Can anyone give me some pointers on how I can support children's writing without compromising its independence? I'm a TA in y6; I'm concerned that my input may be seen as "over-aiding" them, as described in this article https://www.oneeducation.co.uk/one-editorial/news/sta-clarification-on-ks2-writing-assessments. I've asked this same question in school (waiting for a reply). According to section 5.1 of the STA's publication "2017 teacher assessment - external moderation: key stage 2 writing", "Writing is not independent if it has been: - modelled or heavily scaffolded, - copied or paraphrased, - supported by success criteria that are over-detailed and over-aids pupils, - edited as a result of direct intervention by a teacher or other adult, for example where the pupil has been directed to change specific words for greater impact, or where incorrect or omitted punctuation has been indicated, - produced with the support of electronic aids that automatically provide correct spelling, synonyms, punctuation, or predictive text." My job is all about scaffolding and modelling. I'm not sure where the boundary lies.