The ability to communicate effectively in a range of contexts for a variety of purposes.

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1 Literacy Policy If standards of achievement are to be improved, all teachers will have to be helped to acquire a deeper understanding of language in education. This includes teachers of other than English, since it is one of our contentions that every school should have an organised policy for language across the curriculum, establishing every teacher s involvement in language and reading development throughout the years of schooling. The Bullock Report A Language for Life (HMSO 1975) Mission Statement The Co-operative Academy of Leeds is committed to raising the standards of literacy of all of its students, so that they effectively access qualifications at the age of 16 and beyond and are prepared for the demands of the wider world. Definition: The ability to communicate effectively in a range of contexts for a variety of purposes. Literacy is an important element within the English curriculum, but it is not the same as the English curriculum. The English curriculum extends beyond literacy and literacy extends beyond English. Literacy skills are an important element of all and schools should have detailed policies relating to literacy across the whole school. Literacy underpins the school curriculum by developing students abilities to speak, listen, and communicate; to think, explore, and organise. This includes helping students to express themselves orally and in writing. All departments and all teachers have a crucial role to play in supporting students literacy development. Competent literacy skills also enable pupils to read, understand and access examination materials, so that pupils are able to achieve their educational potential across the curriculum. Literacy can also improve motivation and self-esteem, as it allows our students to learn independently. Every teacher is a teacher of literacy. Our vision for literacy is: To continually evaluate our literacy practices to make our best better. Every child will leave school with a reading age in line with or above their chronological age. Every teacher and tutor is a teacher of literacy. All lessons, in all, will promote the development of literacy skills. Reluctant readers will read for enjoyment through the embedding of a reading culture throughout school. Students below their chronological reading age will show accelerated progress through regular monitoring and intervention.

2 Across the academy we will: Use reading ages to inform planning for progression in all. Promote literacy and a reading culture. Accelerate the reading ages for those students who are below their chronological reading age. Involve parents and the community in the promotion of literacy. Monitor the impact of our literacy interventions and review provision accordingly. Review this policy annually. Roles and responsibilities: ALT: Lead and give a high profile to the Academy vision for literacy; write, monitor and evaluate yearly action plans; deliver whole staff training; check and monitor whole-school literacy practices; plan the literacy catch up programme; oversee literacy interventions within English. TLR holder: Coordinate the accelerated Reading scheme within English; monitor the progress and quiz data; analyse the data from the STAR reading tests; send dashboard data to ALT on a fortnightly basis; meet regularly with SLT. Subject leaders: Lead departments in the implementation of literacy strategies; quality assure literacy in their subject as an embedded part of the monitoring process. Teachers across the curriculum: All are teachers of literacy; they build on skills and understanding needed to read, write, and speak within their subject area; appropriate scaffolding is provided. Teachers use the highlighter consistently to remind students of the half term s literacy foci. Paraprofessionals: Work collaboratively with classroom teachers and independently to improve literacy skills and subject accessibility-differentiate accordingly; use data to plan for intervention teaching. Parents and carers: Use the parent pack on line to guide and encourage their children to improve their literacy; take an active involvement with their child s homework; promote reading at home. Pupils: Take increasing responsibility for recognising their own literacy needs, making improvements aided by the consistent use of the highlighter across school.. Governors: ALT will report to an identified member of the governing body. Raising Standards of Literacy At the Academy we will focus on the 3 skills of: Reading

3 Writing Speaking & Listening Each of these skills areas includes a range of sub skills. Our Commitment to Reading We want students to be able to: Read fluently, accurately and with understanding. Use a range of strategies to help understand the meaning of texts. See beyond the literal meaning and develop the skill of inference. Read at least at their chronological age. Become independent and critical readers who make informed and appropriate choices. Select and evaluate information from a wide range of texts and sources including print, media and ICT. Apply techniques such as skimming, scanning and text-marking effectively in order to research and appraise texts in all. Develop research and study skills. Read for pleasure and enjoyment and be able to justify choices. Our Commitment to Speaking and Listening: We want students to be able to: Use talk to clarify and discuss ideas and to evaluate conflicting evidence. Talk confidently in a range of situations for different audiences. Speak appropriately for a range of purposes eg to persuade, explain, instruct. Listen actively to understand the main points being made. Summarise, raise questions or respond to other people s ideas. Use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas. Be involved in discussions, in a range of roles. Show confident use of standard English in formal situations. Explain ideas before writing them down. Use discussion to help problem solve. Our Commitment to Writing: We want students to be able to: Use writing as a tool for thought. Structure and organise writing. Develop clear and appropriate expression. Write an extended piece of work with confidence. Plan, draft, and edit their own writing in all. Write in a widening variety of forms for different purposes e.g. to interpret, evaluate, explain, analyse, for different audiences.

