We aim to develop confident, creative writers who can communicate effectively for different purposes and audiences. Pupils develop spelling, handwriting and grammar alongside planning, drafting and editing skills.

Intent

Our writing curriculum provides a broad and balanced education, enabling pupils to become independent, confident writers with high aspirations.

We want pupils to write fluently while developing their own authorial voice. We follow the National Curriculum and ensure appropriate progression across the school.

Oracy is central to writing. Through a vocabulary-rich curriculum and high-quality literature, pupils develop the language and grammar needed to communicate effectively.

We encourage pupils to take pride in their writing, communicate ideas clearly and adapt their language and style for different genres and audiences.

Implementation

We aim for all pupils to:

• Understand writing as an important form of communication.
• See themselves as writers and understand that they can control the writing process.
• Write for different audiences and purposes.
• Choose appropriate tone, style, format and vocabulary.
• Write clearly, accurately and legibly.
• Understand the importance of drafting, proofreading and editing.
• Produce high-quality independent writing.

Our Writing Journey

Dedicated writing lessons are taught four days each week, with opportunities for writing across the wider curriculum.

Our largely thematic curriculum uses a high-quality text each half term to support both reading and writing. Pupils explore different genres and develop their skills progressively across Key Stage 2.

Each text provides opportunities to:

• Develop grammar and punctuation.
• Explore and apply ambitious vocabulary.
• Read as writers and identify effective techniques.
• Explore the structure and features of different genres.
• Plan, write, edit, revise and publish writing for a clear purpose and audience.

We use a range of strategies, including:

• Group Discussion: Exploring ideas and listening to others.
• Partner Talk: Discussing and rehearsing ideas before writing.
• Oracy: Using discussion, drama and vocabulary exploration to develop ideas and language.
• Questioning: Checking understanding and developing learning.
• Modelled Writing: Teachers model writing and editing, making the process clear.
• Shared Writing: Teachers and pupils work together to create writing.
• Vocabulary Development: Explicit teaching and application of ambitious vocabulary.
• Editing: Regular opportunities to review and improve writing.
• Publishing: Sharing finished work and celebrating pupils as authors.
• English Display: Displays and success criteria support pupils in understanding purpose, audience and impact.

Planning Guidance

Writing units usually last two to three weeks and follow four phases: Immerse, Plan, Do and Review. Skills Toolkits support progression and coverage.

• Immerse: Pupils explore high-quality model texts, vocabulary, grammar and punctuation.
• Plan: Pupils develop ideas, explore language and plan their own writing.
• Do: Pupils produce independent writing for a specific purpose and audience.
• Review: Pupils edit, revise and improve their work before producing a final piece.

OWL Writes

Throughout the year, pupils complete regular OWL Writes – independent pieces inspired by stimuli such as films, images and artwork.

These allow pupils to demonstrate creativity and individuality while independently applying their writing, grammar and vocabulary skills.

Impact

Our writing curriculum develops confident, independent writers who can write effectively for different purposes and audiences. Pupils develop increasing control of grammar, punctuation and spelling, make purposeful language choices and understand the impact of their writing on the reader.

Pupils leave Sawley with the knowledge, skills and confidence needed for the next stage of their education.

Handwriting

Clear, fluent and legible handwriting is an important life skill. We use the Letter-join scheme to provide a consistent approach throughout Key Stage 2.

Intent

We aim for all pupils to:

• Develop neat, legible and fluent handwriting.
• Use continuous cursive handwriting accurately.
• Develop speed and stamina for sustained writing.
• Take pride in presentation.
• Apply consistent handwriting standards across all subjects.

Implementation

Handwriting is taught through Letter-join and reinforced across the curriculum.

• Handwriting lessons are taught three times each week.
• The Letter-join Cursive Leading Line font is used consistently.
• Pupils develop continuous cursive handwriting.
• Expectations are reinforced across all subjects.
• All pupils have access to a Letter-join account for practice at school and home.
• Teaching develops handwriting quality, speed, stamina and presentation.

Progression in Continuous Cursive Handwriting

Pupils develop:

• Secure pencil grip, posture and letter positioning.
• Accurate lowercase and capital letter formation.
• Consistent letter sizing, including ascenders and descenders.
• Correct continuous cursive joins and leading lines.
• Increasing fluency, speed and stamina.

Inclusion

We recognise that some pupils need additional support with handwriting.

Support may include:

• Identifying difficulties with formation, sizing, spacing or consistency.
• Use of a Morrell handwriting book where appropriate.
• Pencil grips, targeted interventions, modelling and visual prompts.
• Additional opportunities to practise.
• Appropriate adaptations for pupils with SEND, fine motor difficulties and left-handed pupils.

Impact

Our handwriting curriculum develops fluent, legible and consistent handwriting that supports learning across the curriculum. Pupils develop confidence, stamina and automaticity, allowing them to focus more on composing their writing.

By the end of Year 6, pupils are equipped with the handwriting skills needed for the next stage of their education.

Pens and Pen Licences

• Pupils begin by writing in pencil.
• Pupils who consistently demonstrate high handwriting standards may be awarded a Pen Licence.
• Pupils with a Pen Licence may use a handwriting pen in appropriate subjects.

Pen Licence Criteria

A Pen Licence may be awarded by Miss Kythreotis when a pupil consistently demonstrates:

• Accurate letter formation.
• Secure cursive joins and leading lines.
• Consistent letter size and orientation.
• Appropriate word spacing.
• Neat presentation across subjects.
• Fluent and sustained handwriting.
• A positive attitude towards presentation.

Standards must be demonstrated consistently across the curriculum before a Pen Licence is awarded.

Spelling

Accurate spelling is an essential part of effective communication and successful writing. We use the Spelling Shed scheme to provide a structured and progressive approach throughout Key Stage 2.

Intent

We aim to:

• Develop confidence and accuracy in spelling.
• Teach spelling patterns, rules and conventions systematically.
• Develop understanding of word structure, morphology and etymology.
• Encourage pupils to apply spelling knowledge independently.
• Promote positive attitudes through engaging learning opportunities.

Implementation

Spelling is taught through Spelling Shed and follows the National Curriculum expectations for Key Stage 2.

At Sawley Junior School:

• Spelling lessons are taught three times each week.
• Teachers set weekly spelling patterns and word lists.
• Spellings are shared through EdShed and Class Dojo.
• Pupils practise and apply spellings independently.
• Weekly assessments monitor retention and identify next steps.
• Teachers explicitly teach spelling rules, patterns, word families, prefixes, suffixes and common exceptions.
• Pupils explore connections between spelling, meaning and word structure.
• Spelling is applied across the wider curriculum and in independent writing.

All pupils have access to EdShed, providing games, quizzes and personalised practice linked to the weekly spelling focus.

Supporting All Learners

We are committed to ensuring all pupils can succeed in spelling.

Adaptations may include:

• Reduced or personalised spelling lists.
• Additional adult support.
• Phonics-based interventions where appropriate.
• Practical and multi-sensory approaches.
• Pre-teaching and overlearning of key spelling patterns.
• Additional opportunities to revisit previous learning.

For pupils receiving phonics intervention, spelling teaching is linked to their phonics programme to address gaps effectively.

Impact

Our structured approach helps pupils develop accuracy, confidence and independence in spelling. Pupils build an expanding knowledge of spelling patterns, rules and word structures, enabling them to communicate effectively across the curriculum.