Our Writing curriculum is ambitious, inclusive and carefully sequenced from the Early Years Foundation Stage to Year 6.

It is designed to develop learners who can:

• generate and organise ideas;
• compose sentences orally;
• write legibly and increasingly fluently;
• spell accurately;
• construct grammatically secure sentences;
• use punctuation purposefully;
• select vocabulary;
• organise complete texts;
• adapt writing for audience and purpose;
• revise meaning;
• edit language;
• proof-read accurately;
• and write with increasing confidence and independence.

The curriculum develops two closely connected dimensions:

• transcription; and
• composition.

Learners need competence in both.

A learner may have imaginative ideas but struggle to record them because handwriting or spelling is effortful.

Another learner may write fluently and accurately but require support to organise ideas or make effective choices for the reader.

Teaching and assessment therefore identify the specific barrier rather than treating all writing difficulty in the same way.

Spoken Language and Oral Composition

Spoken language is an essential foundation for writing.

Before and during writing, learners are given opportunities to:

• discuss ideas;
• develop vocabulary;
• rehearse sentences;
• retell;
• explain;
• describe;
• sequence;
• imitate useful language patterns;
• and hear how writing sounds.

Oral composition supports learners to organise meaning before managing the additional demands of transcription.

Learners may continue to benefit from oral rehearsal even when handwriting and spelling are secure.

Transcription

Transcription includes:

• spelling;
• handwriting;
• punctuation;
• and keyboard use where appropriate.

Teachers develop transcription systematically so that these processes become increasingly accurate and automatic.

When transcription is effortful, it places heavy demands on attention and working memory. Secure handwriting and spelling enable learners to devote more thought to meaning, organisation and style.

Composition

Composition is the process of generating, developing, organising and refining meaning.

Learners are taught how to:

• identify a purpose;
• consider an audience;
• generate content;
• select relevant ideas;
• organise information;
• construct sentences;
• create cohesion;
• select vocabulary;
• establish viewpoint;
• sustain tone;
• structure a complete text;
• revise;
• and evaluate impact.

Composition is taught explicitly rather than left to develop through repeated independent writing alone.

Sentence Construction

Sentence construction is central to our Writing curriculum.

Learners are taught how words, phrases and clauses work together to communicate complete and increasingly complex ideas.

Teaching includes:

• sentence boundaries;
• word order;
• subjects and verbs;
• coordination;
• subordination;
• tense;
• agreement;
• punctuation;
• sentence expansion;
• sentence combining;
• sentence variation;
• and control of meaning.

Learners practise sentence construction before being expected to sustain longer texts.

Quality is prioritised over unnecessary length. Learners should not be asked to produce extended writing before they have sufficient knowledge and control to do so successfully.

Spelling

Spelling develops through:

• phonics;
• phoneme–grapheme knowledge;
• segmenting;
• common exception words;
• spelling patterns;
• morphology;
• prefixes;
• suffixes;
• root words;
• word families;
• etymology;
• and repeated application.

Learners following Read Write Inc. apply their phonic knowledge to spelling.

As they progress, they are taught increasingly complex spelling patterns and morphological knowledge.

Spelling is practised explicitly and applied within authentic writing.

Handwriting

Handwriting is taught progressively through PenPals and agreed whole-school expectations.

Learners develop:

• posture;
• pencil grip;
• letter formation;
• orientation;
• size;
• spacing;
• placement on the line;
• joins;
• fluency;
• speed;
• legibility;
• and presentation.

Handwriting teaching is explicit and supported through regular practice.

Joining is introduced when learners are developmentally ready and letter formation is sufficiently secure.

The aim is fluent, legible handwriting that supports composition rather than creating an additional barrier.

Grammar and Punctuation

Grammar and punctuation are taught as tools for communication.

Learners develop knowledge of:

• words;
• phrases;
• clauses;
• sentence types;
• tense;
• agreement;
• cohesion;
• punctuation;
• paragraphing;
• and text organisation.

Technical terminology is taught accurately, but grammar teaching is not reduced to identifying labels in disconnected exercises.

Learners apply grammatical knowledge to understand how choices influence:

• clarity;
• emphasis;
• precision;
• rhythm;
• formality;
• tone;
• and reader response.

Text-Led Writing

Literacy Tree supports writing through high-quality texts and purposeful outcomes.

Texts may provide:

• knowledge;
• vocabulary;
• literary patterns;
• rich language;
• ideas;
• characters;
• settings;
• themes;
• structures;
• and authentic reasons to write.

Learners study effective writing and may imitate useful features while developing their own increasingly independent responses.

Text-led teaching should not result in learners reproducing a model mechanically. Teachers ensure that learners understand the choices being made and can apply knowledge flexibly.

Writing Across the Curriculum

Learners write in subjects across the curriculum.

They may:

• explain a scientific process;
• construct a historical account;
• compare geographical locations;
• justify a mathematical decision;
• evaluate a design;
• record an investigation;
• or reflect on a religious or ethical question.

Writing in different subjects requires relevant subject knowledge, vocabulary and disciplinary conventions.

It is not treated simply as additional English practice.

Inclusion and Ambition

Our Writing curriculum is ambitious for every learner.

Teachers adapt teaching in response to barriers while maintaining access to rich ideas and appropriate challenge.

Support may include:

• oral composition;
• vocabulary pre-teaching;
• sentence rehearsal;
• additional handwriting practice;
• targeted spelling instruction;
• visual planning;
• sentence structures;
• teacher scribing;
• shared writing;
• guided practice;
• assistive technology;
• adapted writing tools;
• reduced transcription demands where appropriate;
• and additional time.

By the end of Year 6, learners should be able to write legibly, spell with increasing accuracy and compose coherent, purposeful texts for a range of audiences and purposes.

They should be prepared for the greater writing demands of secondary education.

Our Writing curriculum develops several connected bodies of knowledge.

Writing should not be reduced to completing a succession of extended pieces or following fixed genre templates.

Learners need secure knowledge of language, transcription, sentences, texts and the writing process.

Spoken-Language Knowledge

Learners develop knowledge of how to:

• listen;
• discuss;
• generate ideas;
• explain;
• describe;
• sequence;
• retell;
• justify;
• rehearse sentences;
• and adapt language for purpose.

Oral language helps learners formulate and refine ideas before and during writing.

Vocabulary Knowledge

Learners develop knowledge of:

• word meaning;
• pronunciation;
• spelling;
• word class;
• synonyms;
• antonyms;
• multiple meanings;
• morphology;
• etymology;
• figurative language;
• connotation;
• register;
• and subject-specific terminology.

They learn to select words for precision, clarity, tone and effect.

Phonic and Spelling Knowledge

Learners develop knowledge of:

• phonemes;
• graphemes;
• segmenting;
• alternative spellings;
• common exception words;
• spelling patterns;
• syllables;
• root words;
• prefixes;
• suffixes;
• morphology;
• word families;
• and etymology.

This knowledge enables learners to spell increasingly complex vocabulary.

