Literacy PolicyAbersychan School’s Guide to Understanding and Implementing the Literacy aspect of the

LNF

This information (and any other documentation pertaining to the LNF) can be found electronically on:

Table of contents

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Key features of the LNF…………………………………………………………………………………………………….…… 3

Abersychan School Literacy Across the Curriculum Policy 2014 – 2015…………………… 4 - 9

Abersychan Staff Responsibilities for the LNF ………………………………………………………..…10 -12

Literacy Map 2014 – 2015…………………………………………………………………………………………………13 - 29

Tracking, Monitoring and Interventions……………………………………………………………………………… 30

Interventions Workflow…………………………………………………………………………………………………………..30

Catch up Reading………………………………………………………………....…………………………………………………... 32

Corrective Reading………………………………………………………………………………………………………………………33

Buddies Reading….…………………………………………………………………………………………………………………….…34

SPLD…………………….…………………………………………………………………………………………..……………….……………34

Fresh Start…………………………………………………………………………………………………………..…………………….35

Premier League Reading Stars……………………………………………………………………..…………….……..…….35

Abersychan Readers…………………………………………………………………………………………………….…….………36

Abersychan School Literacy Marking Policy…………………………………………………………………………37

SMOG Ready Reckoner………………………………………………………………………………………………………….……38

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School Activities to Promote Literacy……………………………………………..……………………………………39

DEAR Timetable………………………………………………………………………………………………………………….………40

Example of Departmental Literacy Policy……………………………………………………………………...……. 41

Preliminary Action Plan from NSP…………………………………………………………………………….……42 - 45

Glossary of terms………………………………………………………………………………………………………......…45 - 51

Key features of the LNF

-The LNF will be a statutory curriculum requirement from September 2013, with assessment against the LNF a statutory requirement from September 2014

-The LNF is a curriculum planning tool it will be used to measure progress from September 2014

-It includes annual national expectations for literacy levels for all learners aged 5-14

-‘Literacy pathways’- are annual skills that are expected of learners. These are year-by-year expectations of the skills pupils should have which should inform the way we teach

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-Literacy strands are broken into 3 groups: oracy, reading and writing

-The LNF replaces the communication and number components of the non-statutory skills framework

How the LNF supports all learners:

MAT-Literacy components are included

ALN- the year-by-year nature of the LNF allows pupils to progress on a continuum of development

EAL- the year-by-year nature of the LNF allows pupils to progress on a continuum of development

Abersychan School Literacy across the Curriculum Policy

At Aberyschan School we aim to:

Enthuse and promote a culture of reading that enables our learners to leave this school with the skills necessary to succeed in life

Develop consistent approaches to teaching and learning in literacy across the whole school

Build an increased awareness of the skills, knowledge and understanding that learners need

Develop the use of speaking and listening within subjects Develop presentational skills within subjects Develop active reading strategies through the use of Tactical Teach resources to

increase pupils’ engagement with varying types of texts Model and demonstrate writing types within subjects

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Develop, through spelling activities and tests, consistent delivery of key terminology within subjects, and a varied learner vocabulary that will increase the confidence of our learners

Use a common marking policy for all literacy related tasks Incorporate one extended writing task, one oracy task, one tactical teach

activity and one PISA task per term/topic/SoW in every subject. Promote reading daily through Drop Everything and Read (DEAR) sessions.

Commitment from SLT

The development of literacy skills is such a high priority that the leadership of the school has made the following commitment

Standards of literacy will remain a whole school priority and form a key part of the School Development Plan

A whole school literacy strategy will be developed under leadership of a member of SLT, a literacy co-ordinator and a literacy PLC.

Challenging targets for literacy improvement will be set at all levels An effective system of monitoring will be put in place to facilitate a regular and

robust review and evaluation of the policy Governors will receive an annual report on progress in literacy Quality CPD for staff on literacy will be provided

Literacy across the curriculum

The development of literacy skills is not the preserve of the English department – all subject areas offer contextualised opportunities to develop skills in reading, writing and oracy and all teachers are therefore teachers of literacy.

In order to help subject leaders and classroom teachers the NRT scores (replaces reading ages) and teacher-assessed levels at KS2 can be found on Go4Schools.com with additional data such as CATs. FFT data is also available from FFT on-line.

