At Woodchurch Primary School, we recognise the importance of creating a culture where children enjoy writing, take pride in their work, and see themselves as authors. We want our pupils to write clearly, accurately, and creatively, adapting their language and style for a wide range of purposes.

We believe in the power of stories and rich texts to inspire children’s writing. Across the school, we use carefully chosen, high-quality texts—both fiction and non-fiction—that spark imagination, build knowledge, and support progression. Writing is closely linked with learning across the curriculum, so that children see how writing has a purpose in every area of their education.

A secure foundation in writing skills is crucial for success. By following a clear sequence of teaching and progression, we give every child the tools they need to flourish in their writing and to be fully prepared for the next stage of their education.

Our Writing Sequence

To support children in becoming confident and independent writers, we follow a structured writing sequence:

1. Deconstruction
   Children explore examples of the text type they will be writing, breaking them down to understand their features, structure, grammar, and vocabulary. This may include a “cold task” at the start (an initial attempt at the text type) so teachers can see what children already know.

2. Planning and Skills-Based Learning
   Pupils plan their own writing, using scaffolds and models where helpful. Teachers focus on teaching key writing skills (including grammar and vocabulary) needed for the text type. Plans may take the form of bullet points, story maps, or other outlines that support structure and ideas.

3. First Draft (Hot Task)
   Using their plans, children write their first draft, applying the skills they have learned. They are encouraged to think about their audience and purpose, and to draw on knowledge from across the curriculum.

4. Evaluate, Revise, Reflect, and Edit
   Children review their writing as they go, and after completing their draft. With teacher and peer support, they evaluate whether their writing meets its purpose and criteria, edit for accuracy, and improve vocabulary and sentence choices. Self- and peer-assessment are encouraged, and children edit in green pen/pencil to show their improvements.

5. Publish
   While not always required, publishing allows children to present a final, polished version of their writing—for display, sharing, or celebration. Published work highlights the progress pupils have made through the writing process.

This sequence shows clearly how children move from early ideas to high-quality final pieces, while building confidence in revising and improving their writing.

Timeframe for the Writing Sequence

To allow for depth and progression, the writing sequence usually takes place over a series of sessions:

• Deconstruction – up to 2 sessions

• Planning and skills – up to 5 sessions

• Drafting, evaluating, editing, revising – up to 4 sessions

• Publishing – up to 1 session

In total, a unit of writing usually takes no more than 12 sessions, though teachers adapt as needed for their class.

Handwriting

Clear, neat, and fluent handwriting is essential. We teach handwriting explicitly so that children can focus on the content of their writing without being held back by presentation. All staff model high standards of handwriting, using Debbie Hepplewhite’s method for print and joined handwriting.