Handwriting Knowledge

Learners develop knowledge of:

• posture;
• pencil grip;
• writing direction;
• letter formation;
• orientation;
• relative size;
• spacing;
• joins;
• line placement;
• fluency;
• and layout.

Secure handwriting knowledge supports speed, legibility and sustained composition.

Sentence Knowledge

Learners develop knowledge of:

• sentence boundaries;
• subjects;
• verbs;
• objects;
• phrases;
• clauses;
• coordination;
• subordination;
• tense;
• agreement;
• punctuation;
• sentence expansion;
• sentence combining;
• and sentence variation.

They learn how sentence choices affect clarity and meaning.

Grammar Knowledge

Learners develop knowledge of:

• nouns;
• verbs;
• adjectives;
• adverbs;
• pronouns;
• determiners;
• prepositions;
• conjunctions;
• phrases;
• clauses;
• tense;
• voice;
• formality;
• cohesion;
• and grammatical relationships.

Grammar knowledge is applied within reading, sentence construction and complete texts.

Punctuation Knowledge

Learners develop knowledge of how punctuation marks:

• sentence boundaries;
• separates or connects ideas;
• indicates possession;
• introduces speech;
• organises lists;
• clarifies meaning;
• signals additional information;
• and influences how a sentence is read.

Punctuation is taught within meaningful sentences and texts.

Composition Knowledge

Learners develop knowledge of how writers:

• generate ideas;
• choose content;
• identify purpose;
• consider an audience;
• organise meaning;
• develop detail;
• construct sentences;
• establish viewpoint;
• sustain tone;
• create cohesion;
• and shape complete texts.

Text-Structure Knowledge

Learners develop knowledge of how different texts may be organised.

This includes:

• sequence;
• chronology;
• narrative structure;
• paragraphs;
• sections;
• headings;
• cause and effect;
• comparison;
• problem and resolution;
• explanation;
• argument;
• and cohesive links.

Text structures are taught as flexible ways of organising meaning rather than rigid formulas.

Genre Knowledge

Learners encounter and create:

• narratives;
• descriptions;
• recounts;
• explanations;
• instructions;
• reports;
• discussions;
• arguments;
• speeches;
• letters;
• poetry;
• playscripts;
• biographies;
• and other purposeful forms.

They understand that genre conventions can guide writing but should serve audience, purpose and meaning.

Knowledge of Audience and Purpose

Learners develop knowledge of how writing changes according to:

• who will read it;
• why it is being written;
• what the reader already knows;
• what information is needed;
• the appropriate level of formality;
• the intended tone;
• and the desired effect.

Knowledge of the Writing Process

Learners develop knowledge of:

• planning;
• drafting;
• revising;
• editing;
• proof-reading;
• publishing;
• and evaluating.

They learn that these processes may overlap and that writers move between them as needed.

Revision Knowledge

Revision focuses primarily on meaning and organisation.

Learners are taught to reconsider:

• content;
• clarity;
• order;
• relevance;
• detail;
• cohesion;
• viewpoint;
• tone;
• and effect.

Revision may involve adding, removing, moving or rewriting substantial content.

Editing Knowledge

Editing focuses on improving language and accuracy.

Learners may edit:

• vocabulary;
• sentence construction;
• grammar;
• punctuation;
• repetition;
• clarity;
• and consistency.

Proof-Reading Knowledge

Proof-reading focuses on identifying errors in:

• spelling;
• punctuation;
• capitalisation;
• missing words;
• repeated words;
• tense;
• agreement;
• and presentation.

Learners are taught that revising, editing and proof-reading are related but distinct processes.

Literary and Textual Knowledge

Learners draw on their reading when writing.

They develop knowledge of:

• stories;
• authors;
• literary patterns;
• characterisation;
• setting;
• viewpoint;
• dialogue;
• imagery;
• poetic techniques;
• non-fiction structures;
• and effective language choices.

Reading provides useful models, but learners are taught to apply knowledge rather than copy complete texts or formulas.

5. Key Writing Concepts

Our Writing curriculum is structured around recurring concepts that connect transcription, sentence construction and composition.

Meaning

Writing exists to communicate meaning.

Learners are taught to consider what they want the reader to understand, imagine, feel, know or do.

All decisions about vocabulary, sentences, structure and presentation should support meaning.

Audience

Writers make choices according to their intended reader.

Learners consider:

• the reader’s knowledge;
• interests;
• needs;
• age;
• relationship to the writer;
• and expectations.

Audience influences vocabulary, detail, tone, formality and organisation.

Purpose

Writing may be intended to:

• inform;
• explain;
• describe;
• instruct;
• entertain;
• persuade;
• argue;
• reflect;
• record;
• question;
• or imagine.

Purpose influences the form and language of the writing.

Transcription

Transcription is the process of recording spoken or internally composed language in written form.

It includes:

• handwriting;
• spelling;
• punctuation;
• and keyboarding where appropriate.

Increasingly automatic transcription supports more fluent composition.

Composition

Composition is the process of creating and organising meaning.

It includes:

• generating ideas;
• selecting content;
• constructing sentences;
• organising information;
• developing detail;
• creating cohesion;
• and shaping a complete text.

Oral Composition

Oral composition enables learners to formulate language before recording it.

Learners may:

• say a sentence;
• improve it aloud;
• repeat it;
• hold it in memory;
• and then write it.

This is particularly important while transcription is still developing.

Sentence

A sentence communicates a complete idea through an organised grammatical structure.

Learners develop control of:

• boundaries;
• word order;
• subjects and verbs;
• clauses;
• tense;
• agreement;
• and punctuation.

Clause

A clause is a group of words organised around a verb.

Learners develop knowledge of:

• main clauses;
• subordinate clauses;
• coordination;
• subordination;
• and how clauses can be combined for clarity and effect.

Vocabulary

Writers select vocabulary to communicate precisely and influence the reader.

Learners consider:

• meaning;
• specificity;
• connotation;
• tone;
• formality;
• repetition;
• and suitability for context.

Grammar

Grammar describes how words and structures work together to communicate meaning.

Learners apply grammatical knowledge to make increasingly deliberate choices.

Punctuation

Punctuation supports meaning, organisation and fluent reading.

Learners are taught to use punctuation accurately and understand its communicative purpose.

Spelling

Spelling represents spoken language through conventional written forms.

Learners draw on:

• phonics;
• morphology;
• patterns;
• etymology;
• memory;
• and reference resources.

Handwriting

Handwriting enables written language to be recorded legibly and increasingly fluently.

Learners develop control so that handwriting supports rather than interrupts composition.

Cohesion

Cohesion connects ideas within and across sentences and paragraphs.

Learners use:

• pronouns;
• conjunctions;
• adverbials;
• repetition;
• synonyms;
• tense;
• reference;
• and paragraphing.

Paragraph

A paragraph organises related information or ideas.

Learners develop understanding of how paragraphs:

• group content;
• signal change;
• manage sequence;
• develop an argument;
• and guide the reader.

Voice

Voice is the distinctive way a writer communicates.