4 Have fluent, accurate and legible handwriting, which is set out in an appropriate way. Use writing frames, if required, in all. Develop students powers of imagination and creativity. How we will achieve our aims: Reading Strategies Strategies For whom? Measure of impact Access tests assess the reading ability of all students when they come into school in year 7. Students are then placed in reading bands. There is further assessment at the end of the academic year. Year 7 Access tests assess the reading ages of all students in the school at the start and end of the academic year. There is detail provided for teachers to have a real understanding of the differentiation needs for each category (comprehension, inference, vocabulary, analysis). Whole school Immediate intervention can be put in place for those below chronological reading age, especially the Catch Up programme. There will be accelerated progress in reading ages made for the large majority of students. Teachers can use the test data to inform planning; Intervention strategies can be used. There will be accelerated progress in reading ages for the large majority of students below their chronological reading age. Skimming and scanning will be explicitly taught/referred to in all. Differentiated texts to be used in teaching, taking account of reading ages. Teachers will break down words using phonics if student requires. Students will always consider purpose and audience before reading All teachers in all All teachers in all All teachers in all All students in all Students will read actively in all and be able to identify key words to help find key information. Students will be able to access the curriculum across the school which will increase progress in all. Phonics will be an intervention in all, not just English, which will increase progress across the curriculum. Students will have a better understanding of the text conventions when reading any text in any subject.

5 a text. Students will read actively by annotating and highlighting key information. PEE and PEED structure will be taught/ referred to in all to help students to structure their response to written texts. The critical skills Foxtool will be used to aid comprehension of written material. All students in all All teachers in all All students in all Students will be able to decode and comprehend texts in all. Students will have a consistent framework to apply when structuring ideas from written texts. Students can sift, select and summarise information, thus developing their reading skills. Writing Strategies For whom? Measure of impact Modelled and shared writing as classroom practice. Writing frames that move towards independent writing to be used when appropriate. Purpose and audience to be considered before writing a text. Word mats with key words to be used by students in each subject. Key words displayed in all classrooms. All teachers for all students in all Differentiation tool used by all teachers All teachers to remind all students All students in all Students will be able to see examples of good practice with extended writing and be involved in this process, thus improving their own writing. Students will be able to independently structure extended pieces of writing in all. Students will use the correct conventions when writing. Key words will be used and spelt correctly in every subject.

6 Punctuation pyramids displayed in all classrooms. Collaborative writing to be part of classroom practice. Dictionaries to be used in every subject. Spelling strategies to be specifically taught/referred to in all. Students to plan/draft/redraft all pieces of extended writing. Ideas can be planned using mindmapping and other visual techniques. : All classrooms All students in all All subject areas All teachers in all All students, facilitated by all teachers, in all The use of accurate punctuation can be reinforced at a glance, thus improving writing skills. Students will improve their own writing by sharing ideas with their peers. Students will independently evaluate their own spelling. Students will independently learn how to spell with accuracy. Students will know how to plan and evaluate their own work, thus moving towards independence and higher quality extended writing. Speaking and Listening Strategies Strategies For whom? Measure of impact Think/pair/share used to discuss ideas before either reading or writing a text. All students, facilitated by all teachers in all Group work embedded in classroom teaching. Emphasis on using standard English in all classrooms. Pupils to occasionally lead learning in the classroom by presenting All students, facilitated by all teachers in all All students and all staff All students facilitated by all teachers in all Students will be able to share and verbally express ideas before committing to paper. Students will be able to share and verbally express ideas before committing to paper. They will learn from others. The use of standard English will be modelled for, and practised by, students. Students confidence and communication skills will improve, while reinforcing their own subject