All schemes of work must identify opportunities to promote and develop skills in reading, writing and oracy. The Literacy and Numeracy Framework will enable all subject leaders to plan progression in the development of literacy skills into their schemes of work. In addition the needs of the less able and the more able and talented will be catered for by a differentiated approach to developing literacy skills. Subject leaders should also pay attention to the choice of text and topic, ensuring that the material and programmes of study chosen are accessible, stimulating and challenging.

The three strands of literacy all require development;

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Reading – the school has subscribed to the Tactical Teaching Reading programme. All staff have been trained (three twilights) and provided with course books on strategies for reading. The Tactical Teaching Reading covers the reading processes, reading strategies and the different types of text forms. In order to promote reading across the curriculum, departments are tasked with including at least one tactical teaching reading task per term in their schemes of work at KS3. Traditional approaches such as paired/shared/group reading and silent reading should continue. Staff should encourage pupils to be fluent and accurate in their reading. Texts chosen should meet and challenge the ability levels of the pupils, be varied and, where possible, appeal to the interests of the pupils

Writing – writing (especially boys writing) is the weakest of the three strands of literacy at Abersychan. In order to promote writing, departments are expected to give pupils at KS3 at least one extended writing task per term which is marked for its standard of literacy in addition to its subject level. When planning tasks, subject leaders should be aware of the extent to which they support pupils with scaffolds such as writing frames. They should also include a variety of tasks across the key stage that addresses the six main non-fiction types – recount; instruction; non-chronological report; explanation; persuasion and discussion. Pupils should be encouraged to develop their vocabulary and encouraged to use subject terminology. They should also be encouraged to improve their spelling and dictionaries should be provided.

Oracy– pupils often “write what they speak”, hence the importance of developing good speaking and listening skills. They also need to develop confidence in this area. Strategies that encourage pupils to speak and listen are vital to develop oracy– they can include open questions, role play, “talk partners”, hot seating etc. In order to promote speaking and listening skills, departments should include one presentation exercise per term in the KS3 schemes of work for all pupils. While it is permissible for the pupils to use ICT in their presentation, the focus should be on speaking and listening aspects of the presentation.

The development of comprehension skills is another important aspect of literacy that crosses the three strands. There are several skills to develop from simple location of facts, through to inference and deduction skills and finally evaluation and analysis. This higher order approach should form the basis of differentiation and progression through to metacognitive tasks.

While there will be no formal assessment of reading and oracy across the curriculum, teachers are encouraged to encourage fluency, accuracy and clarity. The designated extended writing exercise (one per term per pupil per subject) must be marked for the quality of the literacy standard. Staff should use the common marking policy (See page 37). Staff should assess using two stars and a wish which must relate to the standards of literacy for this task (the nominated extended writing task should also be marked for its subject related quality – a separate two stars and a wish should be included).

While staff are encouraged to share good practice, pupils should also be able to see good quality work and exemplars. Where possible, teachers are encouraged to display good quality literacy work on the classroom walls or scanned into the U-drive to show on the inter-active whiteboard.

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In addition to the input from subject departments, other whole school initiatives are in place to drive up standards of literacy. These include:

Drop everything and read (DEAR) sessions at KS3 – for 10 minutes per day pupils read at the start of a designated lesson, regardless of the lesson. The allocated lesson rotates on a four week cycle

Literacy books for form tutor periods at KS3 – the literacy coordinator has produced literacy books with a variety of tasks to be attempted during one designated form tutor period per week

Interventions

The primary school data (in the form of TA levels and the NGRT scores) enables the school to identify pupils who need intervention to raise their literacy levels. At Abersychan the following interventions are in place:

Buddies - for pupils with RAs 8-9 years (See page 34) Corrective reading – for SpLD pupils (See page 33) Fresh Start – pupils in SEN/Buffer classes have 2 lessons taken from MFL along with

timetabled literacy (See page 35) Catch-up literacy – for pupils with a reading deficit of 6-24 months in year 7 (See

page 32) In-class teaching assistant support – generally linked to a pupil, but can be whole

class SpLD support – for pupils with specific learning difficulties (See page 34) Abersychan Readers– a reading programme targeted at Year 8 boys (See page 36)

Pupils on the programmes are tracked and interventions cease when they have met the required standards. The school is in the process of building databases to monitor pupil progress on the intervention programme through to end of KS3 and GCSE performance.