It may be shaped by:

• viewpoint;
• vocabulary;
• tone;
• sentence structure;
• level of formality;
• and relationship with the reader.

Viewpoint

Viewpoint is the position from which ideas or events are presented.

Learners make choices about:

• narrator;
• person;
• perspective;
• reliability;
• attitude;
• and what information is included or withheld.

Tone

Tone communicates attitude towards the subject or reader.

It may be:

• formal;
• informal;
• serious;
• humorous;
• persuasive;
• reflective;
• authoritative;
• sympathetic;
• or critical.

Model

A model provides an example of how effective writing works.

Teachers and learners examine models to understand:

• vocabulary;
• sentences;
• structure;
• organisation;
• and authorial choices.

Models should support knowledge and independence rather than produce formulaic copying.

Practice

Writers need focused practice of component knowledge.

This may include:

• letter formation;
• spelling;
• punctuation;
• sentence construction;
• vocabulary selection;
• or paragraphing.

Focused practice prepares learners to apply knowledge within more complex writing.

Drafting

Drafting is the process of turning ideas and plans into written language.

A first draft is a stage in the writing process rather than necessarily a finished product.

Revision

Revision improves meaning, organisation and impact.

Learners reconsider what has been communicated and whether it serves the intended audience and purpose.

Editing

Editing improves language, grammar and accuracy.

Learners make purposeful changes rather than simply recopying writing neatly.

Proof-Reading

Proof-reading identifies surface errors before writing is shared or published.

Learners use increasingly systematic routines to check their work.

Independence

Independence means applying secure knowledge and making purposeful choices without excessive adult direction.

It does not mean removing all teaching, modelling, resources or feedback.

Learners become independent through carefully reduced support as knowledge becomes secure.

Creativity and Control

Creativity and technical control are complementary.

Secure handwriting, spelling, grammar and sentence knowledge give learners greater freedom to express complex and original ideas.

The curriculum develops both imagination and disciplined control.

Our Writing curriculum is implemented through carefully sequenced teaching that develops spoken composition, transcription, sentence construction and increasingly independent composition.

Writing is taught explicitly within English and applied purposefully across the wider curriculum.

St Luke’s uses:

• Literacy Tree to support rich, text-led writing sequences;
• PenPals to support progressive handwriting;
• Read Write Inc. to support early spelling through phonics; and
• carefully selected models, texts and subject-specific writing opportunities.

These resources support the curriculum but do not replace teachers’ professional judgement.

Teachers adapt planning and teaching in response to:

• prior knowledge;
• assessment;
• cohort needs;
• SEND;
• language development;
• spelling and handwriting needs;
• the demands of the text;
• audience and purpose;
• and the intended curriculum outcome.

The Teaching Sequence

Writing sequences may include:

• developing relevant background knowledge;
• reading and discussing a high-quality text;
• teaching vocabulary;
• exploring audience and purpose;
• studying effective models;
• oral rehearsal;
• teacher modelling;
• shared composition;
• focused sentence practice;
• planning;
• drafting;
• revising;
• editing;
• proof-reading;
• and publishing or presenting where appropriate.

Not every piece of writing requires every stage in the same form.

Teachers select the stages needed to secure the intended learning.

Teacher Modelling

Teachers make the writing process visible.

They model how writers:

• generate ideas;
• choose vocabulary;
• construct sentences;
• organise information;
• maintain viewpoint;
• consider the reader;
• resolve difficulties;
• reread;
• revise;
• edit;
• and proof-read.

Modelling includes explanation of decision-making rather than only producing a polished example for learners to copy.

Teachers may think aloud to show why one choice is more effective than another.

Shared Writing

Shared writing enables the teacher and class to compose together.

It may be used to:

• develop an idea;
• construct a sentence;
• compare vocabulary;
• organise a paragraph;
• establish tone;
• demonstrate cohesion;
• apply punctuation;
• or revise a draft.

The teacher retains responsibility for guiding the learning while drawing on learners’ ideas.

Guided Practice

Learners receive guided practice before being expected to apply new knowledge independently.

This may include:

• sentence completion;
• sentence combining;
• oral rehearsal;
• short transcription exercises;
• guided paragraph construction;
• spelling application;
• shared planning;
• and scaffolded revision.

Support is reduced as learners become more secure.

Independent Writing

Independent writing gives learners opportunities to apply taught knowledge and make their own decisions.

Independence does not mean writing without preparation, knowledge or appropriate resources.

Learners may draw on:

• vocabulary developed during the unit;
• plans;
• notes;
• spelling resources;
• dictionaries;
• previously taught structures;
• and classroom displays.

Teachers ensure that support does not become so extensive that it obscures what the learner can do independently.

Sentence-Level Teaching

Sentence construction is taught regularly and explicitly.

Teaching may involve:

• identifying complete and incomplete sentences;
• oral sentence rehearsal;
• expanding sentences;
• combining clauses;
• varying sentence openings;
• manipulating word order;
• correcting tense and agreement;
• applying punctuation;
• and comparing the effects of different constructions.

Sentence work is connected to the wider composition rather than taught only through disconnected exercises.

Handwriting Teaching

Handwriting is taught explicitly through PenPals and agreed school routines.

Teaching includes:

• posture;
• pencil grip;
• positioning of paper;
• letter formation;
• orientation;
• size;
• spacing;
• joins;
• line placement;
• fluency;
• speed;
• and presentation.

Teachers model handwriting accurately.

Learners receive sufficient practice to develop secure movement patterns. Where letter formation is insecure, this is addressed before inaccurate habits become established.

Spelling Teaching

Spelling is taught through:

• phonics;
• explicit spelling instruction;
• word investigation;
• morphology;
• root words;
• prefixes;
• suffixes;
• word families;
• etymology;
• common exception words;
• retrieval;
• dictation;
• and application in writing.

Teachers help learners understand why words are spelled as they are rather than relying only on memorised lists.

Spelling errors are used diagnostically to identify gaps in phonic, morphological or orthographic knowledge.

Grammar and Punctuation Teaching

Grammar and punctuation are taught through:

• direct explanation;
• reading examples;
• oral practice;
• sentence manipulation;
• teacher modelling;
• shared writing;
• focused exercises;
• and application in complete texts.

Teachers make clear how grammatical and punctuation choices affect meaning.

Writing Across the Curriculum

Writing is developed in every subject where written communication serves a genuine disciplinary purpose.

Teachers identify the knowledge learners need to write successfully in each subject.

For example:

• Science writing may require explanation of cause and effect;
• History may require chronology, evidence and interpretation;
• Geography may require comparison and description of patterns;
• Mathematics may require concise reasoning;
• Religious Education may require reflection and justification;
• and Design and Technology may require precise evaluation.

Subject writing should communicate secure curriculum knowledge. It should not require learners to invent content when the necessary subject knowledge has not been taught.

Our Writing curriculum is sequenced so that learners develop increasingly fluent transcription, secure sentence knowledge and confident composition from Nursery to Year 6.

Progression is not understood simply as writing longer pieces.

