• About Arnold
  • Headmaster
  • Contact Information
  • Location
  • History
  • People
  • Kindergarten
  • Junior School
  • Sixth Form
  • Library
  • Governance
  • Bursary
  • Policies
  • Facilities
• Curriculum
  • Curriculum
• Extra Curricular
  • Clubs and Societies
  • Sport
  • Music
  • Drama
• Achievements
  • Exam Results
  • Sports Results
  • House Results
  • Merit Awards
• Admissions
  • General Information
  • School Fees
  • Enquiry Form
  • Taster Days
  • Arrange a tour
  • Staff Vacancies

INTRODUCTION

This policy outlines the teaching, organisation and management of the literacy taught and learnt at Arnold Junior School. The school’s policy for literacy is guided by ‘The National Literacy Strategy: Framework for Teaching.’ Individual teachers then adapt or extend this framework according to year group and ability. The policy also takes into account the fact that Arnold Junior School is an independent school and that all children must be working towards taking an Entrance Exam in Year 6 for entry into Arnold Senior School. The policy has been drawn up as result of staff consultation and has the full agreement of the Headmaster. It is the responsibility of all teaching staff to implement this policy.

LONG TERM OBJECTIVES

• Ensure equality of opportunity for all pupils regardless of gender, culture or religion.
• Identify and meet the pupils’ needs, taking into account individual interests and abilities, their English experiences and learning already accomplished.
• Create a stimulating environment, in which pupils come to feel that speaking and reading and writing are an essential and natural means of communicating.
• To foster the pupils’ understanding of the spoken word and be able to express her/himself verbally, both clearly and fluently.
• To develop the pupils’ ability to listen attentively with concentration and understanding.
• To develop reading skills so that the pupils’ can read with fluency, accuracy and understanding. To promote awareness of the variety and availability of books.
• To develop an understanding that writing is both essential to thinking and learning and enjoyable in its own right. To allow pupils to communicate in a variety of ways for various occasions and purposes.
• To encourage pupils to master the mechanics of spelling and be independent and confident spellers.
• To teach the pupils to produce a clear, legible style of joined up handwriting.
• To encourage the parents’ involvement in their child’s learning of English.

EQUAL OPPORTUNITY

We are committed to providing a teaching environment conducive to learning. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.

B. THE TEACHING OF LITERACY

Teaching Time
Each class teacher will provide adequate time for developing literacy skills. There will be a daily literacy lesson planned within the School’s formal timetable.

CLASS ORGANISATION

Foundation Stage
Please refer to the Foundation Stage Handbook

Key Stage One
At Key Stage One Literacy is divided into 5 categories: Speaking and listening, reading, writing, spelling, and handwriting. Literacy activities are part of a planned scheme which aims to be progressive, building on skills knowledge and understanding while allowing for the development of pupils’ individual styles. Literacy is taught by the form teacher for approximately 6 hours per week. Classes are of mixed ability. Clearly defined targets in all aspects of language aim to ensure that pupils move forward in their learning.

Key Stage Two.
All Key Stage 2 pupils (Years 3-6) will normally follow a lesson of spelling, comprehension, grammar, creative writing and handwriting throughout the week. Speaking and listening can be included as a lesson in its own right or integrated into the other areas of English and other subjects across the curriculum.

The classes are divided into ability sets when they begin K.S.2 work. The sets are flexible and are usually coloured coded e.g. a red group of more able children will cover the normal curriculum and extend it whereas a blue group will also cover the curriculum but will focus on consolidating and reinforcing work. Within the sets there is also differentiation for the gifted children and those with an individual learning plan.

The timetable allows for 9 periods of literacy per week. e.g

A typical week for Year Three would be:

Monday Spelling and punctuation double lesson
Tuesday Comprehension double lesson
Wednesday Grammar double lesson
Thursday Creative Writing double lesson
Friday Handwriting or Drama single lesson
Class story single lesson

Reading
Key Stage One
We aim to surround and expose pupils to a wide range of literacy to enable them to become independent readers who find pleasure in books. Pupils are heard to read daily by the teacher/nursery nurse, and are encouraged to chose their own library books.
Key Stage Two
Teachers will hear the pupils read throughout the week, the frequency depending on the pupil’s ability. Reading records are monitored daily. Each teacher organises times during the week for the children to read their library books. Each class will experience a weekly library session in our new Resource room. Pupils will be able to borrow books and enjoy reading in their own time.

Homework
Key StageOne
Reading homework is set daily. Spelling lists are taken home to prepare for weekly spelling tests
Key Stage Two
English homework is set twice a week and focuses on reinforcing work completed in the lesson. (See Homework Policy)

Out of School and Extension Activities
Where possible pupils in both Key Stages are given the chance to extend and enrich their literacy ideas with visits to the Theatre and Libraries or meeting visiting authors and poets in School.