Boys

In January 2013 a working group was set up to develop strategies to improve the performance of boys, which is often related to an improvement in levels of literacy. In addition work will be done with the English department to focus on boys writing.

MAT pupils

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MAT pupils require challenge in order to ensure that they maximise their potential. In simple terms this can be achieved by presenting them with more challenging texts and resources, expecting them to tackle higher order comprehension tasks;, use a minimum amount of scaffolding when they are writing to encourage them to develop their writing skills independently, use more complex sentencing structures and develop a wider range of vocabulary. In essence this will be achieved by differentiating within the class. The PLC will be doing more work in this area in the coming months

ESW

One of the means of accrediting the development of literacy skills is through the Essential Skills Wales programme which provides both Level 1 and Level 2 accreditation.

EAL

The number of EAL pupils represents a tiny, but growing proportion of the Abersychan school population. A separate Policy for EAL outlines procedures and processes for supporting our EAL pupils

Transition

The schools in the Abersychan cluster have previously completed literacy focused projects and developed resources. A writing toolkit and a reading toolkit were produced as part of a two-year programme. In addition the Abersychan Cluster also worked with other primary schools in Phase 4 of the RAISE initiative to complete some comparative investigation work into the effectiveness of various reading programmes.

However, in light of the recent SEF focus on literacy it is imperative that more collaborative work is done in the area of literacy beyond around the new LNF. This will be a focus for the 2013-2016 Transition Plan.

Resources

The school has two additional resources which are instrumental in supporting our drive to improve literacy skills

The school library – in addition to being a place for reading for pleasure at lunchtime, the library forms a key part of the DEAR programme. Pupils are issued with library books in English lessons, which they read for pleasure and read as part of DEAR.

Support staff deployment – most of our in-class TA support is tied to pupils from LA funding. Pupils receive their allocation in the form of hours per day depending on their level of need, and although not a factor with all children, low levels of literacy are often a characteristic of pupils in receipt of AEN funding. However, where an TA does follow a child, the reality is that they offer support to other pupils in the same class.

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Monitoring and evaluation

The most important factor in all of these strategies is IMPACT. Ultimately this work must make a difference to the literacy levels of our pupils evidenced by improvements in reading ages at KS3, the acquisition of ESW communications qualifications in both key stages, NC levels in all three strands of English at the end of KS3 and GCSE English Language performance at KS4.

Literacy across the curriculum will require the greatest levels of monitoring

The schemes of work will be monitored by members of SLT to ensure that the minimum expectation is delivered by all relevant subject areas. The schemes of work must clearly identify the Tactical Teaching reading task, the piece of extended writing and the presentation exercise which should be included in each year group at KS3 at least once a term. The schemes of work will also be monitored to ensure that tasks are differentiated to cater for the less able and MAT pupils. SLT will also monitor the progression of the learning pathways allocated to each subject area.

Book/folder monitoring will take place termly to ensure that all pupils are completing an extended piece of writing and teachers are marking and assessing the work for the standard of literacy using the guidance supplied in the folder “Literacy across the curriculum”

Lesson observation also provides opportunities for observers to see good practice and scrutinise the books

SLT will regularly drop into to form tutor periods to ensure that the Literacy books are part of the weekly form tutor period cycle

SLT will regularly drop into the designated period for DEAR to ensure that all staff are following the programme

The intervention strategies will need regular monitoring and reviewing – global targets are set for all intervention programmes and these can be monitored annually.

Governors

The increasing emphasis on the importance of literacy necessitates greater governor awareness of progress in the school. In addition to ad hoc presentations by the literacy co-ordinator there will be an annual report produced outlining progress in the intervention programmes and a data presentation of progress in the key indicators relating to literacy. There are two designated LNF governors (Ron Marchant and Marcia Lilly).

