SHIREBROOK ACADEMY

LITERACY POLICY

LAST REVIEWED: / September 2014
REVIEWED BY: / Rachael Skelton
NEXT REVIEW DATE: / September 2015

Shirebrook Academy Vision-F.L.A.R.E

At Shirebrook Academy, staff believe that the teaching of Literacy is the responsibility of all across the academy. Raising the level of Literacyof students is at the heart of the Academy’s vision; we aim to provide all students with an effective and enjoyableLiteracy learning experience, ensuring no student is left behind.

Shirebrook Academy has its own bespoke cross-curricular Literacy initiative F.L.A.R.E (Finding Literacy and Reading Exciting) which ensures that all staff are unified in their approach to teaching the core Literacy (or Communication) skills of Reading, Writing, Speaking and Listening both in their lessons and during registration tutorials.

Through the F.L.A.R.E programme, students are provided with a wide range of literacy experiences and programmes.

This means that students are given the opportunity to develop their skills in Reading, Writing, Speaking and Listening at every opportunity and where students are not on target for these areas, their needs are identified quickly and impact intervention put into place.

Literate students should be able to:

  • Read with fluency, be able to decode words successfully and interpret and explain the meaning of phrases, sentences and paragraphs to others
  • Read regularly and for enjoyment and be able to select texts that appeal to their interests and ones that will develop their reading skills further
  • Write with confidence, detail and accuracy using grammar and spelling accurately
  • Write using the conventions of the genre and be able to adapt their writing to address the intended audience
  • Plan, draft, revise, edit their writing so that they demonstrate they can improve their writing and understand what makes an effective and accurate piece
  • Use an extensive vocabulary both in writing and in speech
  • Speak with confidence in a variety of contexts and successfully adapt their speech to meet the requirements of the genre and needs of the intended audience
  • Listen actively and be able to interpret questions and information successfully and respond with confidence and accuracy

The F.L.A.R.E programme

The F.L.A.R.E programme is created by Helen Newton supported by Rachael Skelton, Assistant Principal for Literacy and monitored by Helen Newton, Leader of Literacy.

The programme is linked to the SIP and forms the basis of the LIP which is revised on an annual basis. This is accompanied by an extensive programme of Literacy based CPD for staff through the Shirebrook Academy CPD programme, teaching and learning group and Curriculum/Pastoral/Departmental meetings.

Shirebrook Academy, through the F.L.A.R.E programme will aim to:

  • Develop a love for Literacy in all students, regardless of their ability or background
  • Improve the Reading Ages (RA) of all students so that students can successfully access texts themselves
  • Improve Spelling Ages (SpA) of all students so that students have a strong grasp of language and have the confidence to extend their vocabulary and use polysyllabic words accurately
  • Improve speaking skills by allowing students to speak in a variety of contexts and for a variety of audiences through the curriculum delivery, the pastoral tutorial system and extra-curricular opportunities
  • Improve listening skills by enabling students to recognise what makes effective active listening and by ensuring that students know the importance of listening to staff and their peers through curriculum delivery, the pastoral tutorial system and extra-curricular opportunities
  • Helping students to recognise the difference between Standard English and non-standard dialectal forms by all staff modelling Standard English effectively in lessons and when delivering formal presentations and meetings
  • Encouraging students to choose appropriate language at all times and discuss the reason for using Standard English for specific contexts and purposes
  • Encouraging students to have pride in their native language and dialects
  • Provide intervention and support in all aspects of Literacy for all students to ensure they achieve their goals in the future

Key strategies within the F.L.A.R.E programme which are aimed at developing a love of Literacy and improving Literacy levels are as follows:

