Writing

Our English Curriculum

 

Intent

At St Charles Catholic Primary, writing is a vital part of our curriculum and a key driver of academic success. We aim to nurture confident, articulate writers who can express themselves clearly and creatively.

 

Our intent is that all pupils will be able to write fluently, develop, and use a vivid imagination which make readers engage with, and enjoy their writing. To achieve this, we aim to develop a deep understanding and use of a range of vocabulary appropriate to the genre and form of writing. We want the children to have an excellent knowledge of writing techniques to extend details or description. We aim for our children to be able to organise and structure their writing, ensuring it is well presented and with the correct use of punctuation and spelling. Overall, we aim for our children to develop a love of writing, to understand and use it as a way to communicate and an appreciation of its educational, cultural and entertainment values.

 

Our writing curriculum is designed to:

• Foster a love of writing and enable children to communicate their ideas with clarity, creativity, and purpose.
• Build strong foundations in transcription (handwriting and spelling) from Reception onwards, ensuring these skills become automatic and free up cognitive space for composition.
• Develop sentence-level fluency and grammatical control through contextualised instruction, not isolated activities.
• Encourage oral composition and spoken language as essential precursors to writing, supporting vocabulary development and fluency.
• Promote pride in presentation through a fluent, (cursive KS2) handwriting style.
• Ensure all children, regardless of background or need, are supported to become proficient, independent writers by the end of Year 6.

 

To develop these characteristics, they will explore the following key concepts:

• Write with purpose, understanding the purpose or purposes of a piece of writing.
• Use imaginative description, developing an appreciation of how best to convey ideas through description.
• Organise writing appropriately, developing an appreciation of how best to convey ideas through description.
• Use paragraphs, understanding how to group ideas to guide the reader.
• Use sentences appropriately, using different types of sentences appropriately for both clarity and for effect.
• Present neatly, understanding of handwriting and clear presentation.
• Spell correctly, understanding the need for accuracy.
• Punctuate accurately, understanding that punctuation adds clarity to writing.
• Analyse writing, understanding how grammatical choices give effect and meaning to writing.
• Present writing, learning to reflect upon writing and reading it aloud to others.

 

Hook – We use a ‘hook’ to engage the pupils’ interest, to inspire and to captivate their interest. The hook ignites interest and, depending on the hook used, it can perform a range of functions including but not limited to; introducing children to characters, setting and plotlines; stimulating discussion on key themes; offering first-hand experience and greater understanding of events/the context of the text and establishing the audience and purpose for the writing.

 

Introduction of text

We immerse children in what they are writing through and about. Our children gain content for their writing i.e. what to write about. This will involve in-depth discussion and exploration of the core text of the unit. Teachers plan tasks, activities and approaches in this phase depending on the written outcome of the unit e.g. if the written outcome is a character description, tasks in the introduction will focus on getting to know the character really well; if the written outcome is a discussion, the introduction will focus on understanding differing viewpoints of a situation; and if the written outcome is a non-chronological report, the immersion phase will focus on understanding and learning facts, ideas and information that can be used in a report etc. A modelled example ( Polished piece, WAGOLL ) is used to develop the understanding of the features and structure of each individual text type, highlighting common elements and reinforcing throughout, the importance of understanding the audience and purpose of the piece and the effect this has on the written work. Key grammatical elements alongside key vocabulary is also emphasised with clear links made to its purpose within the writing.

 

Reading comprehension

A well-chosen text provides rich language models and structures from which children can learn how writing works and the effect it can have on a reader. To create confident young writers, we read aloud and share high quality texts across a range of genres, reflecting a range of writing styles. We choose texts that are rich in vocabulary and enable children to comprehend beyond their own reading fluency level, create a rich reading environment that demonstrates the written word in all its forms and shares how writing can be used for thinking, for communication and as a means of expression. With a rich diet of quality texts and enriching experiences our children are able to find their own reasons to write and develop a style that fits the purpose, audience and form intended.

 

Grammar and Punctuation

The language and grammar structures appropriate for different audiences, purposes and forms of writing are a fundamental part of the teaching of writing. We create a language rich environment, focusing on enriching vocabulary, understanding what words mean and how and why they are used and ways language is used effectively for impact on a reader. Our pupils appreciate first-hand the impact of authorial choices on them as a reader and demonstrate a more assured use of grammatical structure themselves. We provide rich models for talk and writing, both through texts and as language users and writers themselves.

