Mawgan-in-Pydar Primary School

Writing and Spelling

At Mawgan in Pydar School, our aim is to help children achieve a high standard of spoken and written language. We accomplish this by providing high-quality examples of writing across fiction, non-fiction, and poetry.

We believe that Oracy is essential in developing strong writing skills. Clear and confident spoken language forms the foundation for effective communication and supports pupils in organising ideas, internalising language structures, and building a rich vocabulary—all crucial for high-quality writing.

By prioritising Oracy across the curriculum, we empower pupils to become confident communicators, critical thinkers, and skilled writers, equipping them to express themselves creatively and purposefully in their writing.

We aim to encourage a love for and confidence in writing.  

  • Develop effective composition skills by articulating, communicating and organising ideas.
  • Write down ideas fluently.
  •  Demonstrate an awareness of audience and purpose.
  •  Widen their knowledge of vocabulary and grammar.
  •  Develop fluent, legible and eventually speedy handwriting.

Pupils are taught to develop their competence in the two dimensions of transcription and composition. Opportunities to develop a pupil’s literacy skills are sought out in all areas of the curriculum; the same high standard of writing is expected from the children, regardless of the subject area. 

As with reading, writing for pleasure and enjoyment is something to be encouraged.  Opportunities for creative writing should be spontaneous and accessible to children in both English lessons and elsewhere in the timetable.  For EYFS, there are opportunities to write freely, through their structured play, both inside and outside.

Initially, to build confidence in constructing accurate sentences, we teach dedicated units on the fundamentals of grammar and punctuation (PVPG units) across both key stages. The principles in these units are then revisited regularly throughout the year, to ensure that children grasp the essential components of sentence construction from an early age. This knowledge is further reinforced through its application in other areas of the curriculum.

In EYFS writing sessions are delivered through Drawing Club which combine storytelling, creativity, imagination, mark making and early writing.  Children discover new language and vocabulary through shared activites based on oracy.  Children's skills are built upon throughout the year to develop confident and capable writers.

In Key Stage One, we then move on to use the Talk for Writing approach, developed by Pie Corbett, which is based on the principles of how people learn. Pupils move from imitation to innovation to independent application, with the approach adapted to suit learners at any stage. This method enables children to read and write independently for a variety of audiences and purposes across different subjects. A key feature is that children internalise the language structures needed to write by ‘talking the text’ and engaging in close reading. The approach moves from dependence to independence, with class teachers using shared and guided teaching to develop pupils' ability to write creatively and powerfully.

A core reading spine of quality fiction, poetry, and non-fiction is carefully selected to provide all children with rich experiences to draw upon in their writing. Additionally, a whole-school plan with imaginative units of work supports teachers in their planning and preparation, allowing them to focus on adapting their teaching to meet children’s learning needs. The key phases of the Talk for Writing process—oral imitation, reading and analysis, and independent writing—lay a strong foundation for developing confident, skilled writers.

In Key Stage Two, our writing process involves four clear steps:

  1. Text Deconstruction: Pupils read various text types, evaluate their impact, and identify structural and language features that contribute to overall effectiveness.
  2. Skill Building: Pupils practise specific skills required for the genre they are studying.
  3. Text Reconstruction: Using their skills, pupils plan and produce an independent piece of writing.
  4. Evaluation: Pupils edit and refine their work before sharing their final pieces.

We also aim to foster a love for writing by creating meaningful opportunities for children to write with purpose—whether to inform or entertain—across the curriculum and in the wider community. For instance, students can participate in local and national competitions to showcase their writing.

Handwriting, Spelling, Vocabulary, and Grammar

Handwriting
Handwriting is taught with the aim of developing fluency. By Key Stage 2 (KS2), pupils are expected to use joined handwriting consistently in their independent writing.

In EYFS, play is used to build readiness for handwriting. The children develop fine and gross motor skills alongside an understanding of  the directional language that is required before letter formation takes place. Letter and number formation are taught through rhymes, stories, modelling and repeated practise.

In Key Stage 1 (KS1), pupils are taught the skills required for handwriting during dedicated handwriting sessions which are separate to their phonics sessions. These sessions begin by developing directional movements that are required to form letters. Children use these directional movements to start to learn letters in 'families' that have these same initial movements. They begin to join their writing when they demonstrate correct letter formation and adequate control. For pupils who struggle with letter formation, pencil grip, or fine motor skills, targeted intervention sessions or aids are provided to help them achieve proficiency.

In Key Stage 2 (KS2), pupils continue to practise their handwriting families and develop the skills required to ensure that handwriting is fluent and legible and that the mechanics of writing do not hinder their creative process.  By upper KS2, children should be begining to select the tool that they use for producing writing, with the aim of producing writing that is comfortable, legible and something that they are proud of.  The writing tool that they select may be different for different types of writing and the overall aim of their finished piece.

Spelling
Spelling instruction is engaging and varied. We focus on etymology and morphology in spelling, which means understanding where words come from and how words are made up of smaller parts called morphemes. Children learn about the origins, historical roots and language journey of words.  They learn to build words using bases, stems and affixes.  We directly apply new spelling knowledge into their writing units so their learning is both meaningful and useful. In KS1, pupils also practice common exception words and letter patterns as outlined in the National Curriculum. This foundation is built upon in KS2, where pupils use statutory word lists aligned with National Curriculum aims to plan, explore, and investigate spelling patterns.

Children requiring extra support receive additional help through daily 'precision teach' interventions focused on specific spelling needs.

Vocabulary
Vocabulary development is a key focus across the curriculum, both through explicit teaching and incidental learning. Teachers emphasise the importance of children not only learning to read but also reading to learn. Pupils are encouraged to notice, explore, and show curiosity about words, delving into their roots, parts, and families. They then apply newly learned vocabulary in their speaking and writing, fostering a rich linguistic foundation.

Grammar
Grammar instruction is delivered initially through the 'Place Value of Punctuation and Grammar' (PVPG) units provided by Grammarsaurus, as well as through the writing processes used in KS1 and 2. As understanding of sentence construction improves we build upon this through use of sentence building activities. This foundational knowledge is used as a basis for understanding the National Curriculum objectives. A progression map  ensures comprehensive curriculum coverage, with objectives assessed termly.

Pupils are taught to use correct grammatical terms, enabling them to discuss their reading and writing with precision and confidence.