  • ‘Stretching’ words of the week(WOW) a variety of complex words aimed at developing Gifted students’ vocabulary.
  • A wide range of quotes for ‘Quote of the Week’ (QOW) aimed at exposing students to a wide range of texts on a variety of topics.
  • F.L.A.R.E form reading programme- where each form is provided with a form reading book to promote reading and understanding of fictional texts.
  • F.L.A.R.E form assemblies-reward assemblies with prizes presented to the forms who have produced the best work on their form book
  • Intervention groups for students in Years 7, 8 and 9 with a Reading Age of 9 years to 10 years 6 months to ensure they progress to 11 years and become a ‘functional’ reader.
  • Intervention with Intervention Teaching Assistants in Year 7 for all students with a reading age between 8 years and 6 months and 9 years and 6 months. Following the LITT programme developed by the Hackney Learning Trust.
  • Intervention through Language Development groups, in liaison with Academy Support to support students in Years 7-9 with a Reading Age of 8 years and 6 months and below.
  • Form tutors assessing Students’ spelling ages on a twice yearly basis in form tutorials. This provides additional data so staff can differentiate accurately in lessons and intervention can be put into place with students as appropriate
  • Providing literacy rich journals which include Literacy mats to help grammar and spelling, the ‘Word of the Week’ calendar, recommended reading lists and the Literacy foci of the year to help students’ learning of key punctuation and grammatical features
  • Delivery of the Literacy focus each half term aimed at teaching students the core skills of grammar and punctuation delivered across the curriculum to all students.
  • Marking linked to the Literacy focus to improve students’ understanding of the core skills of grammar and punctuation.
  • Weekly literacy challenge delivered in forms to improve knowledge of punctuation and grammar and put it into practice.
  • Talented Readers’ group for Ks3 and Ks4 aimed at ‘stretching’ the reading of our most able students through delivering seminars linked to the works of fiction.
  • F.L.A.R.E literacy week which is an annual event to promote Literacy on a whole school basis.

Shirebrook Academy’s approach to improving Literacy

Teaching of Reading

The teaching of reading and reading skills is paramount to students’ understanding and their achievement.

Students spend considerable time in their lessons and form tutorials engaged in some form of reading and it is important that students feel both ‘Stretched’ and ‘Supported’ with their reading material.

Shirebrook Academy staff are committed to developing the reading skills of all students and strive to include opportunities in their lessons and tutorials that enable students to improve their reading further.

Ways that teachers at Shirebrook Academy develop students’ Reading skills

  • Teaching and modelling the skills of skimming, scanning and close reading when asking students to find information in texts
  • Teaching students to select accurate information and the value of finding good sources
  • Asking students to read out the Learning objectives and key words and to explain their meanings
  • Asking students to read aloud in lessons-this could be a sentence, paragraph, whole page or to a specific piece of punctuation
  • Highlighting students’ attention to the structure of texts-referring to contents pages, indexes, glossaries and headlines etc
  • Discussing with students the importance of reading and sharing reading experiences
  • Ensuring students use and interpret information from their reading
  • Providing differentiated reading materials for Gifted and SEN students
  • Exploring works of fiction in unique ways-linking to worldwide issues, producing timelines, character profiles, vocabulary walls etc
  • Encouraging students to use dictionaries and thesauruses to improve their knowledge of the alphabet and understanding of complex words

Resources provided by Shirebrook Academy to develop Reading

  • Displays of reading material relevant to curriculum areas-on digital screens and in bookcases/stands
  • Reading material in lessons that is relevant, current, appealing and non-biased in its presentation of gender and cultures
  • Reading materials at appropriate levels of challenge for students
  • Form reading books
  • Extensive range of fiction and non-fiction texts in the LRC which is updated and added to on a regular basis

Teaching of Writing

  • The teaching of writing, grammar, punctuation and spelling skills is paramount to students’ achievement
  • Students spend considerable time in their lessons engaged in some form of writing and it is important that students feel both ‘Stretched’ and ‘Supported’ with their writing tasks
  • It is paramount that students are fluent, accurate writers as this enhances their success in examinations and their overall attainment
  • Shirebrook Academy staff are committed to developing the writing skills of all students and strive to include opportunities in their lessons and tutorials that enable students to improve their writing further

Ways that teachers at Shirebrook Academy develop students’ Writing skills

  • By linking reading and writing material so that students are provided with ‘models’ for writing
  • By providing clear Literacy foci for extended pieces of writing
  • By setting writing tasks that have a clear Genre, Audience and Purpose (G-A-P)
  • By modelling writing so students are aware of how to use sentences, paragraphs and punctuation accurately
  • By encouraging students to use Dictionaries, Thesauruses and their Journals to improve spellings and vocabulary choices
  • By demonstrating how to plan, draft, edit and evaluate their writing as appropriate
  • By planning extended writing tasks in schemes of work
  • By teaching a variety of written forms i.e. diaries, newspaper articles, poems, bibliography extracts etc in schemes of work
  • By encouraging neat presentation of work at all times and supporting students who struggle with handwriting by providing handwriting pens

