Download The Tiffin Girls` School LITERACY POLICY

The Tiffin Girls’ School
LITERACY POLICY
Approved by SLT and
the teaching body July 2015
Overview
a) Literacy provides students with the tools that they need to communicate effectively through
speaking and listening, reading and writing. It therefore underpins student progression across all
subjects. Consequently all teachers at TGS are also teachers of literacy and, as such, they should
seek to embed all three of the above literacy skills within their pedagogical practice and classroom
environment.
b) It is critical that teachers at TGS begin to use a ‘common language’ to promote literacy by
developing their awareness of the different ways that literacy is being developed across the
curriculum. Staff referencing the same techniques to promote literacy will enable students to
transfer their skills between subjects more easily. Teacher awareness of the different techniques
used to promote literacy will be raised through whole staff training and the presence of ‘literacy
mentors’ within school.
c) When planning for literacy, teachers at TGS should ensure that they provide:
i. The success criteria for literacy within written and discussion based pieces of work are
shared and discussed in terms of tone, style, conventions, audience and structure. Where
appropriate, topic sentences and mnemonics (such as TEAL and PEE) should be used to help
structure extended written work more effectively.
ii. Subject specific vocabulary is communicated and used effectively within lessons and
consolidated through the use of display.
iii. Feedback should be provided on general literacy skills both within lessons and when
marking of both classwork and assessments (this includes: spelling, punctuation and
grammar).
d) A community of ‘readers’ will be established within the school through the use of subject specific
reading lists, the Tiffin Girls’ ‘Favourite Book’ initiative and the key stage 3 ‘reading schemes’ which
are led by the English department. Writing and speaking skills will be promoted through the
creative writing and debating clubs.
e) The development of literacy skills within the school will be monitored and evaluated through the
various quality assurance processes that are already in place.
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The relevance of literacy across the curriculum
1. Literacy has been identified as a key skill that is integral to raising achievement across the curriculum as well
as to equipping young people for the workplace. Literacy supports learning in a number of ways, providing
students with the vocabulary and the organisational control that is needed to progress across all subjects
(see 2013 Ofsted report ‘Improved Literacy In Secondary Schools: a shared responsibility’).
2. This literacy policy outlines how literacy is to be developed at The Tiffin Girls’ School with the aim of
promoting a shared understanding of how to enable students to transfer their literacy skills between
different subjects.
Defining literacy
3. Literacy involves the ability to read and write; however, it also involves recognising, reproducing and
manipulating the conventions of a range of texts as well as developing speaking skills. There are also new
forms of literacy which relate to the development of digital technology and the use of multimedia which also
require consideration. The Department for Education has suggested a range of ways in which literacy should
be encouraged within the curriculum including the development of:
I.
Speaking and listening skills. Speaking encourages students to organise and structure ideas, while
active listening is key to picking out important information. These skills could be further enhanced by
tasks which integrate speaking and listening skills with reading and writing tasks as this can help to
reinforce both skill sets.
II.
Reading skills. This should include being able to interpret a range of different text types as well as
understanding how style and format can affect how different meanings are communicated.
III.
Writing skills. In conjunction with grammar, punctuation and spelling, students should also learn
about the craft and different styles of writing for different purposes. The idea of ‘text type’ is central
to this, whereby a ‘text’ is a piece of writing and the ‘type’ of text relates to its purpose or the reason
why it is being written.
These skills should be reinforced both within specific subject areas as well as across the curriculum.
Literacy within the context of The Tiffin Girls’ School (TGS)
4. Literacy at TGS is about encouraging highly able students to communicate effectively using Standard English
and subject specific terms so that they are better able to articulate complex concepts.
5. A survey was conducted in 2014 within school which focussed on the different text types that student’s
produce and the strengths and weaknesses which students exhibit in their writing. It highlighted that a range
of text types were already promoted across different subjects. When discussing the different text types that
students produce, teachers highlighted a number of common barriers to effective writing which included: an
inability to structure an argument; difficulty in synthesising material; and inability to write concisely and
difficulties in evaluative writing. A sort survey amongst students corroborated these findings, revealing that
many struggled with writing introductions and conclusions; structuring analytical and evaluative writing; and
that they desired more essay writing guidance through the use of topic sentences.