It involves the planned development of:

• spoken language;
• oral composition;
• fine-motor control;
• letter formation;
• handwriting fluency;
• phonics for spelling;
• spelling patterns;
• vocabulary;
• sentence construction;
• grammar;
• punctuation;
• cohesion;
• text organisation;
• audience awareness;
• purpose;
• revision;
• editing;
• proof-reading;
• and independence.

Early Years Foundation Stage

In Nursery and Reception, children develop:

• spoken language;
• vocabulary;
• oral storytelling;
• sequencing;
• mark-making;
• fine-motor control;
• pencil grip;
• letter formation;
• phoneme–grapheme knowledge;
• segmenting;
• early spelling;
• oral sentence composition;
• caption writing;
• and early sentence writing.

Adults help children understand that writing carries meaning.

In Reception, children increasingly apply phonics to record words and sentences.

Key Stage 1

In Key Stage 1, learners develop:

• secure letter formation;
• increasing handwriting fluency;
• phonically plausible spelling;
• common exception word knowledge;
• sentence boundaries;
• capital letters and full stops;
• coordination and early subordination;
• oral rehearsal;
• sequencing;
• simple paragraph-like organisation;
• rereading;
• and increasing writing stamina.

Learners begin to write for a wider range of purposes.

Lower Key Stage 2

In Lower Key Stage 2, learners develop:

• more fluent handwriting;
• increasingly secure joined writing;
• more complex spelling knowledge;
• expanded vocabulary;
• control of clauses;
• varied sentence structures;
• paragraphing;
• cohesion;
• consistent tense;
• awareness of audience and purpose;
• planning;
• drafting;
• editing;
• and greater independence.

Upper Key Stage 2

In Upper Key Stage 2, learners develop:

• fluent and legible handwriting;
• increasingly accurate spelling;
• precise vocabulary;
• control of complex sentence structures;
• secure grammar and punctuation;
• cohesive paragraphing;
• sustained viewpoint;
• control of tone and formality;
• increasingly sophisticated text organisation;
• purposeful revision;
• independent editing;
• and readiness for secondary education.

Progression Principles

Progression is guided by several principles:

• spoken composition precedes and supports written composition;
• transcription is taught explicitly;
• secure foundations reduce cognitive demand;
• sentence control develops before unnecessary length;
• new knowledge builds on prior knowledge;
• grammar is applied within meaningful writing;
• learners revisit important spelling patterns;
• scaffolds are reduced carefully;
• and assessment identifies prerequisites that require further teaching.

Teachers do not assume that a learner’s ability to complete one successful piece means that the underlying knowledge is secure.

Learners apply important knowledge repeatedly across different purposes and contexts.

Vocabulary and purposeful discussion are central to writing.

Learners need language to generate ideas, compose sentences, make choices and evaluate the effect of their writing.

Vocabulary Development

Teachers identify vocabulary needed for:

• understanding the source text;
• discussing ideas;
• communicating subject knowledge;
• describing accurately;
• establishing tone;
• expressing viewpoint;
• and writing for a particular audience.

Vocabulary teaching may include:

• pronunciation;
• definition;
• examples and non-examples;
• synonyms and antonyms;
• morphology;
• etymology;
• word families;
• connotation;
• level of formality;
• and application in different sentences.

Learners are taught that effective vocabulary is precise and appropriate, not simply unusual or complicated.

Writer Talk

Teachers create opportunities for learners to talk as writers.

They may discuss:

• what they want to communicate;
• who the reader is;
• which information is essential;
• how a sentence could be improved;
• which word is most precise;
• how tone is created;
• where a paragraph should begin;
• whether the text is cohesive;
• and what should be revised.

Useful language may include:

• “My purpose is…”
• “The reader needs to know…”
• “This word is more precise because…”
• “The sentence is unclear because…”
• “I could combine these ideas by…”
• “This paragraph develops…”
• “The tone changes when…”
• “I need to revise this section because…”
• “This evidence shows…”

Oral Rehearsal

Learners rehearse sentences aloud before writing where this supports composition.

They may:

• say the sentence;
• improve it;
• repeat it;
• count the words;
• hold it in memory;
• and record it.

Oral rehearsal is particularly valuable for:

• younger writers;
• learners with language needs;
• learners with English as an additional language;
• and learners whose transcription is not yet fluent.

Discussion of Models

Learners study effective examples to identify how writers communicate.

They consider:

• vocabulary;
• sentence construction;
• organisation;
• viewpoint;
• tone;
• punctuation;
• cohesion;
• and impact.

They are taught to explain how a feature works rather than simply identify that it is present.

Feedback Conversations

Feedback may take place through:

• live teacher feedback;
• verbal feedback;
• guided discussion;
• peer response;
• whole-class feedback;
• and self-evaluation.

Feedback should be specific, manageable and linked to the intended learning.

Learners are given time to respond and improve their work.

Over time, learners should discuss writing with increasing precision, confidence and independence.

Assessment in Writing is used to determine what learners know, what they can apply and which barriers are limiting success.

It considers both:

• transcription; and
• composition.

Teachers assess writing through a range of evidence rather than relying on one polished outcome.

What We Assess

Assessment may consider:

• spoken composition;
• handwriting;
• spelling;
• sentence boundaries;
• grammar;
• punctuation;
• vocabulary;
• organisation;
• cohesion;
• audience;
• purpose;
• viewpoint;
• tone;
• planning;
• drafting;
• revision;
• editing;
• proof-reading;
• independence;
• and application across the curriculum.

Assessing Transcription

Teachers consider whether learners can:

• form letters correctly;
• write legibly;
• maintain an appropriate pace;
• spell using phonics;
• apply taught spelling patterns;
• use morphological knowledge;
• spell common words accurately;
• apply punctuation;
• and sustain transcription without excessive effort.

A learner whose transcription is highly effortful may be unable to demonstrate the full quality of their ideas.

Assessing Composition

Teachers consider whether learners can:

• generate relevant ideas;
• select content;
• organise meaning;
• construct clear sentences;
• develop detail;
• maintain viewpoint;
• create cohesion;
• use vocabulary purposefully;
• address the audience;
• fulfil the purpose;
• and sustain a complete text.

Assessing Independence

Teachers distinguish between:

• work copied from a model;
• heavily scaffolded work;
• guided work;
• work completed with prompts;
• and writing produced independently.

Scaffolding is valuable for teaching, but assessment should identify what the learner can apply without excessive support.

Day-to-Day Assessment

Teachers identify issues such as:

• weak oral language;
• limited vocabulary;
• insecure phonics;
• slow or illegible handwriting;
• weak spelling recall;
• incomplete sentences;
• sentence boundary errors;
• inconsistent tense;
• weak cohesion;
• limited organisation;
• lack of relevant knowledge;
• over-reliance on models;
• and difficulty revising.

This information is used to adapt teaching promptly.

