Writing Curriculum

At Lincoln Gardens Primary School, we recognise the crucial importance of studying the English language. Improved performance at reading, writing and spoken language will enable our pupils to express their thoughts and ideas more fluently, accurately and, ultimately, to their greater satisfaction. This will also help them to deal more successfully with other curriculum subjects, while enriching their lives beyond school. The teaching and learning of language skills are, therefore, given a high priority in our school and where possible the creative curriculum and ICT will be used as tools. We understand the importance of the link between reading and writing and, wherever possible, use high quality texts as a starting point for children’s writing.

When teaching writing, our aim is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word.

We aim for our pupils to:

  •  acquire a wide vocabulary, an understanding of grammar, and knowledge of linguistic conventions for reading, writing and spoken language
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences


Our writing curriculum is based on what we know is best for our pupils. Writers will develop the stamina and skills to write at length, with accurate spelling and punctuation. They will be taught the correct use of grammar. They will build on what they have been taught at every stage of their learning to expand the range of their writing and the variety of the grammar they use. The teaching of writing is linked to quality texts to expand the children’s vocabulary while providing inspiration for their own pieces. They will be given opportunities to write for a variety of purposes linked to the wider curriculum, and write a range of genres incorporating a breadth of fiction, non-fiction and poetry. We believe that a secure basis in writing skills will give our children the tools they need to participate fully as a member of society.

Coverage and Progression

Statutory requirements for the teaching and learning of English are laid out in the National Curriculum in England: Framework Document (2014). The full programme of study can be found on the DfE National Curriculum website. 

The programmes of study for writing at key stages 1 and 2 are:

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing)

Teaching will develop pupils’ competence in these two dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. 

A whole school overview for the coverage and progression of the teaching of writing has been created and teaching staff follow this within year groups.

Teaching and Learning Styles

In EYFS through to Year 6, children are taught English within their classes. Through quality first teaching, differentiation and the support of additional adults, all children will receive high quality teaching and appropriate support in order for every child to reach their full potential.

Children may receive additional targeted support if necessary outside of the English lessons, for example, to work on targets from their SEND plans. A clear lesson objective and success criteria are a feature of all English lessons. Working walls support learning in the classrooms and are updated to reflect the current writing unit. Evaluative marking is used, following the school’s marking and feedback policy, and children are given time to respond to feedback. Assessment informs planning and reference is made to the National Curriculum in medium term plans. We encourage children to use ICT as a resource for learning, whenever appropriate. We provide a rich and varied experience for pupils to draw on in their writing which should include the whole curriculum. Where possible, links are made to foundation subjects, half-termly or termly themes, and high quality texts which are used as whole class reading books and during reading lessons.

To develop our children as writers we:

  • treat children as writers, from the earliest stage, who have ideas that they will want to communicate, building on writing skills they have acquired and their knowledge of print from their environment.
  • provide experiences where the children can acquire confidence and a positive attitude to writing.
  • develop and sustain writing skills by providing opportunities for children to write for a range of purposes and audiences.
  • use shared and guided writing sessions to model writing skills, teaching children how to compose, amend and revise their writing.
  • teach children to become critical readers of their own writing by using self-evaluation and checking their work independently for sense, accuracy and meaning.
  • teach grammar and punctuation in the context of children’s own writing, as well as through discrete lessons.
  • teach children to develop their ability to organise and present imaginative and/or factual writing and poetry in different ways.
  • teach strategies for spelling to enable children to become confident and competent spellers.


Handwriting begins in EYFS with mark-making and patterns. All pupils are given access to a wide range of writing tools and mediums to practise the early fine motor skills.

Handwriting is taught using the Achieving Excellence in Handwriting programme by Martin Harvey. Further details about the school’s teaching of handwriting can be found in the school’s handwriting policy and the Achieving Excellence in Handwriting document.

SEND and Inclusion

We aim to provide for all children so that they achieve as highly as they can in English according to their individual abilities. We identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. More able children are identified and suitable learning challenges provided.

  • Children with identified SEND in English receive targeted support.
  • Children with English as an additional language are supported within school and by external support from EMTAS, working on targets set by class teachers.
  • Children who are identified as having additional needs with reading, receive extra support and one-to-one reading sessions in school.
  • More able children in English are identified and challenged appropriately in lessons.

Equal Opportunities

All children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.


Teachers seek to take advantage of opportunities to make cross-curricular links where relevant. They plan for pupils to practise and apply the skills, knowledge and understanding acquired through English lessons to other areas of the curriculum.

Challenges for more able pupils are provided within English lessons or in addition through a range of wider opportunities e.g. More Able Writers Days.

Authors and poets are invited into school to develop children’s passion for writing.

Key Stage 2 children are offered the opportunity to join the Spelling Shed club to practise spelling patterns following the school’s scheme.

Assessment and Recording

Work is assessed in line with the Assessment Policy.

Teachers use feedback on pieces of writing in order to identify where children have included elements of the success criteria (which are highlighted in blue), set next steps and areas for development (which are highlighted in green) and to give children the opportunity to revisit their work in order to make improvements. Children’s editing and improvements are written in purple pen.

Summative assessment is recorded three times a year in order to assess the children’s progress in writing.

Independent writing assessments are completed in Assessed Writing books. Each year group completes two fiction, two non-fiction and one poetry assessed piece each term. Teacher assessment grids are used by each year group to assess each piece of independent writing. Teachers then provide children with areas of strength and targets for their next piece of writing through their feedback.

Internal moderation is completed termly by the writing subject leader.

Teacher assessment for writing in Year 2 and Year 6 is submitted to the Standards and Testing Agency during the summer term.

Monitoring and Review

The English curriculum team are responsible for improving the standards of teaching and learning in writing through the monitoring and evaluation of the subject.

This will involve:

  • monitoring of pupil progress
  • discussions with pupils regarding writing
  • analysing data
  • monitoring the provision of writing
  • taking the lead in policy development
  • auditing and supporting colleagues in their CPD
  • purchasing and organising resources
  • keeping up to date with recent English developments
  • analysis of SATs results to identify areas for development
  • checking that assessment for writing is carried out in line with the school’s policy