At All Saints Academy we believe literacy is a fundamental part of every child's education and we are committed to ensuring that literacy skills are promoted throughout the curriculum, as well as in daily lessons. The National Curriculum for English describes what must be taught in each year group. The teachers plan within and across Key Stages to ensure continuity and progression in the teaching of the subject, in addition to the integration of literacy within our other curriculum areas. We aim to encourage a love and enthusiasm for reading and writing that will serve our children well as they move through life. Underpinning the literacy opportunities found throughout the curriculum are high expectations and an ethos of high achievement.
Our aim is to teach children to communicate clearly and with confidence in a range of situations. We develop their skills for self-expression, extend their vocabulary and build up the grammatical constructs which are necessary to develop and express more complex thoughts. Children are given opportunities to speak in formal (e.g. class assemblies, school productions, presentations etc.) and informal situations (circle time, 'show and tell' etc.), both prepared and unprepared. They benefit from group work, discussion and debate in literacy lessons throughout the curriculum. We understand and aim to promote the importance of talk as a basis for writing.
We believe that good listening is the key to most learning and mental development, and we therefore promote active listening. Through this, children can achieve mental focus and development, improved thinking skills, socially accepted behaviour and the ability to reflect. This is achieved through an insistence on mental focus, listening games and activities, the modelling of Standard English and a range of other activities.
Writing does not exist in our culture in a separate, unrelated space or as an isolated pursuit. It is a meaningful activity, completely linked to a wide range of literacy events, with very clear purposes. It develops best where opportunities are provided for extended discussion and developmental talk to support and encourage the writing process. Writing has a better chance of succeeding with pupils who increasingly understand about how a range of texts, carefully constructed for identified audiences, can interact to serve social and learning purposes. We aim to:
ensure pupils read widely, frequently and independently to make greater progress in writing
focus on text level objectives such as: What purpose(s) does this work serve? What is characteristic of these sorts of texts? How do published authors achieve these written outcomes?
provide constant feedback in the literacy sessions through 'talk partners', teacher / other adults and at the time of composition
ensure shared and guided reading form key features of literacy sessions, involving a balance of reading and writing
provide opportunities to work on sustained pieces of writing, in which new skills and knowledge should be encouraged
recognise the importance of integrating the specific skills taught with good opportunities to use them in genuine writing contexts
encourage pupils to articulate their own thoughts, insights, problems, fears, enthusiasms - how they feel about themselves as writers and their levels of self-esteem
Reading is a complex skill with many components. Successful approaches to the teaching of reading should encourage children to use a variety of strategies in their pursuit of meaning. Reading should be a valuable and rewarding aspect to children's learning and consequently should open the door to a world of knowledge. We aim to:
build on the child's prior knowledge and literacy experience
recognise and value the parents / carers role as prime educators in the pre-school years, and work together to develop the child's reading skills
teach our pupils to become confident, independent, reflective readers who read from a range of texts for a variety of purposes
deliver a structured and progressive whole school approach to the teaching of reading
create a reading culture by providing a rich language environment within the classroom and throughout the school
select appropriate resources to motivate, challenge and extend pupils effectively
identify pupils who require additional support and intervene at an early stage
monitor reading progress attainment closely
promote an ethos of achievement by setting high expectations and challenging targets
At All Saints Academy we believe that drama is a powerful tool for learning, both in its own right and in developing skills across the curriculum. Drama utilises children's natural ability to play and imagine other worlds as well as provide purposeful and meaningful contexts for learning - both real and imaginary. It also provides opportunities to develop empathy and a strong sense of community allowing for social learning. Staff use a range of drama strategies and conventions within their lessons, such as Teacher in Role, Mantle of the Expect and Hot-Seating to bring their lessons to life. Our aim is to use drama as a learning medium to:
ensure every child succeeds
build on what learners already know
make learning vivid and real
make the learning an enjoyable and challenging experience
enrich the learning experience
promote assessment for learning