Brighton Hill Community School

with specialist sports status

Brighton Hill Community School

with specialist sports status
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Home >> Information >> Policies >> 34. Literacy, Mathematics and Communication (LMC) Across The Curriculum

Published on - 13-02-2015

34. Literacy, Mathematics and Communication (LMC) Across The Curriculum

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.

1. Rationale
2. Purpose
3. Principles
4. Roles and Responsibilities
5. Review
Appendix:  Whole-school Literacy Marking Policy

1.  Rationale
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.

2.  Purpose
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.

3.  Principles
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:

  • plan lessons and prepare resources that reflect the developmental process of learning language which starts with listening, then speaking, then reading, then writing, thereby acknowledging and tapping into the importance of oracy in rehearsing ideas/concepts/explanations
  • explicitly teach the LMC skills that students need to develop in order to demonstrate progress, e.g. if students are required to demonstrate understanding of a History topic in an essay, essay-writing skills are explicitly taught/revised by the History teacher in preparation; if students are required to show the outcomes of an experiment in Science in a graph,  graph drawing skills are explicitly taught/revised by the Science teacher in preparation; if students are required to demonstrate their understanding of a PHSE topic in a presentation to the class, presentation skills are explicitly taught/revised by the PHSE teacher in preparation.
  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English and numeracy, whatever the teacher’s specialist subject
  • teach key terms and ensure that students recognise and understand them, relating them to similar words or the root from which they are derived, helping students with strategies for remembering how to spell them or why they might be capitalised
  • revise important key reading skills, for example skimming a text to extract the main elements of its content quickly or scanning a text for information about a key word of topic
  • make expectations clear regarding the purpose, audience, register and conventions of form/style of writing
  • ensure that assessment/marking supports key literacy points, e.g. spelling, grammar, punctuation, paragraphing, using the Whole-School Literacy Marking Policy (see Appendix)
  • understand how to identify (through data, anecdote and observation) and alert the LMC Consultative Group faculty representative to any students whose weak LMC skills have not already been identified and acted upon by the Special Needs Manager
  • be aware of and can use a range of strategies to support students with weak LMC skills
  • be a good role model for good LMC skills

AOTTs will:

  • •support, encourage and promote the importance of raising LMC skills in their interactions with students

Head of Houses/Transition Learning Manager will:

  • ensure that tutor materials/resources cater for the needs of all students in relation to LMC
  • during their observations of tutor sessions, monitor the teaching, support, encouragement and promotion of LMC skills
    Heads of Faculty will:
  • devise an LMC policy (informed by this policy) which is specific to the nature of the subjects within that faculty
  • allocate the responsibility of promoting and reinforcing LMC in their subject(s) to the LMC Consultative Group faculty representative
  • monitor and evaluate the work of the LMC Consultative Group faculty representative
  • ensure that suitable resources are available for staff to use with all students in relation to LMC

LMC Consultative Group faculty representatives will:

  • ensure that staff understand how to identify and alert the LMC faculty representative to any students whose weak LMC skills have not already been identified by the SEN manager
  • ensure that staff understand how to use data/anecdotal/observational evidence to identify students whose LMC and aptitude for a subject are anomalous, i.e. where weak literacy skills hamper a student’s ability (normally demonstrated orally) to show progress through written assessments
  • ensure that staff teaching those students are aware of and can use a range of strategies to support those students
  • ensure that teaching and support staff actively promote and reinforce LMC in that faculty
  • liaise with the Head of English Faculty, SEN Manager and Assistant Headteacher with responsibility for this policy when appropriate

Leadership Team will:

  • provide twilight and other INSET in LMC in order to refresh and raise awareness of LMC related issues and provide further support through the LMC Consultative group
  • monitor the application of the policy on a half-termly basis as part of the work-scrutiny procedures and Learning Walks and review its effectiveness each Summer term in time for putting changes into effect for the new academic year
  • facilitate termly meetings for the LMC Consultative group in order to discuss/review progress/initiatives and to share good practice/concerns

5.  Review
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.


  • To produce a common approach in marking literacy in student work to be used by all faculties


  • Marking should be positive
  • Not every literacy mistake should be corrected if it means a page becomes a ‘sea of red ink’ as this can have a demotivating effect.
  • Up to three types of literacy mistake only (particularly common subject specific terms/words, punctuation and grammatical errors) should be corrected throughout the piece of work.
  • Where appropriate, a literacy target should be set on students’ marked work, using one of the abbreviations in the table below. If you are setting a target at the end of a piece of work, use    LitT     followed by a comment or the margin abbreviation from the table below.
  • Common literacy marking symbols should be used as follows:

Last Ratified: Oct 2014

Review: Oct 2015

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