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Bishop Challoner
Catholic Collegiate School
POLICY : LITERACY
\u2018Students should be taught in all subjects to express themselves correctly and
appropriately and to read accurately and with understanding.\u2019

All teachers are teachers of literacy. As such, the staff of BCCCS are committed to developing literacy skills in all of our students, in the belief that it will support their learning and raise standards across the curriculum, because:

\u2022
Everyone needs vocabulary, expression and organisational control to cope
with the cognitive demands of subjects.
\u2022
Reading helps us to learn from sources beyond our immediate experience.
\u2022
Writing helps us to sustain and order thought.
\u2022
Language helps us to reflect, revise and evaluate the things we do, and on the
things others have said, written or done.
\u2022
The language needed to respond to higher order questions encourages the
development of thinking skills and enquiry.
\u2022
Improving literacy and learning can have an impact on our self-esteem,
motivation and behaviour.
\u2022
Literacy allows us to learn independently: it is empowering.
Note:
This policy should e read in conjunction with the Policy for E2L Students.
\u2022
Lead and give a high profile to literacy in their teaching.
\u2022
Support and monitor the teaching of literacy across the schools in their line
management of faculties.
\u2022
Provide students with knowledge, skills and understanding they need to read,
write and speak and listen effectively.
\u2022
Contribute to students\u2019 development of language, since speaking, listening,
writing and reading are, to varying degrees, integral to all lessons.
\u2022
Encourage their children to use the range of strategies they have learnt to
improve their levels of literacy.
\u2022
Take increasing responsibility for recognising their own literacy needs and
making improvements.
POLICY NO 46
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REVIEWED MAY 2005
\u2022
Oversee and monitor literacy in a whole-school context.
\u2022

Language is the prime medium through which students learn and express themselves across the curriculum, and all teachers have a stake in effective literacy.

\u2022
All schemes of work and most, although not all lessons, should develop
literacy through the use of subject-specific and general vocabulary
\u2022

In all subjects across the curriculum, students should be given opportunities to express themselves through language in the media of the written and spoken word.

\u2022

In all subjects across the curriculum, students should be encouraged to speak and write with good grammar, to develop their vocabulary, and to write with correct spelling.

\u2022
Key vocabulary should be taught in introductions to lessons, employed in the
main body of lessons, and tested/recapped in plenaries at the end of lessons.
\u2022

We seek to teach students to use language precisely and coherently. They should be able to listen to others, and to respond and build on their ideas and views constructively.

\u2022We seek to develop strategies to teach students how to participate orally in

groups and in the whole class. These strategies include: using talking to develop and clarify ideas, identifying the main points to arise from a discussion, listening for a specific purpose, and discussion and evaluation.

\u2022We aim to give students a level of literacy that will enable them to cope with

the increasing demands of subjects in terms of specific skills, knowledge and understanding. This applies particularly in the area of reading (including from the screen), as texts become more demanding.

\u2022We aim to teach students strategies to help 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.
\u2022We seek to build on and share existing good practice.
It is important that we provide for co-ordination across subjects to recognise and
reinforce students\u2019 language skills, through:
\u2022Making connections between students\u2019 reading and writing, so that students
have clear models for their writing.
\u2022Using the modelling process to make explicit to students how to write.
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REVIEWED MAY 2005
\u2022Being clear about audience and purpose.
\u2022
Providing opportunities for a range of writing including sustained writing.
In the use of language across the curriculum, faculties and subjects should seek to
give students opportunities to use language to:
\u2022
inform
\u2022
recount
\u2022
explain
\u2022
instruct
\u2022
persuade
\u2022
discuss
\u2022
analyse
\u2022
evaluate
\u2022
write in structured ways (e.g. formal essays)
In use of language across the curriculum, faculties and subjects should seek to give
students opportunities to use subject-specific vocabulary.
For subject-specific vocabulary, students should be taught:
\u2022
How to say the words.
\u2022
How to spell the words.
\u2022
What the words mean.
Each department will:
\u2022
Identify and display key vocabulary.
\u2022
Revise key vocabulary.
\u2022
Teach agreed learning strategies that will help students to learn subject
spelling lists.
\u2022
Concentrate on the marking of high-frequency and key subject words taking
into account the differing abilities of students.
\u2022
Test or revise high frequency words regularly, setting personal spelling targets
as appropriate.
Some students need additional support owing to learning and other difficulties, while
other students need to be challenged and extended.
Strategies to be used include:
\u2022
Questioning (open/closed)
\u2022
Use of different thinking skills in teaching and learning
\u2022
Adjusting the demands of the task
\u2022
Use of additional support (e.g. TAs)
\u2022
Use of group structures within classes
\u2022
Streams and sets
POLICY NO 46
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REVIEWED MAY 2005
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