6. Further investigation showed that a number of mnemonics and visual images are currently being used within
school by different departments to remind students about internal structure with paragraphing (although
topic sentences were not routinely taught or referred to outside of English lessons). While staff knew the
mnemonics that they used within their department, there was a lack of knowledge about how other
departments used them to structure writing. Consequently teachers are less able to make students aware of
how to transfer their literacy skills from one subject to another.
7. Further research conducted by the Literacy Working Party in 2015 highlighted how many members of staff
focus on literacy within writing and have not yet fully considered the role of speaking and listening in the
development of literacy skills.
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8. Inspection of existing practice within school has highlighted the need to ensure that teachers use a common
language when promoting literacy skills within their teaching, marking and classroom display. It has also
emphasised a need to broaden our whole school approach to literacy to one that draws upon and reinforces
the links between reading, writing and speaking and listening.
An integrated approach to literacy across TGS
9. Reading and manipulating information is fundamental to all subjects. As such, literacy is inherently bound up
with the development Reading, Writing, Communication and Maths skills (RWCM). Consequently, all
departments and all teachers have a role to play in supporting students’ literacy development.
10. Developing literacy across the curriculum will require all teachers to understand that they are a teacher of
literacy and to acknowledge how different subjects can contribute to the development of literacy skills. They
also need to develop an awareness of the language demands made upon students in different subject areas.
11. A whole school approach will also require a consistent approach to literacy, whilst enabling specific subjects
to develop their own resources as appropriate.
12. Whole school and departmental CPD will ensure that teachers are able to facilitate the development of
literacy skills within subjects. In particular, it should be made apparent how literacy can be incorporated into
medium term planning and schemes of learning. This training will be supported by members of staff who will
act as ‘literacy mentors’ who have developed their understanding of different strategies which can be drawn
upon to promote different aspects of literacy within the classroom. These mentors will be able to work with
individual staff and/ or departments to help to incorporate different aspects of literacy into their planning
more effectively. It is, however, understood that departments are likely to identify different literacy priorities
and approaches as being useful in their particular subject area.
Developing Literacy within TGS
13. The use of subject specific vocabulary should be promoted across all departments and careful consideration
needs to be given to which terminology is introduced and when. It is expected that all students should be
able to use specialist vocabulary appropriately, fluently and with confidence. The use of glossaries and
display within the department will ensure that this permeates the learning environment.
14. Teachers should make the success criteria for literacy clear in for pieces of written or discussion based work.
15. When planning for literacy, teachers should promote the following three skills, as appropriate to their
schemes of learning:
I.
Learning through Speaking and Listening: this includes developing strategies to teach pupils how to
participate orally in groups and in the whole class, including: using talk to develop and clarify ideas;
using active listening skills to identify the main points to arise from discussion; listening for a specific
purpose; discussion to promote debate and the evaluation of ideas. Students should be able to use
language precisely and coherently in order to respond to and build on their ideas constructively.
II.
Reading and Learning from text: to enable students to use their reading skills to help them to learn
and to develop increasing confidence and competence in reading different types of texts. In
particular, they should be able to interpret the meaning behind these texts and the different ways in
which this can be communicated through language. Students should be able to use strategies which
enable them to: read with greater understanding; locate and use information; follow a process or
argument; summarise; synthesise and adapt what they learn from their reading.
III.
Learning through writing: students should be able to use writing to express their ideas and
thoughts. This in turn requires an understanding of how to organise their writing so that they can
write in a widening variety of forms for different purposes e.g. to interpret, evaluate, explain, analyse
and explore (see the Anatomy of Extended Writing for further inspiration). Subjects that require
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students to complete extended writing tasks should provide them with a structure which will enable
them to better organise their writing.
 Topic sentences are an effective way to do this and should be used as a cross-curricular tool
to help organise extended pieces of writing.
 Mnemonics such as PEEL and TEAL are also useful, providing students with a way of
remembering how to develop their points fully
 Students should also be clear about the tone, style, conventions, audience and purpose
which underpin their work.
