Writing

We aim to develop pupils who can write confidently, creatively and with purpose. Our writing curriculum is designed to build pupils’ knowledge of different text types, expand their vocabulary and develop their understanding of grammar and composition. We want all children to become fluent, independent writers who can communicate effectively for a range of audiences and purposes.

Implementation

We teach writing using the Talk for Writing approach. This structured process enables pupils to learn how texts work before applying their knowledge independently.

Each unit follows a clear sequence:

Cold Task (Baseline Assessment)
At the start of each unit, pupils complete a cold task. This allows teachers to assess pupils’ current understanding and identify next steps in learning.

Imitation
Pupils learn and internalise a high-quality model text. During this stage they:

• explore the purpose, audience and structure of the text

• develop vocabulary and language patterns

• use story maps and oral rehearsal to internalise the text

• analyse the structure through “boxing up”

• create a toolkit of key features for the genre

Grammar and sentence construction are taught within this stage so pupils understand how language works within a text.

Innovation
Pupils begin to adapt the model text by making changes to characters, settings or ideas. Teachers model the planning and writing process and pupils often write collaboratively before attempting their own adaptations. Feedback and editing support pupils in refining their work.

Independent Application (Hot Task)
At the end of the unit, pupils complete a hot task, applying the knowledge and skills they have developed to produce an independent piece of writing in the same genre.

Through this approach, pupils develop:

• a strong understanding of different text structures

• a growing vocabulary and improved grammar

• confidence when planning, drafting and editing their writing

• the ability to write independently for a range of purposes

Progress is measured through the development from cold task to hot task, alongside ongoing teacher assessment.

Handwriting

Intent

At Grange, we believe that clear, fluent handwriting supports effective written communication and underpins success in writing. Our aim is for all pupils to develop legible, fluent and consistent handwriting so that they can write efficiently and focus on the content of their writing.

Implementation

Handwriting is taught progressively from Nursery to Year 6 through regular practice and consistent modelling by staff.

Early Years

In Nursery and Reception, children develop the physical foundations for writing through activities that strengthen gross and fine motor skills. These include activities such as climbing, building, threading, playdough and mark making.

Children begin to develop:

• pencil control

• correct pencil grip

• early letter and number formation

• pre-cursive patterns

Key Stage 1

In Years 1 and 2, pupils are taught correct letter formation and orientation through structured handwriting sessions.

Teaching focuses on:

• accurate letter formation with lead-in strokes

• consistent letter size

• correct positioning on the line

• understanding ascenders and descenders

Once pupils can form letters securely, they begin learning cursive joins.

Key Stage 2

In Key Stage 2, pupils develop fluent, joined handwriting. Regular practice enables pupils to write with increasing speed and consistency while maintaining legibility. Handwriting expectations are reinforced across the curriculum.

Handwriting Scheme

We use the Letter-Join handwriting programme, which teaches a continuous cursive style. This supports pupils in developing:

• muscle memory for letter formation

• writing fluency

• consistent presentation

• secure letter orientation

Through consistent teaching and practice, pupils develop fluent, legible handwriting that supports their writing across the curriculum. As handwriting becomes more automatic, pupils are able to focus more fully on composition, vocabulary and the quality of their ideas.