By Timi Alabi
1. Writing Is Distinct from Speaking
Writing requires explicit teaching and control of language beyond spoken word; it’s not simply speech written down.
2. Mastery of Transcription Supports Composition
Fluency in handwriting and spelling reduces cognitive load, allowing pupils to focus on idea generation and sentence construction.
3. Handwriting Must Be Taught Explicitly and Early
Handwriting should begin in Reception, be daily, precise, cumulative, and modelled by teachers.
4. Systematic Spelling teaching Is Essential
Spelling must be explicit, cumulative, and reinforced through dictation, not just tests. Emphasis should be on recall and application, not correction alone.
5. Composition Starts Orally and Progresses Gradually
Oral sentence construction helps lay the foundation. Pupils should practise forming sentences aloud before writing them. Teaching should begin with simple spoken sentences and gradually build up to written paragraphs and longer texts, with support that slowly shifts responsibility from teacher to pupil.
6. Reading and Writing Strengthen Each Other
Reading exposes pupils to sentence structures and styles. However, reading alone won’t teach them how to write; writing needs its own dedicated, structured teaching.
7. Pupils Need Purpose and Knowledge to Write Well
Pupils write best when they are knowledgeable and interested in the topic. Writing tasks should connect to what they are familiar with or have learned in class. Allowing choice can boost motivation, but it must be well-scaffolded, especially for early writers and pupils with SEND.
8. Teach Grammar in Context
Grammar should be taught through contextualised writing tasks. It is more effective to teach Grammar during writing lessons, than in isolation. Pupils need to understand how grammar affects meaning and be encouraged to make deliberate language choices.
9. Explicit Teaching of Vocabulary is Key
Vocabulary should be introduced explicitly, revisited often, and used in meaningful writing tasks. This should be done through repeated exposure to new words and providing pupils with opportunities to use them.
10. Pacing Matters: Don’t Rush Composition
Pupils should only write extended texts when ready. Overloading them, especially with underdeveloped transcription skills, can lead to frustration and poor outcomes. Pupils should concentrate on the quality of their writing rather than producing large amounts of lower-quality text.
