Govind Tekale
The UK and Australia have introduced major writing instruction frameworks in 2025 to address falling writing standards among students.
On July 8, the UK Department for Education (DfE) released a 150-page writing framework for primary schools. This non-statutory guidance aims to transform writing instruction with special attention to reception year as the foundation for future success.
Recent Key Stage 2 assessment results show writing standards haven’t returned to pre-pandemic levels. Only 55% of white working-class children meet expected writing standards compared to 78% of non-disadvantaged children. For children with special educational needs, just 30% meet expected standards versus 83% of those without.
Education Secretary Bridget Phillipson highlighted the urgency: “Far too many children are leaving school unable to write well, holding them back from future success. We want them to be as confident putting pen to paper as they are posting on TikTok.”
The UK framework applies lessons from successful phonics reading instruction to writing. It focuses on three key areas: teaching handwriting from reception year, having children speak words and sentences before writing them, and using dictation exercises.
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By making handwriting and spelling automatic, children can focus more on expressing ideas rather than struggling with writing mechanics. This reduces what educators call “cognitive load” on working memory.
Dr. Tim Mills MBE from STEP Academy Trust described the challenge: “Writing is notoriously difficult: the cognitive equivalent of ‘digging ditches’ according to psychologist Ronald Kellogg.”
Australia’s approach, released on June 26 by the Australian Education Research Organisation (AERO), targets both primary and secondary schools. Their School Writing Instruction Framework (SWIF) was developed after analyzing a decade of NAPLAN results showing declining persuasive writing skills, especially in Years 7 and 9.
Unlike the UK’s primary focus, Australia emphasizes writing instruction across all subjects. AERO CEO Dr. Jenny Donovan explained: “Teaching writing isn’t just the task of English teachers; it is an important skill in all subject areas.”
The Australian framework includes an explicit writing instruction model, guidance for school leaders, and free online courses covering writing needs, sentence structure, and assessment practices.
Both countries face serious literacy concerns. The UK’s National Literacy Trust found fewer than 3 in 10 children aged 8-18 enjoy writing in their free time – the lowest level since 2010. Daily writing for pleasure has also halved.
The UK’s £2 million investment package includes this framework, which will likely be revised later in 2025 after the government completes its curriculum review.
Sonia Thompson from St Matthew’s Research School noted the UK framework provides “evidence informed tools and reflection points” rather than strict rules to follow.
Schools are advised to identify students needing extra support early, starting in reception year. The guidance warns against focusing too much on test preparation, which can “limit the development of skills and knowledge, stifling pupils’ creativity.”
In Australia, Queenwood school in Sydney, which tested the framework early, reported improvements in students’ punctuation, cohesion, and sentence structure.
Both frameworks recognize that writing skills need explicit teaching and don’t develop naturally. They emphasize mastering basic skills before tackling complex writing tasks.
As digital communication grows, these frameworks represent significant efforts to reverse declining writing standards through evidence-based approaches. Their success will depend on how well schools implement them and whether they can help young people develop a genuine interest in writing.
