Literacy and Oracy

Literacy
"If you want to change the world, pick up your pen and write." Martin Luther

Literacy is at the heart of the curriculum at Abbey Manor College.  On entry, all students complete a reading assessment to quickly identify if a student has any difficulties with literacy to enable early intervention as needed.  This helps to ensure that they can access all subjects on the curriculum. 

We are committed to ensuring that all our students are not only strong and competent readers but also effective and persuasive communicators.  Each week, there is both a Thought of the Week and Word of the Week which are explained during assembly to develop students’ vocabulary – they are then encouraged to use them throughout the week. 

Students in Key Stage 3 and 4 study set texts including A Christmas Carol, Holes, The Boy in the Striped Pyjamas and Macbeth.  In addition, teachers select a range of shorter extracts to be used in class.Teachers ensure that the texts reflect a variety of cultures, genders, abilities, sexual orientations, and socioeconomic backgrounds. They provide a range of pathways to access texts including audio, video and simplified versions. Teachers also encourage critical literacy by asking students to question narratives, biases and perspectives in text.

The aim of the literacy curriculum is that students will be able to:

• Read fluently and comprehend complex texts across genres.
• Analyse texts critically, recognising bias, perspective, and context.
• Make connections between texts and their own experiences or societal issues.
• Express understanding through multiple mediums (writing, discussion, digital media).
• Develop empathy and cultural awareness through literature.

Students who require additional support with regards to literacy are referred for more specialist assessments.  Furthermore, all students have access to the Bedrock Literacy Learning programme which offers personalised resources to further support their literacy development.

1. Identify students needing support: Use assessments to determine which students require intervention
2. Establish students’ needs: Conduct diagnostic assessments to understand individual needs
3. Thorough planning: Plan interventions based on identified needs and set clear goals
4. Training: Ensure all staff involved are trained and aware of the intervention’s objectives
5. Choose the right action: Select appropriate actions based on students’ needs and available resources
6. Implement the strategy: Execute the intervention plan effectively
7. Effective feedback: Provide regular, targeted feedback to students
8. Monitor progress: Regularly assess progress and adapt the intervention as needed
9. Evaluate success: Evaluate the intervention’s effectiveness and learn from the outcomes

In terms of whole school subject specific vocabulary, curriculum plans reflect regular reading exercises in all areas, whether that be keyword analysis for exam style questions, subject specific vocabulary or independent reading strategies. All subjects have built reading exercises into their curriculum. 
Literacy tasks also feature as part of the Tutor Time Programme which has included writing tasks such as ‘The 12 Lines of Christmas’ poetry competition.

We also work with First Story on their Young Writers programme.  We have a Writer-in-Residence who runs weekly workshops with a group of students to develop their creative writing skills.  Over the course of the sessions, students produce work which is compiled into a published anthology.  Students have the opportunity as part of the programme to visit Cambridge University where they take park in further creative writing workshops.

Oracy

There is a strong oracy focus throughout the Tutor Time Programme and in all lessons.  Staff are competent at supporting students to develop each of the pillars of oracy:  physical, linguistic, cognitive and social & emotional.

Each subject area has opportunities built into their schemes of work for discussion, small groups are encouraged to engage with oracy, enabling fluent communication.  Students are encouraged to listen to the opinions of others and make their own points through debates, enabling students to develop their own skills in persuasive language. 

As part of our Ambassador Programme, students learn to further develop their oracy skills by leading activities with their peers and giving presentations to staff and visitors.