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Curriculum Intent - writing


We believe that all pupils should be able to communicate their knowledge, ideas and emotions through their writing. We strive to encourage pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn. We want them to write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences and linked to rich key text drivers. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in their writing, editing their work effectively during and after the writing process.


Curriculum Implementation

During writing lessons, the use of quality texts is used to teach the core skills in-line with the expectations of the National Curriculum through a combination of approaches/opportunities.


Teaching is based on a series of lessons, which work towards a final written outcome.


For the teaching of writing, we follow the Hampshire three-phase learning journey:


Stimulate & Generate:

Pupils read, write and listen best when background knowledge is developed and ideas are stimulated.  This phase is all about immersion into the world of the text.  Activities might include:

·         Opportunities to focus on engagement with the text, ‘hook’ lessons, building vocabulary, opportunities for reading as a reader, developing spoken language and building contextual knowledge.


Capture, Sift & Sort;

Focus on teaching, modelling and developing key skills and processes linked to success criteria. Activities might include:

·         Opportunities for learning include direct instruction, deliberate practice and playing with language. Using rich texts that provide opportunities to develop, and look at, good examples of reading, writing and speaking and listening.  Modelling, sharing and guided learning, exploring language and embedded grammar.


Create, refine, evaluate:

Planning extended writing outcomes, drafting, refining and evaluating.  Application of skills and knowledge in a sustained task with growing independence.

·         Opportunities include modelling of the writing process, including planning and sharing ideas, modelling of the writing process, including planning, editing, refining and proof-reading.  There are opportunities for supported, guided, or independent work.  There are opportunities for the transfer of acquired knowledge and skills in the context of a final outcome and concentrated extended writing.  Opportunities are given to explore models.



At Hunnyhill we use the ‘letter-join’ handwriting scheme.  Discrete handwriting lessons to teach letter formation and joins are carried out. 



From Year 2, classes follow the Spelling Shed Spelling Programme to explore spelling patterns and rules, and to learn common exception words. We aim to create confident and proficient spellers using a discrete teaching approach underpinned by phonics where appropriate.

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