7 work or leading a starter/ plenary. Use of Socratic talk in the classroom. Each learning zone has a calendared speaking and listening focus week. Facilitated by all teachers in all All learning zones knowledge. Ideas can be developed and critically discussed. Students will formally embark on speaking and listening activities in other than English and MFL. Our Literacy Interventions: Strategies For whom? Measure of impact Personalised learning timetables at KS3. KS3 Students progress will be accelerated, thus closing the gap. An intensive catch up programme is run on Monday after school. Modules are crosscurricular and appeal to a range of learning styles. Year 7 Students below national standards will see accelerated progress, while those on track will be challenged further through extra Humanities and Science. WRAT testing is used for all year 7s upon entry. This single word reading and spelling test gives precise information on phonics needs. Year 7s are then WRAT tested at the end of the year. Lexia phonics scheme Ruth Miskin Paraprofessionals and HTLAs enhance English teaching. They are highly qualified with advanced literacy skills. Accelerated Reading: A reading scheme that matches books to ability Year 7 Years 7, 8,9: Students working at level 3 or below. Those who are 2 years or more below chronological reading age. Students identified from the WRAT test. Students working at level 3 or below. Those who are 2 years or more below chronological reading age. Support for all year groups Years 7, 8, 9 The end of year test will measure the impact of the phonics interventions. Phonic knowledge will have improved. Students NC progress and reading age will accelerate. The WRAT test scores will show progress. Students NC progress and reading age will accelerate. The WRAT test scores will show progress. Intensive support help to accelerate progress, thus close the gap. Students reading ages will either steadily progress or accelerate, thus enabling students to access all areas

8 and age/interests. Quizzes are used to assess understanding. Termly STAR reading tests measure progress and allow for immediate intervention. Literacy power points are delivered on a fortnightly basis on Monday period 3. These are delivered by all teachers. A power word is introduced and rewarded when used by students around the school/in their work. EAL targeted intervention (homework support; reading; mentors; literacy games). EAL withdrawal as small group intervention. The Active Literacy kit is used. EAL ASDAN for 6 lessons per week. NOCN; ESOL; EAL ASDAN Cope; English Language short course award. 3Fs. Literacy foci will is selected by sampling work and suggestions from staff across the academy. These will form the whole school focus for each half term. The focus will be consistent across and the school. If any student makes a mistake with the half term s particular focus, it will be signalled with a yellow highlighter. There is involvement with national book events and literary days eg. Shakespeare week; World Book day; dress as a character from your favourite book. All teachers who teach Monday period 3 will deliver the power points to all classes. All EAL students on Step levels KS3 EAL students on Step levels Year 9 EAL students on Steps levels. Year10/11 EAL students on Steps levels All students. Coaches deliver and teachers apply as part of the marking process. Whole school of the school curriculum. Literacy skills will be reinforced in every subject, thus reminding students that literacy is a crosscurricular skill. EAL students will develop confidence and English skills KS3 students will reinforce their learning to accelerate their progress. Year 9 students will reinforce their learning to accelerate their functional English. Years 10 and 11 will reinforce their learning; accelerate their functional English; be accredited for their achievements. There will be an assessment of the skills for the foci at the beginning of the half term and again at the end. The impact will be shown by fewer mistakes being made. The large majority of staff and students will celebrate reading and literature, thus raising its profile in the school.

9 There is a celebration of reading and a praise culture. Rewards assemblies recognise students who have progressed with their reading skills and achieve consistently high marks in the AR quizzes. Tears 7, 8, 9 Students will strive to achieve with their reading. The Literacy monitoring Cycle: Literacy will be a key focus of lesson observations for both Total Quality Management lead by Learning Zone Directors and the Quality Assurance carried out by the Leadership Team. Sampling work: both students work and departmental schemes. Observation of lessons in all. Observations of delivery of power points by coaches for 3Fs. Observation of delivery of fortnightly power points. Tracking a chosen group of students. Student voice.

