Our writing approach

We have developed a clear structure for our writing process. This process is followed for every written piece and the timescale adapted according the the context of the writing. 

This is part of a suite of excellent tools, resources and strategies to help children develop their ideas, plan, improve and present their writing.  

We teach grammar alongside writing and reading, with purpose in mind. 

We use our revising and editing tool 'ARMS and CUPS'  to ensure there is a clear structure for improving the accuracy and effectiveness of writing. 

We teach spelling and handwriting discretely, ensuring that children have the necessary physical and technical skills in handwriting and spelling to enable them to write efficiently. 

Our writing genres

Writing creatively and academically is developed through all writing types. We ensure we have an ambitious and engaging balance between different styles of writing. This is planned carefully to build up grammatical structures, organisation and sophistication and formality of the language or 'register' of the writing as the text types are revisited throughout the years.   We delay teaching some text types as they are more complex or revisit those which need more practice in multiple contexts. 

Our whole school progression overview of writing shows the full coverage for each aspect of writing from Nursery to Year 6. 

We have a clear progression in the types of writing children experience to ensure a rich and varied curriculum with an appropriate range of narrative, non-narrative and poetry writing each year.  It is shown alongside the text or stimulus for writing in our year overviews. 

Q1E English Year Group Overviews

Year 1, Year 2, Year 3, Year 4, Year 5, Year 6

Narrative

Story-telling and story writing are key element in every year group. Different story types are built into our curriculum. Narratives cover common themes and structures of story including overcoming the monster, quest, voyage and return, rags to riches, rebirth, comedy, tragedy.

Non Narrative

Ensuring a clear purpose for writing means that for non-narrative writing there is often a clear link to other curriculum areas. Equally, this may be stimulated by a particular aspect of a class reading text.

We have a clear structure to the development of non-narrative writing and each text type has clear articulation of the features expected in different year groups and model texts for teachers to use to guide the standard and style. 

You can find further detail about the progression of each non-narrative style here: 

Poetry  

Each year group have an engaging and diverse poetry curriculum with a range of classic and contemporary poets and poetry.    Writing poetry is developed through exposure to the wide variety of styles and forms matched to specific year groups. 

We aim for children to write creatively through extensive exploration of ideas, playing with language and breaking the language rules in order to express ideas in original ways through their own poetry.

Our poetry progression shows how types of poetry are built up through the curriculum. 

Mechanics of Writing (Transcription)

We teach the physical skills of getting an idea into written form discretely from the writing process. Our aim is that children have the physical and technical skills in handwriting and spelling to enable them to write efficiently, starting with good habits from the early years.
 

Spelling

Our spelling curriculum is designed to meet the needs of all children. Our aim is to build confident writers who are equipped with the tools they need to communicate clearly and effectively.

Children in Reception and Year 1 learn spelling through the Q1E Trust phonics approach. From Year 2 to Year 6, the children follow the award-winning Ready Steady Spell programme by Literacy Counts to ensure that all pupils become fluent, accurate spellers. 

Ready Steady Spell is a research-informed and impact-proven programme, helping children secure the essential skills and strategies they need to spell confidently across the curriculum. Through engaging activities, consistent teaching routines and regular reviews of prior learning, it helps children move spelling knowledge into their long-term memory. 

Progression Overviews: Year 2, Year 3, Year 4, Year 5, Year 6.