LITERACY STRATEGY VERSION: JANUARY 2016 CONTENTS Section 1: Introduction ....................................................................................... 2

Section 2: Definitions ......................................................................................... 2

Section 2b: Holyport’s Definition of Literacy .................................................... 3

Section 3: A Shared Responsibility .................................................................... 3

Section 3b: A Common Language ...................................................................... 4

Section 3c: Literacy Across The Curriculum ...................................................... 4

Section 3d: Literacy Targets ............................................................................... 5

Section 4: How Can Holyport Teachers Boost Literacy? ................................... 5

Section 4b: A Game Of Habits ............................................................................ 6

Section 5: How Can Pupils Boost Their Literacy? .............................................. 7

Section 6: Literacy Walks and Staff Support ...................................................... 7

Section 7: Literacy Throughout the Community ................................................ 9

Section 8: Ofsted ............................................................................................... 10

Section 9: Best Practice .................................................................................... 10

Section 10: Actions............................................................................................. 11

Section 10b: The Future ..................................................................................... 12

Further information and support materials can be acquired by emailing Paul Hayes at p.hayes@holyportcollege.org.uk

SECTION 1: INTRODUCTION

In January 2013 a research report called What is literacy? An investigation into definitions of English as a subject and the relationship between English, literacy and ‘being literate’ was commissioned by Cambridge Assessment.

The full report can be read here: http://www.cambridgeassessment.org.uk/images/130433-what-is-literacy-an-investigation-into-definitions-of-english-as-a-subject-and-the-relationship-between-english-literacy-and-being-literate-.pdf

What stands out in this research report is that “there is a lack of clarity about what English as a subject is for, what it should comprise and how it should be taught. Part of this lack of clarity encompasses where literacy sits in relation to English as a whole. Definitions of literacy and what it means to be literate are similarly “varied, divergent and unclear.” Furthermore, with the dramatic advancements in technology and the significant “impact of the digital age” since the introduction of the 1997 National Literacy Strategy, the notion of literacy is “evolving”.

Whilst this report assesses the wider scope of literacy, for the benefit of Holyport pupils, there must be a simplified and accessible definition of literacy. This definition must make it clear that literacy is not simply a subset of English but also “a concept that is broader than English”. Ultimately, literacy skills and behaviours are generic across different curriculum areas and all departments must play a part in the teaching of literacy. Ofsted agrees with this statement. In their 2013 document on improving literacy in schools, it states that it is a ‘shared responsibility’ and that ‘promoting literacy across the secondary curriculum is urgent and essential’ (Ofsted, 2013).

SECTION 2: DEFINITIONS

“The term ‘literacy’, for example, sometimes refers only to reading, sometimes to reading and writing and sometimes, more rarely, to reading, writing and speaking and listening.” (Cambridge Assessment, 2013)

“We believe literacy is the ability to read, write, speak and listen well. A literate person is able to communicate effectively with others and to understand written information.’” (The National Literacy Trust, 1997).

‘The attribute of literacy is generally recognised as one of the key educational objectives of compulsory schooling. It refers to the ability to read and write to an appropriate level of fluency.’ (Blake and Hanley 1995, p.89):

‘There is no universal standard of literacy’ (Lawton and Gordon, 1996, p.138).

Broader and Better Definitions

“Literacy is an action. Literacy is not a generalised ability a person

possesses (or doesn’t possess). Literacy is a set of actions and transitions in which people use reading and writing for personal and social purposes.” (Cambridge Assessment, 2013)

“Literacy is about people’s ability to function in society as private individuals, active citizens, employees or parents... Literacy is about people’s self-esteem, their interaction with others, their health and employability. Ultimately, literacy is about whether a society is fit for the future.”

(Ofsted’s Improving Literacy in Secondary Schools: a Shared Responsibility”, 2013.)

This is available at: http://www.ofsted.gov.uk/resources/improving-literacy-secondary-schools-shared-responsibility

Ofsted’s definition rightly broadens the discussion, moving away from just ‘reading and writing’ and is probably the most important for the staff at Holyport. Furthermore, staff and pupils at Holyport should see literacy as an ‘action’ that pupils can practise and improve rather than an innate ‘ability’. However, neither are workable definitions that can be shared with pupils, and therefore it is important for Holyport College to have its own definition, based on the research reports referred to above, that will be at the centre of its long term Literacy Strategy and the specific interventions that are employed to boost pupils’ quality of communication.