16. Ensuring that links are drawn between speaking, reading and writing skills is important because reading and
speaking can provide students with a clear model for their written work.
Creating a Community of Readers at TGS
17. Wider reading is essential to developing an awareness of how tone, style, conventions, audience and
structure can be used to communicate meaning within different texts.
18. The English department aims to develop these skills amongst key stage three students through their ‘reading
scheme’ initiative, which encourages students to read and analyse books from different ‘genres’ throughout
the year.
19. Subject areas should also provide students (particularly those in the sixth form) with a ‘wider’ reading list.
This has the dual benefit of encouraging students to further engage with the subject, whilst also encouraging
them to draw meaning from a range of different text types. Reading lists produced by departments should
aim to draw on a range of sources including: journals, magazines, newspapers, novels, non-fiction books,
textbooks, biographies, websites, blogs, twitter feeds etc. It is anticipated that these books will be made
available in the school library.
20. Further to that we promote the school as a community of readers in which teachers from all areas share their
current reading with students through the Tiffin Girls ‘Favourite book’ initiative; a project which prompts
conversations about reading to take place beyond the English department.
21. It should be noted that both writing and speaking skills will also be promoted within the wider context of the
school through the creative writing and debating clubs.
Assessment of and marking for Literacy
22. There is an expectation that all teachers within the school will provide feedback on general literacy skills
including spelling, punctuation and grammar using the improvement code published in student planners is
used as a basis for this (Appendix A). Expectations regarding marking for literacy are reinforced by adhering
to the ‘marking and assessment policy’ (especially paragraphs 3.5, 3.6) and through the ‘work scrutiny’ proforma which is completed by Heads of Department.
23. Feedback and marking should relate to speaking and listening, reading and writing across the curriculum, as
appropriate. Within our context, high standards of verbal and written articulacy should be encouraged at all
times. For each class, every opportunity should be taken to ensure that:
i.
subject specific technical terms are used correctly and spelled accurately.
ii.
vocabulary tests on terminology are given as appropriate.
iii.
the criteria for written and discussion based work in terms of tone, style, conventions, audience and
structure are shared and discussed. This will ensure that ideas are clearly structured and easy for the
reader to follow, whether it be imaginative prose, mathematical symbols, notes or any other form,
there is a shape (e.g. a logical sequence) that gives it coherence.
iv.
students can use various means of conveying information; for example, speeches, prose, narratives,
graphs, maps, statistics, brief notes, diagrams.
v.
students draw upon and analyse a range of different texts to inform their ideas.
vi.
written errors are pointed out when work is checked (as outlined in point 23 above).
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24. When evaluating students’ progress in literacy via work scrutiny, teachers and heads of department should
ensure that their work shows improvement in the development of their literacy skills by the same pupil over
a period of time. For example, they have widened their vocabulary compared to a year ago; they have
learned how to improve their note taking.
Monitoring literacy across the school
25. Each department will be issued with a checklist of methods that they could draw upon to promote literacy.
This can be used to assess current schemes of learning and identify further opportunities for incorporating
the teaching of literacy into these (Appendix B).
26. Departments will monitor the implementation of the marking for literacy policy via observations,
departmental meetings work scrutiny, learning walks, student focus groups and other quality assurance
processes.
Meeting the literacy needs of EAL learners
27. The profile of the student intake at TGS also dictates that teachers should recognise the need to differentiate
literacy based tasks for EAL learners as well as gain an understanding of the cultural, social and linguistic
barriers that can hinder the development of literacy skills.
28. Literacy can hinder the progression of students for whom English is a second language. At TGS, we are
committed to sharing best practice with regards to engaging and differentiating for EAL learners (see EAL
policy). On joining the school we will carry out a survey to ascertain the particular profile of our advanced
bilingual EAL learners in order to identify a particular group for the purpose of intervention and tracking
beyond the literacy policy.
29. Research by an in-school working party has shown how the cultural expectations of South Korean students
may create barriers to them feeling comfortable with expressing their ideas verbally. Staff are to be made
aware of how cultural differences may impact different aspects of literacy and ideas for overcoming such
barriers will be shared with staff.
