Daily English lessons are structured around high-quality texts which have been specifically selected to ensure progression as the children move through school. Each year they build upon skills such as planning, drafting, composing, evaluating and editing which are carefully scaffolded with the aim that children can use these effectively and independently whilst writing for a range of purposes and audiences. Each focus text used refers to a range of linked texts which ensure children experience a range of text types and genres such as picture books, poetry, non-fiction, graphic novels etc. Within the clear and robust writing cycle there are opportunities to not only identify grammatical features but for these areas to be explicitly taught. This grammatical focus during the writing cycle supports the independent use of these features in the children’s own independent writing to demonstrate understanding and skill. These texts set high expectations from the children and allow for clear progression within all areas of writing as children move through school in line with the expectations from the National Curriculum.

Combined with the composition of their ideas through focused writing lessons, the children also have daily handwriting, spelling and phonics sessions to build on their skill of transcription. The aim of these sessions is to scaffold and model correct letter formation, joining of letters, spelling rules and decoding and blending needed to support them with their writing. Through these sessions the children bridge back from previous learning to ensure they can apply these skills seamlessly to allow them to be used out of context and in their everyday writing. During their early writing, children are provided with explicit opportunities to develop their fine and gross motor skills through activities such as threading, playdough, funky fingers, cutting and a range of warm up exercises. These exercises are fundamental to the development of their early writing and supporting them with the correct pencil grip needed as they progress through school.



  • Children to write clearly, accurately and coherently, adapting their language and style in and or a range of contexts, purposes and audiences.
  • Children to express their understanding, opinions and explain their ideas clearly and confidently in discussions.
  • Children to read aloud their own work with expression and intonation.
  • Through the use of high-quality texts, the children acquire a wide vocabulary and an understanding of grammar and knowledge of linguistic conventions for writing.
  • Children to actively bridge back to activate prior learning from previous lessons and years through a robust progression of skills and literary knowledge.
  • Using high quality texts to support children with their understanding of themes which explore their literary heritage, diversity and global awareness.
  • Children to be expressive, creative and innovative writers who demonstrate a passion for writing which is reflected in their selection of vocabulary and grammatical features.

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