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St Francis Catholic Primary School a Voluntary Academy

Together we are exploring our special gifts; Together we are growing towards God.


There is something delicious about writing the first words of a story.  You never quite know where they'll take you-

Beatrice Potter


At St Francis, we want our children to be enthusiastic about writing, drawing upon their reading experience.  We aim for them to develop as imaginative, creative and independent writers, who can write competently and fluently.  Our vision for the writing curriculum is one that encompasses a wide variety of genres, whilst ensuring a strong sense of audience and purpose.   It is important to us that our children understand the value in planning carefully, drafting, editing  and publishing their written work. We also want our children to be able spellers, who understand the importance of grammar and punctuation in writing coherently. 



In our Foundation Stage, the children's writing journeys start with communication and language.  Activities to specifically promote the development of the children's speaking and listening skills are embedded in each area of the provision - both indoors and outdoors. 

Alongside this, as children learn their initial sounds in their daily phonics sessions, they are taught how to form the letters (graphemes) that correspond with these sounds (phonemes).  The formation of letters is taught in every phonics session daily. 

The EYFS curriculum is planned around quality texts which are purposely chosen for their rich vocabulary, clear plot, to engage the children and to inspire the children's creative minds.  We follow Pie Corbett's Talk for Writing approach, taking the children through three different phases:

  • Imitation - The Class Teacher works with the children to develop a text map of the focussed book which enables the children to learn the text off by heart with actions to help the words 'stick'.
  • Innovation - The Teacher leads the children into creating their own versions of the story through speaking first and when the children are ready, they learn to write the words and/or sentences through the application of their phonics knowledge.
  • Independent application - this phase happens mostly when the children use what they have been learning independently in different areas of provision.  Most often, this takes place in the role play, small world, reading and writing areas, where the provision is purposely set up to encourage this independent application. 

EYFS Focussed Books Long Term Plan

Coming soon...

Year 1

Following on from EYFS, children in Year 1 continue to use the Talk for Writing approach in their daily Writing lessons.  However, it is approached slightly differently to EYFS as outlined below:

  • Imitation - As in EYFS
  • Innovation - The Teacher leads the children through different stages - generating ideas, simple planning, shared and guided writing to result in the children writing a new version of the imitated text.  When children are confident enough, they are taught how to edit their work using purple pens to improve it further 
  • Independent application -  The children apply all that has been taught and practised to produce a piece of independent writing. 


Year 1 Writing Long Term Plan

Year 2-Year 6

There are five writing lessons per week for all children in Key Stage 1 and 2 and also five separate spelling lessons. Punctuation and grammar are taught throughout the writing journey and form part of the writing lessons.  In addition, more opportunities are provided for the children to be able to write in other curriculum areas, to further develop the children's English skills and knowledge.

Long term planning is done collaboratively between the English Leader and the Class Teachers.  For each year group across one year, the following is encompassed:

  • Writing to inform
  • Writing to entertain
  • Writing to persuade
  • Writing to discuss (UKS2 only)

Medium and short term planning is the responsibility of the class teacher.  It follows the PICC format (predict/hook, interrogate, capture, create).  Throughout all four stages, opportunities for speaking and listening are planned in.

  • Predict/hook - Children are 'hooked' into their learning through a creative activity and they predict which genre of writing they will be working on.
  • Interrogate - Children analayse a 'WAGOLL' (What A Good One Looks Like) text and 'real' texts of the current genre to learn how they are structured and what kind of linguistic and grammatical features they entail.
  • Capture - Children start to 'have a go' at writing the current genre but by bit.  This stage is scaffolded by the teacher through shared and guided writing.  
  • Create - In this stage, the children use boxed up planning to create their independent piece of writing, starting with a first draft which they then edit or redraft following feedback from the Teacher. 



We approach feedback on either an individual basis or as a whole class.  Whichever is chosen as the more appropriate, each children receives feedback on every piece if writing they produce, whether it is in draft form or the final piece.  Individual feedback is given directly with the child through discussion.  Whole class feedback ensures that:

  • elements of children's work are celebrated
  • common basic errors are addressed
  • common misconceptions are retaught in the next lesson
  • incorrect spellings are revisited
  • presentation of work is either celebrated or addressed


Year 2-6 Writing Long Term Plan