Related policies:
30. To gain a deeper understanding of how this literacy policy relates to wider teaching and learning practices
within the school, it should be read in conjunction with:
i) Teaching and Learning policy
ii) English as an Additional Language policy
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APPENDIX A: Marking for general literacy
The format for feeding back on general literacy skills is as follows:
S
P
G
Spelling
Punctuation
Grammar
eg: verb tenses, expression
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APPENDIX B: Checklist of Ways to Promote Literacy within School
Speaking
What are our aims for our pupils? To be able to…
• express and clarify ideas and explain their thinking
• use varied and specialised vocabulary
• speak for a range of purposes: narration, analysis, explanation etc
• adapt speech for paired and group discussions and larger audiences
with confidence
Useful strategies
• ‘Think, pair, share’ and ‘no-hands-up’
• Vocabulary lists and glossaries
• Vocabulary cards to prompt discussion (AxisFM in DT)
• ‘Mastermind’ and ‘Ask the Expert’
• ‘Say it in reverse’ – good for checking understanding of processes
• ‘Are you questioning my question?’- interrogating a statement
• ‘Dictagloss’ – good for picking out key words
• ‘Guess my tone’ – identifying intention from speech
• Pupil presentations – posters or power point
Listening
What are our aims for our pupils? To be able to…
• listen for comprehension
• pick out key words and technical terms
• identify the register of language used and the main points being
made
• recognise cues to speak, and respond sensitively and appropriately
Useful strategies
• ‘Pay attention, Pause, Paraphrase’ and ‘Say it Once’
• Video clips/podcasts used with Qs or What/How/Why grids
• Discrete thumbs up on the table – have they understood?
• ‘Bunny rabbit ears!’ – to signal the importance of listening
• The Human Dictionary – the pupil expert
• Pupils taking on the role of chair or scribe
• Pupils creating questions during listening
• Numbered turn-taking – to ensure participation
Reading
What are our aims for our pupils? To be able to…
• read fluently, accurately and with understanding
• use techniques such as skimming, scanning, and text-marking to aid
their approach to a text
• locate, select and synthesize information from a wide range of
sources including print, media and ICT
• read critically, with an awareness of style, register and authority
Useful strategies
• Directed Activities Related to Text – DARTS
• Mind maps, highlighting, SQ3R (Survey, Question, Read, Recall,
Review)
• Establishing key vocabulary, especially with EAL pupils
• Illustrating from a text- using description to create diagrams/images
• Sharing reading experiences
• Providing extension reading lists
Writing
What are our aims for our pupils? To be able to…
• communicate meaning with an effective style, structuring
sentences grammatically and whole texts coherently
• present writing clearly, using correct spelling, accurate punctuation
and legible handwriting
• command a wide-ranging and technical vocabulary
• write in a widening variety of forms for different purposes and
audiences e.g. to interpret, evaluate, explain, analyse and explore
• use word-processing, presentation and other ICT conventions
correctly
Useful strategies
• Topic sentences
• PEE and E, TEAL and writing frames
• Free writing
• Displays listing ‘Pivot words’ and connectives
• Consistent marking for SPAG
LITERACY
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APPENDIX C: Examples of how to structure written work from the English and History departments
Introduction:
If you had to answer the question in one sentence, what would you say? This answer should form the
argument or view that runs throughout your essay. Make sure you include key words from the question to
show that you’re focussed.
e.g. In Ralph, Golding presents a character who represents democracy and fairness, but who, like the human
society the writer observed, is also marked by failure and inadequacy.
Include the writer’s name and use key words from the
question (or synonyms thereof)
T
E
A
L
opic Sentence
vidence
nalysis
ink
e.g. Golding presents Ralph as a leader chosen for his
surface appeal rather than skill.
The topic sentence should give a view of the text that you
will go on to prove with evidence.
This view should fit within the view set out in your
introduction.
Evidence has to support the view in your topic sentence.
