What it is. Heading, margin, three levels and topic words, all together, without prompting.
Why our test works. Individual habits are checkable but the whole page is what matters, and the real test is time — notes that work today and not next week were never notes. That standard also happens to be the one that survives into secondary school.
Leans on. Lessons 1-4.
Watch for. Actually come back to it in a week and ask. Anything else is a guess.
Set up and fill a complete notes page independently. The worked example is the one you build on the board: Teacher shows a finished exemplar page and names each feature. The class reads Writing Book 4, p.44 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds.
Then you do one yourself, building it on the board and leaving it up: Teacher shows a finished exemplar page and names each feature. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class lists the features that must appear before starting. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 4 to page 44 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: Set up and complete a full notes page: heading, margin words, three-level outline.
You close on the exit direction — Hand in the page with every feature present. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: A whole page, unassisted.
Actually come back to it in a week and ask. Anything else is a guess.