10 Staff Training; A literacy audit has been completed by all staff in school. This will inform the training needs for each member of staff. The audit covers all of the above standard expectations to ensure that every teacher is a teacher of literacy. Fortnightly power points will address the cross-curricular literacy expectations to ensure that staff, as well as students, are familiar with the strategies and their cross curricular nature. Additionally, there will be literacy surgeries, staffed by English teachers on a fortnightly basis where any member of staff can ask a subject specialist about how to develop particular literacy skills. (see appendix) Library The library is central to the drive for improvement in reading levels across the Academy. It must attract as well as facilitate. Current stock has already been labelled and organised in line with Accelerated Reading book levels and a key is displayed prominently to guide students in their choice of book. Non-Fiction books are index labelled and the section clearly signed to facilitate independent research and quick access to reference texts. In order to display books attractively and draw attention to different genres of text, there will be specifically designated /areas and displays EG: Easy/Quick Reads, Popular Authors, What Everyone s Reading, Sci-fi, Fascinating Facts, Crime and Mystery, Animated Texts, Poet s Corner ; Historical Novels. The seating and shelving units are arranged so that books are easily accessible and attractive. Some extra shelf space is used for display and some lower bookcases/units introduced to enable a long view across the library space, to facilitate supervision and the creation of more eye-level displays. This would also make the library more open and inviting to students. There are tables and chairs and a number of bean bags to help the library to be an inviting and comfortable environment. ICT is integral to the development and assessment of literacy. The Accelerated Reading quizzes, Lexia, and other exercises are readily accessible during library sessions. There is a display area

11 dedicated to AR achievements alongside key information about using the programme for new students and staff. Parents and community An adult literacy course to develop the skills of our parents runs each year either on the Academy site or in one the local community centres. The course is aimed initially at parents with some existing spoken and written English who want to improve their own skills (towards employment) or to help their children with school work. It will be based on current Functional English learning objectives and the focus will be on Becoming an Effective Communicator. The Academy will offer an additional class for ESOL/ beginners run by the EAL department for parents with little or no English. Parental engagement is key to the progression of literacy skills and enjoyment of reading. A pack, which can be accessed electronically is being developed. This pack will make suggestions about how parents/carers can effectively support their child in extended literacy learning. Transition In order to develop the literacy skills of students coming from primary schools, the Academy will: Collect the reading and writing scores from primary schools. Run a literacy based summer school. Organise for reading mentors to support primary readers. Train English teachers in the literary strategies used by primary teachers. Develop a transition scheme of work in conjunction with the primary schools. Students entering Year 7 will be asked to bring with them their best written work from primary school.

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13 Literacy audit 1. Reading Evidence Impact 1 - Able to differentiate for lower reading ages. Skimming and scanning is explicitly taught Teachers refer to reading levels when planning for their class. They include the information on context sheets. Teachers are able to break down words using phonics if required. Opportunities for challenging printed information and view s are provided. Students always consider genre/purpose/audience before reading a text. Teachers to provide the opportunity for pupils to read actively by annotating and highlighting key information. Concept maps are used to arrange ideas found in a text. All students will be able to access the curriculum in every subject thus narrowing the gap. Students are able to scan a text to find specific information Pupils are able to develop and extend knowledge/ skills from their starting point. Students with poor literacy skills will be able to participate in the lesson; thus progress; thus narrow the gap. Students will become active readers who question what they read; thus expressing opinion and counter-argument in a constructive way. A common language of GAP will be known by the students who will know to expect different conventions, depending on genre/audience/purpose. Students will fully engage with a text, reading for meaning and comprehension. Students will be able to order and structure their thoughts and understanding of a text visually. 2. WRITING Evidence Impact 1 - Teachers model writing and use shared writing. Teachers use writing frames to support writing. Students consider genre/audience/purpose when approaching a piece of writing. Teachers to give students the opportunity to write collaboratively. Spelling strategies to be explicitly taught. Students to plan/draft/redraft pieces of extended writing. Students to use visual mind-maps to plan ideas before writing. Students are able to see the writing process in action and get to see the thinking behind certain authorial decisions. Students are given the confidence to approach extended pieces of writing before they move to independent writing. A common language of GAP will be known by the students who will understand that different genres require different writing styles. Students will share ideas, building their confidence; SMSC. Students spelling will improve. Students will be able to reflect on and evaluate their own writing, thus making them more independent writers. Students can move from free-thinking to finding links between their ideas and developing them further. 5 5

14 3. Speaking and listening Use think/pair/share to discuss ideas gleaned from a text before starting written work. Explicitly teach rules for group work and speaking and listening activities... Standard English used when speaking-both teacher and students. Pupils leading learning in the classroom through presentation. Teachers to facilitate Socratic talk /discussion. Students will be able to independently consider their ideas before developing them collaboratively. Students know exactly what is expected of them during group work. They know how to cooperate and reflect on their own behaviour and engagement Teachers will model the use of standard English and students will transfer the skill into their writing. Students become the teacher which has been proven to be an effective way to learn. Students are able to deepen their understanding of a topic/subject. Peer assessment and feedback are effectively employed.

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