Responsive Teaching

Teachers may respond through:

• additional oral rehearsal;
• vocabulary pre-teaching;
• handwriting intervention;
• phonics-based spelling support;
• focused spelling instruction;
• sentence construction practice;
• shared writing;
• guided writing;
• shorter composition tasks;
• additional modelling;
• alternative planning;
• assistive technology;
• teacher scribing;
• adapted tools;
• and increased challenge.

Support is matched to the specific barrier.

Feedback and Misconceptions

Misconceptions are addressed through live teaching, verbal feedback, whole-class feedback and targeted written feedback where necessary.

Feedback codes may be used consistently, including VF to indicate verbal feedback.

Learners are given time to:

• respond;
• correct;
• revise;
• edit;
• practise;
• and apply feedback in future writing.

Not every error is corrected at once. Teachers prioritise feedback that will have the greatest impact on learning and independence.

Moderation

Teachers moderate writing to develop shared expectations and secure reliable judgements.

Moderation may include:

• discussion of curriculum expectations;
• review of independent work;
• comparison across classes;
• review of transcription and composition;
• consideration of reasonable adjustments;
• and external moderation where appropriate.

Subject-Leadership Use of Assessment

Leaders use assessment evidence to identify:

• strengths in curriculum implementation;
• common transcription gaps;
• weaknesses in sentence construction;
• spelling patterns requiring further teaching;
• variation between classes;
• groups requiring support;
• intervention impact;
• professional development needs;
• and priorities for curriculum refinement.

The impact of our Writing curriculum can be seen in whether learners become increasingly fluent, accurate, thoughtful and independent writers.

Over time, learners should demonstrate:

• stronger spoken composition;
• broader and more precise vocabulary;
• increasingly fluent and legible handwriting;
• more accurate spelling;
• secure sentence boundaries;
• increasing grammatical control;
• accurate and purposeful punctuation;
• clearer organisation;
• stronger cohesion;
• greater awareness of audience and purpose;
• increasingly sustained composition;
• purposeful revision;
• more accurate editing and proof-reading;
• increasing independence;
• confidence;
• and readiness for secondary education.

Evidence of Impact

Impact is evaluated through:

• discussions with learners;
• handwriting;
• spelling assessment;
• sentence-level work;
• independent writing;
• writing across subjects;
• books;
• planning and drafting;
• revised outcomes;
• moderation;
• lesson visits;
• assessment information;
• pupil voice;
• and transition readiness.

No single piece of writing is used in isolation.

Leaders consider whether learners can retain and apply knowledge across different texts, subjects and times.

Equity

Leaders evaluate the progress and participation of:

• disadvantaged learners;
• learners with SEND;
• learners with English as an additional language;
• learners with speech, language and communication needs;
• learners with fine-motor difficulties;
• learners with insecure spelling;
• learners with gaps caused by absence;
• learners with low confidence;
• and learners requiring greater challenge.

They consider whether all learners have equitable access to:

• high-quality texts;
• spoken composition;
• handwriting teaching;
• spelling instruction;
• sentence-level teaching;
• purposeful feedback;
• assistive technology;
• intervention;
• publication;
• performance;
• and writing enrichment.

Writing Across the Curriculum

Impact is also evident when learners can communicate subject knowledge effectively.

They should increasingly be able to:

• explain scientific understanding;
• organise historical knowledge;
• describe geographical patterns;
• justify mathematical reasoning;
• evaluate practical outcomes;
• and communicate reflection and interpretation.

Writing across the curriculum should demonstrate secure subject knowledge as well as increasingly effective communication.

Intended Outcome

By the end of Year 6, learners should be able to:

• write legibly and with increasing fluency;
• spell with increasing accuracy;
• construct grammatically secure sentences;
• organise coherent texts;
• adapt writing for audience and purpose;
• revise meaning;
• edit and proof-read;
• and write with increasing confidence and independence.

They should be prepared for the greater transcriptional, compositional and disciplinary writing demands of secondary education.

They should understand that writing is both a practical tool and a powerful means of expression, creativity, reflection and participation.

Our Writing curriculum is ambitious for every learner.

All learners are entitled to develop spoken composition, fluent transcription, secure sentence knowledge and the confidence to communicate ideas in writing.

Teachers identify barriers carefully and adapt teaching without unnecessarily reducing expectations or limiting learners to simplified or repetitive writing.

A learner may require support with:

• spoken language;
• vocabulary;
• idea generation;
• working memory;
• phonological processing;
• spelling;
• letter formation;
• fine-motor control;
• sentence construction;
• grammar;
• organisation;
• attention;
• confidence;
• or writing stamina.

Support is matched to the identified barrier rather than applied generically.

Learners with Transcription Difficulties

Learners whose handwriting or spelling is effortful may benefit from:

• additional handwriting teaching;
• adapted pencils or grips;
• specialist seating;
• larger writing spaces;
• reduced copying;
• shorter transcription tasks;
• phonics-based spelling support;
• morphology teaching;
• word banks;
• dictation;
• keyboard use;
• speech-to-text;
• adult scribing where appropriate;
• and additional time.

Reducing transcription demands may sometimes allow a learner to demonstrate compositional knowledge more fully.

However, reasonable adjustments should not replace continued teaching of handwriting and spelling where these remain appropriate learning goals.

Learners with Speech, Language and Communication Needs

Learners with speech, language and communication needs may require:

• vocabulary pre-teaching;
• visual prompts;
• oral rehearsal;
• sentence frames;
• sequencing support;
• models of complete sentences;
• repeated explanation;
• structured discussion;
• additional processing time;
• and opportunities to record ideas orally before writing.

Teachers distinguish between difficulty generating language and difficulty recording language.

A learner may have strong ideas but need support to organise or express them.

Learners with SEND

Learners with SEND may benefit from:

• smaller teaching steps;
• repeated practice;
• clear routines;
• visual planning tools;
• colour coding;
• reduced visual clutter;
• adapted recording methods;
• assistive technology;
• carefully chosen scaffolds;
• guided writing;
• pre-teaching;
• and specialist advice.

Adaptations preserve access to the intended curriculum.

Learners should continue to encounter:

• rich texts;
• ambitious vocabulary;
• purposeful writing;
• genuine audiences;
• and opportunities to express their own ideas.

Learners with English as an Additional Language

Learners with English as an additional language may require support with:

• vocabulary;
• idiomatic expressions;
• sentence structure;
• verb forms;
• articles;
• prepositions;
• tense;
• agreement;
• and cultural or contextual knowledge.

Teachers support learners through:

• oral rehearsal;
• explicit modelling;
• visuals;
• bilingual resources where appropriate;
• vocabulary teaching;
• sentence comparison;
• repeated exposure;
• and opportunities to draw on home-language knowledge.

Learning English as an additional language is not treated as a learning difficulty.

Home languages are valued as an asset and may support vocabulary, storytelling, sentence development and linguistic understanding.

Disadvantaged Learners

Leaders ensure that disadvantaged learners have equitable access to:

• high-quality texts;
• vocabulary-rich teaching;
• writing resources;
• handwriting and spelling support;
• intervention;
• enrichment;
• publication opportunities;
• and appropriate digital tools.

