Our Vision & Intent

Our writing curriculum places writing at the heart of learning. We aim to develop confident, motivated, and successful writers by providing purposeful and meaningful opportunities to write. Guided by the research-informed principles from the Writing for Pleasure Centre, we nurture creativity, independence, and a love of writing while equipping pupils with the skills they need to communicate effectively.

 

Implementation

Our curriculum is delivered through high-quality teaching and regular writing opportunities. Pupils write every day and for real audiences, ensuring their writing has purpose and meaning. Lessons balance the teaching of compositional skills with the explicit teaching of transcription (handwriting and spelling) so that pupils can express ideas fluently and confidently. High-quality texts and diverse genres inspire creativity and broaden pupils’ understanding of language.

 

Lesson structure

Lessons begin with a single, focused objective linked to the type of writing being produced (which may centre on grammar or punctuation). Teachers model and share writing to demonstrate professional techniques and strategies. Pupils then apply these ideas through shared or independent writing, with opportunities to reflect on and improve their work. Lessons are flexible and adapted where necessary to meet individual needs.

 

Transcription skills

Handwriting and spelling are taught systematically to build strong transcription skills, reducing cognitive load and enabling pupils to focus on the quality and creativity of their writing. We follow the Spelling Shed scheme and our handwriting policy to ensure consistent progression and high standards across the school.

 

Adaptations

Our English curriculum has been carefully developed to meet the needs of all children at Hooton Pagnell All Saints C of E Primary School.

Our English writing curriculum for disadvantaged children, including those with SEND, is adapted through the use of writing implements, word banks and visual prompts.

Where this is necessary, children may have access to adapted resources (including the use of ICT and programmes such as Clicker 8) that ensure the highest levels of independence and enable children to work at the same level as their peers.

Multi-sensory activities, such as using sand or clay for letter formation, enhance fine motor skills. Simplified writing tasks, structured templates, and collaborative writing projects encourage self-expression and confidence, ensuring all children can develop their writing abilities effectively.

 

Impact

The impact of our writing curriculum is demonstrated in pupils’ growing confidence, stamina, and creativity as writers. They write with increasing fluency and independence and show a stronger understanding of audience and purpose. Progress is monitored through ongoing assessment and meaningful feedback (including feedback supported by the online programme, AIR), enabling pupils to reflect on their work and continue to improve. Writing outcomes through school reflect pride, effort, and achievement and we celebrate such progress and effort, nurturing a community of young writers who write with pleasure.