Yatton writing curriculum

At Yatton, we believe that writing is a vital tool for communication, creativity and critical thinking. Our writing curriculum is designed to ensure that all pupils become confident, fluent and purposeful writers who can express themselves clearly and effectively for a variety of audiences and purposes using a range of genres.

We aim for pupils to:

• Develop strong transcriptional skills (spelling and handwriting) to support fluent composition.
• Acquire a rich vocabulary.
• Develop a secure understanding of grammar and sentence structure.
• Write with increasing independence, creativity and control.
• Understand the purpose and audience of their writing and adapt their style accordingly.
• Build stamina and resilience in writing through regular practice and reflection.

Our curriculum is underpinned by the belief that writing is a craft that can be taught, practised, and refined. We ensure that pupils are exposed to high-quality models, given time to rehearse and plan, and supported to edit and improve their work. Our writing curriculum is structured around a clear progression of skills from EYFS to Year 6, with each year group building on the knowledge and techniques taught previously. Writing is taught through a combination of discrete lessons and cross-curricular opportunities, with a strong emphasis on oral rehearsal, modelling, and purposeful outcomes.

Key features of our implementation include:

• Explicit teaching of transcription and composition: Pupils receive direct instruction in spelling, handwriting, grammar and sentence construction, alongside opportunities to apply these skills in extended writing.
• Modelled, shared, and guided writing: Teachers use the “I do, we do, you do” approach to scaffold learning and gradually release responsibility to pupils.
• Progressive genre coverage: Each year group is exposed to a range of fiction, non-fiction, and poetry genres, with increasing complexity and sophistication.
• Purposeful outcomes: Units of work are designed to culminate in a meaningful written product, such as a letter, report, story, or persuasive text, often linked to wider curriculum themes.
• Assessment for learning: Teachers use formative assessment strategies including retrieval, feedback and exit tickets, to inform next steps and ensure all pupils make progress.
• Adaptation: Writing sequences and tasks are carefully scaffolded to ensure accessibility for all learners, with adaptations made to support individual needs.

By the end of each key stage, pupils at Yatton School will:

• Write with confidence, fluency and purpose across a range of genres.
• Demonstrate secure knowledge of grammar, punctuation, and spelling appropriate to their age.
• Use writing as a tool to express ideas, explore thinking and communicate effectively.
• Reflect on and improve their writing through editing and redrafting.
• Take pride in their written work and understand its value in both academic and real-world contexts.

The impact of our writing curriculum is measured through:

• Regular formative and summative assessments.
• Moderation of writing across year groups, schools and trust.
• Pupil voice and engagement in writing tasks.
• Outcomes in national assessments at the end of EYFS and KS2
• Outcomes using our writing KPIs for all year groups.