Literacy

literacy-logo

‘Literacy skills’ relate to our ability to communicate effectively, in a variety of ways, to a range of audiences. Literacy encompasses the skills of reading, writing, speaking and listening.

Here at Trinity Catholic College we believe that it is vital that we provide our students with the essential literacy skills that will enable them to achieve both academic success and allow them to succeed within their chosen career.

 

Trinity’s Literacy Aims:

  • CIMG0431To assist in raising the profile of literacy within the school across all subject areas.
  • To help raise levels of literacy by encouraging all students to achieve their full potential in their reading, writing, speaking and listening skills.
  • To develop the appropriate use of these skills within a variety of contexts and a range of audiences.
  • To have high expectations of all students’ literacy skills.
  • To provide structured support for individuals who are experiencing difficulties in any area of literacy.

 

Literacy across the curriculum policy

 

Planet

Planet LogoStarting from September (2015-16) all pupils will have a PLANET section at the back of their planners.  This is part of their required classroom equipment.

The acronym Planet stands for ‘’Pupils’ Literacy and Numeracy Skills Excelling at Trinity’’. This section of the planner provides pupils with a personal tool kit and a personal dictionary for pupils to extend their vocabulary and transfer their literacy and numeracy skills across the curriculum. Following their initial introduction, we conducted a pupil survey to gauge their thoughts on the Planet book. The overwhelming consensus from the pupils was that they provide significant help in subjects across the whole curriculum. This included a response from one pupil who said “we use the planet books to practise spellings. This helps me become more confident with words that I would usually struggle to spell.” (Ebonie Woodier Y7)

Using Planet:

Pupils will be encouraged to note down any spelling mistakes that they make on a regular basis in the Planet section of their planner.  These then become tailored to the individual pupil which help with words that they find troublesome or subject specific vocabulary.

 

AR logoAccelerated Reader

  • An intensive Reading programme (Accelerated reader) is delivered to all students in KS3 the students read a book, take an online quiz, and get immediate feedback. Students respond to regular feedback and are motivated to make progress with their reading skills. A comprehensive set of reports reveals how much a student has been reading, at what AR levels1level of complexity, and how well they have understood what they have read. Vocabulary growth and literacy skills are also measured, giving teachers insight into how well students have responded to reading schemes and class instruction.
  • Teaching Assistants are allocated to support students with literacy difficulties not only in core subjects but across the curriculum.
  • Members of staff are ensuring that literacy is highlighted in Schemes of Work and lesson planning where appropriate.

Students are given literacy resources to help them develop their literacy skills across the curriculum

Teachers highlight literacy aspects of the lessons with the literacy/numeracy logo (PLANET)

 

 

 

Parents –What you can do to support your child’s literacy?

Research has consistently found that the more children read, the more developed their literacy skills become in relation to reading, spelling, use of punctuation and grammar, and their vocabulary. As a result of this, we are encouraging children to read as regularly as possible at home. We realise that some children are not keen readers and as a result we are trying to make them aware of the huge importance reading has upon their academic success, even if the material itself does not have any relevance to a particular subject.

 

How you can encourage your child to read?

  • Read regularly – 30 minutes a day is the ideal reading time.
  • Encourage them to discuss what they are reading.
  • Find out what they are interested in; children are far more likely to read something that they have been able to choose than something handed to them.
  • Ask questions about the text your child is reading: Why? How? What might happen next?
  • Try and make sure that your child has access to a variety of interesting texts e.g. fiction, autobiographies, magazines, newspapers.
  • Visit a library or book shop to inspire varied reading.

Parent_Help_Reading

 

Spelling

One of the major barriers to confident writing is anxiety over spellings. However, this barrier can easily be broken down with practice and patience. As a school we promote the value of accurate spellings and the huge importance this has both in relation to academic success and professional success in their adult lives.

Parent_Help_Spelling_600

 

Resources to continue to support your child’s literacy at home

 

Further Reading Lists

 

World Book Day 2016