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Writing at MPPS

At Mount Pleasant we believe that the targeted teaching and learning of excellent English skills at an appropriate level for each child is one of the most important and fundamental aspects of our duties as a school.


In order to teach writing, spelling and grammar, we follow the National Curriculum. Writing is taught through quality texts and stimuli linked to our Connected Curriculum to give the writing purpose and context. All children at Mount Pleasant experience a range of fiction and non-fiction writing genres including narrative, poetry, reports, letters and persuasive arguments. Children will be immersed in the topic or text stimuli and look at the grammar, language and layout features of the genre they are writing. They are then given opportunities to draft, edit and publish writing in order to aid their progression and meet national expectations.



Oracy permeates the entire curriculum. Interactive teaching strategies are used to engage all pupils in pupil talk and discussion throughout lessons. Children are encouraged to develop effective communication skills in readiness for later life and further development of their reading and writing skills.

Approaches to Speaking and Listening:

  • Group discussions and reporting back to the class
  • Talk partners
  • Groups or individuals re-teaching known points to the class
  • Whole class discussion
  • Circle time
  • Public speaking opportunities



Our vision at Mount Pleasant is to nurture a life-long love of reading. We aim to develop confident readers who can actively chose, critique and comprehend texts. We strive for pupils to build an understanding of the wider world through varied high quality texts in which they see themselves represented (see Reading Curriculum).



Writing in Key Stage 1 and Key Stage 2:

A writing unit will combine immersion lessons with writing lessons so that pupils complete longer writing outcomes across several lessons, focusing on specific skills as they go along. These skills will be often retaught throughout the year which through consolidation will develop a deeper understanding of how to use them in a range of contexts.

Writing outcomes are to be planned from high-quality texts linked to the half termly connected curriculum topics. A unit (sequence of lessons leading to a written outcome) may take place across one or two weeks depending on genre. Immersion lessons are to be used across units to enable children to engage with the stimulus below surface level; develop understanding of the genre; deepen understanding of context and meaning of the story; create intrigue and excitement; develop rich and broad vocabulary and imagination.




    Please have a look at how our key books and texts are used to plan writing in each phase across the year in Cycles A and B:

    Writing in Key Stage 1 and Key Stage 2


    Every classroom across the school has a writing working wall and areas to display writing in progress. We also celebrate the children's finished writing on large, shared displays at regular times across the school year.


    English in the EYFS:

    English is taught in various ways in the EYFS:


    • Reading consists of two dimensions: language comprehension and word reading.


    • Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. 


    • Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing). "


    Early learning goals that link to English:

    EYFS Communication and language development

    ELG Listening, attention and understanding –

    · Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions

    · Make comments about what they have heard and ask questions to clarify their understanding

    · Hold conversation when engaged in back-and-forth exchanges with their teacher and peers

    ELG Speaking –

    · Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

    · Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate

    · Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

    EYFS Physical development (this links to the mechanics of writing/pencil control)

    ELG Fine motor skills –

    · Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases

    EYFS Literacy

    ELG Comprehension

    · Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

    · Anticipate (where appropriate) key events in stories.

    · Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.

    ELG Word reading

    · Say a sound for each letter in the alphabet and at least 10 digraphs

    · Read words consistent with their phonic knowledge by sound-blending.

    · Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

    ELG Writing

    · Write recognisable letters, most of which are correctly formed.

    · Spell words by identifying sounds in them and representing the sounds with a letter or letters.

    · Write simple phrases and sentences that can be read by others.

    EYFS Expressive arts and design (this links to re-telling and adapting familiar stories – talk for writing)

    ELG Being imaginative

    Invent, adapt and recount narratives and stories with peers and their teacher.


    Writing in Reception