Writing

WRITING

INTENT

At Hetton Lyons, our aim is to provide an engaging, ambitious and high-quality writing curriculum that equips all pupils with the skills, knowledge and confidence to communicate effectively for a range of purposes and audiences. Our writing curriculum is fully aligned with the National Curriculum and is underpinned by our key drivers of aspiration, endeavour and expression.

We intend for pupils to develop a deep understanding of how language works and how writing can be used to inform, persuade, entertain and explain. Through a carefully sequenced approach, pupils build a secure foundation in transcription (spelling and handwriting), composition, grammar and punctuation, enabling them to write clearly, accurately and creatively. Learning is revisited and built upon over time so that pupils can make meaningful connections and apply their skills independently across the curriculum.

Aspiration is fostered by exposing pupils to high-quality texts, diverse authors and a wide range of writing styles and genres. Pupils are encouraged to see themselves as writers and to take pride in producing work of a high standard. Through endeavour, children are taught to persevere, edit and refine their writing, understanding that effective writing is a process that requires effort, resilience and reflection. Opportunities for expression are central to our intent: pupils are encouraged to develop their own voice, articulate ideas clearly and communicate meaning confidently through spoken and written language.

Writing is purposefully embedded across the curriculum, allowing pupils to apply and extend their skills in meaningful contexts. This ensures writing is relevant, engaging and rooted in real experiences, enabling pupils to express their thoughts, opinions and creativity with confidence.

IMPLEMENTATION

At Hetton Lyons, writing is taught through a clearly sequenced and progressive curriculum that ensures knowledge and skills are built year on year. Our approach is underpinned by the key drivers of aspiration, endeavour and expression, ensuring high expectations for all learners.

Writing is taught daily and closely linked to high-quality texts. Units of work are carefully planned to develop pupils’ understanding of purpose, audience and form. Each unit begins with a clear writing outcome, supported by a model text, enabling pupils to explore structure, vocabulary and grammatical features before applying them in their own writing. This approach supports aspiration by setting ambitious goals and exposing pupils to excellent examples of writing.

The progression of writing skills is carefully mapped across the school to ensure pupils develop confidence and independence in:

  • Sentence structure and cohesion
  • Vocabulary development and word choice
  • Grammar and punctuation
  • Planning, drafting, editing and redrafting
  • Writing for a range of purposes and audiences

Grammar and punctuation are taught explicitly and applied meaningfully within writing tasks, rather than in isolation. Spelling is taught through a structured programme that builds upon phonics knowledge and develops pupils’ understanding of spelling patterns and rules.

Prior knowledge is revisited regularly through retrieval activities, ensuring pupils can recall and apply previously taught skills. This supports endeavour, as pupils are encouraged to practise, reflect and refine their writing over time. Teachers provide clear feedback, modelling improvements and guiding pupils to edit and improve their work, fostering resilience and pride in learning.

Opportunities for expression are embedded throughout the writing process. Pupils are encouraged to talk through ideas, discuss vocabulary choices and explain their thinking before and after writing. Spoken language is used as a foundation for strong written outcomes, supporting clarity, confidence and creativity.

Writing is also embedded across the wider curriculum, including history, geography, science and RE, enabling pupils to write for real purposes and audiences. This cross-curricular approach reinforces skills, deepens understanding and ensures coherence across subjects.

Assessment is ongoing and informs future planning. Teachers use observations, work scrutiny, pupil voice and regular writing outcomes to monitor progress and ensure appropriate challenge and support for all learners.

IMPACT

The impact of high-quality writing teaching at Hetton Lyons is that pupils develop a love of writing and the confidence to express themselves effectively. Pupil voice demonstrates that children can talk enthusiastically about their writing, explain their choices and use appropriate vocabulary when discussing language and structure.

By the time pupils leave Hetton Lyons:

  • Children demonstrate aspiration by taking pride in their writing, aiming to produce high-quality work and seeing themselves as capable and confident writers.
  • Children show endeavour by persevering with the writing process, responding positively to feedback and refining their work through editing and redrafting.
  • Children express themselves confidently, communicating ideas clearly and effectively through a range of written forms and genres.
  • Children write with purpose, adapting their writing to suit different audiences and contexts across the curriculum.
  • Children use grammar, punctuation and vocabulary accurately, applying their knowledge independently in their writing.
  • Children retain and apply learning, making clear connections between prior knowledge and new writing skills.
  • Children develop a strong writer’s voice, demonstrating creativity, clarity and individuality in their work.
  • Children leave as articulate communicators, well prepared for the next stage of their education and for future pathways where strong written communication is essential.

Through fostering aspiration, endeavour and expression, our writing curriculum ensures that pupils not only learn how to write, but understand the power of writing as a tool for communication, creativity and future success.