ABSTRACT
This chapter considers the nature of some of the most important changes that may be required in professional thinking and practice if an individual teacher were to seek to implement the systematic approach to the teaching of writing. The teacher's task is perceived in a distinctive way and past experience of different kinds of curriculum development in schools suggests that fundamental changes in professional beliefs and attitudes are not normally easily negotiated or accepted by teachers. To help teachers overcome the practical problems when they begin to plan and implement units of classroom work as advocated in the rationale, ideally, additional professional time and resources need to be made available. Many children too could experience increased satisfaction from their classroom work because of their awareness of what they had achieved in learning to write and their sense of continuing progress.
