Writing
Our Writing Intent
At Our Lady and St Brendan's we plant a seed of love of writing that will grow throughout each child’s learning journey to create strong, literary robust citizens of the future. As a staff team and subject specialists, we have carefully designed our bespoke English curriculum to link the literature studied to the contextual interests of our children. We want to equip them with the vocational understanding and emotional resilience required in their life journey beyond Our Lady and St Brendan's. Our oracy agenda will ensure that by the time they leave, our children will be able to articulate opinion through expression with a wide range of adventurous vocabulary used across the curriculum. Through discussion and debate, we expect our children to explain their understanding and ideas sensitively to become competent in the art of speaking. They will be expected to listen with respect and demonstrate active listening skills through recall and collaboration. As their oracy develops, they will also learn how local authors, screenwriters and poets have shaped our cultural footprint. They will also explore how literature, poetry and drama contributes to the culture, tourism and wealth of countries around the world. Each child’s understanding of grammar and punctuation will be explored through the texts with a further focus on spelling. We want our children to develop a love of writing as a medium to express their own creativity and are not encumbered by the expectation of others. We believe that for our children, writing can provide an escape and we will provide the skills to experiment, invent and create their own world of wonder through works of literature.
Implementation
Our implementation of the English curriculum is structured and comprehensive, yet flexible to meet the individual needs of each child. We provide high-quality teaching using a range of resources, including a mix of modern and classic texts. Children are given opportunities to use a range of IT resources to enhance their learning, and we offer additional support for those who need it, including those with special educational needs. Each year group has carefully planned objectives linked to the National Curriculum and these are reviewed regularly. Children are encouraged to participate in peer assessment and self-reflection, to promote accountability for their learning.
Daily writing lessons
Lesson Structure for English Writing
At Our Lady and St Brendan's Catholic Primary School, each writing lesson follows a consistent and effective structure to ensure high-quality learning outcomes:
1. Clear Learning Objectives
Every lesson begins with children identifying the learning objective, success criteria, key vocabulary, and connections to their previous learning. This approach helps children understand the purpose of the lesson and how it builds upon their existing knowledge.
2. Live Feedback and Responsive Teaching
We value immediate feedback, so our teachers provide live feedback continuously throughout each lesson. This ensures that misconceptions are addressed in the moment, enabling children to improve their work as they go. At the start of each lesson, children have dedicated time to respond to more detailed feedback, refining their understanding. Lessons are also adaptive, with teachers adjusting content based on common misconceptions.
3. Supporting All Learners
We are committed to ensuring that every child, including those with special educational needs and disabilities (SEND), receives the support they need to succeed. This begins with **quality first teaching**, where teachers deliver high-quality, well-differentiated lessons that meet the diverse needs of our learners. Bespoke teaching strategies and differentiation are used to ensure that every child can access the curriculum, with specific adjustments made for those requiring additional support.
4. Creative and Engaging Learning
Creativity is at the heart of our English lessons. We strive to make learning enjoyable by incorporating a variety of activities such as games, songs, drama, and group work. These creative approaches help to reinforce key concepts and make lessons more engaging for all learners. We place a strong emphasis on **oracy**, ensuring that children have ample opportunities to develop their speaking and listening skills.
5. I, We, You Approach
Our teaching follows the proven 'I, We, You' method. Teachers begin by modelling a concept, text, or grammatical feature with clear, high-quality instruction ('I'). The lesson then progresses to a collaborative phase ('We') where children practise with the guidance of scaffolds and live feedback, receiving support or challenges as needed. Finally, the lesson transitions to the independent stage ('You'), where children apply what they have learned, with teachers providing encouragement to foster confidence and independence.
6. Celebrating Success
Celebration of success is a constant feature in our classrooms. We move away from a traditional 'end-of-lesson celebration' to a model of continuous recognition, celebrating achievements as they happen. This positive reinforcement motivates and supports our learners, encouraging a culture of consistent effort and progress.
This structured approach ensures that every child, including those with SEND, receives high-quality, engaging writing instruction that is tailored to meet their individual needs, helping them to grow as confident and capable writers.
Two-week writing cycle
Across Years 1-6, writing units are structured with a 2-week cycle:
Starting point: teachers begin each unit with clear guidance from subject leaders and their long term plan, which outlines objectives for grammar, syntax (sentence structures) and punctuation. This has been carefully sequenced to ensure progression and that knowledge is built upon prior learning. Furthermore, teachers use ongoing formative assessment, in the form of writing assessment grids, to inform writing objectives and support their own understanding of each child's areas for development.
Hook/ prediction: These lessons ignite a strong purpose for their upcoming writing unit and establish children’s curiosity. The hook lesson can be centered around a new class text, or a model text created by the teacher; children might experience hands on experiences, such as following recipes prior to instructional writing, or have their learning space transformed into a scene from a story. Prediction based activities allow our children to later better understand the story, make connections to their own experiences and become actively engaged and invested in the story.
