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Literacy

At All Saints’ Academy, we accept the fundamental principle that literacy is the key to improving learning and raising standards; literacy enables students to gain access to the curriculum, read for information and pleasure, and to communicate effectively. Poor levels of literacy impact negatively on what students can do and how they see themselves. At All Saints’ Academy, all teachers share responsibility for the teaching of literacy.

Literate secondary students should:

  • read and write with confidence, fluency and understanding
  • use their skills in speaking and listening to explore, articulate and extend their understanding of texts
  • be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes
  • understand the sound and spelling system and use this to read and spell accurately
  • have an interest in words, their usage and meanings and an extensive vocabulary used appropriately for different purposes
  • understand the conventions of different text types and be able to use these conventions confidently as readers and writers
  • plan, draft, revise and edit their own writing from notes to a finished form; be able to use a variety of means including ICT to produce texts for different audiences
  • have an extended technical vocabulary – including subject specific vocabulary – with which to discuss and evaluate their reading and writing
  • read and write with enjoyment and discrimination
  • through reading and writing develop their powers of imagination, critical awareness and thinking
  • be able to research independently and make notes from a variety of sources, including the Internet, libraries, and other sources.
  • use appropriate reading strategies to extract particular information, e.g. highlighting, scanning
  • use talk to question, hypothesize, speculate, evaluate, solve problems and develop thinking about complex issues and ideas
  • be able to write cohesively in an increasingly sophisticated style, using varied punctuation, sentence structures, paragraphs and technical devices
  • adapt writing to suit audience and purpose

Policy Aims

1. To adopt a whole-school approach to literacy across the curriculum.

2. To enable all students to reach their potential in the key literacy skills of reading, writing, speaking and listening. 

3. To support the development of literacy skills throughout the curriculum

4. To raise staff awareness of key literacy strategies through working party discussions, INSET and the dissemination of good classroom practice

5. To encourage staff to take responsibility for the development of literacy in their subject areas through the inclusion of appropriate schemes of work and lesson planning

6. To support the development of literacy through the deployment of a range of resources in the school e.g. Library, ICT suites etc

7. To identify specific roles and responsibilities within the school with regard to the development of literacy work

8. To establish procedures for monitoring literacy across the curriculum

STRATEGIES

Reading

1. Across the whole curriculum teachers will provide activities for students to:

  • read and follow written instructions
  • read to explore and to develop understanding
  • learn how to sift, select and take notes from the text
  • learn how to access their textbook, including format and index
  • learn how to select from written material, reformulate, question and challenge what they read in textbooks, encyclopaedias, and newspapers or from ICT sources

2. Teachers will provide reading material of high quality, which is up to date, relevant and balanced in its presentation of ethnicity, culture and gender and appropriate for age and ability of the pupils.

3. Opportunities should be created for teachers to refer to students' use of reading in assessments and reports for all curriculum areas.

Writing

1. Across the curriculum teachers will provide activities for students to:

  • use writing to plan and organise
  • plan, draft, discuss and reflect on their writing, using ICT, where appropriate
  • write for a range of purposes and audiences
  • make notes in a variety of formats, e.g. brain storming

2. Teachers will set writing tasks that have clear and immediate purposes are objective driven and which are appropriate for the age and ability of the students concerned.

3. Teachers will teach students how to structure their writing using a variety of sentence structures, paragraphs and a wide range of punctuation, including higher order punctuation e.g. semi- colons, colons and brackets.

4. Where students are asked to write in a particular genre, e.g. a newspaper report, teachers will ensure that pupils are familiar with the appropriate style and conventions.

5. Teachers will correct errors in grammar, punctuation and spelling in line with the school’s assessment policy.

6. We will aim to:

  • provide good models of particular kinds of writing
  • provide Frameworks where appropriate
  • provide dictionaries and teach pupils how to use them
  • display Key Words in the classroom
  • teach subject specific vocabulary and spelling
  • encourage high standards of presentation

Speaking and Listening

Across the whole curriculum teachers will provide activities for students to:

  • listen and carry out instructions
  • explore and develop ideas with others, through their talk
  • ask questions as well as answer them
  • work collaboratively with others

Roles and Responsibilities

All staff :

  • should ensure that they are familiar with the specific literacy demands of their subject and ensure sufficient coverage of these skills in their lesson planning
  • should use the agreed strategies in order to teach Writing, Speaking, Listening and Reading skills as outlined in The National Curriculum
  • should be able to identify a student's literacy strengths and weaknesses and know how to build upon these in order to promote pupil progress
  • should report on a student's standard of literacy at the Parents’ Evening, as appropriate
  • should be familiar with the KS3 English Framework objectives for Years 7, 8 and 9

Head of Department

The Head of Department should:

  • ensure that 'subject specific literacy' is clearly identified in schemes of work, and that there is obvious progression through the key stages
  • seek to find opportunities to liaise with the English Department and the Literacy Co-ordinator to provide continuity
  • monitor the work of the department with regard to the inclusion of subject specific literacy strategies in lesson planning
  • encourage models of good practice e.g. modelling and close collaboration between colleagues in order to promote literacy developments
  • use available assessment data to identify appropriate literacy strategies

The Literacy Co-ordinator

The Literacy Co-ordinator should:

  • support departments in the implementation of the school's Literacy Policy
  • advise the School's KS3 Co-ordinator and Curriculum Committee on literacy issues
  • co-ordinate KS3 literacy initiatives
  • liaise with the SENCO about students attaining below level 3 and about the Literacy Progress units (RWI)
  • help to monitor the impact of the Literacy Policy on standards of literacy

The Leadership Group should:

  • accept overall responsibility for the delivery of the school's Literacy Policy
  • provide opportunities for staff training about literacy issues to take place on INSET days or during other times
  • support the Literacy Co-ordinator's literacy initiatives
  • monitor departments' implementation of the Literacy Policy
  • be role models in employing literacy strategies in their own teaching
  • monitor exam and assessment outcomes to ensure that no group is disadvantaged with respect to race, ethnicity or gender.

The SENDCo

The Special Educational Needs & Disabilities Co-ordinator should:

  • liaise with the Literacy Co-ordinator about pupils attaining below Level 3 and about the Literacy progress units
  • communicate with all subject staff about those pupils who have literacy difficulties and give advice on what staff can do to help these pupils in their subject
  • monitor pupils with literacy difficulties through IEPs and review meetings
  • be familiar with the KS3 English Framework objectives for Years 7, 8 and 9

The Librarian

The school Librarian should:

  • provide appropriate resources to support the curriculum
  • provide appropriate resources to support homework and other curriculum tasks
  • support staff in teaching pupils how to research independently from a range of sources
  • support the tutorial reading scheme in Years 7 and 8.