This study aims at exploring the conceptualisations of writing in the language-oriented Curricula of Polish and South African education in Grades 4–8 and 4–9, respectively. Using Ivanič's model we show how writing is framed in literacy education in Poland and South Africa. The findings suggest in general that curriculum developers in both countries tend to view writing as a set of genres and skills. Comparisons made between Polish and South African curricula reveal some differences both in conceptualising writing and in the presence of discourses of writing. In comparison to the Polish curricula, the South African ones are much more detailed, which what can mainly be traced back to their different formal structure. Nevertheless, implications for policy and curriculum development in both countries include a need for greater consideration of the complexities of writing.