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Abersychan Staff Responsibilities for the LNF

Senior managers should: • Identify the school’s particular curriculum and assessment needs, consider the

possibilities and come to decisions about the organisation of the whole curriculum and the planning of learning pathways to suit the needs of individual learners

• Identify opportunities for and facilitate the sharing of good practice within the school

• Monitor the range of teaching and learning activities, ensuring that approaches are fully integrated

• Review and update teaching pedagogy through the provision of appropriate coaching/training, establishing inter- and/or intra-school PLCs using outstanding teachers of literacy to act as system leaders

• Work with the literacy coordinator to coordinate feedback to parents/carers • Work with the literacy coordinator to organise and disseminate whole-school

training • Evaluate the impact of this coaching/training on raising standards for all

learners • Monitor, evaluate and report to governors on standards of literacy throughout

the school and the impact of actions aimed at raising these standards.

The literacy coordinators (supported by the LNF PLC) should work with senior managers, subject leaders, teachers and TAs to:

• Review the LNF provision and identify opportunities to develop and apply literacy skills

• Audit existing examples of good practice in developing literacy across the curriculum

• Advise on how good standards of literacy help to improve standards across the curriculum, as well as how to introduce and consolidate the teaching of literacy skills

• Coordinate the production/revision of a school policy for developing literacy across the curriculum

• Ensure consistency of approach across the school • Identify areas of literacy that teachers are least confident of teaching within the

context of a particular subject and discuss with senior managers measures needed to address the identified issues

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• Facilitate/broker school-based in-service training (either as a whole school or with a group of subjects/departments) on aspects of literacy

• Evaluate the whole-school impact of applying LNF and the above approaches.

Heads of department/subject coordinators working with teachers should: • Work closely with other subject areas to coordinate programmes of work,

including timing of teaching specific strategies and concepts • Identify opportunities for developing literacy in schemes of work/learning plans • Map progression in literacy across year groups and phases/key stages • Ensure coherence and consistency in the application of literacy skills linked to

the LNF across the subject area and all teaching staff • Ensure coherence and consistency in the application of literacy skills linked to

the LNF across other subject areas and all teaching staff • Work with departments and teachers to plan progressive, differentiated and

challenging tasks that will allow learners to demonstrate understanding and develop and consolidate the full range of literacy skills

• Liaise with the literacy coordinator to share formative assessments of learners and cohorts in terms of areas of strength and development

• Monitor and evaluate the impact of these approaches on standards of learning for subject areas.

All teachers should:• Be familiar with the LNF and progression through it • Understand the importance of literacy skills in relation to raising standards of work

in their own subjects • Fully integrate these skills into their planning to provide exciting new learning

experiences for learners • Identify opportunities to develop and apply literacy skills within subjects and

across the curriculum • Plan for a literacy skills focus in all lessons • Plan tasks that will allow learners to demonstrate understanding and develop and

consolidate the range of literacy skills • Liaise with the literacy coordinator, heads of subject/subject coordinators and

teachers of other subjects to identify contexts through which literacy skills can best be developed

• Identify areas for refinement and suggest best ways to improve further as part of their ongoing ‘assessment conversations’ with learners, integrating comments on literacy skills into their day-to-day discussion and feedback

• Monitor and evaluate the impact of these approaches.

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All TA staff should: Be familiar with the LNF and progression through it Understand the importance of literacy skills in relation to raising standards of work

with the pupils they work with Identify opportunities to develop and apply literacy skills when working with

learners Liaise with the literacy and coordinator, heads of subject/subject coordinators and

teachers of other subjects to identify contexts through which literacy and numeracy skills can best be developed

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Literacy Map 2014 – 2013

Literacy Across the Curriculum

Year and Code Tactical Teach ActivityPossible Teaching Activity

Department Assessing/Reporting

Learning Objective/WALT

Tasks/Activities

Element Aspect Year 7 Year 8 Year 9

Developing and Presenting Information and Ideas

Speaking 7.OS2 8.OS2 9.OS2 Drama Present a topic/ideas using voice and language to engage an audience

Yr 7 – Performance of Julies Dilemma. Performance of the Haunted School. Performances of the evacuee Phone Call.Yr 8 – Car journey performance. Performance assessment. Monologue.Yr 9 - Debate on consequences. Performance.

