Intent
At Monteagle, we believe that writing empowers children to find their voice and express their ideas with confidence and creativity. Our curriculum is designed to inspire imagination and critical thinking through exposure to high-quality texts and purposeful writing experiences.
Following the Centre for Literacy in Primary Education (CLPE) approach, high-quality literature sits at the heart of our teaching. Through this approach, children explore language deeply, connect emotionally with texts and learn to write with purpose and meaning.
Our carefully chosen texts are rich in language and imagery, broad in historical and geographical scope, and emotionally and morally powerful, inviting children to explore empathy, resilience and the wider world through their writing
We recognise and celebrate the diversity of our school community. Our curriculum ensures that all children, from a wide range of backgrounds, encounter a broad variety of voices, cultures and perspectives through the texts they study.
We believe that oracy is the foundation of writing. Talk underpins every stage of the writing process, helping children to rehearse ideas, expand vocabulary and build confidence before writing independently.
Our intent is for all children to:
- Write clearly and purposefully for a range of audiences.
- Develop ambitious vocabulary and grammatical control in meaningful contexts.
- Take pride in their handwriting through the Kinetic Letters programme.
- See themselves as confident authors who write to inform, recount, entertain, persuade and inspire.
Implementation
At Monteagle, writing is taught through a rich, text-based approach that immerses children in high-quality literature and purposeful writing opportunities. Each unit follows the CLPE teaching sequence, ensuring that reading and writing are closely connected and that children learn to write as real authors do.
Our teaching of writing follows a clear and consistent structure:
- Immersion and exploration – children engage in creative activities to understand a text’s themes, characters and language.
- Oracy and vocabulary – structured talk helps children rehearse ideas, build sentences and develop ambitious vocabulary.
- Grammar in context – grammar is taught explicitly but always applied within writing, giving learning purpose.
- Planning, drafting and editing – children plan, write and refine their work, supported by modelling, feedback and peer collaboration.
Handwriting is taught daily through the Kinetic Letters programme, while spelling is taught weekly with a focus on spelling rules and patterns. Children consolidate their learning through regular practice and application.
Adaptive teaching and scaffolding, including the use of Colourful Semantics and oral rehearsal, ensure that all learners experience success. Writing is celebrated and shared, and termly moderation secures consistency, progression and high expectations across the school.
Impact
Our approach develops children who are confident, reflective and enthusiastic writers. They understand that writing is a process, one that takes creativity, effort and the courage to keep improving.
Across the school, children’s writing shows clear progress in vocabulary, grammar and structure. They can write for different purposes and audiences, using what they have learned to make their writing interesting, clear and engaging. Work in books demonstrates pride, care and growing independence.
Children talk positively about their writing and can explain the choices they have made, using the language of grammar and vocabulary with increasing confidence. They see themselves as writers and take pride in sharing their ideas with others.
Assessment, moderation and children’s voices show that children at Monteagle make strong progress from their individual starting points. Children with additional needs are well supported through adaptive teaching so that everyone experiences success.
By the time they leave Monteagle, children are confident communicators who can use writing to express their ideas, share their opinions and tell their stories.
Supporting Documents
