Writing, Spelling and Handwriting

Our vision for writing

Writing allows children to share ideas, tell stories, explain learning and communicate with others. We want children to find their voice and develop the knowledge and fluency to write for different purposes.

What children learn

We use Pathways to Write with mixed-age units. Year A is taught in 2026–27; Year B follows in 2027–28. The phase plans show the books and writing outcomes for each cycle. Spelling follows Pathways to Spell and handwriting follows Nelson Handwriting. In Reception, drawing, talk, phonics and early mark-making build the foundations for writing.

Cycle and phase	Autumn	Spring	Summer
Year A · Years 1–2	Lost and Found by Oliver Jeffers Outcome Fiction – Write an adventure story based on the structure of the text; Nibbles: The Book Monster by Emma Yarlett Outcome Recount: write a diary entry	Grandpa’s Gift by Fiona Lumbers Outcome Fiction - write a story about a character; Katie in London by James Mayhew Outcome Non-fiction: write a non-chronological report	Somebody Swallowed Stanley by Sarah Roberts Outcome Non-fiction - write information about sea animals; A Midsummer Night’s Dream Adapted by Brooke Jorden Outcome Fiction - write a character description
Year A · Years 3–4	Coming to England by Floella Benjamin Outcome Recount - write a letter in role recounting events of the story; Winter’s Child by Graham Baker-Smith, Ice Palace by Robert Swindells Outcome Fiction - write a fantasy story based on a fable	The Fossil Girl by Catherine Brighton Outcome Recount: write a fossil journey; The Silence Seeker by Ben Morley Outcome Fiction: rewrite the story in third person with dialogue	Journey by Aaron Becker, Tilly Mint Tales by Berlie Doherty Outcome Fiction - write an adventure story; A Stage Full of Shakespeare Stories by Angela McAllister (The Merchant of Venice) Outcome Non-fiction: write a guide
Year A · Years 5–6	Young, Gifted and Black by Jamia Wilson ; Race to the Frozen North: The Matthew Henson Story by Catherine Johnson Outcome Recount - write a series of diary entries; The Lost Happy Endings by Carol Ann Duffy Outcome Fiction - write a traditional tale	Arthur and the Golden Rope by Joe Todd-Stanton Outcome Fiction: write a myth; Malala’s Magic Pencil by Malala Yousafzai, For the Right to Learn: Malala Yousafzai’s Story Outcome Recount: write an autobiography	The Brilliant Deep by Kate Messner, Coral Reefs by Jason Chin Outcome Persuasion/information: write an information leaflet; Bold and Brave Women from Shakespeare by Shakespeare Birthplace Trust, A Stage Full of Shakespeare Stories Outcome Recount: write and perform a soliloquy
Year B · Years 1–2	Troll Swamp Trolls Go Home Outcome: Write a story; The Owl Who Was Afraid of the Dark Outcome: Write a report	The Dragon Machine The Dragonsitter Outcome: Write an adventure story; The Curious Case of the Missing Mammoth A Great Big Cuddle Outcome: Write a story	The Lost Wolf Outcome: Write a letter; Usborne Illustrated Stories Shakespeare (The Tempest) Outcome: Retell adapted version
Year B · Years 3–4	Fiction - write a fantasy story Gorilla by Anthony Browne; Recount - write a diary Leon and the Place Between by Graham Baker-Smith	Fiction - write an adventure story from POV of the boy Amazing Islands by Sabrina Weiss, Koji’s Island by The Literacy Company; Persuasion - information board to persuade people Amazing Rivers by Julie Vosburgh Agnone	Recount: write the adventure as a journal Our Tower by Joseph Coelho; Fiction - write a playscript for a part of the story A Stage Full of Shakespeare Stories by Angela McAllister (Julius Caesar)
Year B · Years 5–6	King Kong by Anthony Browne, King Kong (1933 film)Myths Outcome: write an action adventure; Beowulf by Michael Morpurgo Outcome: To write a further adventure for Beowolf	Kai and the Monkey King by Joe Todd-Stanton Outcome: To write a myth set in ancient China; The Darkest Dark by Chris Hadfield Outcome: Write a biography	The Paperbag Prince by Colin Thompson Outcome: Write a persuasive leaflet; Radiant Child by Javaka Steptoe, Life Doesn’t Frighten Me by Maya Angelou Outcome: Information Text

