: Functional, not formal: Reframing grammar teaching Let’s teach grammar like writers.

Too often in primary classrooms, grammar instruction becomes an exercise in labelling and listing — noun here, fronted adverbial there — ticking off terminology like items on a shopping list. But what if, instead of teaching grammar about writing, we taught grammar for writing?

That’s the heart of the LEAD approach: teaching grammar functionally, not formally.

A case for change

According to the DfE Writing Framework (2025), many pupils are still being taught grammar in isolation, out of context and often disconnected from actual writing. The Curriculum and Assessment Review (2024) raised concerns that such atomised teaching risks stalling fluency and confidence. Instead, it strongly recommends that ​“textual features (grammar, punctuation and spelling) [be taught] in the context of a sound understanding of reading and writing” (DfE, p.6) rather than as standalone content.

This aligns closely with research by Myhill and Watson (2014), which shows that discrete grammar teaching has minimal impact unless connected to meaningful writing tasks. Rather than drilling definitions, we must build what Clements (2023) refers to as *sprachgefühl* — a ​‘feel for language’ that empowers pupils to make deliberate choices with real effect.

Enter LEAD: a principled, purposeful model for functional grammar teaching.

The LEAD approach: Grammar with purpose

The LEAD principles — Link, Example, Authenticity, Discussion — form the backbone of a grammar pedagogy that’s embedded in real writing.

Together, LEAD helps children see grammar not as a rulebook, but as a writer’s toolbox.

Grammar as choice, not compliance

As Myhill (2021) argues, we must help pupils understand ​“the crucial relationship between grammatical choice and meaning-making.” This is echoed by the DfE framework’s guidance that grammar should be taught ​“as a tool for conveying meaning” (p.4), allowing pupils to apply rather than identify features. It’s the difference between knowing a fronted adverbial and choosing to use one to build suspense or vary rhythm.

When grammar is treated as functional — helping us communicate more clearly, concisely or compellingly — pupils gain confidence as writers. They are no longer trying to remember rules for the sake of a test but are experimenting with language in pursuit of a purpose.

Syntax is central

The national curriculum may list terms like ​“determiner” or ​“subordinate clause,” but the DfE makes it clear: understanding sentence structure matters more than terminology. As outlined in Section 4 of the Writing Framework, ​“the best way to teach pupils to write is by teaching them to master sentences” (p.47).

The LEAD approach champions syntax development: building, tweaking and playing with sentences until pupils internalise what makes them work. When pupils can move phrases, manipulate clauses and play with voice and emphasis, they’re no longer constructing sentences — they’re crafting them.

This doesn’t mean sentence drills in isolation. Syntax develops best when immersed in real writing — when it’s taught as part of planning, drafting and revising. Functional grammar becomes the thread that runs through the entire writing process.

Embedding grammar across the writing process

Grammar isn’t a bolt-on. It’s part of the writing journey: from idea generation to sentence construction, from paragraph organisation to final edit.

The LEAD approach aligns beautifully with the DfE’s emphasis on sequenced, scaffolded composition. By integrating grammar instruction within each phase of writing, teachers reduce cognitive load and boost application. Pupils see grammar not as a lesson, but as a decision-making process in real time.

Final word: Teach grammar like a writer

The message from both research and government guidance is clear: grammar should serve writing, not the other way around. Functional grammar, rooted in syntax and purpose, is more powerful than formal identification alone.

The LEAD approach equips teachers to move beyond terminology and pupils to move beyond mimicry. It helps everyone in the classroom treat grammar not as compliance, but as craft.

Let’s teach grammar like writers.