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STATEMENT OF PRINCIPLE
Literacy skills are key to developing students’ ability to read and understand; write with
fluency, accuracy and enthusiasm; speak and listen with confidence and discernment.
Attainment of sound Literacy skills is vital for students to access all areas of the curriculum,
and to achieve social and academic success. We are committed to ensuring that all
students receive their entitlement of learning how to use language effectively, accurately
and fluently both within and beyond the classroom.
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AIMS
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To ensure that standards of reading, writing, speaking and listening are raised
throughout all key stages and across all subject areas.
To incorporate Literacy at the heart of the Business and Enterprise Specialism, with
a particular focus on written and oral communication.
To embed Literacy skills across all subjects areas.
To empower students with the capacity to use language purposefully and efficiently
in written form,which will include a Point Evidence Analysis approach across all
subject areas.
To develop the use of the 5 strands of oracy within the classroom; socratic circles,
debating, envoys, listening triads, questioning
To increase the range and depth of literary knowledge to create a lifelong love of
reading.
To provide a range of intervention strategies to support targeted students attain
National Standards of Literacy.
To ensure that all students are proficient in all aspects of Literacy to empower them
to communicate effectively in the world of work.
3
OBJECTIVES
3.1
For Students
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3.2
For Parents and Carers
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3.3
To be able to recognise one’s own strengths and weaknesses in oral and written
communication and be able to apply a range of strategies to improve the coherence
and accuracy of oral and written communication.
To be able to transfer Literacy skills, including PEA across different subject areas
effectively and to deploy skills efficiently beyond the classroom to all aspects of
communication in the world at large
To always proof read and edit written work before submitting for assessment.
To actively support the Academy’s Literacy support and intervention, understanding
the importance of Literacy skills in lifelong learning.
To support students by reading and discussing written work, before it is submitted to
the relevant subject staffFor Teachers
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3.4
To provide a role model to consistently demonstrate high standards of oral and
written Literacy to all students.
To ensure teaching rooms are Literacy friendly. (Appendix 1)
To understand and support the whole Academy editing policy (Appendix 2), ensuring
spelling, punctuation and grammar errors are corrected as appropriate. Where
possible, and relevant, explicitly teach key Literacy skills as appropriate to subject
area.
To accommodate the diversity of learning styles and different rates of learning,
teachers should have a range of strategies to accommodate and invigorate students’
needs, abilities and interests. To be fully committed to raising Literacy skills at all
levels of student attainment.
For the English Subject Team
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3.5
Responsibility for the development of Literacy across the Academy will be led by the
English team, through the work of the Coordinator for English.
To provide models of good practice, advice and training to support all staff to
incorporate Literacy skills and assessment methods within their own subjects areas.
To monitor, evaluate and review the overall effectiveness of strategies for improving
Literacy across the Academy.
To identify specific areas of concern in particular students who enter KS3 with
English NC3 and who enter KS5 with English GCSE below C and ensure rigorous
intervention to raise attainment levels.
For Coordinators and Subject Co-ordinators
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To ensure that every scheme of work has explicit reference to the Literacy skills to
be covered, as outlined in the NLS Framework.
To define relevant key words to accompany each scheme of work and ensure these
are clearly visible for students as appropriate.
To ensure that the PEA approach and the use of the five strands of oracy are
embedded in each scheme of work.
To follow the self-evaluation policy in order to monitor the efficiency and
effectiveness of Literacy teaching, providing intervention as required.
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3.6
The role of the Learning Support Services
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Identification, intervention strategies, assessment and monitoring of students with
dyslexia.
Contribution to the lesson planning, differentiation and staff training to cater for the
needs
of students with dyslexia.
Identification of the needs of those students where English is an additional language.
Support for pupils learning English as an additional language, both in-class and by
providing intervention programmes.
Liaison and joint planning with subject teachers to meet the individual needs of
students.
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3.7
Identification of students’ Literacy needs through administration of reading tests and
ensuing diagnostic testing where appropriate.
Organisation and running of a range of intervention programmes.
Liaison and joint planning with subject teachers to meet the individual needs of
students.
