The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: It is essential that teaching develops pupils’ competence in these 2 dimensions.In addition, pupils should be taught how to plan, revise and evaluate their writing.
Writing also depends on fluent, legible and, eventually, speedy handwriting.
The 2 statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.
Underpinning both is the understanding that the letters on the page represent the sounds in spoken words.
This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school.
Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role.
They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Literature, especially, plays a key role in such development.
Reading also enables pupils both to acquire knowledge and to build on what they already know.
The national curriculum for English aims to ensure that all pupils: The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically.
Spoken language underpins the development of reading and writing.
All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.