Unveiling the Research Behind Pathways to Write: A Mastery Approach to Primary School Writing

Pathways to Write, our leading primary school writing package, is built on extensive educational research, offering a structured, text-based approach that supports skill acquisition, fluency, and creativity. Each unit is crafted to guide students from foundational skills through to extended writing, providing ample practice, feedback, and opportunities for reflection. Informed by mastery approaches in education, Pathways to Write ensures that children not only grasp core concepts but also apply them confidently across genres and contexts.

Join us as we explore the latest pedagogy, teaching strategies, and continuous development that make Pathways to Write an essential tool for fostering excellence in primary school writing.

Pathways to Write is a text-based approach founded in a mastery-learning model. Key skills are taught and repeated; there are multiple opportunities to use and apply the skills until they can be mastered fully and applied in an extended context. This follows the processes around research in mathematics: “the idea/concept that all children need a deep understanding of what they are learning in order that they can recall it fluently, use it flexibly and apply it readily.” (NCETM).

Each unit follows a process of conceptual understanding (hook and purpose for writing), procedural fluency (a series of lessons where writing skills are taught and practised) and an opportunity for pupils to apply their skills in an extended context (Carpenter, 2018). Components of writing are developed rigorously throughout a unit before pupils are challenged to write composite tasks (Ofsted, 2024).

Each unit builds progressively and contributes to the programme as a whole: learning is broken down into “discrete units and presented in logical order. Pupils are required to demonstrate mastery of the learning from each unit before being allowed to move on to the next, with the assumption that all pupils will achieve this level of mastery if they are appropriately supported” (DfE, 2015). This ensures the full range of year group skills are acquired to meet age-related expectations.
Within each unit, pupils use and apply Mastery keys and Feature keys. Mastery keys are developed from the transcription, composition and grammar objectives from the National Curriculum (DfE, 2013). Throughout each unit, there are opportunities for incidental short-burst writing where pupils practise the Mastery keys that have been taught explicitly; they are then able to monitor their work and be self-reflective throughout. This fosters high quality feedback based on the recommendations of Dylan Wiliam (2011) who states, “feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students…the whole purpose of feedback should be to increase the extent to which students are owners of their own learning.”

Feature keys help support pupils with ‘what writing in this genre looks like’. They focus on the vocabulary, structure and writing features required in each form. These were developed by applying knowledge and experience as well as referring to the ‘Text Types Guidance’ and ‘Progression and Pace Papers’ (DfES, 2006). These Feature keys guide pupils to produce final extended pieces of writing applying correct features of the form, alongside pupils’ knowledge of the purpose and audience of the writing.
To provide challenge and support writers working at the greater depth standard, suggestions for an adapted task are noted on each unit plan. Some of the incidental short-burst writing opportunities have suggested challenges for greater depth, as well as the final Writeaway outcome. The principles behind the greater depth tasks in Pathways to Write are based on giving pupils the opportunity to apply higher order thinking skills such as analysis, evaluation and creativity (Anderson, Krathwohl and Bloom, 2001) whilst still working on the required year group Mastery keys. Pupils are challenged with writing from a different viewpoint, combining elements of different genres, or creating their own form of writing dependent on the purpose and audience.

What does the writing process look like in Pathways to Write?

“Writing can be thought of as a task made up of five stages: planning, drafting, revising, editing, and publishing. Pupils should be taught each of these components and underlying strategies” (EEF, 2021).

The Pathways to Write process encompasses planning, drafting, proof-reading and editing. Each stage is taught alongside specific writing strategies to help pupils succeed at each step. Throughout the units, these stages are systematically taught, modelled and practised. To develop independence, writing strategies are introduced using the gradual release of responsibility model, as recommended in the Improving Literacy in Key Stage 2: Guidance Report (EEF, 2021). By the time pupils reach the final extended piece of writing, known as the Writeaway, they are prepared to complete the process independently.

How are the texts chosen in Pathways to Write?

“When children’s personal responses are honoured and connections are made with the texts of popular culture and their interests, their involvement and pleasure in learning and writing increases” (Cremin, 2017).

With a wealth of texts out there, it is important to have a clear understanding of the texts that underpin Pathways to Write. Barrs and Cork (2001) noted that in KS2, traditional tales, stories containing “poeticised speech” and emotionally powerful texts were the kinds of literature that supported KS2 writers. Pathways to Write books are chosen primarily on their literary merit and have strong (and age appropriate) grammar examples, engaging images and the right amount of new vocabulary. Whilst engaging with these texts, pupils experience “mirrors, windows and sliding glass doors” (Sims Bishop, 1990) and “see themselves reflected in what they read and to have the opportunity to investigate other lives, worlds and perspectives” (Johns-Shepherd, 2016). The texts chosen have scope for a range of writing and support the grammar objectives within the programme. Each unit provides a real purpose for writing as “stepping inside texts imaginatively fosters children’s creative capacity as writers, and writing in role increases authenticity and a sense of audience” (Cremin, 2017).

Why is oracy such an important feature of Pathways to Write?

As stated by James Britton (1970), “Reading and writing float on a sea of talk”; therefore, oracy is a golden thread running through all the Pathways Literacy programmes. The research that underpinned the Primary National Strategy (DfES, 2003) is still hugely relevant today and was an influential source in the creation of Pathways to Write. Spoken language is integrated into Pathways to Write in a progressive way that develops pupils’ ability to communicate effectively so that they are talking to learn as well as learning to talk. This is echoed in work undertaken by Mercer and Dawes (2018) who state, “Ways of talking shape ways of thinking, and ways of thinking are expressed in ways of talking.” Many of the drama, group discussion, speaking and listening activities from the Primary National Strategy (DfES, 2003) have been incorporated into the units to ensure that pupils are immersed in stories and characters, can articulate their thoughts and use exploratory talk to develop their ideas and write effectively for a range of purposes.

