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The Poplars Curriculum-Writing



At Poplars Farm we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing their cursive script  handwriting style. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress. We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.

It is vital that the knowledge and skills children learn are cumulative, co-ordinated and coherent.  In order to achieve this in our curriculum, teachers have identified the key concepts or overarching ideas within each subject.  In order that children can access them, we call these the ‘Big Ideas’.  Pupils’ intellectual development and knowledge-retention is supported by structuring learning according to these few carefully selected ‘Big Ideas’ and returning to them frequently, giving context and familiar language on which to build new learning.  It is essential that these ‘Big Ideas’ are continually returned to and reinforced in order to create an organised, easily-understood and progressive structure of learning.  This principle is about making connections and constant reference to a bigger picture.  Future learning, authentic cross-curricular understanding and the detail of deeper learning take place within this coherent structure.

The ‘Big Ideas’:  Throughout the English curriculum the three ‘big ideas’ for writing are:  accuracy, creativity and style.

Implementation:  please continue reading the Writing K&S Progression document here.


The impact on our children is clear: progress, sustained learning and transferable skills leading to pupils achieving well year on year. Pupils will leave Poplars with a secure understanding of writing and are well prepared to meet the needs of the secondary curriculum and the expectations of writing across all subjects.

With the implementation of the writing journey established and consistently taught  in all key stages (displayed on the working walls), pupils become more confident writers year on year, and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar, vocabulary choice and punctuation skills.  As all aspects of English are an integral part of the curriculum, our expectations of cross curricular writing are high and we see the writing in other subjects as an opportunity to apply and transfer knowledge and skills in other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.  We hope that as our pupils move on from us to further their education and learning that their creativity, passion for English and high aspirations remain with them. 

Attainment in writing is measured using statutory assessments of writing produced throughout the year at the end of Key Stage One and Two. These results are measured against the writing attainment of children nationally. In the non-statutory year groups writing is assessed by teachers through rigorous moderation meetings using standard marking criteria. The subject leader for writing will report end of year outcomes (tracking through OTrack) and parents will receive an annual report which includes their child’s achievement in reading. Whole school writing assessments will form part of the overall assessment data report presented to Governors.


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