SECTION 2B: HOLYPORT’S DEFINITION OF LITERACY Literacy is the process of learning to communicate in a clear, accurate and engaging way. This process includes listening, reading and understanding the ideas of others and the subsequent ability to communicate one’s own ideas verbally, electronically or in written form.

SECTION 3: A SHARED RESPONSIBILITY Everyone would agree that the ability to communicate ideas is an integral skill in every subject, and since the 1997 National Literacy Strategy schools were asked to teach ‘literacy across the curriculum’. More recently Ofsted have stated that the case for ‘promoting literacy across the secondary curriculum is urgent and essential’. It is therefore everyone's responsibility to facilitate pupils' improvement in literacy.

Every pupil, every lesson, every day.

SECTION 3B: A COMMON LANGUAGE When addressing pupils’ literacy in class, try to use the following expressions so all teachers have a consistent and common language that pupils will recognise.

SPAG – SPELLING, PUNCTUATION and GRAMMAR.

QWC – QUALITY OF WRITTEN COMMUNICATION.

QVC – QUALITY OF VERBAL COMMUNICATION.

VOCAB- Talk about your subject specific vocabulary and keywords.

Talk of clarity and accuracy in their expression.

We must ensure pupils are engaging and interesting as well as accurate.

For better writers, focus on their fluency of ideas.

SECTION 3C: LITERACY ACROSS THE CURRICULUM The importance of literacy across the curriculum

The ability to communicate ideas is an integral skill in every subject.

It is therefore everyone's responsibility to facilitate pupils' improvement in literacy.

Our Aims

1) To consistently encourage positive literacy habits in all lessons. 2) To use a common language that the pupils will recognise. 3) To identify bad habits and correct mistakes. 4) To support pupils and maintain self-esteem Literacy and English Whilst literacy should be incorporated into the whole curriculum, there is a clear link between English and Literacy. English is a study of language and the English Department should take the lead role in the teaching of literacy. However, this teaching must be supported by the whole school so pupils see consistency across all subjects.

The English Association (2012), following participation at a Westminster briefing, added their voice to the debate and identified some key principles which should underpin a model of English:

“English is a subject in which reading for pleasure is fundamental to effective study and learning. Above all, therefore, English needs to reclaim its identity by making the heart of the subject that specialism which only English teachers teach: that is, the teaching of literature.”

SECTION 3D: LITERACY TARGETS

Holyport has a set of ten ‘Literacy Targets’ which will be used to boost pupils’ quality of written communication. Pupils will always have two Literacy Targets from the following list: 1) Use capital letters correctly.

2) Use a thesaurus to extend your vocabulary so your work is more detailed and descriptive.

3) Proof-read your work and correct spelling more frequently.

4) Learn spellings of common words.

5) Keep sentences shorter.

6) Use commas accurately and avoid comma splicing.

7) Use a wider variety of connectives.

8) Vary sentence structure for impact.

9) Develop use of colons and semi-colons.

10) Use paragraphs appropriately.

SECTION 4: HOW CAN HOLYPORT TEACHERS BOOST LITERACY?

According to the English Association in 2012, teachers should:

Give pupils specific literacy objectives when setting written or spoken tasks.

‘engage in specific activities that develop speaking and listening skills as well as activities that integrate speaking and listening with reading and writing’.

‘develop speaking and listening skills through work that makes cross- curricular links with other subjects’.

‘develop reading skills through work that makes cross-curricular links with other subjects’.

‘work in sustained and practical ways, with writers where possible, to learn about the art, craft and discipline of writing’.

‘give time to pupils to redraft their own work in the light of feedback. This could include self- evaluation using success criteria, recording and reviewing performances, target-setting and formal and informal use of peer assessment. Redrafting should be purposeful, moving beyond proofreading for errors to the reshaping of whole texts or parts of texts.’

At Holyport, all teachers should:

Use the listed ‘common language’ as much as possible.

Use the Holyport Literacy Register when setting written work so pupils are aware of the formality and register of their writing.

Use the Holyport Literacy Marking Shorthand so pupils are easily able to identify errors in their QWC.

Remind pupils of their Literacy targets when setting and grading extended writing.

SECTION 4B: A GAME OF HABITS

LET’S INSTIL POSITIVE HABITS

LET’S KICK OUT THE BAD HABITS

Remind pupils of their QWC when you set a task. Use our ‘common language’.

Include the literacy targets in mark schemes where possible.

Make literacy and QWC ‘part of the subject’.

Instill pupil pride in presentation and their general quality of communication.

