Flegg High School
A Business and Enterprise Academy
Somerton Road Martham Norfolk NR29 4QD
POLICY STATEMENT
Literacy Policy
AIM
The current Literacy Across the Curriculum model is intended to build upon previous success and to help
contribute to improvements in the following areas:
1.
The continued raising of the number of lessons judged to be good to outstanding through the integration
of literacy within the context of the subject being observed.
2. A greater number of teachers meeting the relevant sections of the Teachers’ Standards.
3. An eventual improvement of overall performance, culminating in higher levels of progress for all students,
and particularly focus groups.
Above all, the current strategy is not a ‘quick fix solution’ but is intended as a long term solution to the
general issues concerning literacy in all subjects at Flegg High.
HOW?
As stated, the current strategy is in the process of implementation. A quick break down of initiatives can
be viewed in terms of the following dates:
Sep 2013 to July 2014
Stage 1: This initial phrase is predominantly aimed at providing materials that will allow teachers to teach
literacy in all subject areas but without needing a deep level of specific subject knowledge. Consequently,
the following were provided:
1.
Literacy learning mats which allow pupils to access specific information on spellings, punctuation and
grammar.
2. Literacy challenge cards. These are based upon the wider school initiative of bringing greater
challenge to lesson. They are based upon the same principles with students choosing a level of
literacy challenge from packs of laminated A5 cards.
3. Literacy health-check stickers. Again, this initiative dovetail with the school’s aims at improving the
quality of marking and are based purely on student self and peer assessment of basic literacy elements
in extended pieces of writing.
4. A literacy focus is provided each week on the school’s screensaver.
5. This focus is reflected upon and explored in a weekly literacy lesson that is run by all Y7 to Y10 form
tutors.
Stage 2: The focus of this stage, which is to run concurrently with Stage 1, is to fully support teachers in
their implementation of these literacy materials. To aid in this aim, the student role of Literacy Leader has
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Flegg High School : Literacy Policy
been introduced. At present, a trial run is being carried out involving the training of specific Y10 students
who excel in English. Their task is to provide literacy aid for students in subjects other than English. The
initial subjects where this scheme is being implemented are as follows: history, geography, science,
applied business, ethics. Discussions with the relevant subjects and pupils selected for the scheme have
now been carried out and initial training has begun. The aim is to trial the scheme in the window before
role-over and then after reflection to expand its range to encompass both Key Stage 3 and 4.
Stage 3: Due to be implemented in the autumn term 2014, this ambitious scheme aims to bring
standardisation and specialisation in the different types of writing required by pupils in both key stages.
Specifically, the requirements of writing to discuss, inform, explain, persuade and argue have been found
to diverge considerably across subjects. As a result, and with the opportunities offered by changes in the
Key Stage Three curriculum, a ‘two stage’ model is envisaged. Non-English subjects will be required to use
specific structures in the planning of extended pieces of writing. English will teach the specifics of the
various types of writing. To aid this adventure, A5 literacy cards, similar to the challenge cards, will be
designed and distributed to all teachers, ones that specify the conventions of the type of writing and
provide writing frames to aid in their implementation by students. To further increase the effectiveness of
the scheme, literacy leaders are to be trained in the conventions of each text type.
Current Policy :
At Flegg High we view high levels of literacy skills as fundamental to the success of all pupils. It is an entitlement
for all and the responsibility of the whole school community. This will be evident in all daily practice, through
display and communication with all stakeholders. It encompasses reading, writing, speaking and listening.
1. Aims:
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All teachers are facilitators of literacy through their subject
Literacy attainment is raised in all subject areas to maximise student potential
All pupils are able to be effective readers, writers and communicators
The English curriculum and intervention will support and drive standards but it is recognised that all subject areas
contribute through their own individual curriculum.
2. Management:
In conjunction with SLT the Assistant Headteacher Teaching and Learning will lead and develop literacy support. This
is assisted by the SENCO and team with the HLTA for Literacy. All members of the SLT are committed to development
of literacy across the curriculum.
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Regular audits of current practice take place through work scrutinies and observations
CPD and dissemination of materials to support literacy feature in the yearly calendar
Accelerated Reader programme is adhered to and supported across KS3 in years 7 and 8 and is monitored by
English staff and the school librarian
All lesson observations and learning walks make explicit references to Literacy Across the Curriculum
3. Implementation:
Classrooms support literacy display, use of vocabulary and overall organisation.
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Flegg High School : Literacy Policy
Pupils receive feedback from their subject teachers about progress within the subject but also indicate targets for
literacy development.
Tutor reports make reference to standards of literacy across both KS3 and 4.
Teachers provide materials to ensure access for all pupils regardless of literacy ability with clear efforts to begin to
move students on.
Evidence will be seen in the three skill areas as is outlined:
3.1
Reading:
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3.2
Strategies are taught to enable pupils to read and synthesise information – skimming, scanning of texts
A range of note taking models are taught and utilised
Extended reading of texts relating to subjects are a part of all curriculum areas
Accelerated Reader time is adhered to and supported by every subject area
Independent reading of texts is actively encouraged
Writing:
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3.3
Writing frames and increasing support of written tasks features in lessons
Modelling is done by staff in approaching written pieces
Students are given opportunities to draft work and improve in standards of literacy
Spelling of general vocabulary and all subject specific language is focused upon
Issues of handwriting and presentation are addressed by staff
Students are given opportunities to write for a range of audience and for different purposes – these are
identified and discussed
Talk:
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Open ended questions feature to elicit developed pupil responses
Pupils are given opportunities to rehearse oral answers
Problem solving is collaborative
Talk will vary according to purpose and audience and opportunities will be evident to identify and modify
talk accordingly
Glossary:
SLT = Senior Leadership Team
SENCO = Special Education Needs Coordinator
HLTA = High Level Teaching Assistant
CPD = Continuous Professional Development
KS3/KS4 = Key Stage 3, Key Stage 4
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MONITORING
In order to ascertain the effectiveness of the literacy initiatives, various strategies have been put in place including
termly testing for all forms and with a specific focus on selected groups. This testing has also been introduced in
the subject areas of history and geography.
Feedback from pupils and staff is sought on a regular basis and through the means of verbal and written surveys.
REVIEW
This policy will be reviewed annually by the Standards Committee.
Confirmed by: The Governing Body of Flegg High Academy Trust
Signature of Chair: Bev Bucklee Committee: Standards
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Dated: 2.3.15