Writing is an essential life skill. At Carfield, our aim is to ensure that all children can write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We want all 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 throughout their time at Carfield. Our writing curriculum will encourage accuracy, creativity and style; giving all children the tools to become confident lifelong writers. Our writing curriculum is ambitious, broad and balanced for all pupils including those with SEN and/or disabilities.

Writing lessons are underpinned by our Writing Key Concepts or ‘Big Ideas’ in order to not only provide children with knowledge but also develop writing skills, allowing them to know more; do more and understand more. Writing lessons are planned to ensure that lessons build upon the Big Ideas and that lessons always work towards children developing this knowledge and skills.


Children have the writing tools they need to communicate their thoughts and ideas clearly. This includes: accurate letter formation, punctuation and grammar as well as secure spelling knowledge (including the application of phonics).


Children are able to use their imagination to formulate their own ideas for writing.

Children use writing as a form of creative expression.


Children understand the purpose of different writing genres and the requirements of these.

Children can adapt their writing style for a range of different audiences.

Children are able to make appropriate language choices to suit the genre and audience.


At Carfield, writing lessons are taught daily and these form part of a two week unit. At the start of each new unit, a hook lesson is taught to engage the children. Throughout the lesson sequence, children build on their vocabulary and grammar knowledge and this leads onto a meaningful and high-quality written piece being produced by each child.

Every teacher is a teacher of special educational needs. Therefore we endeavour, as a team, to meet the needs of each individual through reasonable adjustments and targeted approaches, as per the SEND code of practice. All of which is done in collaboration with pupils, parents, staff and where appropriate external services. For those children with SEN and/or disabilities, we ensure they have the support that they require according to their individual needs in order to access and achieve in writing. We remove barriers, make reasonable adjustments, adapt and personalise learning opportunities and use aids in order to maximise potential. We are committed to ensuring that all barriers to learning are overcome without compromising progress, quality of learning, access to the curriculum or equipment.  

The Carfield Writing Sequence

Writing Genres:

  • 8 week half term – 2 fiction pieces, 1 non-fiction piece and one unit of poetry
  • 6 week half term – 1 fiction piece, 1 non-fiction piece and one unit of poetry  

Writing Structure:

Week 1 

  • SPaG Monday AND Hook and purpose: Read good examples *
  • Skills – Grammar 
  • Skills- Vocabulary
  • Skills – Punctuation
  • Planning – use different examples of planning appropriate for genre and text type  

All skills lessons should be in context and not just writing sentences.

Week 2 

  • Use plan to model / share write the first part 
  • Use Plan to model / share the middle Part 
  • Use plan to model / share the final part- this lesson may not be needed if the writing is done in two days 
  • Editing lesson- fully modelled and planned for 
  • Publish - purposeful 


There should be a separate half an hour SPaG lesson once a week. SPaG is also taught through retrieval grids.


We are ambitious for all our children and strive to ensure that we provide all children with the skills needed for them to become successful writers, no matter what their starting point, background or additional needs.

By the end of KS2 we expect our children to:

  • Enjoy writing and view themselves as effective, competent writers.
  • Have a good understanding of the purpose of writing and can write effectively for a range of purposes and audiences.
  • Have a wide vocabulary that they use within their writing.
  • Leave primary school being able to effectively apply spelling rules and patterns they have been taught.

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