Whole School Literacy

School Policy Statement on Reading Across the Curriculum

 

All of our pupils have an entitlement to become confident and fluent readers.

 

Special Needs is a whole-school issue and every teacher has a responsibility to help meet the special needs of the pupils whom they teach.

 

In order to achieve the above aim we have agreed the following principles.

1. Reading will be promoted as a worthwhile activity in all subjects with pupils given opportunities to learn how to read to gain ideas, information and stimulus from a range of texts.

2. The links between reading, writing, talking and listening will be recognised and exploited to enhance pupils’ language development.

3. A range of relevant reading resources will be available for pupils’ information and enjoyment.

4. A range of teaching and learning strategies will be used to support and reinforce pupils’ reading development.

5. Pupils’ textbooks and photocopied material will be monitored regularly to ensure that the reading level is both appropriate and challenging.

6. Pupils will have the format of texts explained to them in every subject.

7. Pupils will be encouraged to record key vocabulary from all subject areas in their school planner, exercise book, subject notebook or I.T. file.

8. All departments will be aware of the library (both School and Library Headquarters) as a central resource and Heads of Departments will confer with the school librarian to ensure the buying policy of the library reflects the needs of their subject.

 

School Policy Statement on Talking and Listening Across the Curriculum

 

All our pupils have a right to learn how to talk clearly and effectively to convey information and ideas ; to listen attentively to others in order to understand their meanings, intentions and feelings. In order to ensure that this entitlement is achieved we should be aware of what is involved when we commit ourselves to talking and listening and ensure that we make provision for all pupils.

 

Special Needs is a whole-school issue and every teacher has a responsibility to help meet the special needs of the pupils whom they teach.

 

In order to achieve the above aim we have agreed the following principles :

1. A tolerant and supportive atmosphere will be promoted in all classrooms in order to encourage pupils’ oral language development.

2. Pupils will use talk both for learning and communicating.

3. Talking and listening needs to be seen by pupils as interrelated with reading and writing.

4. Activities used to promote oral language development will require detailed planning and careful management if they are to be purposeful, challenging and enjoyable for pupils.

5. Pupils will be helped to understand and use confidently the particular language of their subject.

6. Pupils will be taught how to adapt their oral language to different situations and know when it is appropriate to use Standard English.

7. Opportunities will be created for all pupils to participate in :

* individual work * small group work

* pair work * whole-class discussion

8. Whole-class and small-group discussion will be carried out in accordance with the ground rules agreed by all staff.

9. Opportunities will be created for pupils to reflect on their achievements in oral work.

10. Talking and listening will occasionally contribute to subject assessment.

 

School Policy Statement on Writing Across the Curriculum

 

Language needs to be recognised as the central means of making sense of experience and creating new knowledge. All of our pupils have a right to learn how to write accurately and appropriately to express understanding and to present informative and imaginative ideas. In order to ensure that this entitlement is achieved we should be aware of what is involved in the writing process so that we can make provision for all pupils.

 

Special Needs is a whole-school issue and every teacher has a responsibility to help meet the special needs of the pupils whom they teach.

 

In order to achieve the above aim we have agreed the following principles:

1. Pupils need to see writing as interrelated with talking and listening and reading.

2. Pupils will have opportunities to write in a range of forms.

3. Pupils will be taught to express themselves correctly and appropriately in writing. They will be helped to learn and write the spellings of technical words and any new vocabulary in each subject.

4. Pupils will be made aware of the expected learning outcomes for each writing task.

5. Pupils will have access to models or examples of different forms of writing.

6. Responses to pupils’ writing will be encouraging in tone and take account of both the content and the secretarial skills; the correction of errors will be carried out in accordance with the agreed whole-school marking policy.

7. The assessment of pupils’ writing will indicate how they can improve.

8. Pupils will be encouraged to proof read their work for secretarial errors of spelling, punctuation and syntax, either on their own or with their writing partners.

9. Pupils will be helped to appreciate that redrafting does not only mean writing out a neat version. Rather, it may involve a fundamental re-organisation of the text to clarify meaning.

10. Pupils will have access to a dictionary or thesaurus in each subject area.

11. Pupils will receive similar messages from all teachers, on the agreed standards of presentation of their written work.

12. Pupils will have access to Word Processing facilities wherever possible.