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.
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.
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.
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.
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.