7.OS4 8.OS4 9.OS4 D&T I will be able to help and support pupils, explaining how to complete tasks clearly and coherently using relevant technical language where applicable.

Yr 7 – ?Yr 8 – ?Yr 9 - ?

7.OS5 8.OS5 9.OS5 RE I will be able to express a point of view and defend it with reasons.

Yr 7 – Should a religious believer wear symbols of belonging? Bar

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Mitzvah role-play. Are food rules out of date? Buddhism role-play. Does it matter what Jesus looked like? Are sacred texts out of date?Yr 8 –Yr 9 –Is It always wrong to use violence? Class debate marriage in a place of worship is out of date. Debate about the death penalty.

7.0S6 8.0S6 9.OS6 Welsh I will be able use a range of mutations correctly (soft, nasal and aspirate mutations) in context

Yr 7 –Yr 8 –Yr 9 -

Listening 7.OL1 8.OL1 9.OL1 Drama Respond accordingly to others’ questions, opinions and ideas

Yr 7 –Creating Physical theatre group work. Creating the haunted house group work. Creating evacuees group work.Yr 8 –Creating Voice group

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work. Creating the desert island group work. Creating I don’t like Mondays group work.Yr 9 – Creating stones group work. Creating heroin lies group work. Creating romeo and Juliet group work.

7.OL3 8.OL3 9.OL3 Music Listen to information and ideas for a particular viewpoint and identify/understand how these processes are used to defend/promote this viewpoint or argument.

Yr 7 –Yr 8 –Yr 9 -

Collaboration and Discussion

7.OC1 8.OC1 9.OC1 Music Make a range of contributions to a discussion both in formal and informal situations, while participating in a number of roles such as leading, encouraging, and supporting others.

Yr 7 –Yr 8 –Yr 9 -

7.OC3 8.OC3 9.OC3 ICT Review possible options and agree

Yr 7 –Yr 8 –

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what actions to take backed up by reasons and evidence.

Yr 9 -

Locating, selecting and using information.

Reading Strategies

7.RS2 8.RS2 9.RS2 2R4CDifficult Word ChartVocabulary Snowballs

English Making sense of and evaluating words, sentences and whole texts through use of reading knowledge.(word roots, content, context , grammar and sentence structure)

Yr 7 – Library skills. Dictionaries. Extended book reviews.Yr 8 –Library lessons. Class reader. Local Area. Media. Punctuation. Play Scripts. Disaster. Story Writing.Yr 9 – Healthy Lifestyles. Crime. Class reader. Other cultures. Shakespeare. ESW/END of KS3 yellow dog extract, guide dogs for the blind letter.

7.RS5 8.RS5 9.RS5 Book 2 is the ‘strategy’ bookAnticipation Guide, Think Sheet. (prediction)Sneak Preview (skim)Text Connection Codes, Forced Relationships (close reading and

History Can you use a range of strategies to find information in detailed text?

Yr 7 – Who should be king? How did William the conqueror keep control of his new country? What was life like in a Medieval Village?Yr 8 – Was Henry VII a great king?

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connection)Retrieval Chart, Reading Guide with specified scanning task (scan)Note taking (key ideas)

How did the factory system affect children? Why was the iron industry important to the industrial revolution?Yr 9 – What were the causes of the 1st world war? How did poppy day start?

7.RS8 8.RS8 9.RS8 Reading Guide with step-by-step guidance on features to look for to find reliable websites. There is space for students’ comments as they follow process.

D&T I will be able to use the internet to effectively find appropriate and relevant information on a chosen topic – being selective in the information I choose to use.

Yr 7 – ?Yr 8 – ?Yr 9 - ?

Comprehension

7.RC1 8.RC1 9.RC1 Any independent reading TT activity but particularly:Reading PlanNote TakingReading MapAlternative HeadingsPinpointing PurposesBDA Questions

History Do you maintain concentration levels when reading new information?

Yr 7 – Who should be king? How did William the conqueror keep control of his new country? What were the causes and consequences of the black death?Yr 8 – Was Henry VII a great king? Why was the iron industry

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important to the industrial revolution?Yr 9 – What were the causes of the first world war? How did poppy day start?

