English: Writing, Grammar & Punctuation

 

At Kirkstall Valley Primary, we teach writing as a rigorous, sequential craft. We recognize that to be a successful writer, a child must master two distinct yet related skills: Transcription (spelling and handwriting) and Composition (articulating ideas and structuring speech).

Our curriculum is designed to ensure that mechanical skills become automatic, freeing up children's attention to focus on creativity, purpose, and audience.

We follow the Primary National Curriculum for English, which you can view here.

Redaing and Writing Long Term Plan

 

1. Transcription: The Mechanics of Writing

 

Why we focus on this early: We place a significant emphasis on early transcription skills in EYFS and Key Stage One. Research shows that if a child has to struggle to recall how to spell a word or form a letter, their working memory is overloaded, leaving no space for composing good sentences.

• Handwriting: We teach handwriting explicitly to ensure it becomes fluent and automatic.

• Spelling: Building on our Little Wandle phonics instruction, we ensure children can encode sounds quickly and accurately.

By securing these skills early, we ensure that by Key Stage Two, children are free to concentrate on the quality of their content rather than the mechanics of the pen.

 

2. Composition: From Talk to Text

 

We believe that "if you can't say it, you can't write it." Our composition curriculum is rooted in oracy and the understanding that writing is merely spoken language written down.

Oral Rehearsal & Internalising Patterns Particularly in the earlier stages, we use oral rehearsal techniques to help children internalise language patterns.

• Text Mapping: Children explore quality texts by mapping them out visually and retelling them. This helps them internalise the "tune" of a narrative or non-fiction text.

• Talk: Children are encouraged to "speak their sentences" before writing them. This ensures they can hear the rhythm and grammar of the sentence before committing it to paper.

 

The Teaching Sequence

 

Writing is never taught in isolation; it is always driven by a high-quality text or a meaningful link to the wider curriculum (such as History or Science). This ensures children have the necessary vocabulary and knowledge to write with authority.

Our teaching sequence generally follows three phases:

• Immerse & Analyse: Children study a high-quality example of the text type. They analyse the vocabulary, sentence structures, and grammatical features the author has used to create an effect.

• Scaffold & Practise: We use adaptive teaching to support the transition from reading to writing. Teachers model the writing process ("I do"), demonstrating how to select words and construct sentences. Children then practise these specific skills ("We do") in short bursts.

• Plan, Write & Edit: Children apply their skills to create their own independent pieces ("You do"). They are taught to plan their ideas, draft their writing, and—crucially—edit and refine their work to improve clarity and cohesion.

 

Grammar & Punctuation

 

We teach English Grammar, Punctuation and Spelling (EGPS) not as a list of rules to be memorised, but as tools to control meaning.

• In Context: Wherever possible, grammar is taught within the writing lesson. Children learn a new concept (e.g., using a relative clause) and immediately practise applying it to their current piece of writing to see the effect it has.

• Grammar 'Bites': Lessons often feature short retrieval practices to keep previously learned grammatical concepts fresh.

For further information about our English curriculum, please speak to Mrs Bridges.

Our governor with responsibility for English is Cath Scanlon.