1. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE The Emmbrook Literacy Policy Introduction - September 2012 Literacy Across the Curriculum

2. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Objectives: To introduce the Teaching and Learning ‘Literacy Policy’ from September 2012 To provide staff with a Literacy ‘framework’ to use in the classroom

3. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Research into Ofsted Inspections (April/May 2012) – literacy Good: Charter Academy, Hampshire ‘Good teaching is the norm. They are well focused on challenging the barriers to learning among many students in clear areas such as literacy’ Gosforth East Middle School ‘The school is explicitly helping them [students] develop good basic skills in literacy and numeracy’

4. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Research into Ofsted Inspections (April/May 2012) – literacy Satisfactory: Basildon Lower Academy ‘…the teaching of basic literacy and numeracy skills is not well managed’ Droylsden Academy, Manchester ‘…more widely in lessons skills in literacy and numeracy are not being promoted effectively’

5. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Literacy Policy for September 2012 POLICY: (6 main points) 1.Self-assessment of all extended writing with a marking dialogue between student and teacher 2.Access to reading material in every classroom 3.Insistence on full sentences in work and verbal communication 4.Student talk/teacher model/student write in all subjects 5.All extended writing MUST be in paragraphs 6.Key words and spelling for each subject must be accessible and displayed/used

6. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Literacy Policy – Point 1 Self-assessment of all extended writing with a marking dialogue between student and teacher (see Literacy policy handouts)

7. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Teachers mark in green pen Students to be given a mark sheet and Literacy ‘Checklist’ for all work/home learning to be stuck in the front of their exercise books as a reminder of WHAT to check when proofreading and before giving in their work (copies to be found in staff room) Marking abbreviations WWW = what went well EBI = even better if… Literacy across the curriculum CHECKLIST In my writing, have I used… Paragraphs? (NP //) Capital letters at the start of a sentence? (C) Capital letters for proper nouns (names of people, places, titles, etc)? (C) Correct punctuation (full stops, commas, etc)? (P) A dictionary for words I don’t know how to spell? (Sp) Connectives at the start of some sentences? (gr) The correct tense throughout? (gr)

8. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Teacher marks each extended piece of writing including: WWW / EBI / ATL Teacher marks in margin throughout for literacy: Sp, P, gr, NP// Targets and Literacy target at bottom in form of questions (see History example on your handout) Books given back and 15 minutes allowed for reflection and response In a different pen, students ‘answer’ the questions (See example on your handout) Reflective DARE points given to students who reflect and write responses to comments in the 15 minutes Important: Teachers need to explain ‘how’ they are marking from the very beginning of the year – don’t fall into trap of expecting students to know you are not marking for spellings, etc. Otherwise they will feel that their work is OK and doesn’t need correcting. Mark for literacy throughout in the margins and refer to it in the targets

9. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Policy Point 2 Access to reading material in every classroom: Students AND staff carry reading books or have access to reading boxes in classrooms Reading for pleasure to be encouraged during College Time. College tutors to promote and encourage all types of texts during M&C sessions, etc. Library lessons in KS3 in English. Teachers read with students as role models and hear students read aloud Further promotion of reading posters around school: Mr … is currently reading… If you want more info about this book, ask Mr… (teachers change according to book they are reading at time). Suggested reading lists available in library and on website All classrooms to have at least ONE dictionary

10. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Policy Point 3 Always insist on FULL sentences in written and verbal communication: Exploratory talk – enables teacher to model the art of communication Students always answer any question in class with a full sentence Posters to be supplied in every classroom emphasising the need for full sentences (in next few weeks) Teachers correcting students to encourage full sentences in conversation and in written work helps to develop communication.

11. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Policy Point 4 Teacher talk/teacher model/students write: Students should know how to write in a specific format, explicitly learning the conventions for each piece of writing Teachers talk about writing task with students – e.g. how to write a report/how to write an essay, etc with rules explained for each piece of writing Teachers ‘model’ opening of writing task on board complete with ‘drafting’ mistakes, which students help to write Students then understand what they must do and can then write their own piece using the ‘shared’ work as a guideline or as their first paragraph (differentiation for lower ability – use class paragraph) This to be followed before each piece of extended writing in ALL subjects

12. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Policy Point 5 All extended writing MUST be done in paragraphs (where appropriate): When marking, there should be evidence of paragraphing. If not, teacher needs to point it out and not ignore. Teacher needs to make the rules for paragraphing explicit at the beginning of the year so students know

13. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Policy Point 6 Students MUST know key words for each subject: Key words are in planner Key words to be displayed in ALL subject classes so students can see them (Posters for your subjects will be in the staffroom to collect – please display in your classrooms in a prominent place) Key words to be pointed out in subjects regularly with spelling quizzes, etc SEN/Literacy to provide specialist BOOKLETS for each Year group containing key subject spellings and definitions to allow words to be looked at in context (available in hard copy for dyslexic students and SEN students) The above words/definitions for all years to be available on website for all parents to download and use as an aid to helping their children

14. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Things to look out for this term: Text types resources for all staff to use on the network Laminated posters promoting the use of full sentences ‘Mr/Mrs/Miss … is reading…’ laminated posters Subject specific words/definitions on website for easy access by teacher/student/parent Reading lists on the website for parents Literacy quizzes and competitions

15. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Action Points: Please take the following resources from the staffroom today: Marking checklist sheet (one per student per subject to be placed prominently in exercise books) Subject key words to be displayed in your classrooms – Curriculum Leaders to take them for your subject classrooms Mind Time presentations to be shown to students explaining marking and literacy policy during the first 1-2 weeks Please take time to read the Policy handout which explains this presentation in more detail

16. Bespoke high impact learning to maximise learning to maximise achievement for all. Delivered through DARE Literacy Thank you in advance for your help implementing Literacy across the curriculum in your lessons Any questions?