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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 how authors create tension
Picture 2 Analysing high quality examples of the genre
Picture 3 Building a writing toolkit
Picture 4 Building a toolkit
Picture 5 Analysing and understanding key scenes
Picture 6 Summarising and writing blurbs

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 Punctuating direct speech
Picture 2 Developing a rounded character
Picture 3 Developing a multi-sensory description
Picture 4 Building a case against King Duncan
Picture 5 Researching quotes from Lady Macbeth
Picture 6 Formal language features

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.

Picture 1 3-a-side debate
Picture 2 Macbeth: debating a motion
Picture 3 Reciting poetry by heart
Picture 1 Maintaining a clear voice and varying our tone
Picture 2 We used foreshadowing to hook our reader
Picture 3 Time idioms to add humour to our storytelling

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 Planning our ideas by boxing up
Picture 2 Our writing inspired by Philip Pullman
Picture 3 Our writing inspired by Philip Pullman
Picture 4 Drafting our independent work
Picture 5 Persuasive letter in the shoes of Lady Macbeth
Picture 6 Sharing our excellent work in our school library

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 Providing peer assessment on our writing
Picture 2 Suggesting areas to improve
Picture 3 Providing peer assessment on our writing
Picture 4 Using our 'polishing pens' to edit our writing
Picture 5 Suggesting areas to improve
Picture 6 Editing our writing based on feedback