Text analysis: Teachers will write a model text, or ‘WAGOLL’ that is slightly beyond the children’s Zone of Proximal Development. This text will contain relevant literary features, year group spellings, as well as grammar objectives to be covered in the unit. Activities will vary dependent on year group; but will typically contain text mapping, to discern the texts underlying structure and learn new vocabulary, drama and role play, or colour coding the different features within the model text. This activity will also serve as formative assessment for the rest of the unit, so teachers can pitch SPAG lessons accordingly.
Teaching of SPAG (spelling, punctuation and grammar): This phase comprises engaging, practical SPAG lessons discerned by the long term plan and teachers’ formative assessment. These lessons will ultimately support children towards their final writing outcome.
Planning: With strong foundational knowledge of the text type, and literary features that they will be expected to write, children will then plan their writing. SEN children are supported through each step of the process; undertaking activities such as illustrations, ICT to scribe ideas and plans and scaffolding. Key Stage Two children will also ‘box up’ the model text beforehand; summarising the model text into a clear structure that they will emulate in their own writing.
Draft, edit, revise: Our writing curriculum follows a clear process that guides children from initial ideas to published pieces. This process ensures children develop essential writing skills step by step.
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Drafting: Teachers lead drafting using the 'I, We, You' model. This approach starts with explicit teacher modelling (I), moves to guided writing with the class or in pairs (We), and transitions to independent writing (You). Model texts are displayed on working walls, providing ongoing support.
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Editing: Children use differentiated checklists, tailored to their level, to review and improve their writing. This checklist focuses on non-negotiable elements such as punctuation, grammar, and structure. Teachers provide verbal and written feedback, following our consistent marking policy from Years 1 to 6. Research by Graham & Harris (2018) highlights the importance of self-regulation strategies in improving writing outcomes, which is embedded in our use of checklists.
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Revising: Revising focuses on enhancing the quality and impact of the writing. Children are encouraged to read their work aloud to a partner or teacher, developing both oracy and self-assessment skills. This collaborative process helps refine language, structure, and content. According to Rosenshine’s Principles of Instruction, guided practice and immediate feedback are key to mastering complex skills like writing.
This structured approach ensures children can identify next steps and build confidence, reducing cognitive load as they refine their work.
Publishing: Presenting work is a huge driver of children’s motivation. Teachers will select pieces to be published and celebrate students successes: in the form of rewards, certificates, an entry into the Schools Writing book or posted on school's social media.
Spelling
Spelling remains a focus across school, even after children have secured their knowledge of phonics. Children in Years 1-6 will receive daily spelling instruction during lessons and additional time during targetted interventions. We use the SpellingShed scheme, a scheme comprising engaging games which are encouraged to be completed at home. If children cannot access the Spelling Shed app, children are sent home with an engaging booklet of games and activities each week. Spellings are then tested each week using the SpellingShed app and records are kept by the teacher. After each test, new spellings will be updated for children to practice in class and at home. Rewards will be given out each week for children who rank high up on the ‘league table.’ In addition, key spellings for each writing lesson are introduced to support children with their individual lessons.
Supporting children with SEND
An inclusive writing curriculum is a top priority at OLSB. Each child is supported through ongoing formative assessment and lessons are scaffolded accordingly. The Bradford Tool Kit is implemented to assess children working two years or more below their peers, so we can monitor small steps of progress. Children with SEND will focus on key skills; for example, simple sentences, capital letters and full stops, and independence is encouraged throughout. Further, some children follow a carefully sequenced bespoke curriculum, inspired by the interests of children, which mirrors the two-week writing cycle. Learning is paced into manageable 'chunks,' and some children are allowed longer time to study each writing objective. Effective deployment of teaching assessments is central for our SEND children, but learning always mirrors the instruction in the classroom. Technology is used to support the complex processes involved within writing; for example, children may use an iPad to scribe their ideas or support with spelling, so barriers to writing does not hinder their creativity. Children are given the opportunity to revisit and apply many concepts taught.
Impact
Our writers at OLSB are encouraged to think creatively, take risks in their writing whilst upholding the highest standards. Children’s individual progress is measured thoroughly within a variety of ways:
- Individual feedback: through verbal discussion or written comments in children’s work, in the form of next steps or symbols outlined by our marking policy;
- Whole class feedback: during daily ‘fix it’ time where necessary;
- Formative assessment: using spelling tests determined by the Spelling Shed programme of study, book marking and writing assessment grids. Teachers will use the rich information gathered by formative assessment strategies to inform future planning; teachers will not solely rely on writing objectives outlined by the subject leader, but will combine these with their own planning informed by ongoing assessment.
- Summative assessment: all data for writing and GPS is collated on Insight which will further inform teachers’ planning and organisation of additional intervention. Summative assessment data is gathered through NTS tests, moderation with the LA and schools within the trust, and data from SATS scores.