Where learners have limited access to writing materials or support beyond school, additional practice is provided without lowering expectations.

Learners Requiring Greater Challenge

Learners who demonstrate secure transcription and composition are challenged through:

• greater independence;
• more complex audiences and purposes;
• sustained writing;
• subtle control of tone;
• precise vocabulary;
• structural experimentation;
• manipulation of viewpoint;
• deeper revision;
• critical evaluation;
• writing across genres;
• and publication for authentic audiences.

Challenge should deepen control, originality and judgement rather than simply require more words.

Avoiding Over-Scaffolding

Scaffolds are used to support learning but are reduced carefully as knowledge becomes secure.

Teachers consider whether resources such as:

• sentence starters;
• writing frames;
• word banks;
• models;
• templates;
• and adult prompts

are helping the learner become more independent or creating unnecessary dependence.

The goal is for every learner to apply secure knowledge and make purposeful choices with increasing confidence.

Writing in Nursery and Reception develops through Communication and Language, Literacy, Physical Development, Expressive Arts and Design and the wider EYFS curriculum.

Children learn that marks, symbols and letters can communicate meaning.

Nursery

In Nursery, children develop foundations through:

• high-quality conversation;
• vocabulary development;
• songs and rhymes;
• storytelling;
• role play;
• oral sequencing;
• fine-motor activities;
• large-scale mark-making;
• drawing;
• name recognition;
• environmental print;
• and purposeful opportunities to record.

Children may write or mark-make within:

• role play;
• construction;
• creative provision;
• outdoor learning;
• message making;
• lists;
• labels;
• maps;
• cards;
• and stories.

Adults value children’s early marks and encourage them to explain what they have communicated.

The focus is on meaning, confidence, physical development and growing control rather than premature expectations for formal written outcomes.

Reception

In Reception, learners develop:

• secure pencil grip;
• letter formation;
• phoneme–grapheme knowledge;
• oral blending and segmenting;
• early spelling;
• word writing;
• caption writing;
• oral sentence composition;
• sentence writing;
• capital letters;
• full stops;
• rereading;
• and increasing independence.

Read Write Inc. supports learners to apply phonics when spelling.

Adults model how spoken sentences can be held in memory and recorded.

Children may:

• rehearse a sentence aloud;
• count or identify the words;
• segment words;
• select graphemes;
• form letters;
• reread;
• and check whether the writing communicates the intended meaning.

Physical Foundations

Children develop the physical foundations needed for writing through:

• core strength;
• shoulder stability;
• arm and wrist control;
• hand strength;
• bilateral coordination;
• fine-motor manipulation;
• and hand–eye coordination.

Provision may include:

• threading;
• construction;
• dough;
• tweezers;
• cutting;
• painting;
• drawing;
• large-scale movement;
• and carefully planned handwriting practice.

Adult Modelling

Adults model writing for genuine purposes.

They may write:

• a message;
• a label;
• a list;
• a story idea;
• an instruction;
• a caption;
• or information shared by a child.

This helps children understand that writing is a meaningful form of communication.

Transition into Year 1

Information about each learner’s:

• spoken language;
• vocabulary;
• phonics;
• spelling;
• letter formation;
• sentence composition;
• confidence;
• physical needs;
• and support requirements

is shared carefully between Reception and Year 1.

This supports continuity and ensures that Year 1 teaching begins from secure knowledge of prior learning.

Our Writing curriculum draws on a broad and carefully selected range of texts, writers, voices and experiences.

Learners should encounter models of writing that demonstrate literary quality, cultural breadth and varied ways of communicating.

Text Selection

Texts used to support writing may include:

• contemporary fiction;
• classic literature;
• picture books;
• poetry;
• myths and legends;
• traditional tales;
• biographies;
• memoir;
• journalism;
• speeches;
• letters;
• reports;
• information texts;
• and subject-specific non-fiction.

Texts are selected by considering:

• quality;
• vocabulary;
• structure;
• representation;
• age appropriateness;
• curriculum value;
• emotional content;
• safeguarding;
• and the writing opportunities they support.

Representation

Learners should encounter writing by:

• Black and minority ethnic writers;
• women writers;
• disabled writers;
• writers from different faith traditions;
• local writers;
• global writers;
• writers from different social backgrounds;
• and voices historically underrepresented within the curriculum.

Learners should also encounter:

• varied family structures;
• different identities;
• a range of communities;
• local and global settings;
• historical and contemporary perspectives;
• and experiences beyond their immediate lives.

Representation should be integrated across the year rather than confined to isolated events or celebrations.

Writing Identity

Learners are supported to recognise that their own experiences, languages and perspectives can be valuable sources for writing.

They should have opportunities to:

• write from personal experience;
• create imagined worlds;
• explore local settings;
• draw on cultural knowledge;
• use home-language knowledge where appropriate;
• represent communities thoughtfully;
• and develop an individual writing voice.

Teachers avoid suggesting that there is only one acceptable cultural style, story or experience.

At the same time, learners are taught to write respectfully and avoid stereotyping or careless representation.

Authenticity and Research

When writing about experiences, cultures, periods or settings beyond their own knowledge, learners are taught to:

• research;
• ask questions;
• use reliable information;
• consider perspective;
• avoid assumptions;
• and represent people with care.

Imaginative writing still requires knowledge.

Learners are helped to distinguish creative freedom from inaccurate or harmful representation.

Voice and Perspective

Learners study how writers create different voices through:

• viewpoint;
• vocabulary;
• sentence structure;
• tone;
• formality;
• detail;
• and selection of information.

They experiment with different voices while considering whether these are appropriate to the audience and purpose.

Challenging Stereotypes

Teachers support learners to recognise and challenge:

• stereotypical characters;
• limited gender roles;
• simplistic cultural representation;
• harmful language;
• and narrow assumptions about who can be a writer.

The curriculum communicates that writing belongs to every learner.

Writing enrichment gives learners meaningful reasons to communicate beyond routine classroom tasks.

Opportunities may include:

• author visits;
• poet workshops;
• journalism;
• writing competitions;
• drama;
• debate;
• public speaking;
• school newsletters;
• class anthologies;
• poetry events;
• scripts and performances;
• exhibitions;
• letters to real recipients;
• community projects;
• digital publication;
• blogging within safe school systems;
• and partnerships with local organisations.

Enrichment should deepen curriculum learning rather than operate as an isolated activity.

Authentic Audiences

Learners benefit from knowing that their writing will be read or heard by a real audience.

Possible audiences include:

• classmates;
• families;
• other year groups;
• governors;
• community organisations;
• visitors;
• partner schools;
• local leaders;
• authors;
• and wider school audiences.

Teachers ensure that the audience and purpose influence actual writing choices rather than being added only after the text is completed.

Publication

Selected writing may be published through:

• displays;
• class books;
• anthologies;
• newsletters;
• websites;
• assemblies;
• performances;
• exhibitions;
• and printed collections.

Publication is purposeful and proportionate.

Not every piece of writing needs to be rewritten neatly or publicly displayed.

