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Literacy
Whole school literacy objectives (bullet points are just suggestions
and guidance)
YEAR 7
Term
One: To continue learning, constructing and checking spellings:
•
Look - cover - spell - check
• Pictures with key words
• Commonly mis spelt words
• Homophones and homonyms
• Use of mnemonics
Term
Two: using appropriate and active reading strategies to extract
information:
• Highlighting
• Scanning
• Skimming
• Use of indexes and glossaries
• Using visual layout prompts
Term
Three: Use talk as a tool for clarifying ideas:
• Appropriate vocabulary
• Encouraging different types of questioning
•
Using words like “clarify”, “justify” and “disagree” in
discussions
• Encourage challenging points made
• Work of listening skills
Term
Four: Using different types of sentences in writing:
•
Focus on use of effective connectives and conjunctions (however, despite,
because, nevertheless, similarly, because…)
• Trying to include a clear topic sentence in each paragraph
• Recognising topic sentences in texts
Term
Five: Planning and proof reading skills:
• Talk before you write
• Use different types of graphic organisers
• Use planning templates and writing frames
• Teach skills of proof reading
Term
Six: Look at different ways information can be presented:
• Charts
• Articles
• Pictures
• Essays
• Graphs
• Paragraph use
YEAR 8
Term
One: Learn more complex polysyllabic words and unfamiliar words
• Key words and pictures
•
Look - cover - spell - check
• Use dictionaries
• Keep a glossary
Term
Two: Undertake some independent research
• Use ICT
• Different sources of research
• Teach research skills
• Different ways of recording research
Term
Three: Use talk to hypothesise, question, speculate, solve problems,
evaluate, develop thinking
• Problem solving activities
• Different kinds of questioning
• Group work
Term
Four: Writing to… (choose out of the following
clusters:
Inform, explain, describe
Persuade, argue, advise
Analyse, review, comment)
• Purpose
• Structure, style and vocabulary
• Looking at examples
•
Writing frames - on pool
Term
Five: reflect on their development as speakers in a different range
of contexts
• Groups discussions
• Paired listening work
• Whole class discussion and debate
• Use of vocabulary and questions
• Individual presentations
Term
Six: use appropriate and active reading strategies to extract
information. Read for meaning:
• Highlighting
• Scanning
• Skimming
• Use of indexes and glossaries
• Using visual layout prompts
•
The writer’s purpose
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YEAR 9
Term
One: Discuss and evaluate conflicting evidence or ideas.
• Group discussions
• Strategies developed for whole group discussions
• Focus on listening skills
• Encourage use of key words, connectives and conjunctions, full and clear
sentences, different kinds of questioning
• Think before you speak
Term
Two: use information from a range of sources in research
• Different research methods
• Note taking and recording skills
• Discussing the purpose of texts
• Evaluating relevance of effectiveness of texts and ideas
• Compare presentation of the same idea in different texts
Term
Three: Use talk to hypothesise, question, speculate, solve problems,
evaluate, develop thinking
• Problem solving activities
• Different kinds of questioning
• Group work
Term
Four: Writing to… (choose out of the following
clusters:
Inform, explain, describe
Persuade, argue, advise
Analyse, review, comment)
• Purpose
• Structure, style and vocabulary
• Looking at examples
•
Writing frames - on pool
Term Five: using appropriate and active reading strategies to extract
information and then be able to record the information:
• Highlighting
• Scanning
• Skimming
• Use of indexes and glossaries
• Using visual layout prompts
• Different ways of recording and presenting information
Term
Six: spell high frequency words and new subject specific terms
• Use of different kinds of dictionary and thesaurus
• Reminder of spelling and learning strategies (see Yr 7)
• Visual clues
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