Writing

My name is Natalie Blake and I am the Writing lead here at Ash Green Primary Academy.

As writing lead, I am deeply committed to fostering a love for writing in every student I work with. My passion for writing has been shaped and strengthened over the years, with a foundation rooted in my academic background. I graduated in 2020 with a degree in English and History. This has equipped me with a profound understanding of the power of language and storytelling. My degree in English provided me with an in-depth understanding of literary techniques, narrative structures, and the nuances of language that allow for impactful communication.

In 2023, I was honoured to be appointed as the writing lead, a role that I take great pride in. I am passionate about empowering students to find their own voice through writing, to explore the world through their words, and to develop the confidence to communicate effectively. Writing is a skill that transcends the classroom, and as a leader, I strive to create an environment where writing is not only seen as a task but as an exciting and creative process that all students can engage with.

I believe that fostering a love for writing starts with creating a supportive and dynamic space where students feel comfortable expressing themselves. Through personalised guidance, varied writing opportunities, and an emphasis on creativity, I aim to inspire students to see writing as a powerful tool for both personal and academic growth. My approach as writing lead is driven by my belief that every student has the potential to excel as a writer, and it is my role to nurture that potential and guide them towards discovering their own unique style and voice.
Ultimately, my goal is to instil in students a lifelong passion for writing, equipping them with the skills and confidence to express themselves clearly, critically, and creatively. I am deeply invested in the development of our students as writers and look forward to continuing this rewarding journey as the writing lead.

Our writing sequence is built on the following principles :

The length of the writing cycle depends on the needs of the children and the genre being taught. A typical writing cycle will display the following elements. Please note this is flexible depending on the unit and genre being taught:

1. Find the shape lessons (This is the model text / annotation lesson)
2. Experience lessons (Same as narrative, opportunities for children to acquire knowledge and vocabulary to proceed through the writing sequence)
3. SPAG / Sentence Stacking lessons (This is where children take part in writing lessons which are built around a key SPAG area or a sentence type that they will incorporate in their writing)
4. Jigsaw lessons (This is where children take part in writing lessons which are built around the key features of a text eg. Newspaper report – Lesson may focus on writing headings)
5. Plan/write (All of the writing in these lessons should focus on a different aspect of the genre – eg. If the character description in the practice plan was about the Wolf, then the independent should be about a different character. Children should apply their knowledge of the SPAG/SENTENCE STACKING from across the week. This should form part of their success criteria).
6. Whole class retrieval and revisit (Children will have the opportunity to complete a retrieval task based on misconceptions picked up in the lesson. They will then have the opportunity to revisit their work to improve it).
7. Edit (Children will then have a final opportunity to revisit their work, this time checking closely for punctuation and spelling errors.)

Writing Expectations Bank

In order to become fluent writers, we strongly believe that all children should be given the skills to ‘craft’ their writing through a learning journey which fosters our love of writing. At the center of the High Challenge English curriculum, is the class text/novel. At the beginning of each term, class teachers begin to plan for writing opportunities which center around a core text. This text links to the wider curriculum topics that children study. Our writing curriculum is considerate of the different complexities presented to a writer of both fiction and non fiction text types. It has been carefully crafted to consider our context, the latest action research and EEF recommendations.

In our writing lessons you will see:

• Use multi-media and visuals to aid learning
• Children working towards a range of writing outcomes, based on their knowledge and understanding of the class text
• Children capturing ideas and learning through the use of role play and drama. This may involve: hot seating, conscience alley and freeze frames
• Experience days – these days are the ‘WOW’ in any writing sequence. They are designed to hook the children in and to generate creativity and vocabulary development.
• In key stage 2, use of self assessment (referred to by the children as ‘margin marking’) to navigate and craft writing
• Children using success criteria – allowing them to clearly articulate next steps in their writing journey. See example of success criteria below:

English Writing Skills Year Group Progression

Text types and progression

Margin Marking Glossaries

Writing Expectations Bank

In order to become fluent writers, we strongly believe that all children should be given the skills to ‘craft’ their writing through a learning journey which fosters our love of writing. At the center of the High Challenge English curriculum, is the class text/novel. At the beginning of each term, class teachers begin to plan for writing opportunities which center around a core text. This text links to the wider curriculum topics that children study. Our writing curriculum is a two pronged approach and is considerate of the different complexities presented to a writer of both fiction and non fiction text types. It has been carefully crafted to consider our context, the latest action research and EEF recommendations.

In our writing lessons you will see:

• Use multi-media and visuals to aid learning
• Children working towards a range of writing outcomes, based on their knowledge and understanding of the class text
• Children capturing ideas and learning through the use of role play and drama. This may involve: hot seating, conscience alley and freeze frames
• Experience days – these days are the ‘WOW’ in any writing sequence. They are designed to hook the children in and to generate creativity and vocabulary development.
• In key stage 2, use of self assessment to navigate and craft writing
• Children using success criteria – allowing them to clearly articulate next steps in their writing journey

Novel Overview 2025-26

Below are some example texts:

Spelling, punctuation, grammar, and handwriting are fundamental skills that form the foundation of effective communication. Accurate spelling ensures clarity, while proper punctuation helps convey meaning and structure in writing. Strong grammar skills allow students to express ideas correctly, fostering better understanding and stronger academic performance. Additionally, neat handwriting ensures legibility, making it easier for teachers and peers to read and comprehend a student’s work. Mastering these essential skills not only boosts confidence but also prepares students for success in their academic journey and future professional endeavours.

Here at Ash Green, we wish to nurture the skills in the most successful and supportive way possible. Below outlines how SPAG and handwriting are taught at Ash Green:

Spelling Policy 

Handwriting Policy

SPAG Overviews – Year 1 to Year 6

SPAG Handbook Year 1

SPAG Handbook Year 2

SPAG Handbook Year 3

SPAG Handbook Year 4

SPAG Handbook Year 5

SPAG Handbook Year 6

Here at Ash Green, we are always looking for ways to celebrate the wonderful writing each and every child produces. As a result, we think it is important to celebrate those achievements every week.

At Ash Green, we have a weekly ‘WOW writer’.  A ‘WOW writer’ is a child who has put lots of hard work into creating a great piece of writing.  In each classroom, there is a dedicated space to celebrate our weekly ‘WOW writer’. As well as having their work displayed in the classroom, each ‘WOW writer’ receives a certificate to take home to share with parents and carers.

We have produced our own set of Writing Exemplification Standards to support teacher assessment. Take a look at what writing expectations look like across the different age ranges. 

Year 2 Writing Exemplification

Year 3 Writing Exemplification

Year 4 Writing Exemplification

Year 5 Writing Exemplification

Year 6 Writing Exemplification

Spelling Policy

Writing Policy

Handwriting Policy