In construction, scaffolding is never the final structure. It exists to support the building while it is being developed, it gradually gets removed once the structure can stand independently. Writing scaffolds should work in exactly the same way.
Structure strips are a simple but powerful tool that help pupils organise and structure their writing but crucially, they are not designed to stay forever. Their purpose is to guide thinking until pupils internalise structure for themselves.
What is a structure strip?
A structure strip is a tool that supports pupils in structuring a text by prompting them to consider what should be included in each paragraph or section.
Structure strips are typically:
- divided into sections or boxes - aligned with paragraphs or stages of a text - stuck into the margin of an exercise book - used as a live planning guide while writing
Each section acts as a visual reminder of what to include, the order of ideas and the relative length or importance of each part. They make the invisible process of text organisation visible.
Supporting pupils’ cognitive load
For many pupils, particularly those in the early stages of writing or those with additional needs, extended writing can quickly become overwhelming. The longer pieces of writing we routinely ask pupils to produce often place heavy demands on working memory, creating the perfect conditions for cognitive strain, frustration and, ultimately, disengagement.
A full page of writing can feel like a solid brick wall – intimidating and impenetrable, especially for younger pupils or those who find writing difficult. However, when we begin to deconstruct that wall, writing becomes far less daunting and far more achievable. This is where structure strips play a crucial role. By breaking writing into clear, manageable sections, structure strips reduce cognitive load and provide a visible scaffold for pupils to focus on one idea, paragraph or sentence at a time.
By concentrating on constructing one strong sentence at a time, pupils are given the building blocks they need to develop paragraphs with increasing fluency, control and confidence. Sentence-level work, supported by structure strips, offers manageable steps that build to the paragraph while helping pupils internalise structure, develop their voice and experience success early and often.
Flexible by design
One of the strengths of structure strips is their adaptability. Teachers can:
- pre-fill prompts to support pupils who need more guidance - include challenge prompts to deepen thinking - leave strips blank so pupils generate their own ideas - gradually remove prompts as independence grows
The scaffold adjusts to the learner, not the other way around. By checking pupils’ thinking during planning or early drafting, teachers can adapt the level of scaffolding – adding prompts where pupils are unsure and gradually removing them as confidence grows. This flexibility reflects the EEF’s Check. Adapt. practitioner tool, which emphasises using evidence of pupils’ understanding to decide the next instructional step.
Structure strips can also be colour coded so that each section stands out clearly, helping pupils to see the organisation of the text at a glance. Alternatively, they can be kept plain to maintain simplicity and reduce cognitive load, ensuring that attention remains on the thinking and writing rather than the design of the scaffold itself. Their flexibility means they can be adapted for any genre, purpose or subject area, making them a useful tool for writing across the curriculum.
A planning tool, not just a writing aid
Although simple, structure strips are most powerful when used as a planning tool.
Pupils use each box to outline what their paragraph will contain before writing. The prompts guide thinking first, helping pupils clarify ideas before they begin composing sentences.
This reduces one of the biggest barriers to writing: trying to plan, organise and write simultaneously.
Instead, pupils can focus on one manageable step at a time.
Why structure strips work
Used well, structure strips help pupils to:
- stay focused on the main idea or plot - write independently with supportive guidance - gain control over a range of sentence structures - express meaning with greater precision - internalise common text patterns and structures
Over time, pupils begin to anticipate what comes next without needing the strip at all – the scaffold becomes internal.
Supporting non-fiction writing
While structure strips are highly effective for narrative writing, they are arguably even more valuable when supporting non-fiction. Non-fiction writing can present particular challenges for primary pupils. It often requires them to understand complex information and unfamiliar concepts, draw upon background knowledge they may not yet possess and use precise vocabulary alongside a more formal style of language. At the same time, pupils must organise ideas logically, analyse and synthesise information, apply developing research skills and remain engaged with topics that may not immediately capture their interest.
Unlike stories, informational texts do not always follow patterns that children naturally internalise through reading and storytelling. The structure is less intuitive and therefore needs to be made explicit.
Structure strips help by making these organisational frameworks visible. They provide a clear guide for how a non-fiction text might unfold, supporting pupils to shape their writing through sections such as introductions, key explanations, examples or evidence, comparisons and conclusions.
By using each box to plan responses to prompts before drafting, pupils can break a complex task into manageable cognitive steps. Rather than wondering, How do I write this?, they can focus instead on a more manageable question: What do I write in this section?
From scaffold to independence
The ultimate goal of structure strips is independence.
At first, pupils may rely heavily on prompts, but, over time:
1. prompts become shorter 2. sections become less guided 3. pupils begin generating their own structures 4. the strip is no longer needed
Just like physical scaffolding, the support fades as competence grows. Decisions about when to reduce or remove prompts should be guided by what pupils demonstrate they understand. By checking pupils’ responses and adapting support accordingly — as reflected in the Check. Adapt. approach — teachers can ensure that scaffolds remain helpful without becoming permanent.
When used thoughtfully, structure strips do not limit creativity, they enable it. By reducing organisational overload, pupils have more mental space to focus on meaning, vocabulary and sentence craft.
And ultimately, that is the aim of all writing instruction: helping pupils build structures strong enough to stand on their own.
