Our Writing Curriculum Intent

We build skills and knowledge that enables all children to continue their learning and their lives unhindered by  writing difficulties and inspire children to write for meaningful purposes beyond schooling and aspire to careers where these skills can be utilised fully.

At J H Godwin, the English curriculum is designed to give our children the necessary knowledge, skills and understanding to speak and write fluently so that they can communicate their ideas and emotions to others.

We recognise that being able to write well is vital for a child’s prospects at school and in life. We are determined to teach every child to write regardless of social and economic circumstances, ethnicity, language spoken at home, and most special educational needs or disabilities.

Our curriculum’s intention is to immerse all of our pupils in the wonders of quality, vocabulary-rich texts to lead into writing in a variety of styles and forms, showing awareness of audience and purpose; and to act as a vehicle for learning across the wider curriculum. 


Our ‘Read to Write’ units are carefully planned and structured to ensure that learning is continuous and that all pupils make good progress with the development of their learning. By taking a text-based approach, we give the children the chance to develop culturally, emotionally, socially and spiritually, enabling them to both acquire knowledge and build on what they already know. We foster an interest in words and their meaning to develop our children’s vocabulary in both spoken and written form.

We teach all of the statutory National Curriculum English statements in these key areas. These are progressive within and throughout each year group:

  • vocabulary, grammar, punctuation and spelling;
  • handwriting;
  • planning, drafting, editing and evaluating writing.

We do this through implementing Literacy Counts’ Read to Write units which are linked to our wider school curriculum. These units provide our children with high-quality teaching of writing through high-quality literature. There are 6 units for each year group, F2 – Y6, with the entire statutory curriculum for English covered for each year group.

The units of work centre on engaging, vocabulary-rich texts, with a wealth of writing opportunities within and across the curriculum. There is a heavy emphasis on vocabulary learning and contextualized spelling, grammar and punctuation. There is a clear sequence of learning, leading to two extended pieces of writing per half term:


  • immersion in vehicle text;
  • purpose, audience and form determined;
  • text enjoyed, explored and responded to.


  • model text (linked to writing outcomes within unit) read and explored;
  • familiarisation with text structures;
  • familiarisation with language features;
  • Writer Hints (where effect has been created) explored and collected.


  • ideas gathered;
  • writing planned.


  • modelled and guided writing;
  • application of writers’ skills and knowledge;
  • independent writing & draft, revision and editing.

Grammar and Punctuation

Through expert teaching and modelling, grammar and puctuation is taught within the immersion and analysis of the Read to Write texts. To further support this, we provide all children the opportunities to review, learn, practise and apply their new learning throughout the curriculum.


Once children have secured their basic letter formation using the Read Write Inc. strategies, they then progress to developing a cursive script. This is based on the Charles Cripps cursive script. We use books with handwriting lined to reinforce these expectatons in years 1,2 and 3 and for children who need further support in other year groups. 


Whilst emphasis is given to individual spelling in context linked to the Read to Write units, we also ensure statutory spelling requirements through a variety of other strategies in KS2. Read Write Inc. is also used to support phonics for spelling for KS2 children who require it. We ensure our children are taught a range of multisensory learning strategies and encourage our children to use their metacognition skills to choose the strategies they find most effective for learning different words.

EYFS and KS1 children focus on spelling in context alongside their daily phonics structured phonics provision using the Read Write Inc. progression in addition to statutory spelling expectation. 

See below for the immersive and engaging texts we use to teach Writing at J H Godwin.