Literacy information

 

On these pages you will find our Literacy Policy. Information on Accelerated Reader can be found here

 

The Literacy Policy is included within the Teaching, Learning and Curriculum Policy.

Literacy

Our students must have the skills to understand, decode and create a range of texts in order to access the curriculum and make expected progress.

 

Literacy teaching encourages children to become literate – that is, helping children:

. to become fluent in the use of written and spoken English;

. to be able to suit their language to different audiences, contexts and purposes;

. and to become confident and able readers for both information and pleasure.

 

1: Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects. (The National Curriculum: July 2014)

Literacy – Rationale

At King’s Lynn Academy we hold the belief that literacy is central to all education and aim to develop students’ use of language. We believe that literacy allows people to use language to enhance their capacity to think, create and question, which enables them to become more aware of the world and empowers them to participate more effectively in society.

The Academy also sees literacy as the key to improving learning, raising standards and developing an approach that is relevant to all curriculum areas and students of all levels of attainment.

Literacy is a vital skill for life and lifelong learning and all teachers and teaching assistants are responsible for developing literacy skills.

 

 

Literacy – Aims

. To raise self-esteem and achievement by developing students’ literacy skills, with particular attention to the quality, accuracy and structure of their writing.

. To develop students’ language skills, written and spoken, which are the primary means of communication in all learning and teaching.

. To integrate the development of listening, speaking, reading, writing and critical thinking skills across the curriculum.

. To develop a culture that enables a speaker, writer or reader to recognise and use appropriate language according to different social situations.

 

 

Literacy Principles

Students talk, listen, read and write as part of a learning experience across the curriculum.

Consequently, learning and teaching strategies in all subjects should contribute in a consistent and coherent way to the students’ literacy development.

 

 

The Academy is constantly working to:

. develop a shared understanding of the relationship between language and learning; (strands 1 & 8)

. develop a basic understanding amongst all staff of the processes of reading and writing; (strand 3)

. develop effective teaching strategies across the curriculum which facilitate literacy; (strands 3 – 6)

. develop and enable all students to achieve their learning potential; (all strands)

. ensure that literacy work has a high status in the school and is viewed positively; (strands 2 – 6)

. set realistic targets for improvement; (all strands)

. develop an intervention programme to support students who have less developed literacy skills; (strands 7 – 9)

. and establish a common mechanism for monitoring and evaluating the positive impact of the Academy’s literacy strategy on students’ literacy skills. (strands 1 – 2)

 

Literacy skills

We recognise that reading, writing, speaking and listening are interrelated processes.

Nevertheless, where appropriate, we will make the specific skills we are focusing on explicit to students.

 

As a staff, we will aim to develop students’ writing skills by:

. giving them opportunities to write for a range of purposes in a variety of forms and, where possible, giving them opportunities to write for real audiences;

. making connections between reading and writing so that they have clear models for writing;

. making explicit in our teaching text level, sentence level and word level features of texts;

. creating opportunities for students to plan, draft and evaluate their writing where appropriate;

. encouraging them to structure their writing using sentences, paragraphs and headings;

. and adhering to a common policy on marking spelling, punctuation and grammar.

 

As a staff, we will aim to develop students’ reading skills by:

. ensuring that the Reading Age of all text books and worksheets are appropriate;

. displaying key words in classrooms and using a range of strategies to reinforce accurate spelling of these;

. encouraging students to keep and maintain personal glossaries;

. actively promoting the use of dictionaries by students in all classrooms;

. explicitly teaching active reading strategies;

. and providing more challenging books, magazines and electronic resources as extension work for the more able.

 

As a staff, we will aim to develop students’ speaking and listening skills by:

. giving students opportunities to read text out loud to increase understanding, fluency and confidence;

. using questioning to support and challenge students developing their own responses;

. explicitly teaching students how to listen and modelling how to speak in different contexts;

. incorporating in our lessons a range of situations and groupings where Speaking and

Listening skills can be practised and where talk itself is valued;

. encouraging students to explain their ideas to others;

. and by giving students feedback on their strengths and weaknesses in this area and giving them opportunities to evaluate their own performance.

 

 

Expectations of students

Students should take responsibility for their own learning and are expected to:

. write in full sentences at all times unless explicitly instructed to make notes;

. present all work neatly, taking care with their handwriting, spelling, punctuation and

grammar;

. proof-read their work to check for accuracy prior to submitting it;

. make corrections when requested to do so;

. work independently or with appropriate support on any literacy targets they may have;

.respond appropriately to comments made by teachers

 

 

Role of Parents

The role of parents in raising literacy amongst students is a crucial one. The Academy is committed to the development of home-school partnerships.

 

As part of this partnership, we aim to:

. keep parents informed about literacy initiatives within the school

. value parents’ contributions, both formal and informal;

. keep parents informed of student assessment and progress;

. explain to parents the curriculum and other related issues;

. invite parents to appropriate meetings;

. and encourage reading for pleasure at home.

 

 

Enrichment

Students are offered a wide range of opportunities to participate in activities which are likely

to enhance their development of key literacy skills. These include, but are not limited to:

. introducing them to the library in year 7;

. shadowing national and regional book awards;

. debating clubs;

. homework club;

. entering school, local and national writing competitions;

. spelling bees;

. whole school promotion of literacy events

 

 

Marking for literacy

To support whole school literacy strategies, consistent abbreviations/symbols should be

used by all departments.

See  KLA Marking Policy

 

 

Spelling

Spelling is often an area of concern for parents.  Accuracy is required in all subject areas. Students should be encouraged to take responsibility for developing their skills in this area. To support their learning, a consistent approach should be used by all departments.

 

Monitoring literacy

The impact of the literacy strategy will be monitored using a variety of methods, including:

  • scrutiny of examination results;
  • APS;
  • Reading and Spelling Ages
  • work scrutinies which focus on progression in literacy;
  • student voice;
  • Director of Literacy to review.