At Trinity, we believe that writing should be a joyful, creative and empowering experience for every child. Our writing curriculum is designed to nurture a genuine love of writing, helping pupils to find their voice, express their ideas and take pride in their achievements.

Teachers draw on pupils’ interests to inspire purposeful writing opportunities that capture their imagination and celebrate individuality. Writing is proudly displayed throughout classrooms and corridors, reflecting our belief that every child’s words matter. Through encouragement, feedback and celebration, pupils flourish as confident, capable writers who value the power of language -both now and for the future.

Learning

We teach students to write with grammatical precision and use punctuation for clarity and impact. Additionally, we cultivate a broad vocabulary, empowering students to confidently apply new words in their writing. Staff encourage students to write powerfully, using language to evoke emotion and convey tone.

Loving

At Trinity, our writing curriculum cultivates confident, expressive writers. Students develop a love for writing both as a means of expression and reflection. Pupils are empowered to become confident writers who can express themselves with clarity across the curriculum and beyond.

Living

We are determined to improve outcomes for all in our pursuit of social justice. We exercise leadership at all levels which emboldens staff to take responsibility for their writing topics for their class through a constructed curriculum. We foster a culture of ambition where students challenge themselves to improve their writing through feedback, both from peers and teachers.

The Writing Process

Our writing curriculum is carefully mapped to the National Curriculum, ensuring clear progression and high expectations from Early Years through to Year 6.

Teachers plan writing units based on National Curriculum objectives, high-quality class texts, wider curriculum topics and, importantly, the interests of the children themselves. This ensures that writing remains purposeful, relevant and engaging.

As a school, we have aligned the writing specific objectives laid out in the National Curriculum to specific year groups to create a progress model for the taught curriculum and expected outcomes for age related expectations. For example:

 

 

EYFS

In Early Years, children take part in daily carpet sessions where teachers model writing skills, letter formation and metacognitive talk. Story maps are used to help pupils retell and sequence stories, with rich vocabulary introduced to deepen narrative understanding. Using Colourful Semantics, children orally build sentences, practising high-quality talk and developing full-sentence responses. Teachers model ambitious sentence structures, helping children develop a strong foundation for future writing.

Within continuous provision, writing activities are offered both indoors and outdoors every day, promoting independence and enjoyment.

 

Small group and 1:1 sessions support each child’s development, from forming letters and writing initial sounds, to building words with Little Wandle phonics and composing short dictated sentences. As confidence grows, children are challenged with more complex tasks, always supported with care and encouragement.

 

KS1 and KS2

From Years 1 – 6 writing is taught daily in two-week units. Each new topic begins with an Inspiration Lesson, where pupils explore the purpose, tone and theme of their writing through immersive activities that spark imagination and curiosity.

Spelling, grammar and punctuation are taught through focused sessions, ensuring that pupils understand how to apply these skills meaningfully in their writing but remains contextual and can be used within pupil’s independent writing.

Throughout each unit, teachers provide high-quality model texts and demonstrate the writing process through live modelling, thinking aloud and showing the steps real writers take. Pupils then draft their own sections, using models to guide and support their ideas. Colourful semantics is embedded throughout the school provide additional support in sentence construction.

At the end of each unit, pupils complete a Big Write, a polished piece that brings together all their learning, feedback and creativity.

Editing is an important part of our writing journey. In KS1, editing is done as a whole class, focusing on common improvements. In KS2, pupils work with a partner to edit their writing using our four key principles: Sense, Specificity, Moving the Reader On, and Spelling and Grammar.

 

Spelling and Handwriting

At Trinity, spelling and handwriting are key parts of the writing journey. We teach both with care and consistency, helping pupils to become confident, fluent and accurate writers.

Spelling

Spelling is taught systematically, with regular links made across the curriculum to strengthen learning.

In Reception and Year One, pupils learn key high-frequency and common exception words, reinforced through daily handwriting sessions.

From Year Two onwards, we follow the No Nonsense Spelling Programme, which uses a “little but often” approach to build accuracy and understanding over time.

Spelling rules, patterns and statutory word lists are carefully mapped for each year group, while pupils are also supported to work on personal spellings.

Handwriting

Handwriting is taught in a clear sequence from Early Years upwards, supporting pupils to develop control and confidence.

Teachers set high expectations for presentation, encouraging pupils to write neatly and fluently. By the time they leave Trinity, pupils take pride in handwriting that is legible, expressive and reflects their growing confidence as writers.