The Teaching Sequence for Writing Strategies and Steps to Transform Classroom Writing

1. Introducing the Sequence
2. Immerse – It’s All about the Vocabulary
3. The Importance of Oracy – Let Our Children Speak
4. Analyse – To WAGOLL or Not to WAGOLL
5. Skills: Grammar, Punctuation and Spelling – Hanging It All Together
6. Planning for Writing – Where to Start?
7. Write – At Last!
8. Edit and Review – Check and Check Again!
9. Planning a Unit – Start at the Finish!
10. Unit Plans

Biography

Teresa Heathcote is an experienced Primary Literacy Consultant with a proven track record in curriculum development, teacher training and strategic literacy leadership. With over two decades of expertise across schools, local authorities and academy trusts, she specialises in delivering impactful training, coaching and consultancy that transforms teaching and learning.

“The writing sequence has had a transformative impact on both children and staff across our school. It has empowered teachers by providing a clear, coherent sequence that supports the delivery of writing lessons which truly inspire and motivate. Staff now feel confident in designing sequences that not only engage children, but consistently lead them towards meaningful success.
For children, the writing sequence has been even more powerful. It has equipped them with the vocabulary, the authorial language, and the narrative tools they need to see themselves as real writers. By prioritising purpose and audience over rigid text types and checklist-driven GPS tasks, the approach has shifted pupils' thinking. They now write as authors, crafting something worth reading, not simply to satisfy a list of technical requirements and tick boxes.
One of the most significant strengths of the sequence has been the immersion phase. This element has greatly helped to bridge the inequality gap in writing outcomes. Every child now has access to rich spoken and written language, alongside meaningful, shared experiences. Through immersion, pupils can re-enact, explore, empathise, and discover and we can now confidently say that all children begin the writing journey with the knowledge, context, and emotional connection needed to write confidently and creatively.
Overall, the writing sequence has both raised the quality of writing and deepened the enjoyment of it at our school, and has built a culture where every child can succeed and where our teachers have the tools to make that success possible."
Simon Downie, Forest Glade Primary School

“We wouldn’t ask children to start adding before they understand the value of number, so we shouldn’t be asking children to write before they have a secure understanding of the foundations of writing. Language development and transcriptional fluency are at the core of becoming a proficient writer, providing the essential building blocks for successful composition.”
Lauren Rook, Deputy Headteacher, Ernehale Flying High Academies, Nottingham, UK

“We have thoroughly enjoyed incorporating the writing sequence into our writing practice; it’s straightforward and encompasses all the essential elements of excellent writing. The children have been excited to dive into our texts through engaging drama and oracy opportunities, which provides everyone with a shared foundation. They are immersed in and explore high-quality vocabulary related to the characters, setting, and themes of the text.
Throughout the spelling phase of the sequence, we have observed a heightened enthusiasm among the children to incorporate new vocabulary, along with notable improvements in their spelling of tier two words.”
Emily Castledine, Year 2 Teacher, Key Stage One Lead, English Lead - Hucknall Flying High Academy

"Teresa Heathcote’s Writing Sequence has had a significant and lasting impact on the teaching of writing in our school, particularly in the development of language and vocabulary. In a setting where strengthening pupils’ spoken and written language is a key priority, the sequence has given teachers a clear, purposeful and research-informed framework that places language at the heart of writing.
Teachers often talk about the renewed enjoyment they feel when planning and teaching writing. The emphasis on rich vocabulary, clear purpose and the intended impact on the reader has helped writing feel meaningful and rewarding again. Rather than teaching skills in isolation, teachers now support pupils to understand how and why language choices are made, and how these choices shape meaning and effect. As a result, writing is experienced as a coherent and creative process, where skills are applied with intent, and where both teachers and pupils take genuine pride in the craft of writing."
Evie Scarborough, Deputy Head and English Lead, Mansfield, Nottingham, UK