Writing is one of the most challenging parts of the English curriculum for both teachers and learners. In acknowledgement of these difficulties, the DfE published its non-statutory writing framework in July 2025. It’s an extensive document of 149 pages broken down into 8 sections and 9 appendices covering aspects of writing including:
-
the importance of writing and a conceptual model (Section 1)
-
the importance of reception (Section 2)
-
transcription: handwriting and spelling (Section 3)
-
handwriting guidance (Appendix A)
-
examples of sentence structure activities (Appendix D)
-
sentence examples aligned with the grammar and punctuation in the national curriculum (Appendix E)
The guidance is detailed, research informed and based on the input of academics, teachers and education consultants. It is also closely related to the DfE’s reading framework (2023) which it references 24 times.
Let’s explore some of the content and how it may help you and your school.
A conceptual model for writing
In setting out a conceptual model for writing, the framework makes strong links to the reading framework, the work of Beringer et al (2002) and the EEF (in their Improving Literacy in KS1 and KS2 guidance) by discussing the Simple View of Writing. [image here from pp17 The Writing Framework]. By pointing to writing as the combination of good language skills and good transcriptions skills, the model makes clear the importance of teaching both aspects of the Simple View of Writing. The inclusion of this model also usefully reminds teachers that the national curriculum programmes of study for writing are themselves organised under these two headings.
Teaching takeaway: teach both transcription and composition to ensure children become writers.
The importance of reception
The writing framework stresses the role the reception year plays in setting the foundations for writing that children will build on as they progress through the school. Much of this focusses on the transcription skill of handwriting. There is advice for the direct teaching of handwriting including the use of hand exercises, demonstration of letter formation and tuition for holding a writing tool correctly. There is also guidance on the type of activities that build the gross and fine motor skills children need for writing such as, threading, playing with water, using tweezers and cutting with scissors. These are activities that exist in abundance in Early Years settings, what the writing framework has done is to draw attention to and place value on good Early Years practice.
Teaching takeaway: ensure all children build their gross and fine motor skills to prepare for handwriting.
Good Early Years practitioners work hard to encourage and grow the spoken language skills of children, and again this is referenced in the guidance. The writing framework signposts the importance of modelling good spoken language to children; encouraging the use of full sentences by children; and opportunities for children to engage in discussions, role play and oral composition of sentences before writing. The framework makes explicit, and gives value to, the roles these activities play in building the foundations for writing.
Teaching takeaway: continue to work on good oral communication skills in reception.
Sentences
With 138 references across the writing framework, sentence composition is a clear focus. Not only are sentences covered as part of Section 4 Composition, but in two dedicated appendices - Appendix D (examples of sentence structure activities) and Appendix E (sentence examples aligned with the grammar and punctuation in the national curriculum).
Headline advice is that sentences are taught explicitly and systematically so that all children understand that a sentence consists of a subject and verb with all other parts of a sentence adding further information. To help teachers with this, Appendix D exemplifies practical hands-on sentence writing activities to help children build their understanding from single clause sentences, to multi-clause sentences, and the four sentence types (statement, question, command, exclamation).
There is also a highly valuable progression in sentences provided in Appendix E. This is aligned to the grammar and punctuation content in the national curriculum and comes with example sentences. It could easily form the basis of most schools’ pathway through sentences.
Teaching takeaway: check the teaching of sentences in your school is progressive and links to the national curriculum grammar and punctuation objectives for each year group.
Handwriting
Building on the advice given in The importance of Reception, the writing framework goes on to exemplify good practice in handwriting in Section 3 Transcription: handwriting and spelling and Appendix A: handwriting guidance.
In reference to the Simple View of Writing it notes the importance of fluent handwriting for reducing the cognitive demands when composing texts. It also notes the importance of fluent handwriting for reducing the physical effort of writing; and allowing readers to access what has been written.
The writing framework is clear that handwriting should be taught explicitly, modelled by teachers and taught from the beginning of reception. The sequence of handwriting requirements from the national curriculum are included in the guidance; for example posture and pencil grip in year 1 and forming lower-case letters of the correct size relative to one another in year 2.
Helpful clarification is provided around joined writing. The framework states that joining should only be introduced once children can form printed (unjoined) letters correctly and consistently, and that lead-in strokes (sometimes called pre-cursive print) are not expected from the start, i.e. reception. This is certainly welcome clarification that is not easy to discern from the national curriculum itself.
Appendix A provides further information on pencil grip, posture and paper position for right- and left-handed children as well as handwriting ‘families’ that support systematic teaching of letters.
Teaching takeaway: ensure handwriting is taught explicitly and that teachers model good handwriting at all times.
These are just a taste of the guidance included in the writing framework. It also sets out a writing teaching sequence that takes children from planning to polishing their compositions. It includes exemplification of how to teach vocabulary and includes advice on choosing model texts to prompt writing. For schools looking to update their writing policy, or to check that they are in-line with expectations, the writing framework is an essential source of recommended good practice.
Rachel Clarke