How does Pathways to Write develop pupils’ vocabulary?

Alongside key writing skills, Pathways to Write builds in extensive opportunities to develop and apply vocabulary. The EEF summarises the key strategies for teaching vocabulary and modelling language that the programme follows (Reynolds, 2023). Vocabulary specific to each text and unit is identified, both tier 2 and tier 3 words (Beck, McKeown and Kucan, 2013) alongside wordlist vocabulary (DfE, 2013). This ensures coverage across the year and supports teachers to identify words that need explicit teaching. Pathways to Write develops word depth by creating a planned approach to clarifying words and meaningful, repeated exposure to them through engaging and purposeful activities, as recommended in Improving Literacy in Key Stage 1, Improving Literacy in Key Stage 2 (EEF, 2021) and Closing the Vocabulary Gap (Quigley, 2018).

How is early writing developed in EYFS and KS1?

“When you read texts, you show that print carries meaning. When you write, you explain what decisions you are making in your mind, so children understand how they share thoughts, ideas and feelings” (DfE, 2022).

In EYFS, Pathways to Write is introduced through engaging picture books with different skills for 3- and 4-year-olds and children in reception based on guidance from Development Matters (DfE, 2023). Through a structured sequence of learning, children develop essential skills such as oracy, listening and an awareness that their marks or writing hold meaning. A key focus of Pathways to Write in EYFS is to develop children to become better communicators. “Oral language skills are fundamental to children’s learning, thinking and emotional wellbeing” (EEF, 2018). In line with this, Pathways to Write places a priority on developing communication and language through focused provision activities and embedding the characteristics of effective learning into daily practice.

When pupils move into Y1, there is a focus on pupils developing key foundational knowledge. This includes developing transcription skills and knowledge of language (vocabulary, grammar and syntax) as stated in Telling the Story: the English subject report (Ofsted, 2024). The process within Pathways to Write allows for the repeated practice of these skills through the mastery approach alongside opportunities for oral composition leading to fluent application. Once pupils are fluent and secure with these skills, they are ready to produce extended pieces of writing independently. This will continue to build throughout Y2 as new skills are introduced.

Pathways to Write is constantly evolving and adapting to the educational climate. Latest research and pedagogy drives reflection to ensure that the programme remains a relevant and high-quality product to support the teaching of English.

References
Anderson, L. Krathwohl, D. and Bloom, B. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Barrs, M. and Cork, V. (2001) The Reader in the Writer. London: Centre for Language in Primary Education.
Beck, I. McKeown, M.G. and Kucan, L. (2013) Bringing Words to Life. 2nd edn. New York: Guilford Press.
Britton, J. (1970) Language and Learning. Coral Gables, FL: University of Miami Press.
Carpenter, R. (2018) A Manifesto for Excellence in Schools. London: Bloomsbury.
Cremin, T. (2017) ‘Motivating children to write with purpose and passion’ in Goodwin, P (ed.) The Literate Classroom (4th edn.). London: Routledge, pp. 13 1–140.
Department for Education (2013), National curriculum in England: primary curriculum, https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
Department for Education (2015), Commission on Assessment Without Levels: final report, https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report Department for Education (2022), Help for early years providers, https://help-for-early-years-providers.education.gov.uk/literacy/writing
Department for Education (2023), Development Matters, https://www.gov.uk/government/publications/development-matters–2
Department for Education and Skills (2003), Excellence and Enjoyment: a strategy for primary schools. London: Department for Education and Skills.
Department for Education and Skills (2006), The National Strategies: Support for Writing. London: Department for Education and Skills.
Education Endowment Foundation (2018), Preparing for Literacy: Guidance Report, https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-early-years
Education Endowment Foundation (2021), Improving Literacy in Key Stage 1: Guidance Report, https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1
Education Endowment Foundation (2021), Improving Literacy in Key Stage 2: Guidance Report, https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2
Johns-Shepherd, L. (2020) ‘Choosing and Using Quality Texts’, Centre for Literacy in Primary Education, 4th March. Available at: https://clpe.org.uk/blog/choosing-and-using-quality-texts (Accessed: 29 October 2024).
Mercer, N. and Dawes, L. (2018) ‘The development of Oracy skills in school-aged learners’, Cambridge Papers in ELT. Cambridge: Cambridge University Press.
National Centre for Excellence in the Teaching of Mathematics
Office for Standards in Education, Children’s Services and Skills (2024), Telling the Story: the English education subject report, https://www.gov.uk/government/publications/subject-report-series-english/telling-the-story-the-english-education-subject-report
Quigley, A. (2018) Closing the Vocabulary Gap. London: Routledge.
Reynolds, A. (2023) ‘Vocabulary in Action poster: A tool for teachers’, Education Endowment Foundation, 28th February. Available at: https://educationendowmentfoundation.org.uk/news/vocabulary-in-action-poster-a-tool-for-teachers
Sims Bishop, R. (1990) ‘Mirrors, Windows, and Sliding Glass Door’, Perspectives: Choosing and Using Books for the Classroom, 6(3), pp. 9-11.
Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.