Literacy Policy

Literacy purpose
At Oakfield, we know that to lead happy, fulfilled lives, and to be members of the
community, our learners need to have a range of experiences, and opportunities
which develop their literacy skills. We understand that literacy is not just the ability to
read or write, but is an all-encompassing skill, which is needed for life; which
incorporates the vocabulary a young person needs to access the community,
socialise, and express themselves.
We also recognise at Oakfield, that literacy looks different to individual learners, and
across the curriculum. With this in mind, Oakfield has a bespoke literacy offer to
learners in school and college.
At Oakfield we believe that our young people’s literacy skills are a whole school,
whole staff team, responsibility.
Literacy is a golden thread at Oakfield, which encompasses reading, writing, speaking
and listening. The Words for All School Improvement Plan is underpinned by the
importance of literacy.
Oakfield’s literacy policy has been informed by the Education Endowment
Foundation’s ‘Improving Literacy in Secondary Schools’, Just Reading by the University
of Sussex, Whole Education’s Words for All, Alex Quigley’s The Reading Gap and The
Vocabulary Gap.
Aims
At Oakfield the overarching aim for Literacy is to promote high standards of language
and literacy by equipping learners with a strong command of the spoken and written
word, and to develop their love of literature through widespread reading for
enjoyment. We aim that all learners are able to:
• communicate effectively
• develop literacy from emerging pathways to higher order skills
• foster learners’ abilities to their fullest capacity
• foster an enjoyment of literacy through varied experiences
• develop confidence and promote achievement

Priorities
The two literacy priorities for this academic year are;
An extensive and ambitious reading curriculum
• All learners will take part in Start Well Feel Well every morning, where learners
will either read their reading book they have chosen from the library to a
member of staff, or listen to form teachers reading aloud, high quality,
challenging texts.
 • A love of reading is promoted across school and college through English and
Library lessons.
• All learners will have access to the newly refurbished library which will see
learners actively involved with the selecting, and booking of their choice of
book, which they take home, and are encouraged to read at home as often
as they can.

Disciplinary Literacy is embedded through all subjects across the curriculum

• All learners will be submerged into language rich, subject specific lessons which
teach children the vocabulary they need to effectively access the subject.
• ‘Say it like a’ prompt is used in lessons with subject specific focuses such as; ‘Say
it like a scientist, using full sentences’.

Words for All

Words for All is a school improvement focus, which is based on the Whole Education
research initiative ‘Words for All’. Words for All is a whole school approach to reading;
by extending a learner’s vocabulary and language acquisition. Effective strategies
are shared as part of a wider network of schools across the country. Words for All
Strategies are promoted and used across the curriculum, including reading aloud,
challenging, complex texts to learners, and teaching disciplinary literacy.
Start Well Feel Well
Start Well Feel Well is a form time initiative which promotes a love of reading, and gives
learners the tools needed to self-regulate so they are ready to learn. Start Well Feel
Well books are selected each year to give learners the opportunity to access fiction
and non-fiction texts. As learners progress through the year texts become more
challenging, and complex. Teaching staff read the texts aloud to the young people
to improve their vocabulary and language acquisition. Class discussions are sparked
from curious questions, and key words researched and learned. Texts have been
chosen due to their references to current world affairs, key themes such as climate
change, or refer to minority groups or those who have been discriminated against.