 

Writing and redrafting

The early stages of each writing unit equips our children with the ideas/content, vocabulary and grammar knowledge needed for their writing. However, to support children to be successful writers, we ensure that they are taught how to bring the different elements together in cohesive text. Direct instruction, modelling and demonstrating how to craft writing is used effectively to ensure that children understand to create a cohesive piece within ‘short burst writing’ as well as more sustained and developed pieces. We use regular modelled and shared writing to provide our children with explicit instruction and demonstration of how to compose before they write independently. In line with our cyclical approach to teaching writing, feedback, editing and improving writing happens at each stage of the process and not just with the end product. Lesson time is routinely set aside for the teacher to model and for the children to carry out this important element of the writing process.

Implementation

Within each unit of work, carefully sequenced lessons ensure that prior learning of grammar, punctuation and spelling is revisited and developed.  Each year group have a yearly overview of writing across a range of genres, ensuring that children are able to write for a range of purposes and audiences.

 We ensure that children are aware of their strengths and areas for development in writing so that learners can take ownership of their progress. Teachers share next steps through the marking framework to ensure that children know exactly what they need to do to make progress. We also ensure that appropriate scaffolds are put in place for children who need it.

We follow the EEF’s ‘Five a Day Approach’, particularly for children who are identified as working below age-related outcomes, those on the SEN register or those with English as an additional language. These children are provided with interventions or support to help them develop their writing, at a level that is matched to their individual needs. The nature of the intervention will be decided by the teacher, with support from the SENDco. Provision in class may include working in a small group work with an adult, using scaffolds or using technology to assist with completion of work.

• Teachers follow a sequenced writing curriculum mapped from EYFS to Year 6, aligned with the DfE Writing Framework and our internal progression documents.
• Writing is taught through meaningful contexts, often linked to foundation subjects, with real-life audiences and purposes to enhance engagement.
• Children explore high-quality model texts and genre-specific features before planning, drafting, editing and improving their own writing.
• In EYFS and KS1, approaches such as ‘Talking Toolkits’ and ‘Talk4Writing’ support oral composition and vocabulary acquisition, laying the groundwork for transcription and sentence construction.
• In KS2, children build on these foundations through structured units that develop fluency, cohesion and control across a range of genres.
• Teachers provide targeted support and scaffolding for children who need additional help, including modelling, word banks and differentiated resources.
• Feedback is guided by our Marking and Feedback Policy, focusing on children’s independent editing and improving of their work, with teachers supporting clarity and offering challenge through the use of EBIs.
• Sentence instruction is embedded throughout, helping children build accurate and cohesive writing from sentence to paragraph.

 

Spelling:

Spelling is taught using the Spelling Shed scheme, supplemented by Sounds-Write principles. In KS1, spelling follows the Sounds-Write progression.

Handwriting:

Handwriting is taught daily using the Letter-Join scheme, with a clear progression of letter formation and joins across year groups.

 

Impact

Children leave our school as happy, confident writers, who have the key skills and knowledge necessary for the next stage of their learning.

 The subject lead ensures that the National Curriculum requirements are met. 

• Pupil outcomes are monitored where evidence is gathered in the following ways: pupil voice interviews, book scrutinies, drop- ins, discussions with staff etc.
• Assessing children’s knowledge of key component learning as set out within schemes of work
• Assessing children’s understanding of grammatical vocabulary and rule
• Moderation and scrutiny of pupil’s books and professional dialogue between teachers to assess the quality of children’s learning
• Sharing good practice among staff
• Feedback of written work in books against the school’s marking and feedback policy
• The writing lead identifies clear next steps, which are determined by a cycle of monitoring, evaluating and reviewing
• Teacher assessment of writing using independently written pieces to provide evidence of national curriculum skills and understanding
• Monitoring of progress from year to year ensuring pupils remain ‘on track’ from their starting point
• All children, including those with SEND and disadvantaged backgrounds, are supported to succeed in writing.
• Children write with increasing accuracy, fluency and clarity, adapting their style for different contexts, audiences and purposes.
• Children demonstrate secure transcription skills, including consistent spelling and fluent handwriting.
• Children acquire a rich vocabulary and develop a strong command of the written word.
• By Year 6, children are equipped with the skills, strategies and confidence to write independently and effectively across the curriculum and beyond.