Pupils are often bombarded with lots of different concepts in each unit of English.
Grammar skills are taught in a very light-touch way and in a random sequence, depending on how they feature in given genres.
This can leave pupils feeling overwhelmed, bereft of understanding of essential grammar and sentence construction concepts and unclear about what is expected of them. Teachers can be equally overwhelmed and confused about how best to bring on individual writers.
What Makes Mastery in Writing Different?
Mastery in Writing offers clarity to children and teachers. Children are taught just one or two essential grammar and sentence construction skills in each unit. These skills are taught rigorously and in a carefully thought-out sequence so that the teaching and learning in one unit builds on the last.
Crucially, pupils always know what they need to do to become a better writer, and teachers know exactly how they can help. They can be precise in using their mostimportant tool – feedback.
The Writing Framework
Mastery in Writing is the perfect vehicle for schools to deliver the Government’s Writing Framework.
The framework (2025) reminds us of the importance of writing for children’s future life success and also their well-being. It acknowledges that learning to write is a highly complicated process that many children find very difficult. Motivation is highlighted as one of the crucial drivers for progress in writing.
Children only become motivated as writers from a feeling of success. This is why it’s so important to slow the process down. MIW gives children time to develop understanding and reduces their cognitive load by teaching in small steps. It gives them time to talk through their ideas and plan ahead. It gives them time to learn from mistakes and revisit prior learning in a systematic way.
Now, more than ever, it is crucial that teachers focus on helping children become the most effective communicators they can be through the medium of writing. Top Marks Literacy’s resources promote the enjoyment of writing and develop a learning culture steeped in talk, experimentation, reasoning and reflection.
The result is increased teacher confidence and enhanced pupil progress over time.
Our children now have a much greater understanding of sentence construction and the purpose of their writing. We have moved so far away from the "I don't know why you’re asking me to do this” to children wanting to talk about and show off their new skills.
The much stronger foundations in sentence construction is giving children the confidence to explore how they can express themselves in writing.
Mastery in Writing is the organised, funnelled, streamlined and refined approach that I think all teachers of Primary English were looking for. I’m enjoying teaching English much more than I have done for years!”
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