Beverley Grammar School Literacy in all Subjects

Transcription

1 Beverley Grammar School Literacy in all Subjects

2 October 2013 LITERACY 1) Our aims: 98% of Year 7 students are at least at level 4 in English by the end of Year % of students achieve A*-G in English by the end of Year % of students achieve A*-C in English by the end of Year 11. Whole school recognition that ALL teachers and adults who students come into contact with during the school day are teachers of literacy. It is not really about literacy: it is about teaching and learning. Whole school recognition of the belief that literacy supports learning. Students need vocabulary, expression and organisational control to cope with the cognitive demands of subjects. Reading enables students to learn from sources beyond their immediate experience, writing helps students to sustain and order thought. It is through language that we make and revise meaning. To develop a lifelong passion for reading. To improve the literacy of all our students as better literacy leads to improved self-esteem, motivation and behaviour. It allows students to learn independently. It is empowering. a. Improvements in students use of spoken language, to: Express their ideas better and speak more clearly. Develop a wider vocabulary. Use and understand more formal, standard registers of speech. Use spoken language to develop a deeper understanding of the ideas they are grappling with in their different subjects. Develop subject-specific terminology. Share ideas with others, using teachers, peers and a variety of group talk to enhance their knowledge and understanding. Develop skills in presenting arguments and points of view in a judged, balanced and appropriately assertive manner in both formal and less formal contexts. b. Improvements in students listening skills, to: Enable them to focus more on what others are saying. Listen carefully to others points of view and learn from them, adapting their own views as appropriate. Become better listeners generally, and more able to focus and concentrate on information that is being presented orally. c. Improvements in students reading, to: Develop students comprehension skills of a variety of texts. Understand more readily the formal language of text books and other subject-related materials. Develop a wider vocabulary.

3 Recognise and adopt different written forms through exposure to a wide range of different types of writing. Develop independent learning skills. Develop a lifelong passion for fiction. d. Improvements in students written language, to: Improve the technical accuracy of students writing with a focus on spelling, punctuation and grammar. Present their work appropriately and legibly. Write at greater length and with more confidence. Adapt their written styles to suit a range of purposes and audiences. Write persuasively and forcefully. Write at greater length and with increasing complexity. 2. Literacy Action Plan The Literacy Action Plan delineates responsibilities for ensuring the above aims are carried out under the following three themes: -Intervention -Across the Curriculum -Immersion a. Literacy Intervention Wave 1 intervention through quality first teaching in the classroom Wave 2 interventions through guided and group work as identified through Teacher assessment in addition to diagnostic testing such as reading and spelling age analysis Wave 3 intervention through personalised support and 1:1 around specific learning difficulties b. Literacy Across the Curriculum Interactive displays of reading material High quality reading material, which is up to date, relevant and balanced in its presentation of ethnicity, culture and gender All students have access to the school library All students have access to a good quality range of texts during lessons; pupils have access to quality reading resources during form time. Book boxes are available from the library on request either general or around specific themes Dictionaries, glossaries and lists of appropriate subject vocabulary are readily available during lessons and that students are encouraged to use Access to appropriate audiovisual equipment The teaching plans within the school include explicit reference to the skills or strategies to be used, taught or reinforced.

4 Making clear the intended purposes of reading within our curriculum e.g. describe, repeat, interpret or analyse texts read Teaching, and giving opportunities to practise skimming for overall meaning, scanning for key points, words or phrases, or close reading Teaching, and giving opportunities to practise sifting and selecting information and taking notes from texts Teaching, and enabling pupils to infer and deduce meanings, recognising the writer s intentions; Teaching and giving opportunities to research and investigate from printed words, moving images and ICT texts Teaching how to use quotations selectively to support points and link them to students own comments c. Literacy Immersion In order to foster a positive reading culture the library provides Form Tutors book boxes available on request. Students have access to these boxes and have the opportunity to recommend or request books that the school purchases for this purpose. Students also have the opportunity to sign these books out. Form time is used to encourage reading for pleasure. The library facility enables students throughout the school to develop their enjoyment of reading and to have access to a range of texts. The Accelerated Reader scheme is used in Year 7 to help foster a love of reading and all students have access to this as part of their Year & English curriculum. Sixth Form Reading Champions assist readers throughout Key Stage 3 to develop their reading skills by acting as Reading Mentors during Paired-Reading. 3. Evaluation and Monitoring Through whole school monitoring and evaluation cycle. the Literacy Coordinator, Head of English, SENCo and Vice Principal for Achievement have responsibility for quality assuring Literacy for Learning at Beverley Grammar School. It is evidenced through the Literacy Action Plan.

