Writing belongs in every lesson, not just English. You see it in maths when pupils explain their reasoning, in science when they describe experiments, and in history when they reflect on the past.
This article explores why writing across the curriculum matters, how to embed strong writing routines, and practical steps you can take to support every pupil. By weaving writing into every subject, you help pupils become confident communicators and set them up for success, whatever the lesson.
Why writing across the curriculum matters
Writing is more than just putting words on a page. It’s a powerful way for pupils to focus on new information and connect it to what they already know. By organising their thoughts and making sense of their learning, pupils are more likely to remember what they’ve learned for longer (Sedita, 2022). This is why teaching writing needs to run through every subject in school (Cantrell, 2008).
The Department for Education’s writing framework recognises that writing in school is complex. Each subject has its own genres, expectations, vocabulary and grammar – almost like learning the rules of a new game every time (Schleppegrell, 2004). This challenge is especially clear in secondary schools, where pupils move between different teachers and departments throughout the day. Each teacher may have their own approach to writing, which can leave pupils feeling uncertain about what’s expected.
Pupils must adapt their writing to fit different subjects, which makes academic writing varied and demanding. When you give pupils opportunities to write across the curriculum, you help them practise and grow as writers. These moments encourage independence and show that writing isn’t just about stories or essays – it’s a practical tool for thinking, remembering and understanding. Whether pupils are jotting down notes about a science experiment, explaining their reasoning in maths, or reflecting on a history topic, writing helps them organise ideas, make connections and express themselves clearly. And it helps them to prepare for secondary school and beyond, where the ability to switch writing styles and meet different teachers’ expectations is even more important.
By planning for writing in every subject, you show pupils that writing is something they can rely on – not just a classroom task. This approach builds confidence and helps pupils see how writing supports learning, memory and communication, whatever the subject.
How to embed writing routines and models
Authentic writing gives pupils the chance to apply their skills across different subjects and topics, helping them grow more confident with the processes that writing involves. Clear, explicit teaching about how to compose texts for a range of purposes and audiences makes a real difference (Behizadeh, 2019).
Routines and writing models shouldn’t stay in English lessons – they work best when you use them everywhere. In secondary schools, this can be challenging, as different teachers may use different approaches, language, and expectations. Pupils may find themselves adapting to a new set of rules in every classroom, which can make writing daunting and lead to confusion.
Small steps, such as checking handwriting, making sure everyone is sitting comfortably, or reminding pupils about pencil grip, can help. Use planning tools and text structure models for writing tasks in all subjects. For example, a story map to plan a recount in history, or a report template for a science experiment.
When these routines are familiar, pupils know what’s expected and can focus on their ideas rather than the format. Consistency matters. Using the same language and expectations for writing in every classroom helps pupils learn what good writing looks like, pick up the terminology, and understand how to use their skills wherever they are in school.
Embedding these routines across subjects helps pupils build confidence, develop fluency, and see writing as a valuable tool for learning – not just something for English lessons.
Reflection prompts:
- How often are pupils given opportunities to write in subjects outside of English?
- How do you ensure writing routines and expectations consistent across all subjects in your school?
- How do teachers in non-English subjects feel about teaching and supporting pupils’ writing, and how do their approaches differ?
Action steps:
- Give pupils familiar tools – like story maps, report templates or sentence stems – across all subjects, so they know how to organise their writing.
- Use the same language and standards for writing in every classroom, so pupils understand what’s needed and can apply their skills everywhere, even when moving between different teachers.
How writing helps thinking and remembering
Instead of beginning with the question of how to increase writing in classrooms, start by considering why writing plays a vital role in pupils’ literacy development (Gallagher, 2017). Writing isn’t just about getting thoughts down on paper – it’s a powerful way for your pupils to think things through and remember what they’ve learned. When you ask pupils to write about a topic, they need to organise their ideas, make sense of new information and put it into their own words. This helps them engage with the content and makes learning stick.
Writing can help pupils connect ideas and build understanding across the curriculum. The challenge is to keep writing tasks focused and relevant. The aim isn’t to turn every lesson into a writing challenge, but to use writing as a tool for thinking and learning. Make tasks manageable and closely linked to the subject content, so pupils aren’t bogged down by complicated instructions or worried about spelling and grammar.
Writing should help them explore ideas, ask questions and make connections, all while supporting your main learning objectives. By using writing in this way, you help pupils build understanding, strengthen memory and grow in confidence as writers.
Reflection prompts:
- How does your school use writing to enhance thinking and remembering in all subjects?
- How do you design writing tasks to support the primary learning objectives, rather than distract from them?
Action steps:
- Ask pupils to jot down ideas, make predictions, or summarise what they’ve learned in different subjects to help them process and remember information.
- Make sure writing activities support the main focus of the lesson, not distract from it. Tie tasks closely to the subject content.
- Keep tasks manageable and avoid over-complicating instructions or marking, so pupils can focus on the learning.
This explainer is part of a series for teachers and school leaders on how to navigate the writing framework. Explore the other articles.
References
- Behizadeh, N. (2019). Aiming for authenticity: Successes and struggles of an attempt to increase authenticity in writing. Journal of Adolescent & Adult Literacy, 62(4), 411– 419.
- Cantrell, S. C., Burns, L. D., & Callaway, P. (2008). Middle- and high-school content area teachers’ perceptions about literacy teaching and learning. Literacy Research and Instruction, 48(1), 76–94.
- Gallagher, K. (2017). The writing journey. Literacy in Every Classroom, 74(5), 24–29.
- Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates Publishers.
- Sedita, J. (2022). The Writing Rope: A framework for Explicit Writing Instruction in All Subjects. Baltimore: Paul H Brookes Publishing Co.
