Shine as a light in to the world, to the glory of God the Father. Matthew 5:16
Part of the St. Bartholomew's CE MAT
Transcription
Transcription: Developing Fluency and Automaticity in Writing
Transcription is a fundamental component of writing. It refers to the skills children use to turn spoken language into written text, including spelling and handwriting. When these skills become fluent and automatic, pupils are able to focus more fully on composing their ideas and developing their voice as writers.
At our school, our transcription curriculum is carefully designed in line with the Early Learning Goals (ELGs), the Strong Start in Reception guidance, and the DfE Writing Framework. This ensures a clear, consistent progression from the very start of school through to the end of Key Stage 2.
Transcription is taught explicitly and systematically every day from Reception to Year 6. In the early years, children develop the foundations of transcription through high-quality phonics teaching, mark-making, and early letter formation. As they move through the school, pupils build accuracy and fluency in spelling and handwriting, supported by regular practice, clear modelling, and purposeful application across the curriculum.
By prioritising daily transcription practice, we ensure that all pupils develop the automaticity they need to become confident, fluent writers.
Spelling
To teach spelling, we use the highly successful Spelling Shed programme. This programme has been created to meet the more demanding spelling requirements of the 2014 National Curriculum. It goes through the different spelling patterns and the statutory spelling lists for the end of lower KS2 and upper KS2.
Spelling Shed's approach to spelling involves the relationship between sounds and written symbols as well as using morphology to help spell through meaning.
Based on phonics, morphology and etymology, it includes main teaching inputs, which are then followed up with additional activities that can be carried out throughout the week in order to consolidate the learning further. Spellings are also set on the online games for the children to practise at home. It is essential that children practise regularly to ensure the spelling rules or patterns are remembered.
The carefully selected word lists and engaging activities provide opportunities to incorporate phonics and meaning to strengthen spelling skills and build vocabulary acquisition.
Below is an overview of the spelling taught in each year group.
Handwriting
At All Saints', we teach children to write in a joined, fluent script. By the end of Year 3, the majority of children are writing in a fluent joined style. In Year 3 and 4, children use pencils for their writing. In Year 5, they practice using pen, and in Year 6 the majority of children should be writing in pen consistently. The national expectation is that all children leave primary school being able to maintain legibility in joined handwriting when writing at speed.
It's important to make sure we have the right posture and pencil control to help us write effectively - let us show you what to do!
Implementation
EYFS and Reception
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Transcription: From the start of Reception, children are taught to form recognisable letters correctly and spell words by segmenting sounds and representing them with letters. Handwriting instruction is explicit and systematic, supported by fine and gross motor activities.
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Composition: Children rehearse sentences orally before writing them. Opportunities for meaningful mark-making and emergent writing are embedded in play and across the curriculum.
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Early Learning Goal for Writing: By the end of Reception, children write recognisable letters (most correctly formed), spell words using sounds and graphemes, and write simple phrases and sentences that others can read.
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Environment: Classrooms provide opportunities for writing across areas of provision, supported by purposeful contexts such as role play, storytelling and early transcription tasks.
Key Stage 1 and 2
Transcription
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Dictation Programme: Daily dictation across school; Year 2 curriculum prioritises transcription fluency through this approach.
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Handwriting: Taught explicitly using the Read, Write, Inc. moving from print to joined. Posture, pencil grip and fluency are consistently reinforced.
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Spelling: Taught systematically, in line with National Curriculum expectations using Spelling Shed. Pupils practise statutory word lists and rules, with errors addressed through editing and feedback.
Composition
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Text-led Curriculum: High-quality texts are used to model rich vocabulary, grammar and authorial choices.
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Grammar and Sentence Construction: Taught contextually, building pupils’ ability to manipulate grammar for effect. Authentic examples are used to strengthen understanding.
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Purpose and Audience: Every unit includes meaningful writing outcomes, ensuring children understand why they are writing and for whom.
Talk and Oral Composition
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Talk underpins all writing. Pupils rehearse ideas orally, engage in structured discussion, drama and debate, supporting sentence fluency and vocabulary development.
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Oracy is integral to developing our spoken language.