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St Francis de SalesCatholic Junior School

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Acquisition of Knowledge and Skills

Our Writing Process

Deconstruct & Analyse

 

Pupils analyse high quality examples of the genre and learn from its structure, vocabulary and genre-specific features.  During this stage, pupils gain an understanding of the genre's style, in addition to appropriate features that are suited to the audience and purpose. Pupils build a toolkit that they can refer to during the next stage of the process.

Picture 1 Analysing examples of Narrative Stories.
Picture 2 Researching facts about the World Museum
Picture 3 Researching facts about the World Museum
Picture 4 Presenting our findings to the class
Picture 5 Discovering the POCE of a Narrative.
Picture 6 Analysing high quality examples

Acquire Genre Specific Skills

 

After analysis of the genre, pupils will focus on learning appropriate skills which are suited to the genre.  This is an opportunity for pupils to gain an understanding of grammar skills in context; how to adapt writing suited to the audience and purpose; and develop vocabulary, which they can use and apply in their writing.

Picture 1 Writing clauses and finding the Subject and Object
Picture 2 Writing 'Story Hooks' to engage the reader.
Picture 3 Making use of adjectives and 2A sentences
Picture 1 Working on sentence openers for Newspaper Reports.
Picture 2 Using direct speech to provide quotes
Picture 3 Extending sentences using conjunctions.

Oracy & Drama

 

Pupils use both critical oracy and performance oracy to rehearse the language and ideas that they can use in their planning and subsequent writing.  These lessons develop pupils confidence, empathy and ability to practise the language and vocabulary that they will use.

The Moon - Robert Louis Stevenson

Still image for this video
We performed 'The Moon' by Robert Louis Stevenson.
Picture 1 Persuasive writing analysis: what we like
Picture 2 Presenting facts about the World Museum
Picture 3 Presenting facts about the World Museum
Picture 4 Reading out examples of good work.
Picture 5 Reading out examples of good work.
Picture 6 Reading out examples of good work.
Picture 7 Reading out examples of good work.
Picture 8 Reading out examples of good work.
Picture 9 Reading out examples of good work.
Picture 10 Reading out examples of good work.
Picture 11 Explaining the features of a diary entry.
Picture 12 Explaining the features of a diary entry.

Producing our final piece of writing

 

Pupils plan and write for an intended audience and purpose.  During this time, teachers provide appropriate scaffolds and immediate feedback on the writing for pupils to develop an understanding of a quality piece of the genre.

 

Next, pupils write a piece of the same genre that is completely independent.  This piece allows teachers to assess the progress that pupils have made since the initial baseline assessment. 

Picture 1 Sharing our final pieces of writing.
Picture 2 Final draft of writing
Picture 3 Final draft of writing
Picture 4 Narrative writing
Picture 5 Narrative writing
Picture 6 A final diary entry

Proofread, Up-Level & Edit

 

During their independent piece, pupils use self and peer assessment to proof-read and edit their writing. They then re-write sections or the whole piece, making appropriate changes informed by the feedback they have been given.

Picture 1 Editing our writing based on feedback.
Picture 2 Using self-assessment to improve our writing.
Picture 3 Using peer-assessment to offer suggestions.
Picture 1 Using peer-assessment to improve our reports
Picture 2 Working together to spot mistakes
Picture 3 Suggesting statutory spelling words to use!
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