Literacy: A Whole School Approach
Developing literacy is of utmost importance at Southmoor Academy and is promoted widely.
We aim to promote high standards of literacy by equipping students with a strong command of the written and spoken word and developing their love of language through reading for enjoyment.
All teachers have responsibility for raising literacy standards in their curriculum areas as we believe that the development of an effective literacy skillset is essential to achievement for our students. As such, all curriculum areas focus on improving literacy within their subject. This includes developing new subject specific vocabulary, both orally and in writing; refining reading skills, and improving grammatical accuracy. This ensures there is a consistent whole school approach to the way we teach and assess these skills across the school.
Meet our Literacy Team
We have a dedicated ‘Literacy Team’, with clear roles and responsibilities, who work together to make sure literacy is continually at the top of our whole school improvement agenda.
Mrs. ForsterTeacher of English |
Mrs. ArmstrongAssistant Principal |
Mrs. SwiftReading co-ordinator |
Mrs. GallowayPupil Communication Co-ordinator |
|
Promoting a Love of Reading
World Book Day: We participate in the annual celebration to promote our love of reading. Staff and students participate in literacy focused activities through the school such as reading and writing competitions, literacy quizzes and sharing our favourite stories with one another.
National Poetry Day: Each year, staff and pupils alike engage in poetry and often compete in competitions on a national level. We even achieved a new Guinness World Record in 2024 for the largest poetry lesson!
Reading for Pleasure Lessons: All KS3 students receive a bi-weekly reading lesson which we call Reading for Pleasure. During these lessons, every class will focus on a novel, play or poetry which gives students the opportunity to develop their confidence in reading. Pupils can practice reading aloud and using key reading skills such as skimming and scanning to help develop their comprehension.
The Reading Retreat: Based in The Gateway, every break and lunch time pupils are invited to read and share ideas about what they are reading. There is a library of fiction and non-fiction books.
Competitions: Key Stage 3, 4 and 5 are invited to participate in Creative writing competitions launched nationwide by Young Writers each half term. These competitions offer pupils an opportunity to read beyond their curriculum for inspiration to write creatively and the topic changes each time. Over the years, pupils have written poetry, short stories and more. We have had hundreds of students’ work published since 2019.
Readathons: Our pupils participate in annual charity Readathons with Read for Good to raise money to supply books and author visits to children in hospital. Pupils raise hundreds of pounds every year whist improving their ability to read independently and engage with texts beyond their curriculum.
Summer Reading Challenges: Each year pupils take on a reading challenge to foster their love of reading during the Summer break. Previously, challenges have included using the Fonetti app to hone reading aloud skills as well as writing reviews on a selection of ‘Summer reads’ chosen by pupils.
Carnegie Awards: Each Spring term, a number of gifted and talented readers are invited to become a Carnegie Awards Shadower. The Carnegie Awards are the UK’s most prestigious annual awards for newly published children’s literature. The shadowing group is an invitation-only enrichment activity, designed to challenge and extend our best and most enthusiastic readers. With thousands of groups participating in the UK and around the world, shadowing engages tens of thousands of young readers, sparking a love for literature and critical thinking.
As part of the group, students will follow along with the official judging process as ‘shadowers’.
Book Clubs: There is a KS3 and KS4 lunchtime book club whereby students are invited to share their personal reading experiences.
Reading in Aspire AM: To complement our Aspire AM curriculum, all students are expected to read in tutor time. All students are provided with fiction and non fiction texts which mirror the ASPIRE themes. Throughout the year, pupils are required to read alone, read in groups or as a whole class depending on the task.
Literacy Across the Curriculum:
At Southmoor, the English Department drives literacy but it is the collective responsibility of all staff, in all curriculum areas to ensure literacy is constantly addressed in order to promote improved standards. Literacy encompasses reading, writing, the spoken language and handwriting.
Oracy: Students are expected to use standard English and full sentences in both the spoken and written form in all subjects. They develop an understanding of when standard English is needed and also when more colloquial forms may be used. Opportunities for oracy are built into schemes of learning and the importance of talk and discussion is valued.
Vocabulary: Vocabulary represents one of most important skills necessary for teaching and learning; It is the basis for the development of all the other skills: reading comprehension, listening comprehension, speaking, writing, spelling and pronunciation. Vocabulary is the main tool for the students in their attempt to use English effectively. The Frayer model is used across subjects to enhance the importance of learning and understanding new words.
Writing: Students develop an understanding of the importance of accuracy in spelling, punctuation, and grammar in the written word through our writing mastery lessons. All students are expected to implement written Standard English in all their lessons. Teachers assesses for literacy and students correct their errors in green pen.
Reading: All teachers encourage the use of a range of reading approaches to help students unlock meaning. One such approach is using ‘Smart Reading’. Students are encouraged to scan, visualise and summarise a text to gain deeper understanding of content, meaning and purpose.
Marking and Feedback: Literacy codes are used to ensure all grammatical errors are identified and then corrected by students. During both self and peer assessment tasks, students also use the literacy marking codes to practice identifying and correcting their own errors which promotes an independent approach towards a continued learning of literacy.
Literacy Marking
Enhanced Literacy Support
The English department is passionate about broadening your child’s study of English and we believe that reading widely around a topic will hone your child’s knowledge and understanding by immersing them in the subject. Please see below the suggested wider reading lists for the Autumn term for KS3. Each listed text shares a thematic or contextual connection with the core text your child will study during the first term of the academic year. Happy Reading!
• The Tale of Oliver Twist – Linked Reading List
