Literacy Policy (DRAFT)

HOLY TRINITY C of E. PRIMARY SCHOOL LITERACY POLICY

                   (draft corrections and additions in red italics - TW)

Introduction

This document is a statement of the aims, principles and strategies for teaching and learning (of) English at Holy Trinity Primary School.

The policy was reviewed during the summer term 2007? through a process  of consultation with teaching staff and Governors.

Aim

Our aim in teaching English is to provide equal opportunities for all to acquire the skills of communication necessary for life and to enable each child to experience a broad and varied language experience.

Objectives

Our objectives in teaching speaking and listening are that alJ children:

·        will develop the necessary skills to use the English language confidently, appropriately and accurately to the best of their ability,

·        will be able to speak clearly, fluently and cogently using Standard English as and when appropriate,

·        will be able to listen to the spoken word attentively with understanding, pleasure and empathy,

·        with English as an additional language will be able to achieve their potential.

Our objectives in teaching reading are:

·        to instill in each child a love of books so that they read for pleasure, choosing confidently from a wide range of books and other media,

·        to enable all children to read known and unknown text fluently and with understanding, giving them access to their Christian heritage (through scriptures and Christian liturgy).

·        to encourage all children to read for information to broaden their knowledge and stimulate their own ideas, and achieve their potential,

·        actively to encourage parents to participate in and share in their children's reading development.

Our objectives in teaching writing are:

·        that all children will be able to write effectively for a range of audiences and purposes using spelling, punctuation and syntax accurately and confidently,

·        that all children will develop a clear and fluent, cursive handwriting style,

·        to value the written work of all pupils,

·        that all children will have the tools and knowledge to spell accurately,

·        that children have good role models when learning to write either through shared, guided or independent work.

Principles of the Teaching and Learning of English

English is important because it:

·        empowers the learner and is essential for independent learning, the world of work and most other aspects of everyday life.

·        is the basic language of communication in our society.

·        is the foundation for almost all the learning (,) which takes place in our school.

English is a core subject of the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in the Primary Framework for Literacy under two main headings.

        1. Speak and listen for a wide range of purposes in different

contexts.

        2. Read and write for a range of purposes on paper and on screen.

These are taught through the application of the National Literacy Strategy.

English is taught by class teachers.

In Key Stages 1 and 2 the children are, for some lessons, placed into ability groups by mixing children within a class, in order to provide work more appropriate to individual needs.

Children with individual needs in English receive support through appropriately differentiated work, the use of extra teacher's support and non-teaching assistants. They include:

·        children with difficulties in learning to read who are given opportunities for reading with a trained adult,

·        children with difficulties in language work and expressing their ideas who are given extra support in small groups from the I.E.N. coordinator,

·        children with a particular flair for English who are able to work more quickly through the levels of the National Curriculum and are extended through the use of a wide variety of reading materials and projects involving speaking and listening.

Outside agencies are involved, where appropriate and children are given support from Speech Therapists and the Literacy Support Services. (see I.E.N. Policy)

Teaching assistants are used in English to assist:

·        in the classroom by listening to children read in a one-to-one context and in small groups

·        on outings and visits fostering discussion and questioning among small groups,

·        in providing other help, such as support for word-processing, group reading, writing and handwriting.

Homework is used to support English. Activities might include:

·        the learning of spelling lists ( expected of all children from year 1 onwards) ,

·        specific tasks set regularly by teachers which may involve completion of work started at school,

·        reading books which go home regularly,

·        encouraging support from parents with reading, especially in the early years, (when the children regularly take home reading books to share with a parent).

The emphasis in our teaching of English is on building upon, and having respect for, the child's home experience and language, developing this in various ways and in the most appropriate environment: We aim to facilitate learning by:

·        offering adults as positive role models if' reading, writing, speaking and listening.

·        allowing children to acquire a vocabulary for talking about language.

Excellence in English is celebrated in display and performance including: display of hand-written and word-processed work, read or spoken presentations to the class or whole school during acts of collective worship, performance of improvised and scripted dramatic productions.