7.RC3 8.RC3 9.RC3 Word WebsPattern GuideGraphic OrganisersModified Note Taking activity (change 2nd and 3rd column to ‘Evidence’ and ‘Explanation’ respectively.

Science Research relevant information from different resources

Yr 7 –Yr 8 –Yr 9 -

7.RC4 8.RC4 9.RC4 DecipherInterviewsSpeculateTranslations

RE I will be able to use the skills of inference and deduction when I read a text.

Yr 7 –Kosher food information sheet. Parables of Jesus. Hindu deities reading task.Yr 8 – Religious creation stories. Gurdwara reading task.Yr 9 – Birth ceremony research and presentation. Anticipation guide human rights. Refugee’s information sheet.

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7.RC5 8.RC5 9.RC5 Double Entry JournalWhat’s the Purpose?Looking for CluesGraphic OrganisersAlternative HeadingsWord Webs (after reading)

MFL To be able to read a text and identify how it is organised to make the content clear and informative.To be able to make connections between themes and factual content, and identify any agreement and contradictions.To be able to compare and contrast themes and issues raised.

Yr 7 – Skill used in every MFL lesson. Pupils are taught to use context or other clues to deduce meaning.Yr 8 – Skill used in every MFL lesson. Pupils are taught to use context or other clues to deduce meaning.Yr 9 - Skill used in every MFL lesson. Pupils are taught to use context or other clues to deduce meaning.

7.RC6 8.RC6 9.RC6 Note TakingThinking BridgesBefore and After Chart

Art Use a range of resources to thoroughly research and investigate a selected theme

Yr 7 –Mind Map Emotion in portraitsYr 8 – Mind MapYr 9 –Personalised still life reflecting individual interests. Annotated. Mind map of events in the 60’s.

Response and Analysis

7.RA3 8.RA3 9.RA3 Synthesis JournalDouble Entry Journal66 words

Science Summarise, analyse and reflect on information

Yr 7 –Yr 8 –Yr 9 -

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7.RA4 8.RA4 9.RA4 Decipher focusing on relevant language devices

MFL To be able to read a text and identify how it is organised to make the content clear and informative.To be able to distinguish between bias and objectivity and explain how they are different.T0 be able to read a text and distinguish between facts/evidence and bias/argument

Yr 7 – Skill used in every MFL lesson. Focus on understanding and giving opinions.Yr 8 – Skill used in every MFL lesson. Focus on understanding and giving opinions.Yr 9 - Skill used in every MFL lesson. Focus on understanding and giving opinions.

7.RA5 8.RA5 9.RA5 ComparisonsModify Synthesis Journal to have a ‘Validity’ Comment under each source

RE I will be able to identify different views about the topic studied.

Yr 7 – Sacred thread ceremony letter. Symbols belonging assessment. Are sacred texts out of date?Yr 8 – How did the universe begin? Is it ok to eat meat? Is it ok to hunt animals? Pilgrims guide to Hajj. Venn diagram religious ideas about God.Yr 9 – Why do we suffer?

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For/against death penalty?

7.RA6 8.RA6 9.RA6 Reading Map but comment instead of summarising and add an overall judgment box

Geography Yr 7 –

Yr 8 –

Yr 9

Organising ideas

Meaning, purposes,

7.MW1 8.MW1 9.MW1 Maths Yr 7 –Pupil self-assessment.

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and information

readers Yr 8 – Pupils choose how to display data.Yr 9 – Report writing.

7.MW2 8.MW2 9.MW2 Drama Explain ideas and opinions clearly, showing consideration of consequences

Yr 7 –Creating and responding.Yr 8 –Creating process.Yr 9 - Police interrogation topic. Why people get mixed up in the wrong crowd. What evidence is there to show why the families didn’t get on?

7.MW3 8.MW3 9.MW3 Science Plan writing for different purposes and audiences

Yr 7 –Yr 8 –Yr 9 -

7.MW4 8.MW4 9.MW4 Maths Yr 7 – Use ICT to present tournaments, planning a bedroom and an average pupil.Yr 8 – Use ICT to present findings.Yr 9 –Use ICT to present findings.

7.MW5 8.MW5 9.MW5 RE I will have made improvements in my writing.

