At WGPS we believe that all children are capable of producing a high-quality written outcome that reflects the very best they can achieve. The teachers at WGPS have high expectations of all pupils and strive for all pupils to fulfil their potential and develop a genuine love of writing. We aim to promote the use of standard written and spoken English, provide pupils with a range of strategies to develop accurate spelling skills, develop confident, independent writers who value their own and others writing and develop creativity through writing across the curriculum.
Our writing curriculum is based on the National Curriculum objectives and are incorporated into the WGPS year group progression documents.
We use the Power of Reading books and units to support the teaching of writing at WPGS. Teachers adapt the units to suit the needs of their class whilst ensuring that lessons are unique, engaging and creative experiences, which promote a love of writing. Opportunities are given for the children to immerse themselves in the texts by looking at language, higher level vocabulary and the use of drama and freeze framing. All classes have an English Working Wall which builds up weekly with examples and work from the text they are using and the skills they have learnt.
Throughout the year, pupils in Key Stage One and Key Stage Two are taught to understand, read and write a variety of different genres. Power of Reading texts support teachers in planning challenging and exciting lessons that build on skills and develop writing in different genres. At the start of a unit the children will complete a cold task which has minimal input from the teacher. The cold task is then used for assessment for learning purposes and teachers utilise this information to inform their teaching and learning.
At WGPS we understand the importance of extended writing and children are given opportunities to plan, draft, edit and improve before publishing their final pieces of work.
Writing is assessed formatively by teachers with regular verbal and written feedback given to children to develop their learning. Each unit of work is planned for with the aim of a high-quality written outcome being produced. Teachers are then able to assess these 'hot tasks' to identify how much progress the children have made from the original 'cold task'. These extended pieces of writing are also assessed against year group expectations.