Literacy Reading is like breathing in, writing is like breathing out

Lead: Mr R Gardner (KS2) Mrs V Hill (KS1)

Writing Intent

At Whiston we base our teaching of writing on the content of the National curriculum. We aim to ensure we teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.

Reading and writing are heavily intertwined and we aim to provide our pupils with rich opportunities to use the language and vocabulary skills that they have acquired in reading in writing sessions. Writing sessions are also where pupils can use the knowledge they have gained through other areas of the curriculum to produce writing for an audience or purpose.


The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: transcription (spelling and handwriting) composition (articulating ideas and structuring them in speech and writing). We use the objectives for each year group to develop pupils’ competence in these two dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. We have developed our feedback policy to put a high emphasis on pupils using metacognition to improve their work and try to encourage pupils to be highly reflective when improving their work.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. This means we also teach additional spelling sessions to help pupils develop fluency. Effective composition also involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. As a result, we often start a unit of work by looking at an exemplar piece and identifying the key aspects that need to be incorporated into a finished piece of work. Writing also depends on fluent, legible and, eventually, speedy handwriting. We use the Nelson handwriting scheme to ensure we model letter formation accurately from an early age.

Spoken language

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.


We want pupils to engage actively with discussion and debate

We want our pupils to have regular opportunities to use drama and performance to be able to adopt, create and sustain a range of roles, responding appropriately to others in role.

We aim to ensure pupils are given a chance to respond thoughtfully to drama and theatre performances

Speaking and Listening is taught through all areas of the curriculum and not in isolation. This includes both foundation and core subjects. We use the Orcay Framework which was developed by School 21 to help us teach the different strands of speaking and listening and to track progression