Year Autumn Spring Summer

7 Charlie and the Shadow Private Peaceful

Chocolate Factory
8 Shadow You Can Do It Good Night Mr Tom
9 You Can Do It Private Peaceful Orangeboy
10 Good Night Mr Tom Orangeboy I am Malala
11 No One Is Too Small to I am Malala Extraordinary Women
Make a Difference: in History
Greta Thunberg
KS5 Lioness – My Journey to No One Is Too Small to I am Malala
Glory Make a Difference:
Greta Thunberg
Intervention
Literacy interventions are delivered in the classroom by teaching staff, teaching
assistants and intervention higher level teaching assistants. Class staff identify gaps in
learning, and diagnose misconceptions. Short interventions are used to provide
learners with the skills and knowledge they need to apply to their learning across the
curriculum, with specific focuses such as reading, phonics, and comprehension.
Unlocking Letters and Sounds
During every English lesson, learners engage with phonetical learning. Learners work
with key staff in their class through the phase they are working on. Learners are divided
into small groups so that learning can be adapted to meet learner needs. Learners
choose, and read books which link to their phonic phase, which reinforces the
learning they do in lesson, at home. All staff teach phonics in the same way. Staff
receive CPD on how to teach phonics, so that a consistent approach, supports
learner progress. All teaching assistants have annual training on phonics to provide a
consistent approach to phonic instruction.
Library
Learners have access to the library to explore interest books, and also to choose a
new book which they take home every day. A home to school reading journal allows
staff and parents to write comments which show the learners reading journey through
the year. Comments in reading journals are purposeful, and give meaning, giving the
learner suggestions on how they can improve their reading. The library is a new,
exciting, and inviting place to develop our learners love of reading.
Key stage 3
Oakfield uses a pathway assessment system that are set using robust and rigorous
data including validated Key Stage 2 scores, BPVS scores, reading, spelling
comprehension, and the teacher’s baseline assessment. Learners are then identified
on an aspirational learning pathway.
Knowledge, Skills and Understanding
Learners will have the opportunity to:
Reading
• Develop an appreciation and love of reading by reading a wide range of
fiction and non-fiction, including whole books, short stories, poems and plays
with a wide coverage of genres.
• Choose and read books independently for challenge, interest and enjoyment.
• Learn new vocabulary, understand it and use it correctly.
• Know the purpose, audience and context of the writing and draw on this
knowledge to support comprehension.
• Check understanding to make sure that what they have read makes sense
• know how language, including figurative language, vocabulary choice, and
a range of poetic conventions can be used.
• Study setting, plot, and characterisation, and the effects of these.
• Understand how the work of dramatists is communicated effectively through
performance.
Writing
• Write accurately, fluently, effectively and at length for pleasure and
information.
• Writing for a wide range of purposes and audiences, including: narrative essays
stories, scripts, poetry and other imaginative writing, non-narrative texts,
including arguments, and personal and formal letters.
• Apply a growing knowledge of vocabulary, grammar and text structure to
writing and select the appropriate form.
• Plan, draft, edit and proof-read their own writing.
• Consider how their writing reflects the audiences and purposes for which it was
intended.
• Amend the vocabulary, grammar and structure of their writing to improve its
coherence and overall effectiveness.

Grammar and vocabulary

• Consolidate and build on their knowledge of grammar and vocabulary.

• Studying the effectiveness and impact of the grammatical features of the texts
they read.
• Drawing on new vocabulary and grammatical constructions from their reading
and listening, and using these consciously in their writing and speech to
achieve particular effects.
• Know and understand the differences between spoken and written language,
including differences associated with formal and informal registers, and
between standard English and other varieties of English.
• Use standard English confidently in their own writing and speech.

Spoken English

• Communicate confidently and effectively in their preferred form.

• Use standard English confidently in a range of formal and informal contexts
improvise, rehearse and perform play scripts and poetry in order to generate
language and discuss language use and meaning, using role, intonation, tone,
volume, mood, silence, stillness and action to add impact.

Key Stage 4
Learners follow a range of accreditation including: AQA GCSE, AQA Step Up to
English & AQA Unit Awards
Knowledge, Skills and Understanding
Learners will have the opportunity to:
• Demonstrate skills in speaking, listening, reading and writing necessary to
communicate with others confidently, effectively, precisely and appropriately.
• Express themselves creatively and imaginatively.
• Understand the patterns, structures and conventions of written and spoken
English.
• Select and adapt speech and writing to different situations and audiences
• Understand how variations in spoken and written language relate to identity
and cultural diversity.
 • Become critical readers of a range of texts.
• Use reading to gain access to knowledge and to develop their own skills as
writers.
• Understand how literature from other cultures is influential.
• Connect ideas, themes and issues, drawing on a range of texts.

