Please use this link to view our Polcies for Writing, Spelling and Speaking and Listening.

At St Hilda’s CE Primary School, we have developed a writing curriculum rooted in the National Curriculum and tailored to our school context. Sequenced from the Early Years to Year 6, it supports progression, reflects our diverse community, and broadens pupils’ cultural capital to develop confident, capable writers.

Our long-term plans build on prior knowledge and systematically develop skills in transcription, composition, punctuation, grammar, and vocabulary. Guided by the Writing Framework 2025, we emphasise oral rehearsal, sentence construction, cohesive paragraphing, and regular revising and editing. This ensures all our Apprentice Word Wizards become fluent writers, able to communicate effectively for a range of purposes and audiences.

Year 6 Writing Long Term Plan

[pdf 254KB]

In EYFS and Key Stage 1, spelling is taught through the Supersonic Phonic Friends programme, providing a strong foundation in phonics, early spelling skills, and common exception words. Fully aligned with the National Curriculum, it ensures consistent progression from the earliest stages. In Key Stage 2, instruction builds on this foundation with a focus on spelling rules, patterns, strategies, and statutory word lists. Age-appropriate spellings are curated in the Book of Spells, with regular opportunities to revisit prior learning and celebrate achievement through annual Spelling Bee competitions.

Year 4 Spelling Overview

[pdf 84KB]

Oracy is central to ensuring pupils become confident, articulate communicators. Staff model Standard English and provide planned opportunities for pupils to speak for different purposes and audiences, exploring ideas, building arguments, and expressing themselves in full sentences. Classroom talk is structured through Super Speaking and Super Listening expectations, and guided discussion is supported by Discussion Guidelines, creating a safe environment for constructive debate. The Oracy Framework from the University of Cambridge and Voice 21 underpins this approach, developing pupils across four strands—physical, cognitive, linguistic, and social & emotional—so they can speak clearly, think critically, and participate confidently in discussion.

Vocabulary development follows a three-tiered approach. Basic, high-frequency Tier 1 words are reinforced naturally in everyday language. Tier 2 words, which are age-appropriate and more challenging, are explicitly taught and recorded in the Book of Enchantments, with repeated opportunities to encounter and use them in context. The Word Aware STAR approach—Select, Teach, Activate, Review—ensures mastery, enabling pupils to read, write, and use these words confidently. Tier 3 subject-specific vocabulary is highlighted in classrooms and English lessons to support understanding and long-term retention

At St Hilda’s, we aim to prepare children for writing by helping them internalise the content, purpose, and language of what they will write about. Each writing unit typically lasts 2 to 3 weeks and is based on a carefully selected class text, which serves as a central stimulus for the unit. The writing process follows these key stages: