You can make anything by writing.
--C.S. Lewis


At Brierley we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school using the Spelling Shed as a tool to support the teaching and learning of spelling. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that children should refine and edit their writing over time, so we want them to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress.


Please click below to see some of the wonderful things that the Children at Brierley do in their English lessons. We have drama in Year 5, writing cards to say thank you to the smartest and friendliest giant in town in Reception and practising spellings in Year 4. 

Our Writing Gallery 

Below are photographs of the amazing writing taking place throughout school from Reception to Year 6. 


Classroom organisation: We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for targeted children to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as Writers Toolkits, Word Banks or a greater level of modelling. Children who are aspiring for greater depth are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.


Spellings: Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. Teachers use the Spelling Shed Spelling Scheme to support their teaching and to provide activities that link to the weekly spellings. Children are given spellings to learn each week and are given a spelling test the following week. When marking work, teachers identify words that children have spelled incorrectly from within that child’s known ability. Children are then encouraged to identify these incorrect spellings in their own writing and correct them.


Grammar and Punctuation: Teachers focus on particular grammar and punctuation skills as standalone lessons, to embed and develop pupil’s understanding or to consolidate skills. Grammar and punctuation knowledge and skills are also taught through English lessons to help consolidate and put it in to context. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome.


English Lesson Sequence: The lesson sequence starts with a ‘Hook’ to engage the children in their learning. This is then followed by teacher modelling, children practising and editing/improving and then applying what they have learnt independently. A period of reflection should take place at the end of the lesson so that children can reflect on what they have learnt, edit or improve and/or give feedback to self or peers.


Each year group have a yearly overview of the writing genres, both narrative and non-fiction, that they will teach. These have been planned to ensure correct coverage of the key genres as well as build on skills from year to year. Units will take between two and four weeks to complete, and the outcome of each unit will be an Extended Write which will be used to assess the pupil’s skills against the agreed success criteria. Where possible, teachers are encouraged to their class text so that it acts as a stimulus for teaching the identified genre/text, word and sentence level features that children will be expected to include in their extended writing outcome for that unit. A Let’s Aim High is created based on the genre and supports pupils to identify and mimic the identified features in their own writing.



  • Pupils will enjoy writing across a range of genres
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
  • Pupils will have a wide vocabulary that they use within their writing
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught
  • We aim to produce at least 2 assessed pieces of writing per half term. Moderation occurs in school every half term and pieces are gathered for a model portfolio. Moderation across trust and the LA support this process for Year 2 and 6.


Long term writing overview

Spellings Years 1 - 6

Grammar and Punctuation Year 1

Grammar and Punctuation Year 2

Grammar and Punctuation Year 3

Grammar and Punctuation Year 4

Grammar and Punctuation Year 5

Grammar and Punctuation Year 6


Useful Websites for Parents

https://www.bbc.co.uk/bitesize/topics/zkxxsbk BBC Bitesize SPaG

https://www.edshed.com/en-gb/login Spelling Shed

https://literacytrust.org.uk/parents-and-families/ The National Literacy Trust

https://www.bbc.co.uk/bitesize/subjects/zt3rkqt  BBC Bitesize English