Writing and Spelling

At Mawgan in Pydar School, our aim is to help children achieve a high standard of spoken and written language. We accomplish this by providing high-quality examples of writing across fiction, non-fiction, and poetry.

We believe that Oracy is essential in developing strong writing skills. Clear and confident spoken language forms the foundation for effective communication and supports pupils in organising ideas, internalising language structures, and building a rich vocabulary—all crucial for high-quality writing.

By prioritising Oracy across the curriculum, we empower pupils to become confident communicators, critical thinkers, and skilled writers, equipping them to express themselves creatively and purposefully in their writing.

We aim to encourage a love for and confidence in writing.  

• Develop effective composition skills by articulating, communicating and organising ideas.
• Write down ideas fluently.
•  Demonstrate an awareness of audience and purpose.
•  Widen their knowledge of vocabulary and grammar.
•  Develop fluent, legible and eventually speedy handwriting.

Pupils are taught to develop their competence in the two dimensions of transcription and composition. Opportunities to develop a pupil’s literacy skills are sought out in all areas of the curriculum; the same high standard of writing is expected from the children, regardless of the subject area. 

As with reading, writing for pleasure and enjoyment is something to be encouraged.  Opportunities for creative writing should be spontaneous and accessible to children in both English lessons and elsewhere in the timetable.  For EYFS, there are opportunities to write freely, through their structured play, both inside and outside.

Initially, to build confidence in constructing accurate sentences, we teach dedicated units on the fundamentals of grammar and punctuation (PVPG units) across both key stages. The principles in these units are then revisited regularly throughout the year, to ensure that children grasp the essential components of sentence construction from an early age. This knowledge is further reinforced through its application in other areas of the curriculum.

In Key Stage One, we then move on to use the Talk for Writing approach, developed by Pie Corbett, which is based on the principles of how people learn. Pupils move from imitation to innovation to independent application, with the approach adapted to suit learners at any stage. This method enables children to read and write independently for a variety of audiences and purposes across different subjects. A key feature is that children internalise the language structures needed to write by ‘talking the text’ and engaging in close reading. The approach moves from dependence to independence, with class teachers using shared and guided teaching to develop pupils' ability to write creatively and powerfully.

A core reading spine of quality fiction, poetry, and non-fiction is carefully selected to provide all children with rich experiences to draw upon in their writing. Additionally, a whole-school plan with imaginative units of work supports teachers in their planning and preparation, allowing them to focus on adapting their teaching to meet children’s learning needs. The key phases of the Talk for Writing process—oral imitation, reading and analysis, and independent writing—lay a strong foundation for developing confident, skilled writers.

In Key Stage Two, our writing process involves four clear steps:

1. Text Deconstruction: Pupils read various text types, evaluate their impact, and identify structural and language features that contribute to overall effectiveness.
2. Skill Building: Pupils practise specific skills required for the genre they are studying.
3. Text Reconstruction: Using their skills, pupils plan and produce an independent piece of writing.
4. Evaluation: Pupils edit and refine their work before sharing their final pieces.

We also aim to foster a love for writing by creating meaningful opportunities for children to write with purpose—whether to inform or entertain—across the curriculum and in the wider community. For instance, students can participate in local and national competitions to showcase their writing.