Cross curricular links between literacy and other subjects
Literacy contributes to many subjects within the curriculum and opportunities will be sought to develop literacy skills in a wide range of activities. This will allow the children to begin to use and apply their skills in a real context. (ICT, see later)

SCHOOL AND CLASS ORGANISATION

How we cater for pupils who are more able
At KS2 the more able pupils are already in sets for English where they can be provided with extra challenges. Special arrangements are made for the exceptionally gifted pupils who may follow an individualised programme. (See policy for gifted and talented)

How we cater for pupils with particular needs
Teachers will differentiate and involve all pupils. They will provide support through resources and adult help where necessary.

Pupils with special educational needs and individual education plans
These children will work in the lower ability sets. Teachers will liaise with the learning support teacher and children will be included in literacy lessons working at their level or on a specific programme designed for them. In this way they will benefit from participating orally and in watching and listening to other children demonstrating and explaining their own ideas.

RESOURCES

Text Books

Key Stage One:
Scholastic: Speaking and Listening 5-7
Nelson Workbooks: Handwriting and Phonic Work Year 1 and 2
Nelson Grammar Text Book Year 2

Key Stage Two:
Nelson English text books are used throughout K.S.2
This is structured and skills based course published in 2000.
It includes:
Fiction Skills books 1-4
Non Fiction Skills 1-4
Nelson Grammar 1-4
Nelson Spelling 1-4
Nelson Handwriting 1-4

Scholastic Comprehension Photocopiable 1-4
Scholastic Speaking and Listening 7-9, 9-11
Haydn Richards Grammar Text books
Class sets of read aloud plays
Play scripts
Class sets of dictionaries
Year group sets of thesaurus
Teacher generated worksheets
Resources are kept in individual classrooms or in a designated area in the teacher’s marking room.

Reading Books
Key Stage One A full and comprehensive choice of reading books is available providing an eclectic mixture of reading styles and genre.
Key Stage 2: Pupils have access to vast choice of Key Stage 1 reading schemes when necessary
All Board Reading Scheme Levels 9-13, Colour coded daily reading books all genre covered
All reading books are kept in colour coded boxes in the book areas near classrooms.

Information Communication Technology
All classrooms have two computers to assist the teaching of literacy. The Literacy Bank is the main programme used to challenge and reinforce work. All children have one hour in the ICT suite taught by a specialist teacher and literacy is included in this programme of work. (See ICT policy)

Planning
Planning is devised at three connective levels: long term, medium term and short term. Long –term planning (what should be taught) A significant part of this is taken from the Nelson English Scheme planning and objectives. In addition Year 6 will be planning for the Entrance Exam into the Senior School and also all K.S.2 for the SATS and optional Tests in May. Medium-term plans (when it should be taught) these outline the termly units of work. They show the main teaching objectives and when they will be taught. Short-term plans are weekly notes based on the literacy to be taught in a particular week. As these are checked each day teachers can build into the plan reinforcement if a particular concept requires it or comment on the progress of certain children.

Assessment
Short-term assessments will be an informal part of most lessons. As books are marked or individuals are heard to read this will help teachers assess progress and understanding. These assessments will be used to inform teaching in a continuous cycle of planning, teaching and assessment. Most teachers will assess each half term to check understanding of work covering the learning objectives for that particular time.

In September Year 3 are screened for Special Learning Difficulties. Years 4, 5 and 6 then sit connective reading tests to check on going progress in reading. Each January Year 6 will be assessed when taking the Entrance exam into the Senior School.

All K.S.2 will be assessed using NFER standardised tests in January or February.

In May Year 6 will take End of K.S.2 SATS and Years 3,4 and 5 will be tested using the optional QCA tests.

Children’s progress can be monitored across the Key stage through standardised scores. Teacher’s records and supplementary notes and knowledge about their literacy group will be reported to the child’s next teacher. Parents will be sent mid year and end of year reports.

Role of co-ordinator

KS1 Mrs Lawson, KS2 Mrs Woodhead

• To be enthusiastic about Literacy and demonstrate good practice.
• Prepare, organise and lead Inset with support from the Headteacher
• To monitor the implementation of this policy through classroom observations.
• To be a good role model and afford colleagues the opportunity to share in good practice.
• To review and organise all Literacy resources and purchase additional materials as required.
• To review assessment and record keeping procedures and be involved in analysing test results.
• To liaise with the Heads of Sections to ensure continuity across the Key Stages.
• To support and guide staff by encouraging the sharing of ideas.
• To be aware of national development in Literacy through reading relevant materials and attending courses – time permitting.
• To work to achieve equality of opportunity throughout the school.
Role of the Heads of Sections
To liaise with the co-ordinator and staff members to ensure continuity across the Key Stages.

Role of the Headteacher
• Lead, manage and monitor the implementation of this policy, including monitoring teaching plans and the quality of teaching in classrooms.
• Ensure that Literacy retains a high profile in the school’s development work.
• Deploy support staff to maximise support for this policy.

Senior School Liaison: J Bridges

<< Back

School Shop
Everything you need for school life

Sports news
All the latest news and results.

Arnold Monthly Draw
Your chance to win

The Arnold Times
Junior News is here.

School rules
A breach of common sense is likely to be a breach of school rules. Find out what they are here.