At Brookfield Primary Academy, we endeavour to create a love for writing. We strive to ensure that every child, by the time they finish primary school, has the skills of an excellent writer who: has the ability to write with fluency; think about the impact they want their writing to have on the reader and know how to achieve this. As writing is a key life skill, we promote daily writing opportunities so that every change can write for a range of purposes and audiences. 


At Brookfield Primary Academy, childrens’ enjoyment of writing will be apparent through their bold vocabulary choices and knowledge of writing techniques, carefully thought out presentational skills and understanding of the context of their writing. The children within our school will use grammatical terminology and learn from notable authors and be able to explain their own writing choices. Throughout their time at Brookfield Primary Academy, the children develop their skills by exploring a range of high quality tests with a focus on exploring a range of models for excellence, using these to guide the drafting and editing process. 

English is fundamental to the overall development of every child and their ability to access all aspects of the curriculum. As a result, we endeavour to ensure that children develop a lifelong, healthy and enthusiastic attitude towards writing. 


Our Approach to Teaching Writing 

We use the following aspects to ensure our children are successful writers:

  • Love of writing - inspiring children to have the ‘will’ to write by using high quality books as inspiration 

  • Writing appropriately (imaginative description, audience, purpose and genre)

  • Writing with a purpose (ot inform, to entertain, to discuss, to persuade)

  • Transcription - including spelling, punctuate accurately, handwriting and presentation 

  • Analysing writing and the writing journey (planning and editing) 

  • Vocabulary - including daily teaching of tier 2 words  

  • Oracy 

All of these aspects are evident in our lessons either daily or over a series of lessons. 

At Brookfield, we follow a writing cycle ‘learning road map’ to help children understand the process and build up towards the final piece of extended writing. The skills, where these be text, grammar and/or punctuation are built progressively across the writing cycle in order for children to use and apply with increasing confidence, The skills taught match those outlined on the success criteria.  


Stage 1 - The Immersion Stage 

Children are fully immersed within the text type they are expected to write and produce at the end of the unit. Exploration of high quality texts/models, allow children to deepen their understanding of a text type, purpose and audience as well as expose them to high quality language, grammatical choices and the way they are applied as well as writing patterns, such as structure and phrases. 


Stage 2 - Grammar in Context Stage 

The explicit teaching of the disciplinary text base skill and grammatical structure  enables children to write an extended piece with increasing confidence and accuracy. The teaching of grammar is embedded within a meaningful context, drawing on ideas from the class, rather than because taught discreetly. 


Stage 3 - The Planning Stage

During each writing cycle, children have the opportunity to plan out, order and structure their ideas collaboratively whether it be ‘whole class, teacher-led focus group or through peer support’. Metacognitive strategies are explicitly taught for children to develop and use when planning in order for them to refer back to when drafting, proofreading and editing their writing. Each stage is modelled explicitly using the ‘gradual release model (‘I go! We go! You go!) before children complete collaboratively. Children may work on a shared or individual document however collaboration and mixed ability pairings should be considered as part of an adaptive teaching approach and sharing of ideas. When planning any writing, each process should be broken into stages to avoid cognitive overload. 

1. Ordering and sequencing of events; 

2. Using and applying previous taught disciplinary and grammatical skills; 

3. Selecting vocabulary appropriate to audience, purpose and text type.


Stage 4 - The Drafting Stage 

Building on from the immersion and disciplinary and grammatical skills acquisition, children have the opportunity to develop their writing stamina and apply their newly acquired knowledge towards an extended piece of writing. As children progress throughout the school year and across year groups, the drafting stage can occur over several lessons with a particular skill and/or focus being explicitly modelled by the class teacher.


Children will encounter the same grammatical skills across their school journey to ensure they have mastered the concept thoroughly and are introduced to increasingly complex grammar concerts as they progress each year. The classroom working wall has a growing back of tier two vocabulary to ensure children are provided with scaffold to support their language choices. 

Children are given many opportunities to draft a piece of work over a number of days/weeks; this helps children build their stamina, implement the aspects of the writing cycle and gives them sufficient time  to create a high quality piece of work. Children are always given writing targets and these are accessible to them so they know their personal next step to develop their own writing joinery . 

You can read our Brookfield Primary Academy progression for writing here. 

Useful Links 

Grammar Terminology for Parents 

Oxford Owl 


Key Stage 1

KS1 Teacher assessment frameworks at the end of key stage 1

BBC KS1 English 


Key Stage 2

KS2 Teacher assessment frameworks at the end of key stage 2

BBC KS2 English

Year 3 and 4 Statutory Spelling List 

Year 5 and 6 Statutory Spelling List 


Brookfield Virtual Library