At Emmanuel Junior Academy writing is an integral part of our curriculum as a whole and we provide opportunities across a wide range of subjects for children to write for a range of purposes and audiences.  

Our writing curriculum is underpinned by our teaching of reading, and the use of quality texts, which inspire children to write imaginative pieces and to write with passion and enthusiasm. Reading and writing are interconnected. We use reading and talk as a springboard for writing and writing as a way to understand reading. Through the planning of an engaging curriculum, we aim to motivate and enthuse. We challenge appropriately through our feedback, in a way which enlists all children in their own development as writers: this secures high levels of engagement with learning.  

We take a mastery approach to the teaching of writing. We have a belief that ALL children can reach an expert level with quality teaching, sufficient practice and precise feedback. Our aim is for children to achieve mastery and have full control over their writing skills and knowledge, allowing them to transfer their learning with independence and fluency across the curriculum. We firmly believe that by supporting children to look creatively at the mechanics of how our language works, exploring patterns, examining how we generate meaning and giving children the linguistic tools to express themselves, they can write with flair and conviction – they can achieve mastery. 


Writing Intent and Implementation


Writing Intent and Implementation


Progression Documents


Spoken Language Progression Document

Writing Composition Progression Map

Handwriting progression


Writing Sequence & Steps in Learning


Writing Sequence

Steps in Learning


This belief in a mastery approach means we prioritise the children’s knowledge of grammar, punctuation and spelling, teaching the skills and conventions required in a systematic and progressive way. We ensure children have opportunities to revisit, review and consolidate skills and we ensure that all grammar conventions are first encountered in a contextualised way. To truly be able to say that children have mastery as writers, they have to be able to create meaning, conjure mental images and stir emotional reactions from their readers: competency in grammar allows children to experiment with language and create effects.  

Leaders and teachers have high expectations of children and the children rise to this challenge, producing quality pieces of work that they are proud of. They understand the importance of writing to the best of their ability regardless of the subject they are engaging with. Writing in History or Geography for example will be at the same standard as in English.

We teach children spelling using the Read Write Inc Spelling Progamme. 

CLICK HERE to learn more about the programme. Watch the short video.

Read Write Inc. Spelling is for children in Years 2 to 6 who can read accurately, with increasing speed. With 15 minutes of daily teaching, children develop confident spelling. Although the teaching of phoneme-grapheme correspondence underpins this programme, it also develops children’s knowledge of word families, how suffixes impact upon root words, and provides mnemonics to remember the trickiest spellings.

The teaching revolves around instruction (with the help of online alien characters), partner and group practice, and competitive group challenges that help children commit new words to memory.