Key Stage 5
Learners follow a range of accreditation including: Edexcel Functional Skills, AQA
GCSE & AQA Unit Awards.
Knowledge, Skills and Understanding
Learners will have the opportunity to:
• Engage in activities that develop speaking and listening skills.
• Develop reading skills through work that makes cross-curricular links with other
subjects.
• Develop writing skills through work that makes cross-curricular links with other
subjects.
• Work in practical ways, where possible, learning about the art, craft and
discipline of writing.
• Redraft their own work in the light of feedback: include self-evaluation using
success criteria, recording and reviewing performances, target-setting and
formal and informal use of peer assessment.

Monitoring arrangement
The Headteacher and leadership team:
• Will monitor the subject through the Oakfield self-evaluation schedule and
monitoring schedule which are reviewed annually.

Governors:
• Will monitor the work of each subject through the Oakfield self-evaluation
schedule and monitoring schedule which includes a schedule of Departmental
meetings, and Departmental leader reports to governors. This schedule is set
annually.

Departmental leader:
• Monitor learners work and quality of teaching and learning
• Review Curriculum Maps and Schemes of Work based on suitability of use
• Review and monitor risk assessments for practical lessons
• Analyse performance data
• Produce a SES
• Attend link meeting
Links with other Policies
• English subject policy

Links to wider reading and research

• Alex Quigley - The Vocabulary Gap
• Alex Quigley - The Reading Gap
• EEF - Improving Literacy in Secondary Schools
• Sussex University – Just reading
• The Reading Framework

Appendices
• Start Well Feel Well Reading Long Term Plan
• English Curriculum Reading texts
• Words for All SIP

Date approved: 30th November 2022

Review Date: November 2024
Signed Executive Headteacher: C Taylor
 Start Well Feel Well Teacher Reading Long Term Plan
2022 23
Start Well Feel Well books are selected each year to give learners the opportunity to access fiction and non-fiction texts.
As learners progress through the year texts become more challenging, and complex. Teaching staff read the texts
aloud to the young people to improve their vocabulary and language acquisition. Class discussions are sparked from
curious questions, and key words researched and learned.

Year Autumn Spring Summer

Start Well Feel Well Start Well Feel Well Start Well Feel Well

7 Charlie and the Chocolate Factory Shadow Private Peaceful

8 Shadow You Can Do It Good Night Mr Tom
9 You Can Do It Private Peaceful Orangeboy
10 Good Night Mr Tom Orangeboy I am Malala
11 No One Is Too Small to Make a I am Malala Extraordinary Women in History
Difference: Greta Thunberg
College Lioness – My Journey to Glory No One Is Too Small to Make a I am Malala
Difference: Greta Thunberg

Texts have been chosen due to their references to current world affairs, key themes such as climate change, or refer to
minority groups or those who have been discriminated against.
 English Curriculum Reading Long Term Plan

2022 2023

Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Extracts on the
7 The Butterfly Lion Mr Stink
topic of school
Danny, the Champion of the World
8 How To Train Your Dragon
Skellig
9 Holes
Gothic short stories War Horse /
10 / GCSE Literature GCSE Literature Wonder / GCSE Literature texts Stone Cold / GCSE Literature texts
texts texts
GCSE Language & GCSE Language & GCSE Language & GCSE Language & GCSE Language & GCSE Language &
11
Literature texts Literature texts Literature texts Literature texts Literature texts Literature texts
GCSE Language & GCSE Language & GCSE Language & GCSE Language & GCSE Language & GCSE Language &
College
Literature texts Literature texts Literature texts Literature texts Literature texts Literature texts

The texts that are read and studied in English lessons have been carefully selected to not only meet the needs of the National
Curriculum, but also to spark learners’ curiosity and imagination and to introduce them to a wide array of carefully crafted
characters, settings and themes. Learners have dedicated ‘Fiction Explorers’ lessons in which they will read and discuss the book in
depth as well as completing a range of activities which promote comprehension and understanding, foster creativity and develop
appreciation of a full text as a conscious construct. The texts purposefully become complex in each year in order to increase the
level of challenge for learners. In addition to this, in their ‘English Experts’ lessons, learners are also introduced to a wide variety of
fiction and non-fiction texts, such as biographies and autobiographies, poems and extracts and excerpts from classic literature.
These include, but are not limited to: Frankenstein, Dracula, The Hound of the Baskervilles, Treasure Island and several Shakespeare
plays.

