Curriculum
鈥淩eading is the gateway for children that makes all other learning possible.鈥�
听Barack Obama.
Reading at Shireland
At 爱豆传媒入口, we believe that reading is necessary for our students to:
- unlock the curriculum
- overcome social disadvantage
- broaden their futures
By aiming to promote a love of reading and empowering our students to read,听we aim for each of our students to leave the Academy as the best reader they can be.
Whole Class Reader
Our Whole Class Reader program is timetabled to take place during select Year 7-8 L4L and Year 9-11 morning registration periods.
Each year group has a carefully chosen, stimulating and age-appropriate novel, which is read aloud by the classroom teacher.
This modelled reading is crucial for our readers to hear, as they can experience reading that is conducted with enthusiasm and to the punctuation.
Whole Class Reader stimulates discussion around high quality texts and vocabulary.
Disciplinary Reading
Disciplinary reading has been identified by the Education Endowment Foundation as crucial for improving literacy in secondary schools.
Here at SCA we have introduced disciplinary reading, which shows our commitment to promoting the importance of reading across the entire curriculum.
Each curriculum area has produced a document which shows what reading looks like in their subject area. This document is displayed in teaching rooms.
Key Stage 3
In Year 7, our approach to reading is both comprehensive and engaging. As part of our Literacy 4 Life curriculum, students benefit from a multifaceted reading experience.
- Students have access to books within the classroom, the main library and electronically.
- We have theme readers which allow students to read around the themes.
- Year 7 Literacy 4 Life is enriched by vocabulary sheets that are carefully linked to each theme. These allow students to enhance their Tier 2 and Tier 3 vocabulary as they explore different subjects.
- Key texts have been chosen as the focus for Big Reads and Big Writes.
Year 7 Whole Class Reading sessions are a fundamental component of our literacy program. They delve into word meaning, help students to develop their comprehension skills, and allow students to extract evidence from a text to support their interpretations. This approach not only strengthens our students鈥� reading abilities but also equips them with the skills required for effective communication and analysis across the curriculum.
In Year 8, our approach to reading remains robust and dynamic:
- Students have access to books within the Y8 library, electronically and in the main library.
- We have theme readers which allow students to read around the themes.
- The Whole Class Reader programme allows our students to hear quality literature read aloud with expression and to the punctuation.
- We continue to use vocabulary sheets linked to each theme, allowing students to explore adventurous Tier 2 and Tier 3 vocabulary.
For our more advanced students, we facilitate deeper knowledge acquisition through wider-context documents that allow students to gain access to additional reading materials. This enables them to delve into the themes in greater depth, aiming to build a richer contextual understanding. This approach aims to not only hone students鈥� language and comprehension skills but also helps to cultivate an inquisitive spirit and encourages independent learning.
Moreover, for our more advanced students, we offer a unique avenue for deeper knowledge acquisition. Through the wider context documents, they gain access to additional reading materials that enable them to delve into the themes at a greater depth, building a richer contextual understanding. This approach not only hones their language and comprehension skills but also cultivates an inquisitive spirit and encourages independent learning.
We do the following in Y8:
- We start the day with reading this could be an online book or a physical book
- Students have access to books within the Y8 library and access to the main library
- We have theme readers which allow students to read around the themes
- 听
听In Year 9, our commitment to fostering successful reading continues to evolve.
Within the curriculum, library sessions are integrated into Year 9 English lessons. These sessions serve as a valuable opportunity for students to explore further the world of literature and to expand their reading horizons within the context of their English studies.听
Disciplinary reading within subjects aims to enable our students to talk, speak, read and think like experts across the curriculum.
Whole Class Reader aims to continue to promote a love of reading and literature.
Our desire in Year 9 is to continue encouraging excellent reading habits that can be of benefit to students within the Academy and in their lives beyond.听
In Key Stage听4,听students continue to enjoy regular access to the school library, providing them with an appropriate environment for research, quiet study, and exploration.
In addition to a diverse collection of literature, the library also houses disciplinary texts that cater for specific subject areas, further听facilitating听in-depth learning and research.
The integration of听Tier 2 and听Tier 3 disciplinary vocabulary across the curriculum ensures that students not only have access to a breadth of academic language but also the tools they need to communicate effectively and excel in their chosen fields of study.
This comprehensive approach to reading in Key Stage 4 underscores our commitment to provide students with the resources and support they听require听to thrive academically and prepare for their futures.听
Post 16 students are provided with current affairs articles, which they read during registration. They focus on enhancing skills which will help them with the transition to university, as they are focussed on skills which universities have cited as being lacking in undergraduates.
Each text students read:
- Enhances their range of vocabulary.
- Enables them to practise summarising skills.
- Asks them to answer comprehension questions in the context of their reading.
Post 16 students are encouraged to make use of the library.
Reading Buddies
To nurture a love of reading, we identify students who could benefit from a Post-16 Reading Buddy.
Reading Buddies meet up with their readers weekly in the library to help to inspire a love of reading. They model reading, listen to their partners read and ask VIPERS comprehension questions.
LITERACY INTERVENTIONS
Phonics
Following initial testing using the GL NGRT baseline assessment, a cohort of our students is identified who could benefit from an additional phonics intervention.
This data is then triangulated with appropriate staff across the Academy to assess the suitability of these students for a phonics intervention.
If a student is put forward for phonics, they are further screened using the Abigail Steel phonics diagnostic test to see which, if any, level of phonic intervention is most appropriate for them.
According to where they place on this diagnostic test, students undertake a targeted phonics program designed to cater to their level of need and which offers additional support with their reading.
We have chosen the Abigail Steel Phonics program as it is age-appropriate for secondary school students. It aims to empower students with the foundational skills needed to become confident readers and proficient communicators.
By addressing the specific needs of each student identified as needing a phonics intervention, we aim to ensure that no one is left behind in their reading journey, reinforcing our commitment to听providing听the opportunity for all students to broaden their futures.
Lexia
We also cater for those students who have been identified through GL baseline assessment as needing additional support with their reading but for whom phonics intervention is not appropriate.
For these students, we offer the Lexia PowerUp computer-based intervention program, which focuses on enhancing students鈥� word study, grammar, and comprehension skills.
Lexia is an invaluable resource that assists students in strengthening their reading and language proficiency. Through personalised learning paths, the program adapts to individual student need, offering a tailored approach to skill development.
Lexia ensures that students receive the focussed support necessary to continue in their reading journey by providing an individually tailored reading experience.
Library
Here at SCA we aim for our library to:
- Be a vibrant, lively space where our students feel supported with accessing the curriculum and which also fosters a love of reading.
- Serve as a valuable resource for students, providing access to an extensive collection of fiction and non-fiction materials.
- Enhance learning, personal development and enrichment.
- Encourage curiosity, critical thinking, and academic growth.
- Offer students the opportunity to explore a diverse array of age-appropriate materials and information to enhance their understanding of the curriculum.
Our library serves as an integral part of SCA鈥檚 aim to promote an appreciation of and love for reading both within and beyond the Academy.
