LITERACY POLICY
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| Literacy is the ability
to read, use written information and to write appropriately in a range of
contexts. It is used to develop knowledge and understanding, to achieve
personal growth and to function effectively in our society. Literacy also
includes the recognition of numbers and basic mathematical symbols and signs
within texts. |
Literacy involves the
integration of speaking, listening and critical thinking with reading and
writing. Effective literacy is intrinsically purposeful, flexible and dynamic
and continues to develop throughout an individual’s lifetime.
Source: NSW Department of School Education Literacy Strategy
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| Rationale: |
Language is acquired
in context and therefore should not be separate from individual subjects
but be an integral part of teaching and learning. Each subject has its literacy
conventions, which require systematic and explicit teaching.
Teachers can improve students’ understanding of the subject content
by engaging them in meaningful speaking, listening, reading and writing
activities.
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| We need to
recognise that: |
* Literacy
is more than reading and writing
*All teachers are teachers of Literacy
*The teacher’s responsibility is to improve the
students’ literacy skills within, and through, their individual
content areas.
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| Aims: |
* To
increase teacher confidence in teaching literacy in their subject areas
* To raise teacher awareness of needs and strategies
of literacy and their role as teachers of literacy in their subject
areas
* To provide the human and physical resources necessary
to implement literacy across the curriculum
*To increase students’ level of literacy and
awareness of its role
* To improve School and Higher School Certificate results
* To consult with feeder schools (in particular teachers
of Year 5/6) to develop and implement literacy strategies and curriculum
changes which will consolidate the student’s progress.
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| Objectives: |
*
To ensure that all faculties have a literacy component in their programs
and registration
*To involve all faculties in the creation and implementation
of literacy strategies to facilitate their teaching and students’
learning
* To encourage the adoption of a literacy program specific
to faculties
* To involve teachers of faculties in the inservicing
of staff on literacy strategies
* To establish a literacy network with feeder schools
* To assess the development of language skills relevant
to each content area
* To increase students’ level of language competency
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| Role of Literacy
Committee: |
*To
assist committee members from faculties to devise literacy strategies
for implementation into programs across the subject areas
* To liaise with feeder schools and develop a support
network to consolidate on programs implemented in Year 5/6 so as to
avoid curriculum overlap in Year 7.
* To liaise with literacy consultants to a promote
support network and to be informed of new strategies and resources
* To evaluate progress by collecting data related to
School Literacy focus across faculties and making this available on
school network.
* To inservice literacy committee members who will
in turn inservice/share strategies with peer teachers through workshops,
peer teaching, etc.
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| Student Outcomes: |
*That
students demonstrate a greater degree of proficiency in literacy
*That students can evaluate a set task and use literacy
skills effectively
* Students to gauge their own language skill acquisition
through formal and informal assessment
* Each student will be provided with the opportunity
to report on areas of continuing difficulties
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| To
Teach the Language of a Subject is to Teach the Subject |
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| To
Learn the Language of a Subject is to Learn the Subject |