Dixons Croxteth Academy | Literacy at Dixons Croxteth
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Dixons Croxteth Academy

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Literacy at Dixons Croxteth

Literacy Strategy

Rationale
 

"Of the subjects taught in school, reading (and, therefore, literacy) is first among equals - the most singular in importance because all others rely on it" (Lemov and Driggs, Reading Reconsidered). 


At Dixons Croxteth Academy, we place a great deal of importance on literacy, as it is a necessary tool for accessing the powerful knowledge in our curriculum, which will enable pupils to thrive and ultimately access university, a real life alternative or a top job, and live a happy and fulfilling life.


Our literacy programme has three broad aims: 

  • All pupils must be at or above their chronological reading age as soon as possible, and in time for their GCSE examinations at the latest, for them to be able to access the widest range of opportunities post-16.
  • Pupils develop the skill of review and reflection, enabling them to identify and correct literacy errors.
  • Foster a love of reading. 

Students receive literacy support as part of our Literacy Strategy; there are three strands to our approach.

Strand One (Identification and intervention)

Reading Age Tests

A key progress measure at Dixons Croxteth Academy is the New Group Reading Test (NGRT) to determine the reading age of our students. This test is adaptive, it responds to a student’s ability during completion; the data is accurate and reliable and provides a Standard Age Score (SAS), a reading age, Key Stage 2 or GCSE indicators, and progress measures. The test is conducted at two points in the year to allow us to put interventions in place at regular intervals during a student's academic career.

The reading age test determines the interventions which are put in place for each child to close their literacy gaps.

Intervention

Intervention takes place for students who have a reading age of aged eight and below as part of Strand One. Students with a KS2 scaled score of between 80-90 will also receive Fresh Start reading intervention. These students are targeted for intervention because their reading skills mean they find it difficult to access the curriculum and are vulnerable to disengagement and poor behaviour.

We use the Fresh Start programme for interventions in this strand. Fresh Start is a systematic phonics intervention for struggling readers, it is delivered by trained professionals (Learning Support Assistants and English staff) during morning meeting and advisory time, for a guaranteed minimum of three times a week, increasing to five, depending on need.

Fresh Start allows staff to track pupil progress and respond to emerging needs, ensuring interventions remain bespoke for the pupil.

Use of Data

Reading age data is regularly shared with teachers, particularly on data and planning days. Teachers are expected to use this data as part of their planning to ensure all pupils can access the curriculum, lessons are highly- tailored and have a focus on closing literacy gaps.

Strand Two (in-class interventions)

Lessons 

Lessons have a focus on literacy; at the start of all lessons key vocabulary that is to be explicitly taught is shared with pupils and revisited throughout the lesson. There is focus on etymology and morphology.

In lessons, dedicated time is handed over to pupils to focus on ensuring they check their ‘five to thrive’, allowing them to develop the skill of reviewing their work for literacy errors to improve; pupils learn to take ownership of their own success. 

Pupils spend most of their time in lessons and so we are clear that most gains in closing literacy gaps will be made in the classroom via highly- tailored lessons. 

“I do, We do, You do”

Key features of our lessons at Dixons Croxteth Academy are modelling and scaffolding. We use a technique called ‘I do, ‘We do, You do’. This strategy allows students to see a worked example by a teacher (I do), before completing an example as a class (We do) and then completing an example independently (You do).

Teacher models allow students with low literacy levels to access the curriculum without reading large blocks of texts which might make tasks inaccessible.

Literacy Lesson

In Year 7 and Year 8 all students have an additional literacy lesson outside of their English curriculum. The focus of the literacy lesson is explicit grammar instruction in order to promote conscious crafting of language and develop further understanding of texts that students encounter. The scheme of learning has been planned to address and close identified literacy gaps. 