Resources provided by Shirebrook Academy to develop Writing skills

  • Departments should provide dictionaries and thesauruses and encourage students to use them
  • Key words should be displayed on digital screens, notice boards and white boards
  • Students should be encouraged to spell words accurately and learn new spellings by splitting words into phonic sounds or using the look-say-cover-write-check method

Teaching of Speaking and Listening (Communication)

The teaching of speaking and listening skills is paramount to students’ achievement.

Students spend considerable time in their lessons and in their form tutorials engaged in some form of speaking and listening activities and it is important that students feel both ‘Stretched’ and ‘Supported’ with their speaking and listening tasks.

It is paramount that students are confident speakers who can adjust their talk to a wide range of contexts and audiences as this enhances their understanding of their curriculum and provides them with the skills for succeeding in the wider world.

It is also crucial that students are taught how to be active and reflective listeners so that they understand lesson material accurately and respond to questions competently. Listening is also important for developing higher order thinking as it allows students to reflect and form their own judgements so that they feel confident in asking questions and exploring ideas themselves.

Ways that teachers at Shirebrook Academy develop students’ Speaking and Listening (Communication) skills

  • Demonstrating and modelling effective speaking and active listening when teaching and dealing with students on a professional basis-staff should use Standard English and have open body language and affirmative, positive gestures when listening to students
  • Setting speaking tasks that have a clear Genre, Audience and Purpose (G-A-P)
  • Modelling speaking tasks so students are aware of how to present in different formats
  • Showing exemplar material from the Internet and TV programmes to provide models for speeches, interviews, debates etc
  • Using talk in lessons to explore ideas in detail, allowing students to express feelings and to form opinions
  • Using talk to enable students to develop their ideas in detail before attempting writing tasks
  • Planning extended speaking tasks in schemes of work
  • Including a variety of spoken forms i.e. interviews, speeches, role plays, hot-seating etc in schemes of work
  • Encouraging students to ask questions as well as answering them
  • Using a variety of types of questioning techniques to develop speaking and listening skills
  • Use a variety of paired, group and whole class speaking and listening activities
  • Encouraging active listening when staff and students are talking
  • Encouraging students to ask students questions when other students are presenting material
  • Encouraging students to peer assess each other’s work
  • Allowing students to use multi-media to aid presentations such as I-Pads, Green screen etc
  • Encouraging students to respond and use Standard English in lessons and to use appropriate language at all times
  • Exploring accents, dialects and other languages where appropriate in lesson and form tutorials
  • Ensuring EAL students are paired with competent English speakers
  • Ensuring EAL students are provided with opportunities to talk in their mother language where helpful in aiding their learning

The LRC

The LRC is managed by Gareth Hand and line managed by Helen Newton.

The LRC promotes Literacy to the students in a variety of ways:

  • Providing an extensive range of current, interesting fiction, non-fiction and multi-media texts
  • Providing an atmosphere that is conducive to reading, research and learning
  • Providing out of hours learning opportunities before and after school at the ‘Why do it at home?’ club
  • Providing an annual induction programme for Y6 students
  • Promoting and supporting the Renaissance Reading programme
  • Organising ‘Showcase’ reading events involving a range of staff and external poets/authors/storytellers
  • Organising events linked to specific authors, key works of fiction and key dates in the school calendar, for example ‘Book of the half term’.
  • Supporting curriculum areas with relevant reading material
  • Supporting and hosting English and Post 16 lessons on a regular basis
  • Hosting the ‘Talented Readers’ clubs for Key stage 3 and 4
  • Hosting the ‘Parent and Toddler’ group on a monthly basis
  • Supporting the ‘F.L.A.R.E’ campaign by promoting reading at whole school events
  • Supporting and hosting events during F.L.A.R.E Literacy week

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