The Asquith Way for Writing

Growing to Succeed – Writing the Asquith Way


‘If you want to change the world, pick up your pen and write.’

Martin Luther

At Asquith Primary School, we understand the importance of being literate and pride ourselves in developing these core skills within a rich and broad curriculum. We aim for our pupils to become confident, able and avid writers in order to be able to communicate effectively in the wider world, creating global citizens. We promote high aspirations for all through our writing curriculum, showing our children that they can influence others through the expression of their ideas.


We aim for writing to be woven throughout the whole curriculum and for intended outcomes to link directly to the thematic units of work being delivered in class each half term. Memorable ‘hooks’ aim to engage the children and maximise the chances of writing from personal experience.


We want children to leave Asquith Primary School with the experience of studying, analysing and writing a range of genres of text that showcase and celebrate a diversity of authors, settings and characters.  In order to do this successfully, they will learn, practice, develop and revisit spelling, punctuation and grammar skills and will understand these as the building blocks of creating successful writing.


Our Writing curriculum is underpinned by 5 golden threads: High aspirations for all, Fostering resilience, Embedding key skills, Respecting diversity and Creating global citizens- with the intent that all our children have the opportunity to grow and succeed.




At Asquith Primary School, we want all pupils to perceive themselves as writers and to be motivated to write. We aim to prepare and equip children with the writing skills they need to become confident, independent writers and bring enjoyment into writing to inspire them. Through a balanced and broad curriculum, we intend to provide regular opportunities for children to write for different purposes across the curriculum, for example writing to describe, narrate, explain, instruct, give and respond to information, and argue. We strive to ensure that all children, regardless of background and experiences, are provided with the scaffolding support and tools that they need to succeed.

Writing for a purpose: We aim to expose our children to a variety of literature, genres and authors, using these texts to analyse the structures and the way a writer uses language to impact upon the reader. We endeavour to pique children’s interest in writing through the use of the outdoors, role play, drama, media and cross-curricular opportunities for writing where possible.

The writing process: We want Asquith children to see writing as a process in which we take ideas from our reading to inspire our writing.  We want to promote resilience in our children, therefore, writing and editing should not be seen as a chore but as a process in which they are reflecting upon, refining and improving their own work by responding to the constructive criticism of others.

Writing content: As a school, we have a clear progression map of skills across a wide range of different genre types.  To further support the independent writing, we teach grammar in context, so children have a greater understanding of how to use it in their writing and when drafting. 



We teach the knowledge and skills for writing across school, as detailed in the English National Curriculum, through a variety of fiction and non-fiction text types.   At Asquith, we balance the teaching of grammar, transcription and composition, in order to develop confident writers who possess the skills to engage with and write a wide variety of texts.

Writing in EYFS

Early reading skills are taught from Nursery with a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and Language’ and ‘Literacy’. These include: sharing high-quality stories and poems, learning a range of nursery rhymes and action rhymes, activities that develop focused listening and attention, including oral blending and attention is given to high-quality language. At Asquith, we ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

Organisation of sessions to support writing




Teaching Information


2 sessions per week

30 minutes


Focus on sustained handwriting and spelling of the KS1 common exception words. 

This session will vary upon the needs of the children in each class.





20 -30 minutes

Year 1/ Year 2

Little Wandle Revised Letters and Sounds (taught during phonics sessions).


Year 2

When children have mastered the content of the Little Wandle, they will move on to learning the National Curriculum Spelling expectations for Year 2.




45 minutes

The writing lessons will follow the long-term plan, medium term plan and progression map for writing.

Lessons will follow the teaching sequence for writing (see below). 





Teaching Information




Equivalent of 5 minutes daily

Direct teaching of letter formation and joins using PenPals.

Live marking in the session is essential to ensure correct formation is happening and address any misconceptions quickly.



2 sessions per week

30 minutes

Follow the Asquith Way for Spelling document using Classroom Secrets spelling scheme.



60 minutes

Each writing lesson will include;

·        5-10 min SPAG starter linked to the genre being taught.

·        45 – 50 min writing focus

The writing lessons will follow the long-term plan, medium term plan and progression map for writing.

Lessons will follow the teaching sequence for writing (see below). 


Writing sequence from Year 1 - Year 6

As a school, we follow the Writing for Pleasure pedagogy. We want children to;

  • Perceive themselves as a writer
  • Show increased enjoyment and motivation to write 
  • Make progress in writing in both transcription and composition 


The expected teaching sequence for writing







Attainment - the number of children working at age-related expectations by the end of key stage 2 is broadly in line with national averages.

Progress - the progress pupils make is at least good for all groups.

Greater Depth - the number of children achieving a Greater Depth standard is increasing.

Inclusion - children from all groups access learning alongside their peers. Teachers make reasonable adjustments to support where needed.

Engagement - children are well engaged and enthusiastic about learning, acquiring and applying key knowledge and understanding across the curriculum. Ultimately, they love learning.

Knowledge and skills - pupils leave us equipped with the knowledge and skills to be avid readers and accurate, imaginative writers, ready for the next stage of their school career.

Supporting Pupils at Home

The teaching of spelling, punctuation and grammar (sometimes referred to as SPAG) has changed a lot since many parents were at school.


Oxford Owl is a website that offers a very clear and comprehensive explanation of what your child will learn in each year group and how their SPAG skills will develop over time in line with expectations in the National Curriculum.


The website offers an interactive glossary to help explain terms to parents, who can in turn support pupils at home.

Grammar & punctuation at primary school | Oxford Owl

Make sure you also visit the writing composition, spelling and punctuation sections for even more top tips.


Useful Websites for Pupils


Year 1 and 2


Year 3 and 4- You can choose any games from the Year 1 and 2 list too!


Year 5 and 6- You can choose any games from the Year 3 and 4 list too!


The government produce a guide, with examples, to show age-related expectations for writing at the end of KS1 (Year 2):

Teacher assessment exemplification: KS1 English writing - GOV.UK (

and the end of KS2 (Year 6):

Teacher assessment exemplification: KS2 English writing - GOV.UK (