Read Write Inc.
Our aim at SIA is to foster a love for reading in our learners, enabling them to become fluent in reading skills, exude confidence, and demonstrate an ardent passion for the world of literature. Regular reading, whether independently or through shared reading experiences, unlocks boundless realms of imagination. Together, we can accomplish this through the following approaches:
- Implementation of the Read Write Inc program, meticulously designed to enhance your child’s reading abilities and foster a genuine enthusiasm for acquiring knowledge.
- Cultivating a deep appreciation for books by encouraging daily reading sessions, both at home and within the enriching school environment.
- Providing our learners with an extensive range of books, available within our well-stocked school library and for use at home. This stimulates their curiosity and nurtures their development as avid learners, enabling them to expand their knowledge across various subjects.
What is Read Write Inc?
Read Write Inc (RWI) is a phonics programme that helps all learners acquire fluent and rapid reading skills, enabling them to focus on enhancing their abilities in comprehension, vocabulary, and spelling. It also enables them to effortlessly spell words, allowing them to devote their full attention to composing their written work. The learners are evaluated by the RWI lead teacher and organized into groups based on their proficiency. Trained staff conduct small-group phonics lessons on a daily basis, with consistent expectations for learners of varying abilities. Progress assessments are conducted at the end of each half term to monitor their development and facilitate group reorganization.
Five key principles support the instruction in all Read Write Inc. sessions:
Purpose – Understand the purpose of each activity and communicate it to the learners, so they are aware of the specific focus.
Participation – Ensure active involvement of every learner throughout the lesson. Collaborative work is essential for the learning process.
Praise – Recognize and acknowledge learners’ efforts and progress, emphasizing their dedication and acquired knowledge rather than their innate abilities.
Pace – Teach at an optimal speed, utilizing every moment for effective teaching and learning.
Passion – Demonstrate enthusiasm and dedication to teaching, creating an emotional connection with the learners, enabling their engagement.
is central to all learning and an integral part of all our work in the primary department. It is seen as a way whereby each child can develop their thoughts and feelings, their ideas and concepts as well as their language expertise. Every part of the different experiences in school, foster the purposeful use of language, equipping children with the personal and social communication skills they need to become effective members of the community. Their language is developed through a wide range of speaking and listening opportunities incorporating drama and role-play situations.
is a creative and highly inter-connected discipline. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
we aim to develop enquiring minds to gain knowledge and understanding of scientific concepts and skills. Children are encouraged through a variety of situations to develop skills of imaginative, disciplined and systematic enquiry. Through practical activities children can develop the ability to formulate and test hypotheses, and above all to understand the provision of scientific explanation.
Fred the Frog puppet plays an important role in our Read Write Inc lessons. Fred is only able to speak in sounds, note whole words. We call this Fred Talk.
For example, Fred would say m-a-t we would say mat. Fred talk helps young learners read unfamiliar words by pronouncing each sound in the word one at a time. Learners can start blending sounds into words as soon as they know a small group of letters well. During lessons learners are taught to hear sounds and blend them together in sequence to make a word. We start with blending oral sounds, then progress to reading the letters and blending them together to read the word.
The learners are taught the sounds in 3 sets.
Set 1 Sounds are taught in the following order together with rhymes to help learners form the letters correctly and instantly recognise sounds ready for blending.
Lessons pinpointing learners‘ personal learning targets are identified throughout the curriculum; assessment is both formative and summative, allowing teachers to build up a comprehensive picture of the ‘whole learner‘.
Our learners are 6C learners; they are critical thinkers, communicators, cooperative, caring, creative and courageous in all they do. These learning skills are inherent in, and intrinsic to the preparation of learners for each stage of their academic careers and beyond.
Throughout all phases of education within the Primary School academic rigour married with opportunities to enable learners to achieve their full potential in a wide range of creative and expressive subjects is valued. We endeavour to ensure that all our learners are enthused by what they are learning, and our teachers are passionate about what they are teaching.
At the beginning of a new project, each teacher creates their own individual project brainstorm – this is a chance to think creatively about this new concept: we consider the different imaginative tasks that learners might like to be involved in and plan creative ways to explore or investigate the concept. This is then brought to another member of the team for collaboration and enhancement – (at least) two heads are better than one. The team use imaginative planning that is going to bring awe and wonder to the learners. Teachers then prepare weekly plans on where the learners want to go next within the project; these short-term plans will include clear objectives, enhanced provision opportunities, specific differentiation etc. Projects can vary in length from a few days to several weeks depending on the learners’ engagement.
- Learners must have control over the direction of their learning.
- Learners must be able to learn through experiences of touching, moving, listening, seeing, and hearing.
- Learners are encouraged to have relationships with other learners and with material items in the world.
- Learners must be allowed to explore freely.
- Learners must have endless ways and opportunities to express themselves.
HPL - High Performance Learning
HPL will be the framework we use to create our learning eco system, centered around developing Values, Attitudes and Attributes (VAAs) and Advanced Characteristics (ACPs). All this impacts positively on learner outcomes enabling our learners to be the best they can be.