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WRITING AT MEADOWSIDE 

'You can make anything by writing.' - C.S. Lewis

Welcome to Meadowside's 'WOW Wall'.

This is a place where we showcase pieces of writing that our pupils are really proud of. 

Click on Macbeth to see what Year 5 have been up to in English...

At Meadowside, we believe children produce great writing when they are inspired and when their interest is ignited by learning that is in context. We aim to make writing an exciting and creative subject, which engages and encourages children to write for relevant and meaningful purposes. All teachers have a deep knowledge and understanding of the subject and plan lessons in line with National Curriculum objectives. Teachers also use cross curricular, inspirational ideas to involve children in their learning and provide memorable experiences which stimulate children’s creativity.

 

In writing we intend to:

 

  • Nurture happy, confident children who are inspired to write
  • Develop an approach to writing that ignites interest and promotes learning in context
  • Provide creative and exciting writing opportunities with meaningful purposes
  • Support children who are engaged in their learning journey and are an active part of the process
  • Provide cross-curricular and inspirational approaches to the teaching of writing that inspire children to make links in their learning
  • Foster independent learners who are resilient and resourceful in their approach to writing
  • Encourage children to take pride in their work and strive to do achieve their best                                      

 

Our English approach is implemented through the use of high quality, age related texts that inspire us as teachers and motivate our children. In writing we follow the CCC’s (Collect, Connect and Create) approach.

 

  • When focusing on the ‘Collect’ stage, we ponder and predict what might happen in the story, analyse WAGOLL’s (What A Good One Looks Like) for word sentence and organisational features, as well as collect high quality vocabulary from the text which the children can magpie. The children play an active part in deconstructing the text and gathering content for writing. We also look at the audience and purpose of a text, helping us to make choices about the form our writing will take in later stages.

 

  • In the ‘Connect’ stage of our learning, we use the collected vocabulary and model it into sentences. We also develop ideas by manipulating sentence structures, constructing paragraphs and using higher-level punctuation.

 

  • Finally, in the ‘Create’ stage of their learning, the children draft sections or paragraphs of text using a writing skills checklist and then edit and improve these pieces. Independence and creativity is encouraged at this stage, using the building blocks already provided in earlier stages Children are encouraged to take pride in their writing and therefore the editing of writing is an important skill which encourages good practice and provides strong self-feedback.

Each stage of the process is displayed on working walls to support independence and encourage resourcefulness.

 

The impact of our approach is that over recent years, our end of year writing results have shown an increase in the number of children achieving ARE and GD in writing. Our writing results are consistently above national average and in 2018 were in the highest 10% nationally.

 

What do you think of these images?

Try to write about them...

  • Where is it from?
  • Why is it so small?
  • Are there more like him?
  • Where does he live?
  • How will you look after it?
  • Will you keep it a secret or tell someone?
  • What is it called?
  • Is it magic?  What magic can it do?

I like to imagine that it is a really small dragon which you can keep in your pocket but when you need to it can grow huge so that you can ride it.

  • Where is this?
  • Where does it go to?
  • How would you feel travelling along here alone?
  • What would you be travelling in?
  • How will your journey end?
Try to use similes and metaphors along with personification to describe how some of this road 'move' across the landscape.

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