Statement of Purpose for Moseley’s Literacy Learners
Literacy is the ability to communicate using mutually dependent skills in reading and listening, and in writing and speaking across all curriculum areas. In order to fully succeed, a learner must be engaged with literacy and be able to adapt to the changing ways in which it is defined and used.
Literacy enables learners to read and listen critically, and to speak and write coherently, clearly and accurately. To be literate, learners will be able to vary the form of communication according to the situation, and communicate in a full range of socio-cultural contexts. In a technological society, literacy also includes media and electronic texts. To be fully literate, learners will have a secure working knowledge of spelling, grammar, form and punctuation in written texts, and grammar in spoken communication.
At Moseley, we believe that literacy skills empower learners, enabling them to read to access knowledge and understanding, be critical participants and to write creatively and purposefully across the full range of subjects and to speak fluently and purposefully. We believe that education should enable learners to fully develop these skills so that they are functionally literate at the age of 16.
We are committed to:
- the development of a literacy policy in practice which is based on a respect for students’ language experience and attainment and which builds on these
- maintaining the high priority attached to language and literacy within the School Improvement Plan
- improving students’ attainment in language and literacy through a cohesive whole school approach within and between subjects which is supported by the House system
- devising a personalised literacy strategy which is creative, develops competencies and fosters cultural and critical understanding, drawing on research evidence and case studies
- providing the staffing, learning resources, ring-fenced funding, professional development and appraisal systems to ensure that all students, including those with SEN, EAL and the most able are appropriately supported in personalised language development
- developing skills in speaking and listening, reading and writing
- ensuring that all staff share responsibility for students’ literacy attainment in order to enable all students to become functionally literate and confident communicators who convey their ideas and opinions clearly in a wide range of contexts
- ensuring that all staff share responsibility for students’ social, moral, cultural and spiritual literacy development
- equipping our students with transferable skills and abilities to take an active, positive and responsible role in school, community and workplace evaluating the use of achievement data linked to Pupil Premium funding to check whether interventions or techniques are impacting positively on students’ progress.