revise', 'edit', and 'meaning'
Feeling of not understandingages 6–7Noticing when your own writing doesn't make sense requires the universal comprehension-monitoring habit applied to one's own text
Reviewing Own Writingages 8–10Re-reading your own writing to check it makes sense and has the intended effect is the practical application of the writing self-evaluation habit
Responding to Writing Feedbackthis skill · ages 5–7
Unlocks
Revising and editingages 6–7Proofreading builds on Y1 revising writing
Revising and editing (age 8+)ages 8–9Independent writing self-evaluation (8-9) builds directly on the scaffolded version introduced with teacher support (5-7)

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9E1LY02medium confidenceYear 1 · Literacy

use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions

AC9E1LY06low confidenceYear 1 · Literacy

create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

AC9E3LY04low confidenceYear 3 · Literacy

read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required

NSW syllabus codes & stages only

ENE-UARL-01medium confidenceEnglish K-10 · Early Stage 1
EN1-RECOM-01low confidenceEnglish K-10 · Stage 1

Victorian Curriculum 2.0 codes & levels only

VC2E2LY07low confidenceEnglish · Level 2 · Literacy strand
VC2E1LY01low confidenceEnglish · Level 1 · Literacy strand
VC2E2LY01low confidenceEnglish · Level 2 · Literacy strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Saying Sentences Before Writing Themages 5–6 Shared Research Projectsages 5–9 Sharing and Publishing Your Writingages 5–11 Simple Stories with Beginning and Endingages 5–7

All Writing Composition skills →