Achieving greater depth in writing: moving beyond competence towards craft
For many schools, supporting pupils to achieve greater depth standard (GDS) in writing remains a significant challenge. While many children can write accurately and meet age-related expectations, achieving greater depth requires something more. It demands that pupils write as thoughtful, purposeful and increasingly independent authors who make deliberate choices to influence their readers.
The publication of the DfE Writing Framework (2025), alongside the Reading Framework (2023) and the findings of the Curriculum and Assessment Review (2025), provides an important opportunity to reconsider what enables pupils to excel in writing. Collectively, these documents reinforce a crucial message: greater depth is achieved not through teaching more features, but through developing deeper understanding of language, texts, audience and purpose. [assets.pub...ice.gov.uk], [gov.uk], [education-uk.org], [gov.uk]
Greater depth is about decision-making
One of the most common misconceptions about GDS is that it is primarily about complexity.
Teachers may associate greater depth with longer sentences, advanced vocabulary or increasingly sophisticated grammar. Whilst these elements can contribute to effective writing, they are not the defining characteristics of greater depth.
Instead, greater depth is demonstrated when pupils make conscious and effective choices.
The DfE Writing Framework emphasises the importance of purpose and audience:
"For successful writing, it is important to establish a clear purpose from the beginning. Pupils should be guided to articulate their ideas and consider their audience." [hfleducation.org], [assets.pub...ice.gov.uk]
Greater depth writers understand that every decision they make serves a purpose. They choose vocabulary, sentence structures, organisational features and grammatical constructions because they recognise the effect these choices will have on the reader.
In other words, they write with intention.
Reading widely and reading deeply
The strongest writers are almost always strong readers.
The Reading Framework states:
"Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils' success." [assets.pub...ice.gov.uk], [gov.uk]
If we want pupils to write at greater depth, they need extensive exposure to high-quality texts that exemplify excellence. This means moving beyond texts that simply match curriculum objectives. Pupils need opportunities to engage with ambitious literature, rich picture books, powerful non-fiction, poetry and expertly crafted model texts.
More importantly, they need to read these texts as writers.
Rather than simply asking:
- What happened?
- What does this word mean?
- What features can you spot?
we should encourage pupils to consider:
- Why has the author made this choice?
- What is the reader supposed to think or feel?
- How has the writer achieved this effect?
- What could we borrow from this author?
Such questions help pupils develop an understanding of writing as a craft rather than a set of rules.
Developing awareness of impact
One of the clearest differences between pupils working at age-related expectations and those working at greater depth is their awareness of reader impact.
The Writing Framework includes guidance focused on developing pupils' awareness of the reader and highlights the importance of understanding that writing is designed to be read or heard by others. [assets.pub...ice.gov.uk], [hfleducation.org]
Greater depth writers continually consider the reader's experience.
They ask themselves:
- Will this create suspense?
- Will the reader understand this point?
- Does this sentence emphasise my message?
- Have I created the reaction I intended?
To develop this awareness, teachers should regularly incorporate discussion of reader response within reading lessons and writing units.
For example:
- Which sentence was most powerful and why?
- Which paragraph persuaded you most effectively?
- Where did your emotions change as a reader?
- Which authorial choice had the strongest impact?
Over time, pupils begin to connect authorial choices with reader reactions.
This understanding becomes the foundation for greater depth writing.
Building a rich repertoire of grammatical choices
The GDS criteria do not reward pupils simply for using advanced grammar. Instead, they reward pupils who make effective grammatical choices which contribute to meaning and impact.
The Writing Framework is clear that grammar teaching should support composition rather than exist in isolation:
"Grammar instruction is most effective when taught in the context of a writing task so that pupils can make informed choices about their writing." [hfleducation.org], [assets.pub...ice.gov.uk]
This distinction is crucial.
Pupils aiming for greater depth need a toolkit of grammatical possibilities and, more importantly, an understanding of when to use them.
For example:
- A short simple sentence can create tension.
- A carefully placed subordinate clause can provide additional detail.
- Parenthesis can offer clarification or commentary.
- Parallel structures can strengthen persuasive writing.
- Sentence fragments can create dramatic effect.
- Passive constructions can shift emphasis.
The key question should never be:
"Can I use this grammatical feature?"
Instead, pupils should be encouraged to ask:
"Would using this grammatical feature improve the effect I want to create?"
This shift towards intentional decision-making is often what distinguishes greater depth writers from their peers.
Planning around purpose and audience
Too often, writing outcomes begin with text types: write a story or write a report. Greater depth is more likely to emerge when units begin with authentic communicative purposes.
The Writing Framework states:
"Purpose and audience should underpin decisions about the form any writing should take." [hfleducation.org]
This suggests that planning should start with questions such as: Why is this being written Who needs to read it? What should the reader think, feel or do afterwards?
When purpose and audience are clear, pupils are more likely to make meaningful choices throughout the writing process.
For example, a persuasive letter written to influence a local decision presents a clearer communicative challenge than a generic exercise simply labelled "persuasive writing". Similarly, a narrative intended to evoke sympathy requires different authorial decisions from one intended to entertain.
These real considerations create opportunities for genuine writerly decision-making.
Prioritising discussion and oracy
The journey towards greater depth often begins before a single word is written.
The Reading Framework places significant emphasis on the role of talk and discussion in developing understanding. [assets.pub...ice.gov.uk], [gov.uk]
Pupils who achieve greater depth are often those who have spent time discussing, debating and refining ideas before writing.
Classrooms that promote rich dialogue allow pupils to:
- explore multiple interpretations
- justify opinions
- rehearse ideas orally
- evaluate language choices
- articulate intended effects
These conversations strengthen vocabulary, deepen understanding and develop the metacognitive awareness needed to write effectively.
A Curriculum Review perspective
The Curriculum and Assessment Review Interim Report reaffirmed its commitment to a knowledge-rich curriculum while highlighting the importance of achieving appropriate depth and mastery within subjects. [education-uk.org], [gov.uk]
In writing, depth is not achieved through covering more grammatical content or completing additional writing tasks.
Instead, it emerges when pupils develop increasingly sophisticated knowledge about:
- how texts work
- how language creates meaning
- how writers influence readers
- how audience shapes choices
- how grammatical structures affect impact
This deeper understanding enables pupils to transfer learning flexibly across different contexts and genres.
Practical approaches for schools
Schools seeking to increase the proportion of pupils achieving GDS might consider whether their curriculum:
- exposes pupils to a wide range of high-quality texts
- encourages pupils to read as writers
- explicitly explores authorial intent and reader impact
- teaches grammar in the context of composition
- prioritises purpose and audience from the outset
- provides opportunities for exploratory talk
- values decision-making over feature accumulation
- treats writing as communication rather than performance
Greater depth standard is not ultimately about sophistication for its own sake. It is about pupils becoming increasingly thoughtful, knowledgeable and deliberate writers.
The most successful pupils read widely, understand how texts affect readers, possess a rich repertoire of grammatical choices and make decisions that are driven by purpose and audience. They recognise that writing is a form of communication and that every choice an author makes matters.
By grounding writing instruction in high-quality reading, meaningful discussion and a relentless focus on impact, schools can move beyond teaching pupils how to write and begin teaching them how to write well.
How can we plan writing units that enable more pupils to achieve Greater Depth Standard (GDS) while maintaining high expectations for all learners? Our CPD session on 17th November explores the principles of effective writing design, helping teachers create sequences of learning that develop independence, craftsmanship and control in writing.
You can sign up for this session here Primary – Planning writing for impact with a focus on GDS | Education Services