Publication should follow genuine drafting, revision and proof-reading where appropriate.

Performance

Writing may be shared through:

• poetry recital;
• storytelling;
• speeches;
• debate;
• dramatic reading;
• scripts;
• and presentations.

Performance helps learners consider:

• audience;
• rhythm;
• tone;
• emphasis;
• clarity;
• and impact.

Writing Clubs and Leadership

Learners may participate in:

• writing clubs;
• journalism groups;
• poetry groups;
• creative-writing projects;
• editorial teams;
• school publications;
• and peer-review activities.

Possible leadership roles include:

• Writing Ambassadors;
• pupil editors;
• event hosts;
• competition judges;
• poetry leaders;
• and contributors to school communications.

Leadership opportunities should be inclusive and purposeful.

Celebrating Writing

The school celebrates:

• progress;
• originality;
• persistence;
• improved transcription;
• effective revision;
• purposeful communication;
• and excellence across different forms of writing.

Celebration should not focus only on learners who produce lengthy, highly polished creative writing.

It should recognise the varied knowledge and effort involved in becoming a writer.

Writing contributes strongly to learners’ personal, spiritual, moral, social and cultural development.

It enables learners to:

• express identity;
• explore imagination;
• organise thinking;
• communicate feelings;
• reflect on experience;
• present opinions;
• challenge injustice;
• share knowledge;
• and participate in their communities.

Writing develops:

• confidence;
• resilience;
• perseverance;
• patience;
• independence;
• empathy;
• reflection;
• responsibility;
• creativity;
• and pride.

The writing process teaches learners that improvement often requires:

• rereading;
• accepting feedback;
• revising ideas;
• correcting errors;
• changing direction;
• and trying again.

Learners develop confidence when they recognise that a first draft does not need to be perfect.

Writing can provide opportunities to explore:

• identity;
• belonging;
• friendship;
• faith;
• family;
• justice;
• courage;
• prejudice;
• hope;
• responsibility;
• community;
• conflict;
• and change.

Writing contributes to learners’ understanding of democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs through:

• expressing viewpoints;
• persuasive writing;
• balanced argument;
• letters and speeches;
• respectful critique;
• representation of different perspectives;
• responsible publication;
• and reflection on rights and responsibilities.

Our school values are developed meaningfully through Writing.

Kindness

Learners use language responsibly, offer constructive feedback and consider how their words may affect readers and communities.

Respect

Learners respect different voices, cultures, languages, viewpoints, creative ownership and the work of their peers.

Confidence

Learners develop confidence by expressing ideas, sharing work, performing, publishing and recognising improvement.

Excellence

Learners pursue excellence through fluent transcription, precise vocabulary, secure sentences, sustained composition, thoughtful revision and careful proof-reading.

Writing supports our vision to Believe, Achieve and Thrive by helping learners believe in the value of their ideas, achieve through disciplined practice and effective communication, and thrive as confident, creative and responsible writers.

Families can support writing by encouraging learners to talk, rehearse ideas, write for genuine purposes and reflect on what they have communicated.

The most valuable support does not require formal writing lessons at home. Everyday conversation, reading and purposeful writing can strengthen confidence, vocabulary and composition.

Talk Before Writing

Learners often benefit from saying an idea before writing it.

Families can encourage them to:

• explain what they want to say;
• rehearse a sentence aloud;
• sequence events;
• choose a precise word;
• retell a story;
• describe an experience;
• and clarify who the writing is for.

Useful prompts include:

• What do you want the reader to know?
• Who are you writing for?
• What should come first?
• Can you say the sentence aloud?
• Which word is most precise?
• What detail would help the reader?
• Does this sentence make sense?

Purposeful Writing Opportunities

Families can encourage writing through everyday activities such as:

• shopping lists;
• reminders;
• messages;
• cards;
• letters;
• recipes;
• instructions;
• diaries;
• stories;
• poems;
• reviews;
• posters;
• fact files;
• family histories;
• travel journals;
• and labels.

Writing is more meaningful when learners understand why it is being produced and who will read it.

Supporting Spelling

Families can help learners by encouraging them to:

• use taught phonics;
• say the word carefully;
• identify the sounds;
• think about the root word;
• recognise prefixes and suffixes;
• use known spelling patterns;
• consult an appropriate dictionary;
• and check corrections.

Adults should avoid spelling every unfamiliar word immediately.

Where appropriate, they can help the learner apply a known strategy first.

Supporting Handwriting

Families can support handwriting by encouraging:

• an appropriate sitting position;
• comfortable pencil grip;
• correct letter formation;
• clear spacing;
• placement on the line;
• and short, regular practice where advised by the school.

Practice should remain calm and manageable.

Long periods of copying are unlikely to improve handwriting where the underlying letter formation or movement pattern is insecure.

Supporting Revision and Editing

Families can encourage learners to reread their writing and consider:

• Is the meaning clear?
• Is any important information missing?
• Is the order effective?
• Could a word be more precise?
• Does each sentence make sense?
• Are the verbs in the correct tense?
• Are capital letters and punctuation accurate?
• Are there spelling patterns to check?

Adults should not rewrite the work for the learner.

The aim is to help the learner recognise and improve their own writing.

Home Languages

Families are encouraged to use and celebrate home languages.

Learners may:

• tell stories in a home language;
• discuss ideas before writing in English;
• compare vocabulary;
• notice similarities and differences between languages;
• translate short texts;
• and record family experiences.

Strong language knowledge in any language can support vocabulary, storytelling and composition.

Supporting Without Pressure

Families are encouraged to:

• value ideas as well as accuracy;
• praise progress;
• avoid comparison;
• provide suitable materials;
• keep writing activities purposeful;
• take breaks where frustration develops;
• and contact the school where writing becomes difficult or distressing.

Seeking Support

Families should contact the class teacher where they are concerned about:

• letter formation;
• handwriting speed;
• spelling;
• sentence construction;
• reluctance to write;
• difficulty generating ideas;
• weak writing stamina;
• fine-motor control;
• or low confidence.

The school can help identify whether the main barrier relates to language, transcription, composition or another area of need.

Our Writing curriculum is planned so that learners develop increasingly secure spoken composition, transcription, sentence knowledge and independent writing.

The summaries below should be read alongside the whole-school Writing progression, spelling progression, handwriting progression and grammar and punctuation documents.

Nursery

Children develop:

• spoken language;
• vocabulary;
• storytelling;
• sequencing;
• fine-motor control;
• mark-making;
• drawing;
• name recognition;
• and understanding that marks can communicate meaning.

Reception

Learners develop:

• oral sentence composition;
• phoneme–grapheme knowledge;
• segmenting;
• early spelling;
• letter formation;
• word writing;
• captions;
• simple sentences;
• capital letters;
• full stops;
• rereading;
• and increasing independence.

Year 1

Learners develop:

• secure letter formation;
• phonics-based spelling;
• common exception words;
• clear sentence boundaries;
• capital letters and full stops;
• coordination;
• oral rehearsal;
• sequencing;
• simple narratives;
• and purposeful non-fiction writing.

