At Forest of Galtres, we promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature.
Intent
Our writing curriculum is designed to build pupils’ skills cumulatively so they develop the fluency, confidence and knowledge needed to see themselves as successful writers. We prioritise automaticity in transcription (handwriting and spelling) so that children can quickly and smoothly translate their thoughts into words without overwhelming cognitive load.
We recognise that writing is a complex process and pupils require secure foundational knowledge, accurate sentence construction and daily explicit teaching in carefully sequenced steps.
Spoken language plays a pivotal role, with oral rehearsal, strong adult modelling, and purposeful opportunities for talk supporting pupils to shape and refine ideas before writing.
Handwriting is taught explicitly from the start, with a focus on correct formation, appropriate progression and teaching that develops strong muscle memory. Our handwriting progression flows from Read, Write, Inc, our approach to phonics, and joining is introduced only when children are fully ready.
Spelling begins in Reception. We emphasise accuracy before extended writing, ensuring pupils attempt longer pieces only when transcription skills are secure. Strong reading underpins strong writing, and pupils are motivated through clear purpose, real audiences and manageable feedback. Ultimately, our aim is that by Year 6, every child writes with confidence, fluency and speed, equipped with the knowledge and self-belief to thrive across the curriculum.
Implementation
We teach skills cumulatively and explicitly every day through our learning cycle of Connect, I do, We do, You do and Independent learning zone. Teachers model writing, reading and spoken language continuously, using the learning cycle structure to guide pupils step by step through sentence construction and idea development.
Oral rehearsal is embedded across lessons so children can say their ideas aloud before writing, supported, where helpful, by visual prompts and widgets to strengthen verbal language.
Handwriting is explicitly taught from Reception onwards through set lessons each week, with close attention to correct formation. Misconceptions in letter formation are corrected imminently to build lasting muscle memory. Pupils do not join letters until they are fully ready.
Spelling instruction begins early, focusing on sight reading, root words and patterns. Accuracy is prioritised before extended writing, which is introduced only when fluency is secure. Reading is woven through all writing sessions and the wider curriculum so children hear high-quality models daily. Feedback is manageable, targeted and designed to support the complexity of learning to write.
Through high quality texts, purposeful tasks, clear audiences and daily practice, we nurture motivation and help all pupils view themselves as writers who can express meaning with increasing fluency, confidence and speed.