The provision of in-class support to aid the needs of statemented students, students
awaiting statement assessment, or students receiving any other level of support.
Ensuring a Literacy target is noted on IEPs and strategies for subject teachers to
support inclusion.
Provide support sheets on the different Literacy needs of identified students eg.
Those with dyslexia, dyspraxia, speech and language difficulties and aspergers
syndrome.
Provide exam support for necessary concessions, specifically to enable students
with a dyslexic profile access to tasks without being disadvantaged by their dyslexia.
For the Academy Leadership Team
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3.8
To ensure that each subject area has a broad range of Literacy skills including PEA
and the five oracy strategies are embedded within the schemes of work.
To ensure that the quality of Literacy teaching and learning is of an excellent
standard.
To be responsible for identifying where staff development and support is required,
offering appropriate training programmes.
To ensure that the Literacy needs of all students within the academy are met
through the curriculum and to keep abreast of successful, innovative current practice
to improve the Literacy skills of students at every attainment level.
For the Governors
To support the implementation and development of the Harris Academy South Norwood
drive to improve standards of Literacy for all students.
4
LITERACY ORGANISATION
4.1
On entry into Year 7, 8 and 9, students’ Literacy skills are assessed by using:
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KS2 results (reading and writing NC levels are now given separately).
NC Reading and Writing from end of Year 7/8 exams.
NFER Reading Test.
KS4 and KS5 students will be assessed and grouped as according to their, KS3
results/ GCSE English levels of attainment and teacher assessment.
In light of baseline line data, students will be offered a personalised timetable,
offering extra Literacy and / or English lessons as appropriate to individual needs.
As part of the planned series of faculty days, there will be opportunities for Literacy
skills to be covered, in particular for those students with low Literacy levels.
The curriculum offer for Literacy will be reviewed annually in line with new statutory
requirements and recommendations from external agencies. Decisions will be made
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based on the needs of our students in each year group, as we recognise that each
separate cohort will have different strengths and weaknesses.
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CURRICULUM ORGANISATION
In line with the National Curriculum, ‘all pupils should be taught to express
themselves clearly in both writing and speech and to develop their reading skills’.
Therefore, all subject areas have a clear responsibility to support the progress of
students’ Literacy. Each member of staff will receive a ‘Guide to Literacy Teaching’
which will provide further guidance on how to deliver the following components in the
classroom.
5.1
Speaking and Listening across the curriculum
We recognise that talk in the classroom should be seen, by both teacher and
student, as a valuable activity; access to more demanding texts is made possible
through directed talk. Writing should be preceded by and supported by talk, in order
that students may more fully realise their intentions. Speaking and listening can play
this role as a catalyst with collaborative learning activities set in place; these
activities are also seen as a key strategy to support the bilingual early learners of
English to engage in exploring texts and concepts.
5.2
Reading across the curriculum
We need to consistently promote the reading of texts as a pleasurable and valued
activity. This will be done through teachers themselves being seen as readers, by
providing a wide range of engaging accessible texts, by creating a climate where
students do not feel threatened by reading activities, by promoting use of the library
and the accelerated reading programme.
5.3
Writing across the curriculum
We recognise that writing skills need considerable support and development across
all areas of the curriculum. We know that writing can be seen by students as
artificial, so we need to ensure that students are given real audiences, purposes and
styles to develop their Literacy skills.
5.4
Assessment and Recording
Each subject area will:
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Use the whole Academy editing policy when assessing students’ written work.
Provide Literacy as well as subject specific targets when assessing work.
Promote self and peer assessment of Literacy skills.
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Refer to students’ speaking and listening, reading and writing attainment in records
and reports.
GROUPING OF STUDENTS
At Key Stage 3
6.1
As outlined in the Curriculum Policy, the Academy will make full use of a condensed
KS3 structure. Groups will be set by ability for Year 7.
6.2
Appropriate courses for students will initially be decided using evidence from Primary
School data and transition unit assessments. The decision on courses will be agreed
with students and parents/carers forming the basis of each student’s individual
learning plan.
6.3
There will be one NC level of overlap between courses creating flexibility for
students to change courses as and when appropriate.