Year 2

Learners develop:

• increasing handwriting fluency;
• more secure spelling;
• expanded noun phrases;
• coordination and subordination;
• varied punctuation;
• consistent tense;
• organisation across a short text;
• rereading;
• editing;
• and increasing writing stamina.

Year 3

Learners develop:

• increasingly fluent joined handwriting;
• wider spelling knowledge;
• more varied sentence structures;
• paragraphing;
• expanded vocabulary;
• consistent tense;
• planning;
• drafting;
• editing;
• and awareness of audience and purpose.

Year 4

Learners deepen:

• spelling and handwriting fluency;
• control of clauses;
• punctuation;
• cohesion;
• paragraph organisation;
• vocabulary choices;
• dialogue;
• planning;
• revision;
• and independent editing.

Year 5

Learners develop:

• increasingly accurate spelling;
• fluent handwriting;
• precise vocabulary;
• control of sentence structure;
• sustained viewpoint;
• cohesion across paragraphs;
• tone;
• formality;
• purposeful revision;
• and increasingly independent composition.

Year 6

Learners draw together knowledge from across the Writing curriculum.

They develop:

• fluent and legible handwriting;
• increasingly secure spelling;
• grammatical control;
• effective punctuation;
• sustained and coherent composition;
• purposeful vocabulary;
• control of audience and purpose;
• revision;
• editing;
• proof-reading;
• and readiness for secondary education.

Year-Group Curriculum Links

The page should link to:

• Nursery Writing overview;
• Reception Writing overview;
• Year 1 Writing overview;
• Year 2 Writing overview;
• Year 3 Writing overview;
• Year 4 Writing overview;
• Year 5 Writing overview;
• Year 6 Writing overview;
• whole-school spelling progression;
• whole-school handwriting progression;
• Grammar and Punctuation progression.

The following documents provide further information about Writing at St Luke’s.

Core Writing Documents

• Whole-School Writing Curriculum Overview
• Writing Progression from Nursery to Year 6
• Handwriting Progression
• PenPals Handwriting Overview
• Spelling Progression
• Phonics-to-Spelling Progression
• Grammar and Punctuation Progression
• Sentence Construction Progression
• Composition Progression
• Vocabulary Progression
• Editing and Proof-Reading Progression
• Writing Across the Curriculum Guidance
• Writing Assessment Guidance
• Writing Moderation Guidance
• Handwriting and Presentation Policy
• Marking and Feedback Policy
• English Policy or Writing Policy
• Writing Intervention Framework

Writing is led and monitored carefully to ensure that learners develop secure transcription, sentence knowledge and increasingly independent composition.

The Writing leader works with:

• teachers;
• teaching assistants;
• senior leaders;
• the phonics and reading leaders;
• the SENCo;
• curriculum leaders;
• governors;
• families;
• and external advisers where appropriate.

Leadership responsibilities include:

• reviewing curriculum plans;
• maintaining progression from Nursery to Year 6;
• reviewing Literacy Tree planning and adaptation;
• reviewing PenPals handwriting implementation;
• monitoring phonics-to-spelling progression;
• reviewing spelling teaching;
• evaluating sentence-level instruction;
• monitoring grammar and punctuation;
• reviewing composition;
• evaluating planning, drafting and revision;
• monitoring writing across the curriculum;
• supporting staff subject knowledge;
• identifying professional development needs;
• speaking with learners;
• reviewing books and independent writing;
• moderating assessment;
• monitoring intervention;
• and evaluating improvement actions.

Monitoring Writing

Leaders may monitor through:

• lesson visits;
• book review;
• handwriting review;
• spelling analysis;
• sentence-level work;
• independent writing;
• writing across subjects;
• teacher discussion;
• learner voice;
• assessment information;
• moderation;
• intervention review;
• and scrutiny of progress over time.

Monitoring should consider the writing process as well as polished outcomes.

Key Questions for Leaders

Leaders consider:

• Is spoken composition developed deliberately?
• Are handwriting and spelling taught explicitly?
• Is sentence construction taught progressively?
• Do learners understand sentence boundaries?
• Is grammar applied meaningfully?
• Are learners writing from secure knowledge?
• Does Literacy Tree support rather than replace explicit instruction?
• Are models used to build knowledge rather than encourage copying?
• Are scaffolds reduced over time?
• Can learners apply knowledge independently?
• Do learners revise meaning as well as correct errors?
• Is feedback manageable and responsive?
• Are learners given time to respond to feedback?
• Is VF used consistently where verbal feedback is recorded?
• Are misconceptions addressed promptly?
• Is written feedback proportionate and purposeful?
• Are learners with SEND accessing an ambitious curriculum?
• Are disadvantaged learners receiving effective support?
• Does writing across the curriculum reflect subject knowledge?
• Are learners prepared for the next stage?

Staff Development

Professional development may include:

• oral composition;
• handwriting;
• spelling;
• morphology;
• sentence construction;
• grammar and punctuation;
• teacher modelling;
• shared writing;
• revision and editing;
• responsive feedback;
• assessment;
• moderation;
• writing across the curriculum;
• and support for learners with SEND.

New staff receive clear induction into whole-school expectations and resources.

Assessment and Moderation

Leaders support reliable assessment through:

• shared curriculum expectations;
• discussion of independent writing;
• comparison across classes;
• moderation within and beyond the school;
• review of reasonable adjustments;
• and attention to both transcription and composition.

Intervention Review

Intervention is reviewed to establish whether it:

• addresses a precise barrier;
• complements classroom teaching;
• is delivered consistently;
• results in improved application;
• reduces dependence;
• and supports reintegration into whole-class learning.

Governor Oversight

Governors receive strategic information about:

• curriculum quality;
• attainment and progress;
• handwriting and spelling;
• vulnerable groups;
• intervention;
• staff development;
• moderation;
• and improvement priorities.

Information is presented without identifying individual learners.

Further information about Writing at St Luke’s is available through the English Hub and related curriculum pages.

Parents and carers can request:

• more detailed information about writing in a particular year group;
• copies of Writing curriculum overviews;
• handwriting guidance;
• spelling guidance;
• grammar and punctuation information;
• information about Literacy Tree;
• information about PenPals;
• support with sentence writing;
• guidance on editing and proof-reading;
• clarification about Writing assessment;
• information about intervention;
• accessible versions of curriculum documents;
• and details of workshops or writing events.

Please contact the class teacher or school office through the contact details provided on the school website.

Families are encouraged to raise concerns promptly if a learner:

• avoids writing;
• struggles to form letters;
• writes very slowly;
• finds spelling unusually difficult;
• cannot construct complete sentences;
• has ideas but cannot record them;
• becomes distressed by writing;
• or is not making expected progress.

The school will review whether support is needed with:

• spoken language;
• fine-motor development;
• handwriting;
• spelling;
• sentence construction;
• grammar;
• composition;
• working memory;
• confidence;
• or access to appropriate technology.

Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its Writing information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.