The focus on the literacy lessons is displayed below:

 Cycle 1Cycle 2Cycle 3
Literacy LessonNouns, nomenclature, pronouns, noun phrases, appositive phrases. Verbs, personification using human verbs, understanding academic tone, anaphora, auxiliary verbs.Adjectives, participles, understanding emotive language, understanding adverbs.
DEAR

DEAR (Drop Everything and Read) is a key part of our literacy strategy. It develops students' love of reading, increases their exposure to a wide variety of texts and provides them with increasing autonomy in directing their own learning.

During literacy lessons and English lessons pupils will read in a dedicated DEAR time slot together.

At KS3 pupils have a dedicated library lesson as part of their English curriculum. Pupils are guided and supported to understand how to use a library, select texts and read individually and as a group. 

The library lesson aims to:

  • Embed the shared reading experience which will enable mutual teaching and learning both formally and unconsciously. 
  • Develop individual interpretations which feed into collective knowledge, inference and understanding, whilst simultaneously building connection and fostering enjoyment. 
  • Develop reading fluency and confidence, both aloud and individually. 
  • Secure the comprehension process by allowing time for students to read to aloud to their class teacher. The teacher will keep a log of this reading and this will inform

English Lessons

Literacy underpins the teaching and learning in English lessons at Dixons Croxteth. Literacy in a DCR English classroom is split into three sub-categories: 

  • Reading
  • Writing
  • Spoken Language and listening skills

The texts that are studied promote enjoyment in reading and the vocabulary that the students are exposed to is both challenging and sophisticated. To ensure that students understand the language, teachers being each lesson with specific vocabulary instruction to ensure that vocabulary is frontloaded and ensure that all students can access the taught curriculum. 

English lessons deliver powerful literacy knowledge: for example, in reading it includes such important matters as reading strategies, spelling strategies, theoretical lexicography, grammar and exploring word class.

Students develop skills in selecting judicious information from a text and using that information effectively; in reading analysis and critical literacy skills. Teachers use a plethora of texts to analyse and evaluate statements to encourage progression in understanding of texts, developing not only literal understanding but also the deeper, higher order skills needed to understand concepts and theories applied to literature.

Students are exposed to a range of texts, including:

  • Two full Shakespeare plays
  • Pre 19th Century fiction and non-fiction
  • Modern poetry and prose
  • Critical essays 
  • Novels
  • Poetry anthologies 
  • Newspaper articles from a range of newspapers

 

Strand three (fostering a culture and love of reading)

Developing a Love of Reading

At KS3 pupils have a dedicated library lesson as part their English curriculum. Pupils are guided and supported to understand how to use a library, select texts and read individually and as a group.  

Outside each classroom staff display a ‘I am Reading’ poster to encourage conversations surrounding texts from different genres.

 

World Book Day 

World Book Day is celebrated in the academy and encourages departments from every discipline to embrace reading. The WBD in 2024 was a success, and utilised a theme which enabled students to develop their schema and broaden their vocabulary in each lesson. 

Students are provided with a book token to encourage students to select a book to read at home.

 

Student Leadership for Library 

In the absence of a librarian, the library will be led by students from across the Key Stages. Their responsibilities include: 

  • Recommending books, journals and other resources.
  • Cataloguing and keeping track of library materials.
  • Ensuring all users can access library resources.
  • Responding to requests from students and staff.
  • Maintaining the library space.

 

The Literary Lounge

The literary lounge is voluntary lunchtime club open to all pupils. The Literary Lounge offers:

  • A borrowing scheme for pupils.
  • A reading record bookmark for pupils to monitor what they have read.
  • A league table of star readers with ‘Literary Lounge’ badges to be earned.
  • Group guided reading activities to enhance inferential skills and support critical thinking.
Paired Reading 

Paired reading between Year 11 and Year 7/Year 8 students will develop reading fluency, comprehension skills and grow confidence. By pairing students with an older peer, it will enable conversations around reading and ensure that the culture of reading for pleasure is nurtured. 

  • One session per week during Morning Meeting
  • Books selected by Head of Faculty  for English to ensure they are matched to reading ages
  • Reading log to track pages read and words encountered
  • ‘Star Readers’ board to celebrate success