In recent times, the education system has seen considerable change: the introduction of reformed GCSE specifications, the abolition of Key Stage 3 National Curriculum levels and increased levels of challenge embedded across all subjects. However, the development of life-long literacy skills and an enjoyment of reading remains central to a young person’s chances of success in life.
At the Tudor Grange Academy Kingshurst, we want our young people to be challenged and supported in the development of literacy as part of their journey through the education system. All of our teachers are teachers of literacy and we actively promote an engagement with literacy across the curriculum. We are committed to raising not only the profile of reading, but encouraging students’ enjoyment of reading throughout all aspects of the curriculum. We know that an importance placed on improving students’ reading and literacy skills is crucial in not only allowing students to access the learning in their lessons, but to equip them with the tools needed to become independent learners with inquisitive minds.
The man who does not read has no advantage over the man who cannot read.
There is no such thing as a child who hates to read; there are only children who have not found the right book.
The Literacy Team for the academic year 2015 – 2016 is as follows:
How will the Tudor Grange Academy Kingshurst support students?
Everyone Reading in Class (ERIC)
Students in KS3 are invited to spend some quality time dropping their pens to simply read for at least one hour a week during morning registrations. We encourage students to build up a dialogue about reading; discussing with their peers and their teachers the books they are reading and what they find interesting. Our academy reward scheme is used as a motivator for students to celebrate success in reading on many levels, from the ‘Millionaire Word Challenge’ to simply giving feedback on the texts they have read in the form of a book review.
Accelerated Reader programme
Students in Year 7 are all engaged in the Accelerated Reader programme which facilitates students in making rapid progress in their reading and comprehension levels, whilst simultaneously motivating students to read challenging and diverse texts for enjoyment.
Reader Leader is a cross-age, peer reading programme. It is an effective tool to raise literacy standards and self-esteem for students as either Reader tutees in KS3 or Leader tutors in Post-16. The programme enables both sets of students to better access the secondary curriculum. Leader tutors who are members of the post-16 cohort, are trained to deliver one-to-one tutoring and support to Year 7 and 8 students who struggle with literacy. The programme has a dual impact: the tutoring role gives invaluable skills to the Leader tutors, adds value to their CV, further and higher education applications while Reader tutees improve their basic reading and comprehension skills. The programme also provides a supportive ‘buddying’ system for tutees as they make their transition from primary school to secondary school.
Literacy Across the Curriculum
Every teacher at the Tudor Grange Academy Kingshurst is a teacher of literacy, and as a consequence, teachers are encouraged to embrace a range of strategies within their lessons and beyond to support students in becoming accurate and fluent communicators, both in written and spoken form.
The Information Centre (IC) helps support students in providing an atmosphere that promotes the enjoyment of reading and embraces writers and their craft by ensuring they are fully stocked with the latest title in both fiction and non-fiction.
Find out more about the Information Centre
In 2014/15, 30% of 5-15 year-olds in England had not visited a library in the last year.
16 year-olds who choose to read books for pleasure outside of school are more likely to secure managerial or professional jobs in later life.
England’s children have less positive attitudes towards reading than in many other countries: only 26% of 10 year-olds ‘like reading’ compared to 46% in Portugal, 42% in Georgia, 35% in Romania, and 33% in Azerbaijan.
Children who read books often at age 10 and more than once a week at age 16 gain higher results in maths, vocabulary and spelling tests at age 16 than those who read less regularly.
I love to read inspirational autobiographies; where someone has faced real challenges throughout their careers and overcome the adversities they have faced. Ellen MacArthur’s Full Circle and Taking on the World, Andre Agassi – Open and Alex Ferguson – Leading.
However my favourite book has to be Pay it Forward by Catherine Ryan Hyde. The book is based on an action plan of a class assignment from a boy named Trevor. The main concept of the action plan is to “Pay It Forward”, which means the recipient of a favour has to do a favour for three others rather than paying the favour back. Trevor’s story draws enough notoriety that he gets to meet the President of the United States. The chain of events within the story are relevant to society and are very emotional. I hope you read the book as it will change your mind set of helping others and doing a good deed for nothing in return; apart from the fulfilment, satisfaction and gratification.
Charlotte Murray - Profile
Hi, my name is Charlotte Murray. I am a Year 7 Pathways Teacher. I applied to be one of the school Literacy Coordinators because I think it’s really important for everybody to be able to access and understand what’s happening in lessons. It doesn’t matter if you’re a fantastic and confident reader, someone who reads really slowly (like me!) or someone who maybe struggles with Dyslexia or Dyspraxia- everyone should be able to tackle the work in their lessons and have a fair shot at success.
I want to show pupils that you can keep getting better with practice when it comes to reading. I’m definitely not the best or quickest reader in the world and I have to make extra effort to pick up a book, but I really love it when I find something that captures my interest. I like light-hearted fiction books that are easy to read and I know I shouldn’t admit this as a grown-up, but Roald Dahl books are absolutely amazing! His imagination and what he writes really keep me interested.
Jennifer Lawton - Profile
I teach English and look after Key Stage 5. Literacy is important in all aspects of life and accurate Literacy in my subject can make the difference between good and great young writers! I’m looking forward to our students getting chance to really enjoy reading time and to explore new and exciting texts. I hope students will be equipped to improve their Literacy in all their subjects and see the positive impact on their progress. I am currently reading Caitlin Moran’s ‘Moranifesto‘ a part-comic, part-serious look at what politics means in our times and an inspirational look at how we can all make a change for the better.
Nick Spark - Profile
I’m Nick Spark and I teach history to KS3 and KS4 and Theory of Knowledge to IB. I believe developing pupils’ literacy is absolutely central to my job as a teacher. Firstly, good literacy skills help pupils to attain higher in history and indeed all subjects they do. However, they also give students the confidence and direction to be able to read what they want, when they want to. My aim as a Literacy Co-Ordinator is to help support as many of our students as possible to be able to access books, comics and any other reading materials that they can enjoy in the same way I do. As a huge added bonus, this will help support all of our students to achieve their academic potential.
What I’m ReadingThe Narrow Road to the Deep North by Richard Flanagan
I’m coming towards the end of this and it’s been excellent. It’s the story of an Australian doctor fighting in World War Two who is taken prisoner by the Japanese and forced to endure horrendous conditions. Extremely harrowing at times, its beautifully written and strikes a great balance between horror, humour and drama. Highly recommended (but only to Year 11+ as it’s extremely violent in parts!!!).
Tudor Grange Academies Trust
A family of academies within the Midlands with a shared ethos, common values and collective goals. Our Academies have a simple priority, to deliver outstanding teaching and learning for all.