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Written Language learning objectives

Knowledge of how to write language which conveys a message in the most appropriate and correct manner is evidence of literacy. Pupils should engage with and enjoy creating written language in all its varieties. They should be encouraged to write regularly in a variety of genre, and edit and evaluate their work. Providing pupils with models, motivational experiences and the tools to write well, increases their confidence and competence in writing.


The pupils will:

  • develop a love and enthusiasm for writing;
  • write regularly and with confidence;
  • express personal responses to a range of experiences and texts, explore ideas and record observations;
  • write on a variety of topics, shaping, editing, and reworking text in a range of genres;
  • use vocabulary and conventions, such as spelling, punctuation and sentence structure;
  • improve the quality of their work by planning, structuring, enhancing vocabulary and applying their knowledge of grammar, punctuation and spelling;
  • write instructions, explanations, and factual accounts, and express and explain a point of view in a range of authentic contexts, organising and linking ideas logically and making language choices appropriate to the audience;
  • identify, discuss and use the conventions, structures and language features of different texts and discuss how they relate to the topic;
  • discuss and convey meanings in written texts, exploring relevant experiences and other points of view;
  • gather, select, record, interpret, and present coherent, structured information from a variety of sources, using different technologies and explaining the processes used;
  • use a word processor to facilitate the editing and presentation of written work;
  • aim for a high standard and celebrate the success of each other.


The generalised progress of ability of a pupil in Written Language is shown below. As a pupil gets older, the level of sophistication and the complexity of ideas involved also increases:

Level 1: Beginning to shape ideas

Level 2: Shaping ideas in a number of genres

Level 3: Shaping, editing, and reworking texts in a range of genres – plans using brainstorming and shows ability to gather and sort information

Level 4: Shaping, editing, and reworking texts in a range of genres – planning forms may include plot lines or flow chart

Level 5: Shaping, editing, and reworking texts in an extended range of genres.


See also Written language expectations