Writing at Wyndcliffe Primary School
We aim to develop pupils to become effective, independent writers who are able to communicate effectively within a range of contexts.
English is taught in line with the whole school curriculum map and requirements of the national curriculum. Writing outcomes are linked to books set by the English coordinator. The aim of this is to engage children in texts they may not normally choose and to inspire the children to produce thoughtful and imaginative pieces of writing. Suggestions for writing outcomes are outlined on the long term planning to ensure that a range of genres are covered across the key stages.
Writing is taught using the following approaches:
Modelling – this is where the teacher will demonstrate the desired outcome including the success criteria and the steps taken to achieve this.
Shared writing – this is where the teacher will use and mould the children’s idea to produce a quality piece of writing that includes some or all of the success criteria.
Guided writing – this is where the teacher will work with a group of children to direct and support the writing process in order to achieve the desired outcome.
All pupils have opportunities to plan, edit and draft their work before publishing their finished piece.
Reading at Wyndcliffe Primary School
Reading is taught using a whole class approach. All pupils have opportunities to read on a one to one basis with an adult and pupils experience whole class reading texts. As a result they are immersed into the pleasure of reading. Teachers use a variety of teaching styles designed to illicit higher order responses from pupils. Pupils use a range of texts that link with the Cornerstone curriculum and this offers greater breadth and scope in which to keep pupils challenged.
In Key Stage 1, pupils benefit from the Read Write Inc. programme and are taught to retrieve and decode from texts. They are also taught simple inference in order to understand character’s motives. In Key stage 2, pupils are taught in whole classes or sets and learn to understand more complex inferences. Pupils also learn about comparing language between different authors and how certain words or phrases impact the reader.
The whole school approach is as follows:
ERIC starters –these are questions based on a range of media and text that promote key learning required to enable pupils to achieve in each year group.
4 square challenge – this promotes curiosity for vocabulary and pupils explore etymology, morphology, synonyms and antonyms related to a key word from their main comprehension text.
Wheel of Wellbeing – this is embedded through the reading curriculum and supports key issues related to mental health through the lens of a key character.