Use the Holyport Literacy Register when setting written work.

Encourage them to check their work carefully for errors in spelling, punctuation and grammar (SPAG).

Give them a specific time to check their written work at the end of a task/lesson/homework.

Identify errors and encourage them to correct them.

Encourage them to speak to their English teacher if they don’t know how to correct the errors.

SECTION 4C: THE ROLE OF DEPARTMENTS The Role of the English Department 1. To teach the rules of spelling, punctuation and grammar (SPAG) and the

exceptions.

2. To identify, highlight and explain errors in both written and verbal communication.

3. To correct these errors and give pupils methods and techniques to improve their work.

4. To provide ALL pupils with personalised and individual literacy targets.

5. To introduce co-curricular clubs, events and activities that promote literacy outside of the classroom.

6. To teach and model outstanding writing and communication skills.

The Role of Other Departments

1. To identify errors in Quality of Written Communication (QWC).

2. To encourage pupils to correct their errors or seek help elsewhere.

3. To teach the meanings and spellings of subject specific words.

4. To introduce co-curricular clubs, events and activities that promote literacy outside of the classroom.

5. To provide subject specific reading lists and to encourage reading ‘around the subject’.

6. To model outstanding writing and communication skills.

SECTION 5: HOW CAN PUPILS BOOST THEIR LITERACY?

Returning to Ofsted’s ‘Improving Literacy in Secondary Schools: a Shared Responsibility’, pupils must be encouraged to:

‘make extended, independent contributions that develop ideas in depth.’

‘make purposeful presentations that allow them to speak with authority on significant subjects.’

‘engage with texts that challenge preconception and develop understanding beyond the personal and immediate’.

‘experiment with language and explore different ways of discovering and shaping their own meanings.’

‘use writing as a means of reflecting on and exploring a range of views and perspectives on the world.’

‘read widely and often across all subjects’.

‘engage with challenging concepts” and “to make constructive connections between subjects.”

(Ofsted’s Improving Literacy in Secondary Schools: a Shared Responsibility”, 2013).

SECTION 6: LITERACY WALKS & STAFF SUPPORT

PHA will conduct regular ‘literacy walks’. Teachers and departments will not always have warning about these ‘literacy walks’. However, departments and teachers are able to organise ‘formal literacy walks’ in advance so specifics activities or lesson plans can be observed.

These are NOT lesson observations and no ‘judgements’ will be given. These literacy walks will simply enable best practice to be shared and staff to have frequent conversations about literacy in the classroom.

See Appendix for example of feedback.

Lesson Descriptors for Literacy

During literacy walks, PHA and senior staff will be using the following descriptors: Pupils

Their ability to listen carefully.

Their ability to speak courteously.

The quality of their presentation.

The range of vocabulary used in spoken and written form.

Their ability to write in full sentences in written tasks (when appropriate).

The quality of the paragraphing, spelling and punctuation in their written work.

Are pupils aware of their literacy targets? Do they know where to find them?

Staff

Are pupils given thinking time to respond to questions?

Are you pupils being asked challenging questions that make them think?

Are teachers challenging pupils’ misuse of standard English in lessons?

Are pupils correcting their work if mistakes are made and/or encouraging them to speak to their English teacher?

Are teachers modelling good writing?

Are books marked consistently for literacy? Literacy Support Sessions Often a major contributing factor hindering an effective literacy programme is the staff’s lack of confidence in their own literacy. If staff feel nervous about teaching any elements of literacy or lack confidence in their own QWC, PHA will organise individual or group support sessions.

SECTION 7: LITERACY THROUGHOUT THE COMMUNITY

Whilst literacy will be taught ‘across the curriculum’, Holyport College will go beyond and ensure that literacy is promoted ‘throughout the community’. Communication will be at the heart of Holyport College and therefore all members of staff will add to creating positive literacy habits of our pupils.

