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We have the highest expectations of our pupils in any written work they complete across the whole curriculum. The Woodlesford standards are embedded to ensure pupil's work is their very best and they are proud of the progress they achieve.

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The impact of the teaching and learning of writing is evident through  pictures of pupils written work, learning environments and pupil responses when asked about writing at Woodlesford. 

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The impact of the teaching and learning of writing is evident through  pictures of pupils written work, learning environments and pupil responses when asked about writing at Woodlesford. 

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Our writing curriculum aims to develop the ambitious and articulate authors that exists in each and every one of our children. Writing is taught through a well-considered and clear sequence where children learn the content and features of a model text linked to the purpose and genre they are focusing on. Fluency with the sentence structures and content is practised and improved upon before children apply their learning to a new piece of writing, where they can demonstrate their newly found proficiency. All pieces of writing are then published by the children. At the end of every writing session we select a pupil who sits in the authors chair and proudly reads out their work aloud to the class. We proudly share the writing children have done on displays inside and outside of the classroom. Each year group begins the teaching of writing by focusing on the key skills which we expect children to master. These are rigorously taught and practised so that children develop their fluency with these skills. Writing is a creative process which can set the children’s imaginations alight. Teachers model how to capture these ideas using the key skills, in addition to always striving to use more ambitious vocabulary and sentences. This leads to high-quality outcomes of which both teachers and children are rightly very proud. We expect children to have very high standards of presentation in their writing and teach a cursive style of handwriting. We teach spelling to build on children’s knowledge and understanding of phonics. Children learn the spelling patterns and rules which they must apply to increasingly ambitious vocabulary. 

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Our writing curriculum aims to develop the ambitious and articulate authors that exists in each and every one of our children. Writing is taught through a well-considered and clear sequence where children learn the content and features of a model text linked to the purpose and genre they are focusing on. Fluency with the sentence structures and content is practised and improved upon before children apply their learning to a new piece of writing, where they can demonstrate their newly found proficiency. All pieces of writing are then published by the children. At the end of every writing session we select a pupil who sits in the authors chair and proudly reads out their work aloud to the class. We proudly share the writing children have done on displays inside and outside of the classroom. Each year group begins the teaching of writing by focusing on the key skills which we expect children to master. These are rigorously taught and practised so that children develop their fluency with these skills. Writing is a creative process which can set the children’s imaginations alight. Teachers model how to capture these ideas using the key skills, in addition to always striving to use more ambitious vocabulary and sentences. This leads to high-quality outcomes of which both teachers and children are rightly very proud. We expect children to have very high standards of presentation in their writing and teach a cursive style of handwriting. We teach spelling to build on children’s knowledge and understanding of phonics. Children learn the spelling patterns and rules which they must apply to increasingly ambitious vocabulary. 

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Our sequence of learning for writing follows a 3 phased approach. The information below details some of the activities we use to teach and learn writing within the 3 phases.

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Here is an alphabet poster to support your child with writing their letters correctly

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Here is an alphabet poster to support your child with writing their letters correctly

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This is our writing long term plan at Woodlesford. The plan has been developed to provide children with a wide range of opportunities to write using different genres..

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This is our writing long term plan at Woodlesford. The plan has been developed to provide children with a wide range of opportunities to write using different genres..

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Feedback policy Woodlesford Primary 20-21 final (1)

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A poster to help support your child to write their letters correctly

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This is how we expect every child to sit when doing any form of handwriting.

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An example of how teachers scribe their writing to set high expectations for all pupils

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An example of how teachers scribe their writing to set high expectations for all pupils

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We use a 3 phased approach to writing which looks to support learners and help them to develop the appropriate skills to become a better writer.

Phase 1 - Immersion of a text

Phase 2 - Sentence level development

Phase 3 - Independent writing