Published on - 13-02-2015
This policy applies to all staff
Related policies and documents: Learning & Teaching ; Assessment & Marking; Homework; Tutor Time; Special Educational Needs & Disabilities
The Assistant Headteacher with specific responsibility for learning and teaching oversees the application and monitoring of this policy.
CONTENTS OF POLICY
4. Roles and Responsibilities
Appendix: Whole-school Literacy Marking Policy
Skills in literacy, mathematics and communication underpin students’ access to the curriculum and the way in which they develop academically and socially, therefore it behoves all adults who work with young people to take every opportunity to promote, encourage, model and, in the case of teachers, actually teach these skills.
The current Professional Standards for Teachers recognise the importance of LMC in C27: ‘Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context’ and the Teachers’ Standards from September 2012 stipulate that teachers ‘demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject’. The inclusion of standard English here, along with the full sense of ‘communicate’, suggests that the definition of literacy should be taken to include the ability to speak and listen effectively alongside the skills of reading and writing.
The Communication Trust recently highlighted the following: two thirds of 7-14 year olds with serious behaviour problems have language impairment; 65% of young people in young offenders institutions have communications difficulties; 47% of employers say they cannot get recruits with the communication skills they need.’
The Secretary of State recently said: ‘You cannot read to learn until you have learnt to read… unless children are secure in that basic skill [decoding fluently] then reading remains a painful, difficult and obscure process.’
Without skills in these very basic areas of learning, young people are at a distinct disadvantage both in a learning environment and in the world at large; it is our moral obligation to ensure, and it is in the best interests of all stakeholders and of society at large, that we do everything in our power to equip our students with these crucial tools.
Our aim is to raise and maintain high standards of literacy, mathematics and communication across the curriculum, resulting in students making the progress expected of them in relation to previous attainment and in order that they leave BHCS equipped with the skills that they need for further education, employment or training and for life-long learning.
This policy is based on common sense good practice that can be applied to the teaching and learning for all students. It is the responsibility of all teaching staff to explicitly promote, encourage, model and teach these skills; good LMC skills create the gateway to achievement and life-long learning. We all have an important part to play in raising levels of attainment in LMC. The importance of school in raising levels of LMC cannot be under-estimated; there are obvious links between weak LMC skills and low expectations/aspirations, unemployment and crime.
In addition to teaching staff, all other members of staff coming into contact with students, either in face-to-face interactions or in written communication have a part to play into being positive role models for good LMC skills and for promoting their development.
4. Roles and Responsibilities
All teaching staff at BHCS will:
Head of Houses/Transition Learning Manager will:
LMC Consultative Group faculty representatives will:
Leadership Team will:
The Head teacher will undertake an annual systematic monitoring and review of the LMC policy and procedures in order to evaluate it and ensure that the operation is effective and consistent. The Head teacher will keep the Governing Body informed.
The Governing Body will regularly review this policy and associated procedures to ensure its continuing effectiveness and impact.
The monitoring and review procedure for this policy is as follows: The relevant Assistant Head teacher will report to the Head teacher in review meetings.
Policy Date: October 2014
Whole-school Literacy Marking Policy
Thorough and consistent marking of pupils work is essential to their progress and to help inform the planning of lessons.
Last Ratified: Oct 2014
Review: Oct 2015
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