Essential Knowledge and progression

Children develop transcription, sentence construction, vocabulary, planning, drafting and editing. Writing knowledge is revisited across genres; age-related objectives build beneath each shared phase text. Spelling progresses from sound-letter knowledge towards patterns, word structure and proofreading. Letter formation develops towards readable, increasingly fluent handwriting.

A learning journey: Children move from orally rehearsing an idea and composing a simple sentence to linking sentences for an intended reader. In mixed-age Pathways to Write units, one shared book can provide the stimulus while each pupil works towards the writing knowledge appropriate to their year group. For example, a younger writer may sequence events with clear sentences, while an older writer controls viewpoint, paragraphing and language to shape the reader’s response. In transcription, accurate letter formation makes writing easier to sustain; sound–letter knowledge develops into spelling patterns, word structure and proofreading. A later extended piece asks children to bring these skills together rather than practise each in isolation.

Handwriting has its own cumulative pathway: Reception develops shoulder, arm, hand and finger control and begins letter formation; Year 1 secures direction and starting points for lower-case letters, capitals and digits; Year 2 improves relative size and spacing and learns the strokes needed for suitable joins. Years 3–4 develop consistent joins and legibility. In Years 5–6, children work towards fluency, appropriate speed and choosing the right writing style or tool for the task. Joining starts when accurate formation is secure. Capitals are not joined. A move to pen can begin from Year 5 when a child is ready, rather than being tied to age or given as a reward.

How we teach it

Teachers use quality texts to model language and provide a purpose for writing. Children discuss ideas, encounter new vocabulary, practise essential skills and apply these in a longer outcome. Spelling is taught and revisited explicitly. Handwriting is taught directly and applied in other work.

DISCERN in this subject: A writing lesson can begin by discussing a familiar passage and recalling a writing technique. The teacher explicitly models that technique, children rehearse it with prompts and compare possibilities with a partner, and questions check readiness. They then write independently and return to their work to identify what to improve. Spelling and handwriting are taught and practised within this wider progression.

The handwriting policy sets out a practical sequence: prepare, model, practise, apply and review. Staff check posture, handedness and comfort, demonstrate the movement and its language, give brief focused practice, then expect the taught formation or join to appear in meaningful writing across subjects. Nelson Handwriting provides the agreed progression; phonics and formation are coordinated in Reception and KS1.

How all children take part

Shared stories, oral rehearsal, modelling, vocabulary support and appropriate tools help children get their ideas onto the page. Teachers adapt tasks and support while preserving opportunities to write with purpose.

Handwriting difficulty must not be mistaken for weak ideas or understanding. Staff may use larger lines, visual baselines, adapted writing tools, shorter practice, reduced copying or an alternative way of recording, while continuing to teach handwriting appropriately. Left-handed children receive suitable paper positioning and modelling. Comfort, legibility and useful fluency matter more than making every child’s writing look identical.

How we check learning

Teachers use conversation, written outcomes and practice work to identify strengths and gaps. Feedback focuses on the essential knowledge being taught and gives children opportunities to improve or demonstrate learning later.

The handwriting focus is checked both in a practice session and in everyday independent writing: is formation accurate, comfortable and becoming automatic beyond the handwriting book? Teachers identify one or two precise next steps, rather than judging presentation by appearance alone. End-of-unit writing is reviewed against the taught writing knowledge, with time for a meaningful response to feedback.

Beyond the classroom

Children write across the curriculum and for real audiences where appropriate, drawing on the stories, experiences and conversations they share in school and at home.