At Woolwich Polytechnic School for Girls, we recognise that at the heart of improving literacy skills is the opportunity to practise them. Improving literacy and learning can have an impact on students’ self-esteem, motivation, behaviour and attainment. It allows them to learn independently and is empowering. Woolwich Polytechnic School for Girls’ curriculum is underpinned by developing students’ abilities to speak, listen, read and write for a wide range of purposes, including using language to learn, communicate, think, explore and organise.
Helping students to express themselves clearly, through development of vocabulary, both orally and in writing, enhances and enriches teaching and learning in all subjects and prepares the student for life after school. We believe that reading, and particularly reading for pleasure, has a direct impact on cognitive and social communicative development. Our aim is to develop each student’s potential to the point where they are reading at, or above, their chronological age. We will quantify this development through a robust program of assessment, intervention and data analysis.
-Wider reading is essential to developing an awareness of how tone, style, conventions, audience and structure can be used to communicate meaning within different texts.
- Read Now Starters at the beginning of every lesson to promote independent reading whilst also engaging the pupil and drawing them into their learning.
- Reading homework is also compulsory each evening. Each pupil must read for thirty minutes each evening to develop their confidence and range of vocabulary.
-Everybody reads in which staff manage a whole class reading, modelling reading aloud a sentence or two before choosing a pupil to take over. Staff must define key words and use drilling to correct any mispronunciations.
- Accelerated Reader Programme – WPSFG has invested in the highly successful reading programme. According to recent reports from the EEF (Education Endowment Foundation) The internet-based programme increases the reading age of pupils by three additional months in just 22 weeks. The effect on low-income pupils was even greater, with their reading age improving by five additional months in the same amount of time.”
-Weekly reading lessons- all pupils are timetabled to have one reading lesson a week. During this time, pupils will read a text together, chosen based on the average reading age of the entire class. Reading together encourages discussions and a love for reading.
-Half term pre-reading homework- Each half term, pupils will be provided with a homework booklet filled with an array of subject specific reading. The topic of each extract will focus specifically on their topic for the next term. This use of pre-reading has been proven to encourage critical thinking and topic engagement at all levels