6.4
Students who enter with KS2 English NC 3 will be offered a range of intervention
strategies as appropriate to their specific need (e.g. Learning Challenge; Reading
Challenge; Writing Challenge; Read Write inc)
At Key Stage 4
6.5
Students will be set by ability in English, ensuring that the Literacy attainment levels
of students are used and pathways developed that will give everyone opportunities
to meet challenging targets through group size and choice of a relevant programme
of study.
6.6
Although assessment data is primarily used to decide on the most appropriate
grouping, a set of principles has been agreed in order to support the principle of
inclusion:
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Students with English as a second language may be placed in higher ability
groups than data may indicate.
Students receiving support from SEN and / or low Literacy levels, may be better
placed in slightly higher groups as they will be helped to access the level of work
set.
At Key Stage 5
6.7
Students who enter KS5 with English GCSE below C grade will be expected to re-sit
the GCSE to raise the original level of attainment and maximise the possibility of
attaining a C grade. Those students with particularly low Literacy levels will be
supported in their specific subject areas by using writing frames etc.
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Casual admissions
6.8
All casual admissions are given an extended writing task to complete, and an
appropriate reading test. Academy records, when available, are consulted, as is
customary on entry into Year 7.
6.9
In cases where English is not a student’s mother tongue and the above assessment
is inappropriate, arrangements are made by SSS staff to ensure that the student’s
true ability level is identified and is communicated to all members of staff.
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SCHEMES OF WORK
7.1
In line with the curriculum policy, it is very important that through our curriculum,
students receive high quality teaching and learning regarding Literacy.
A
fundamental requirement is that each department must have in place a detailed
scheme of work, which addresses knowledge, skills and understanding as well as
clear strands of differentiation for all ability levels. The Literacy skills to be covered in
each unit of work must be clearly outlined, with suggestions of how the skills can be
delivered to maximise student achievement. An extended writing activity which
includes a PEA approach must be outlined within every scheme of work per term.
7.2
A copy of each subject area’s schemes of work, including the relevant Literacy skills
to be covered, should be available for line managers at the start of each year. As
well as detailed schemes of work this will include an overview of the year which
includes the framework for assessment.
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MONITORING EVALUATION AND REVIEW
Monitoring the quality of Literacy across the Academy is the responsibility of the Vice
Principal of English and Media, however Literacy is also monitored by all
Coordinators as part of the Academy procedures for monitoring evaluation and
review.
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AFTER HOURS STUDY SUPPORT
The Academy has a planned programme of out of hours learning, which will take
place through our enrichment programme throughout the academic year. They will
be co-ordinated by the Coordinator and the Student support services Manger in
charge of study support and will include a range of opportunities for low Literacy
level students to receive small group/ 1:1 tuition
Policy Created by R Hickey, March 2007
Reviewed by S Hainey June 2012
Approved by Governors (BA June 2012)
Reviewed by C Bergin June 2013
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Appendix 1 : Creating a Literacy friendly classroom
 Dictionaries in the room
 Availability of a thesaurus
 PEA posters with a clear meaning definition and example
 Posters with subject specific key words that are clear and visible
 Book boxes that are clearly labelled for wider reading
 Books and magazines available for extension work
 Clear interactive displays that are related to both the subject
curriculum and cross curriculum issues
 Use of techniques that will ensure a dyslexia friendly classroom
and teaching style
 The Harris Academy editing code on display
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Appendix 2: Editing Code (Student Version)
If one of the codes below is written in the margin of your writing, you need to
find the error on that line and correct it.
If one of the codes below is written in the margin of your writing, and your
teacher has circled an error, you have to correct it.
If one of the codes below is written in the margin of your writing, and your
teacher has underlined an error, s/he has corrected it for you. Make sure
that you understand and learn from your mistake.
V Inaccurate/ unsatisfactory vocabulary choice – choose another word
P Punctuation error here
S Spelling error here
G Grammar error here
? Express this more clearly; explain
// Start a new paragraph
eg Give an example here
^ Add a word, a paragraph, a topic
* An amendment or addition later in the writing
√ Relevant, interesting comment, well done
! I am shocked!
If your teacher has given you an instruction, you must respond in writing and the
corrections must be visible.
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