Stechford Primary School

At Stechford Primary School. we know that reading and writing are intrinsically linked and strongly believe that exposure to high quality and challenging texts support learners in both of these essential life skills as well as developing a child's understanding of vocabulary, style and formality in a wider context.

We aim to ensure that all pupils:

• read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of the grammar, knowledge and conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage, write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Writing is taught using a creative and stimulating approach using the DfE approved ‘Literacy Shed Plus’ units of work.

At the core of these writing units are engaging, vocabulary-rich texts, offering a wealth of writing opportunities. Each unit of work provides a narrative and non-fiction outcome meaning that all children are exposed to and produce writing of a range of genres and for a range of purposes.

At the start of each unit, children are immersed in a high-quality text or short film. Children then explore objects that have links to the text whilst making predictions. They respond to the illustrations and explore new vocabulary. They listen to and enjoy the text being read aloud to them by the teacher. Children will then immerse themselves into the example text, a model of the writing outcome they will produce.

During the next phase of learning, children analyse the vocabulary used in the example text and any vocabulary that links to their national curriculum spelling rules and patterns. Children will analyse grammatical features that have been used and engage in explicit teaching of these. The structure of the model text is analysed and explicitly taught at this point also.

During the planning phase, using their new learning and example texts as stimulus, children plan the intended writing outcome for the unit. It is during this phase where children have the opportunity to use their metacognition skills and really think about, and apply their knowledge, their learning and their own creative flair.

The final phase of the unit is the writing phase. Children finally produce a high-quality independent piece of writing, applying all taught skills and knowledge from the unit. Once completed children revise and edit their piece of writing.

Each unit builds on learning, skills and expectations ensuring our children can thrive within the curriculum and every individual can achieve.