5 STRATEGY RATIONALE TARGET GROUP INTERVENTION Year 6 baseline Establishes the reading age and All incoming Testing English level of incoming students. Year 7 1 to 1 withdrawals 1 to 1 mentor and SEN withdraw students at SA+/statemented. Units of Sound Programme Accelerated Reading Scheme Fresh Start programme Paired-Partner Programme Spelling Bookmarks with identified key words for each halfterm for Paired- Partner spelling Intervention work with small groups/1 to 1. Embed to improve levels in English To induct English groups into Library; to view the library as the heart of independent learning. For Yr8/9 students with non-moving reading ages Targeted students receive additional structured and formal tuition to accelerate progress. To encourage a wider range of vocabulary and accurate spelling in all subjects by using high frequency words. Identified Target Students from baseline data All Yr 7 students below Level 4 in KS2 reading LEAD METHOD SUCCESS CRITERIA JB VA JB Tested during week 1in English lessons: leads to information sharing and identification of intervention groups. In second week timetables are devised for this specialist intervention work. Use of software to support students reading skills acquisition and proficiency 2X week. All Year 7 VA Uses on-line quizzes to incentivise reading. Identified Yr8/9 students YR 7 Paired Partner participants reading cohort YR 7 Paired Partner participants spelling cohort VA/LM Staff training 8/11/13. 2X week sessions w/b 18/11/13. JB EF Incentives key to attendance. Groups of words devised by year set each term by EF and shared with subject teachers. 100% of incoming students tested on entry. Timetables available from Week 3. Programme in place from Week 5 Students reading age monitored and improved every term. Participation rates higher than 95% from target group. ZPD reading scores improve each term. AR target group have a book in a bag with Reading Record Bookmark. Cohort identified. Students reading age monitored and improved every term 100% attendance at sessions. Weekly tests held in Paired Partner sessions. Bookmarks in students planners.

6 students Book Clubs for less able readers To encourage reading for pleasure and discussion, breakfast/lunch All targeted students Jenny Hambleton/ Anita Judd Book Clubs held ACROSS THE CURRICULUM Literacy Target Cards To identify and use cross-curricular issued to all students reading and writing targets in all in Key Stage 3 and lessons. located in planner Subject based Key Words display and literacy displays in every classroom with a focus on writing non-fiction texts To increase and widen specialist vocabulary range of all students. KS3 VA Issued and expected to be on the desk for all lessons. Whole school Curriculum Teams / VA Display in corridors AND classrooms. Literacy Target Cards in place in.. Displays noted Research and Library Induction and Subject use of library To provide a consistent and systematic approach to research throughout the school. For all students and staff to be more aware of the resources available. To give students the skills they need to make use of these resources. To encourage more use of the resources available by individuals and whole classes. To stress the importance of these skills and strategies in all subjects. To encourage independent Learning and homework use of library during out of class hours. All Year 7 Jenny Hambleton supported by English Team Provided in HT1 of Autumn Term 2013 Induction timetable established and followed via Accelerated Reader lessons. School Marking Policy To consistently apply the marking Whole School VA Marking Policy

7 and Academy Literacy and Correction Policy. Department and Spotlight calendared Work Scrutiny Staff CPD To develop a BGS Language for Learning policy throughout the school To make use of exemplar work. To ensure marking policy is being adhered to. To evaluate success of literacy strategy. To ensure quality of written feedback is maintained to all students. To provide a coordinated and consistent, persistent and continual range of literacy strategies to staff via Whole Staff Training. To make all teachers literacy teachers. To embed literacy strategies into everyday learning and teaching. To teach explicit reading strategies: Skimming Scanning Speed reading Analysis Reading for Pleasure To support extended Writing strategies via a cross-curricular approach with a sequence for writing: Modelling Scaffolding Writing Frames To teach explicit Speaking and Listening Strategies Whole School Curriculum Teams / VA adhered to and monitored via work scrutiny. Literacy marking and correction policy in all student books. Work Scrutinies held and constructive feedback given to CT Leaders and individual staff. All staff VA Staff CPD held All staff VA Language established and on display around the school. Training delivered to staff throughout the year.

8 Literacy Toolkit to be available and used in all classrooms To equip all classroom teachers with resources to achieve a coordinated and consistent, persistent and continual range of literacy strategies. IMMERSION Use of 1 form time session per week for reading VT to allow for reading buddies to support Yr7/8 within each form group To develop the importance of Reading and create a Reader Rich school linked to Rewards. All Years MP/MS Tutor groups supported by the library link JH - book boxes provided All students reading is listened to and supported during form time. SPAG Starters To have a consistent approach to the start of academy lessons for one week every half term. Key Stage 3 English Department Across KS3 English initially and roll out to Humanities subjects. Across the academy practice by Feb half term.