Writing
Vision
At Wilson Primary School, we recognise that writing is a vital life skill, essential for success both in school and beyond. We are committed to developing pupils who are confident, fluent and motivated writers, able to communicate clearly and effectively for a range of audiences and purposes.
We believe that great writing begins with great reading. Through exposure to high-quality and diverse texts, pupils develop a love of language and a deep understanding of how authors craft meaning.
Our carefully sequenced curriculum immerses pupils in rich literature and teaches them to write with purpose, depth and authenticity. Through this, pupils develop the transcriptional and compositional skills needed to write independently, creatively and with confidence.
Our Curriculum
Our teachers show us how we can write to interest our audience.
Foundational Knowledge in Early Writing
| Year 1 Writing units | Year 2 Writing units | Year 3 Writing units |
| Year 4 Writing units | Year 5 Writing units | Year 6 Writing units |
You should write because you love the shape of stories and sentences and the creation of different words on a page. Writing comes from reading, and reading is the finest teacher of how to write (Annie Proulx)
Curriculum Intent
Our writing curriculum is ambitious, inclusive and carefully sequenced to ensure all pupils, including disadvantaged and SEND pupils, make strong progress from their starting points.
We have adopted The Literacy Tree as the core approach to the teaching of writing because it:
- places high-quality literature at the heart of learning
- ensures clear progression in writing knowledge and skills
- enables pupils to write for real audiences and meaningful purposes
- supports pupils to develop a rich vocabulary and authorial voice
This approach ensures that pupils:
- are immersed in significant, culturally rich texts
- develop a deep understanding of structure, language and authorial intent
- apply grammar and spelling purposefully within meaningful contexts
- build stamina and confidence through both short and extended writing outcomes
Through this approach, pupils develop the knowledge, skills and understanding needed to communicate effectively across the curriculum and beyond school.
| Handwriting Policy | Spelling at home ideas |
We have a toolkit that helps us when we write.
Curriculum Implementation
Writing begins with strong foundations in Nursery, Reception and Year 1 through a progressive early writing curriculum that develops the physical, linguistic and transcriptional knowledge required for successful writing.
Children first develop the motor control and coordination needed for writing through activities that strengthen both gross and fine motor skills. Alongside this, they engage in mark-making and drawing which gradually develops into controlled letter formation.
Early writing is rooted in talk. Children learn to compose sentences orally before writing them, supported by the approach: “Say it, write it, read it.”
Daily phonics teaching enables pupils to apply their knowledge of sounds to spelling words and sentences. Through high-quality modelling and purposeful writing opportunities—such as labels, captions, messages and simple stories—children begin to understand that writing is a meaningful form of communication.
This progression ensures that pupils develop the foundational motor skills, transcriptional accuracy and sentence construction knowledge required for later writing.
Key Stage 1
Pupils build on these foundations by developing both transcriptional accuracy and early composition skills. Teaching focuses on securing handwriting and spelling, developing sentence structure and expanding vocabulary through high-quality texts. Pupils begin to write for a range of purposes linked to their reading and wider curriculum learning. In
Key Stage 2
Pupils develop increasing fluency, stamina and independence as writers. Teaching focuses on refining transcription skills so they become automatic, developing cohesive and well-structured texts, and applying grammar, punctuation and vocabulary deliberately for effect. Extended writing opportunities allow pupils to demonstrate creativity, depth of understanding and independence.
Writing Framework and Teaching Sequence
Writing units are carefully structured using an adapted sequence of learning aligned with the Literacy Tree framework. Teachers create unit maps which break the final writing outcome into manageable steps, ensuring pupils build the knowledge and skills required to achieve the end goal. These plans include regular independent writing opportunities so that pupils can practise and consolidate learning throughout the unit. Units typically follow a structured sequence:
| Hook and introduction | Units begin with a motivating hook and clear introduction to the writing outcome, including the intended audience and purpose. |
| Read as a writer | Pupils explore a range of examples of the text type, including a mentor text, to understand how authors structure and craft their writing. |
| Exploring key features | Texts are annotated to identify language and structural features. Together, the class develops a Steps to Success or toolkit, which is displayed on working walls. |
| Crafting writing skills | Teachers explicitly teach key writing techniques, including grammar, vocabulary and sentence construction, within the context of the text. |
| Planning and modelling | Teachers model the planning process using metacognitive talk before pupils plan their own writing |
| Drafting and revising | Pupils produce initial drafts, then revise and redraft their work in response to feedback. |
| Editing and publishing | Teachers model proofreading and editing strategies. Pupils then edit their work and share their final writing with a real audience. |
This structured approach enables pupils to develop as thoughtful, reflective writers who understand the craft and purpose of writing.
To support progression and consistency:
- Handwriting is taught using the Nelson Handwriting scheme
- Spelling is taught systematically through Literacy Tree Spelling Seeds
- Teachers adapt planning to meet the needs of all learners, including disadvantaged pupils and those with SEND
- Formative assessment is embedded within lessons to inform responsive teaching and targeted support
The quality of writing across the school is carefully monitored by subject leaders and senior leaders to ensure that the curriculum is implemented consistently and that all pupils make strong progress. Findings from monitoring are used to refine the curriculum, inform staff training and ensure that teaching continues to meet the needs of all learners.
Subject leaders also support staff through professional development, modelling and curriculum guidance to ensure a shared understanding of high-quality writing teaching. Through this ongoing evaluation, we ensure that the writing curriculum remains ambitious, coherent and effective, enabling all pupils to develop as confident and capable writers.
Curriculum Impact
As a result of our writing curriculum, pupils at Wilson Primary School develop confidence and independence as writers. They write fluently and accurately for a range of audiences and purposes and apply their writing skills across the wider curriculum.
By the time pupils leave our school, they have developed strong transcriptional and compositional skills, a rich vocabulary and the ability to communicate their ideas clearly.
You will see:
- fluent, purposeful and well-crafted writing
- clear links between reading, writing and wider curriculum learning
- pupils who can explain their choices as writers
- high levels of engagement and challenge for all learners
- strong progress for all groups, including SEND and disadvantaged pupils
Our writing curriculum ensures that pupils leave Wilson Primary School well prepared for the next stage of their education and equipped with the skills needed to communicate effectively in the wider world.