Why writing matters

Writing is both a means of learning and a medium of assessment. Strong writers draw on knowledge, vocabulary, and syntax to express ideas clearly. Early secure transcription supports fluency; in later years, explicit teaching of sentence and text structures, argument, and evidence elevates quality.

 

Foundations: the science of writing

• Not-so-simple view of writing: composing depends on transcription (handwriting/spelling), executive functions (planning, working memory, attention), and text generation (ideas, language).
• The Writing Rope (Sedita): strands include critical thinking, syntax, text structure, writing craft, content knowledge, transcription (handwriting/spelling), and revising/editing.
• Knowledge matters: content knowledge and vocabulary strongly predict writing quality; reading widely feeds writing.
  
  

What to teach (and practise)

• Transcription: letter formation, handwriting fluency, spelling patterns and morphology (prefixes, suffixes, roots).
• Sentence skills: sentence combining, expansion, reduction; varied sentence openers; coordination and subordination.
• Paragraph and text structure: narrative arcs; explanation/argument structures; cohesion (pronouns, repetition, connectives).
• Planning, drafting, revising, editing: teach with worked examples, checklists, and rubrics; model think-alouds.
• Writing craft: audience and purpose, precise vocabulary, tone, and voice; use mentor texts to study moves of writers.
• Reading–writing connection: write to learn (summaries, explanations) and read to write (analyse mentor texts for structure and language).
  
  

High-impact practices (evidence-informed)

• SRSD (Self-Regulated Strategy Development): explicit strategies for planning, drafting, and revising with self-talk, goal setting, and gradual release.
• Sentence-combining instruction to improve syntactic maturity and writing quality.
• Frequent short writing across the curriculum (quick-writes, exit tickets, summaries) alongside longer products.
• Explicit spelling and morphology teaching integrated with writing; spaced retrieval and cumulative review.
• Targeted handwriting fluency practice in early years/KS1 to free up cognitive load for composing.
• Use exemplars and success criteria; co-construct checklists; provide timely, actionable feedback.
  
  

Phase guidance: EYFS to KS3

• EYFS (ages 4–5): mark-making, name writing, letter formation linked to phonics; oral rehearsal of sentences; caption and label writing; play-based writing corners.
• KS1 (5–7): daily handwriting; encode with taught GPCs; sentence combining and simple expansion; short plans and oral rehearsal; teacher modelling and shared writing.
• KS2 (7–11): morphology weekly; paragraphing and cohesion; note-taking and summary frames; SRSD strategies for narratives and essays; subject writing (science explanations, history arguments).
• KS3 bridge: disciplinary literacy—how writing differs by subject (methods write-ups in science, historical arguments, literary analysis); explicit modelling of evidence and citation.
  
  

Practical classroom routines

• Modelled → Shared → Guided → Independent writing sequence with think-alouds.
• Daily warm-ups: sentence combining; grammar in context; 5–10 minute quick writes with retrieval of prior content.
• Planning tools: boxes-and-bullets, story maps, argument frames (claim–evidence–reasoning).
• Revision routines: colour-code changes, peer review protocols, focused editing passes (spelling, punctuation, sentence variety).
• Mentor texts: annotate for structure, language features, and craft moves; imitate then innovate.
• Publishing and authentic audiences: displays, blogs, letters, competitions to increase motivation.
  
  

Assessment and progress monitoring

• Cold writes and curriculum-embedded tasks with analytic rubrics (ideas, organisation, sentence fluency, vocabulary, conventions).
• Sample-based moderation across classes; use exemplars to calibrate expectations.
• Diagnostics: sentence-level probes (run-ons, fragments), spelling inventories, handwriting fluency (letters/min).
• Pupil reflection: checklists and goal setting; compare first and final drafts to evidence growth.
  
  

Inclusion and accessibility

• Dyslexia/dysgraphia/DCD: explicit instruction, overlearning, lined/raised paper, slant boards; consider assistive tech (speech-to-text, word prediction) with explicit teaching.
• SLCN: sentence frames, visual supports, oral rehearsal, collaborative planning talks.
• EAL: dual-language resources, vocabulary pre-teaching, morphology and cognate awareness, model texts with clear structures.
• Universal Design for Learning: multiple means of planning, drafting, and publishing; accessible formats and scaffolds.
  
  

Technology that helps (and guardrails)

• Word processors for drafting and revising; track changes to make learning visible.
• Spellcheck and grammar tools as prompts for teaching, not replacements for instruction.
• Speech-to-text for pupils with transcription difficulties; teach planning and revising explicitly alongside.
• AI writing supports: use for idea generation, planning frames, and feedback on conventions—with clear policies on academic honesty and teacher oversight.
  
  

Implementation playbook (first 30 days)

1. Week 1: Audit provision (handwriting, spelling/morphology, sentence instruction, planning/revision routines, mentor texts). Identify 2–3 priorities.
2. Week 1: Agree success criteria and analytic rubrics for the next unit; collect baseline cold writes.
3. Week 2: CPD on SRSD and sentence-combining; build model texts and worked examples; co-construct checklists with pupils.
4. Week 2: Launch daily 10-minute sentence/writing warm-ups; integrate morphology/spelling mini-lessons.
5. Week 3: Implement guided writing groups targeting common needs (syntax, cohesion, paragraphing).
6. Week 4: Moderate samples, review impact (rubric scores, sentence diagnostics), refine plans for next 6 weeks; share exemplars with families.
   
   

Home–school partnership

• Short, fun writing at home: lists, letters, captions, journals; celebrate and display.
• Talk before writing: prompts for family discussion tied to class topics; vocabulary cards with images.
• Library links and writing competitions; publish collections (digital or print) to create authentic audiences.