Make sure your evidence is incorporated fluently into your
writing.
e.g. The initial description of him as ‘the boy with fair
hair’…
Analyse something specific in your evidence, such as a
single word or a linguistic technique such as simile. What
are the connotations or impressions created?
e.g. Ralph’s hair colour has connotations of angels or
cherubs, presenting him initially as an innocent, even holy
child, perhaps the saviour of the island.
Link back to the question, link to another piece of
evidence, link to context, link to a comparison, link to a
different opinion, or link to your next paragraph idea.
What you link to will depend on the essay question and
assessment objectives.
e.g. Furthermore, his leadership is conferred because he is
in possession of the conch, …
Conclusion:
Move forward from your introduction: don’t repeat what you have already said but condense your views into
a final judgement. Excellent conclusions often include a pithy, relevant quotation that you have not yet given.
e.g. Ultimately, readers admire Ralph’s attempts to bring stability and civilisation to the island; the real
sadness of the novel is that his efforts are futile because the civilisation he clings to ‘knew nothing of him and
was in ruins’.
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Writing an A Level History Essay
With reference to the essay title ‘The use of propaganda succeeded in strengthening the Nazi regime in the years
1933-1939’. Explain why you agree or disagree with this view.
Introduction
Point
Evidence
Explain
Middle
x 3-4
paras
Evaluate
and Link
Conclusion
Your introduction needs to make a good impression. Ideally, it should sparkle, leaving the
impression that you really know what you are talking about. As far as you possibly can, you
need to state your answer to the question and then say how you are going to prove it. You
might want to use a quote from a historian which supports your viewpoint, or find some
evidence which sums up what you are going to say in your argument.
Eg: Both Adolf Hitler and Josef Goebbels had a great belief in the power of propaganda to
persuade and influence. In 1934, Goebbels wrote: ‘Propaganda was our sharpest weapon in
conquering the state, and maintains our sharpest weapon in building up the state’. The year
up to 1939 did not always prove Goebbels right. Some social groupings remained relatively
unconvinced by the claims of Nazi propaganda. Perhaps the most that could be said for the
impact of Nazi propaganda is that it worked best when it reinforced existing attitudes. In this
respect, it did strengthen the regime. However its wider impact was limited.
Identify your point. This must be clear and relate directly to the question. You could
prioritise factors by starting with the following sentence:
The largest/ most important way in which propaganda strengthened the Nazi regime was in
relation to the Volksgemeinschaft.
Give real facts and evidence to support the point that you have just made. Do not use a
quote from a historian as this is only opinion and not proof.
Membership of the Hitler Youth rocketed from about 100,000 members in 1933 to nearly 6
million by 1936.
(You can repeat the evidence and explain sections several times in a paragraph to reinforce
your point with different examples).
Explain the importance of the evidence that you have given in relation to the point that you
made at the start of the paragraph. If you are going to discuss the views of historians, here is
where you do it- in relation to the evidence and the point that you have given.
This shows that many young people were attracted to propaganda which elevated their role
and their status in a ‘new’ Germany.
(You can repeat the evidence and explain sections several times in a paragraph to reinforce
your point with different examples).
Evaluate the significance of the point, evidence and explanation that you have given in
relation to the question. Link back to the question (therefore, this was significant…), link to
another piece of evidence (in addition…), link to context (this is important, especially when
seen in relation to…), link to a comparison (comparatively this is more/less important
than…because…), link to a different opinion (in contrast...), or link to your next paragraph
idea (this is also demonstrated by…).
What you link to will depend on the essay question.
Overall this shows that there is some compelling evidence that propaganda had a positive
impact in strengthening the regime.
Do not bring in fresh factual material and return to the actual wording of the question and
answer it as directly and succinctly as possible – and make sure it's consistent with what
you've written earlier. Try to leave the reader with a punchy statement or even a quote that
you haven’t used before.
Overall, it could not be claimed that all propaganda strengthened the regime or converted
people to Nazis. By 1939, indeed, there was some growing evidence that the constant
propaganda bombardment through radio and press, popular culture, film and art was almost
counterproductive. Nevertheless, as has been stated, propaganda had some impact where it
confirmed what people already thought or believed and, on balance, it had more success
than failure
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