The Importance of Literacy in Co-Curricular From public speaking, debating, and drama that will explicitly boost communication skills to English intervention and additional foreign language classes that will teach the finer details of pupils’ written work, all co-curricular activities will seek to boost pupils’ literacy. Sporting activities and outdoor activities will focus on the importance of communication in a team and will also have classroom sessions on tactical aspects of the individual sports. Please see appendix for document on the role of literacy in co-curricular activities. Silent Reading Silent reading will continue to be a central part of form time. Staff should support this by promoting positive attitude to reading. Pupils should be encouraged to read challenging material, especially fiction and tutors should take interest in what pupils are reading. Ask them questions about their literacy interests, make reading suggestions and ensure that they are finishing their books. Staff are encouraged to read during silent reading sessions so pupils witness that it is a valued part of school life. Departments will offer subject specific books/articles which will begin class discussion on a specific topic (more to follow on this). Holyport’s Use of ICT When communicating online, Holyport staff are encouraged to have the same high standards of pupils’ written communication as they have in their class exercise books. Pupils must use Standard English in a clear, accurate and engaging way when they email staff. Good Communication with Parents Parents must recognise the importance of pupils’ communication skills. Reading lists and support activities will be made available to both pupils and parents. PHA will oversee this and ensure that all parents understand the importance of setting high expectations of literacy and communication at home.

SECTION 8: OFSTED

What do Ofsted want?

Excellent practice ensures that all pupils have high levels of literacy appropriate to their age.

Pupils read widely and often across all subjects.

Pupils develop and apply a wide range of skills to great effect, in reading, writing and communication.

The teaching of reading, writing and communication is highly effective and cohesively planned and implemented across the curriculum.

Excellent policies ensure that pupils have high levels of literacy, or pupils are making excellent progress in literacy.

SECTION 9: BEST PRACTICE Inspectors found a school’s literacy programme was most effective in schools where “teachers in all subject departments had received training in teaching literacy and where staff had included an objective for literacy in all lessons.” They noted that where this was present “senior managers noted an improvement in outcomes across all subjects as well as English”. Furthermore, Ofsted claim that “an outstanding school is likely to have outstanding policies and practices in promoting literacy across the curriculum”. Research of Ofsted reports show that a school’s literacy programme should include:

Effective long term planning

Senior team support

A consistent approach to teaching literacy across the curriculum

A programme that promotes sharing good practice.

An effective use of the library.

Frequent lesson observations by literacy coordinators and/or senior management.

Teachers and pupils consistently applying a wide range of skills in reading, writing and communication.

Teachers’ requirement “to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and correct use of standard English, whatever their specialist subject”.

Leaders of literacy who ‘establish training programmes when needed and [to] monitor rigorously how effectively teachers are developing pupils’ literacy skills as an integral element of their wider learning.

SECTION 10: ACTIONS

THE KEY POINTS ARISING FROM THIS INVESTIGATION:

ACTIONS BY HOLYPORT

Focus on measuring literacy has also highlighted the differences in outcomes for different groups of students, including the gender gap and students from different socio-economic and ethnic backgrounds: there needs to be consideration of what it is to be ‘differently literate’

Holyport sees Literacy as an ‘action’ or process of learning rather than something a child possesses. This supports Holyport’s demands that pupils have a ‘growth mindset’.

Staff should encourage pupils to improve their literacy every lesson every day.

High-pressure systems which focus on targets can reduce teachers to ‘technicians’ who ‘deliver results’ rather than focusing on principles of learning. This diminishes the role of teachers as experts, actively involved in constantly researching and developing their professional skills.

Staff at Holyport should be given the freedom to teach literacy according to their own specialisms and expertise. Literacy must be seen as the ‘ability to communicate ideas’ rather than just reading and writing.

Loss of engagement among students has impacted on motivation and attainment, especially among particular socioeconomic groups, while the link between enjoyment and attainment has been ever more firmly established.

Holyport must teach literacy outside the classroom and encourage reading, writing and speaking for pleasure away from the pressures of assessed work.

Holyport Arts Festival.

Co-curricular activates including debating, public speaking, drama and English intervention lessons.

Shakespeare Month.

Poetry Workshops.

Maths Challenge and Science Team Challenge.

PE projects and written homework.

Regular spelling tests across all subjects.

Regular speaking and listening activities/assessments across all subjects.

SECTION 10B: THE FUTURE Holyport’s Literacy Strategy is a working document and will be frequently edited. This document was edited in January 2016. At this stage Holyport College aims to consolidate the progress that has been made in improving pupils’ literacy. PHA will oversee that literacy is being consistently taught across the curriculum. Our focus for 2016 is to explore ‘literacy across the community’ and to engage parents in promoting literacy at home. In 2016, we have plans for the following:

1) The English Department will provide support material for parents so that literacy can be more explicitly promoted and taught at home.

2) The English Department will provide ‘skills videos’ for pupils so they can access quality teaching of literacy skills at home.

3) The February 12 Day Reading Challenge.

4) Holyport English Department hosting a meeting of the Year 7 Mums’ Book Club.

5) The Dads’ Club Reading Challenge.