At Key Stages 4 and 5, the texts are those which feature in the GCSE examinations. These are as follows:
GCSE Literature
An Inspector Calls, A Christmas Carol, Romeo and Juliet, Power and Conflict anthology poetry
GCSE Language
Extracts from 19th, 20th and 21st century fiction and non-fiction texts.
 Oakfield School Improvement Plan 2022 - 2023
Focus: 3 Words for all
Ofsted Ref: Quality of Education

- Why? - What? - How? - How well? - and so, what?

What needs to Action How will it be done? How will you know that it is How will everyone benefit?
change/develop? working?
What blend of activities are
required?

Learners Literacy continues to be the An audit of existing literacy Short Term: Learners will make
Learners do not always golden thread that runs practice, attitudes and An audit of existing literacy outstanding progress
have opportunities to hear through all learning in all resources will be carried out across subjects will be across all subjects as a
see and read new words in aspects of the subjects taught. by subject specialists. completed. result of explicit subject
rich oral language specific literacy
environments throughout Teaching and support staff are Subject specific literacy Subject specific literacy teaching.
the curriculum. upskilled to contextualise plans will be developed to plans will be developed
disciplinary literacy. Teaching support learner’s ability to including targeted Learners will be more
staff consider the unique interpret subject specific vocabulary. confident about
language, ways of knowing, literacy. communicating and
Parents
doing and communicating with Subject specific reading accessing transition
Parents don’t have
staff to evidence a cohesive Teachers define effective materials are evaluated, opportunities.
opportunities to understand
approach to disciplinary reading, writing and talk in and their complexity is
how disciplinary literacy is
literacy across the curriculum. subject specific areas. measured. Learners will have the
used to support learners
progress. tools they need to access
All teachers are supported to Reading materials are Staff voice indicates that subject specific content
understand how to teach evaluated by subject systems are in place to across the curriculum.
learners to read, write and teachers based on their support learners to access
communicate effectively in quality and complexity. subject specific literacy.
their subjects to narrow the The staff team will have
‘literacy gap’. Teaching staff will have enhanced skills,
Staff Medium Term:
CPD on how to interpret knowledge and
Some teaching staff can be CPD for staff evidences that
All staff are familiar with each and understand learners experience to deliver
inconsistent in their they have a greater
subject’s unique language, baseline reading ages and subject specific literacy
understanding of understanding of
and understand the ways of how to use this information to support learners to
disciplinary literacy. disciplinary literacy and can
knowing, doing and to inform planning. access subject specific
apply the concepts to their
communicating. content.
subject.
Systems Subject specialists will
Policies and practices do Disciplinary literacy is identify the unique Disciplinary literacy is Parents will have
not always identify and considered specifically for differences of how literacy evident in lessons through opportunities to be
reference disciplinary individual curriculum subjects. is used in terms of reading, vocabulary instruction, informed about
literacy. writing, and speaking and writing tasks and the use of disciplinary literacy and
Disciplinary literacy is evident listening. structured talk. the strategies used by
through lesson visits, work teachers to support
sampling, and learner voice. Teachers will explore how Learner voice indicates that literacy development
subject discipline language learners have access to across the curriculum.
Specific literary strategies will is used in lessons, and also and are more confident in
be used across subjects to any typical misconceptions. subject specific literacy in
support the literacy their lessons.
development of learners, Disciplinary literacy will be
including targeted vocabulary referenced in improvement
instruction, the development of plans, and policies.
Leadership reading complex texts, Long Term:
There isn’t a consistent breaking down writing tasks, High quality literacy
approach to general and providing opportunities for interventions will take place Parent voice indicates that
literacy for subject specific structured talk. for learners who need they are comfortable and
adaptations throughout all further support, whole class more confident about the
curriculum areas. and also individually. subject specific literacy
their child needs to access
Leadership at all levels will learning.
reference disciplinary
literacy in improvement Triangulated monitoring
plans, policies and shows that disciplinary
practice. literacy is throughout
curriculum subjects and
Parents will have the learners are confident in
opportunity to access subject specific literacy.
parent learning to support
their literacy understanding. Link meetings with
department leaders’
evidence that staff are
developing learner’s
disciplinary literacy across
subjects.