At Luttons, we aspire to develop creative, fluent writers who possess the communicative tools for a successful future. We believe that to be a skillful writer, a child must first be a confident speaker. Our curriculum is designed to immerse children in language, ensuring they have “something to say” through rich cross-curricular experiences, and the “means to say it” through a rigorous approach to handwriting and transcription.
We aim to motivate children by giving them the fundamental skills needed to reduce the cognitive load of writing. By prioritizing oral rehearsal and automaticity in handwriting from the earliest stages, we free our pupils to focus on sophisticated composition and grammar as they progress through the National Curriculum.
Our writing curriculum is delivered through a systematic journey where children bridge the gap between spoken thought and the written word.
Before a pen touches paper, pupils are immersed in purposeful activities that spark enthusiasm. We place oral composition at the forefront of every lesson. Using the mantra “Think it, Say it, Write it, Check it,” we ensure children can verbally construct, manipulate, and refine their sentences aloud. This verbalization is the vital bridge to successful transcription.
Learners deconstruct high-quality examples (WAGOLLs) to understand how genre-specific features and Tier 2/3 vocabulary work in practice. A key part of this success is handwriting and presentation. We teach handwriting with a structured, developmental approach:
EYFS/KS1: Mastering the mechanics of letter formation through the Little Wandle scheme.
Year 2: Transitioning to pre-cursive families.
KS2: Achieving a fluent, continuous cursive style. We believe that when handwriting becomes automatic, children can dedicate their full creative energy to the craft of writing.
Through adult modeling, children see the writer’s process in action. Teachers demonstrate how to turn a spoken idea into a written sentence, focusing on the physical accuracy of the script alongside grammatical precision. During this stage, pupils create clear success criteria and explore key vocabulary that they have already practiced orally.
Pupils write independently, supported by a classroom environment rich in vocabulary and prompts. Success is promoted through a continuous cycle of review:
Drafting: Applying transcription skills with focus and stamina.
Editing: Uplevelling work by re-reading it aloud to check for flow and impact.
Redrafting: Refining their work for a final audience, often choosing the appropriate “writing speed” or implement (pen/pencil) suited to the task.
By the time our pupils leave Year 6, they are not just “completing tasks”; they are authors who can speak with eloquence, write with a fluid, legible hand, and adapt their voice for any purpose or audience.
Writing-Journey-final-version-1
Handwriting_R_Pace-and-progression_Oct-25
BBC News – Education