Yr 7 –Sacred thread assessment. Symbols of belonging

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assessment.Yr 8 –Assessment feedback and improvement. Pilgrims guide to Hajj.Yr 9 – Letter to the pope. Is it always wrong to use violence? For/against death penalty.

Structure and organisation

7.WS1 8.WS1 9.WS1 English Identify and show use of structure and language, understandingthe ways in which meaning and information are conveyed.

Yr 7 – Recount, first day at Abersychan. Instruction text, hobby sheet. Thank you letter. Extended book review. Monster newspaper report.Yr 8 –Local Area -Pupils will explore the typical layout of an advertising leaflet.Media-Pupils will then write their review following the correct format.Punctuation - Play Scripts.Disaster! -Pupils

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will write a letter to a friend or relative as if they are an eye-witness of the Hindenburg Disaster.Story Writing - Pupils will be studying beginning and endings of storiesYr 9 – Healthy Lifestyles – writing a speech. Other cultures – newcomer story. ESW/end of KS3 them park letter. Left in charge narrative

7.WS2 8.WS2 9.WS2 ICT select, interpret and evaluate ideas and information convincingly or objectively

Yr 7 –Yr 8 –Yr 9 -

7.WS4 8.WS4 9.WS4 Art Use paragraphs to organise longer pieces of writing

Yr 7 –Extended writing taskYr 8 –Yr 9 - Extended writing task

Writing Accurately

Language 7.WL1 8.WL1 9.WL1 History Can you change your writing style when needed?

Yr 7 – Who should be King? How did William the conqueror keep control of

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his new country? What was life like in a medieval village?Yr 8 – How did the factory system affect children?Yr 9 – Was field Marshall Douglas Haig the butcher of the Somme?

7.WL2 8.WL2 9.WL2 Maths Yr 7 –Yr 8 –Yr 9 -

Handwriting, Grammar, Punctuation, Spelling

7.WG1 8.WG1 9.WG1 MFL To be able to write using a wide, varied and appropriate range of vocabulary, technical terms, language and expression linked to the topic.

Yr 7 – Skill used in all MFL lessons. Pupils are encouraged to cover tenses and use a range of connectives to improve style and quality of writing.Yr 8 – Skill used in all MFL lessons. Pupils are encouraged to cover tenses and use a range of connectives to improve style and quality of writing.Yr 9 - Skill used

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in all MFL lessons. Pupils are encouraged to cover tenses and use a range of connectives to improve style and quality of writing.

7.WG3 8.WG3 9.WG3 English Use punctuation to give our work fluidity and meaning concentrating on the quality of our presentation.

Yr 7 – All writing tasks.Yr 8 –Planner help sheets. Dictionaries and thesauruses. ICT resources. Classroom displays.Yr 9 – Healthy Lifestyles – writing a speech. Other cultures – newcomer story. ESW/end of KS3 them park letter. Left in charge narrative

7.WG5 8.WG5 9.WG5 Geography Yr 7 –

Yr 8 –Yr 9 -

7.WG7c

8.WG7c

9.WG7c

English Yr 7 – Planner help sheets. Dictionaries and thesauruses. ICT resources.

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Classroom displays.Yr 8 –Planner help sheets. Dictionaries and thesauruses. ICT resources. Classroom displays.Yr 9 – Healthy Lifestyles – writing a speech. Other cultures – newcomer story. ESW/end of KS3 them park letter. Left in charge narrative.

7.WG8 8.WG8 9.WG8 Welsh I will write grammatically accuratesentences ensuring that the verb tense and person is correct in context

Yr 7 –Yr 8 –Yr 9 -

7.WG9 8.WG9 9.WG9 Welsh I will use a range of mutations correctly(soft, nasal and aspirate mutations) in context.

Yr 7 –Yr 8 –Yr 9 -

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Tracking, Monitoring and Interventions

Literacy Intervention and NRT Data

Pupils arrive at Abersychan with a Standardised Score (SS) from the literacy testing they undergo at primary school.These SSs are collated on an excel spread sheet along with the results from KS3 testing.The SSs are tracked and monitored throughout a pupil’s time at Abersychan.The results of these tests enable us to have a benchmark from which to start our intervention programmes.Additional testing and assessment is carried out by the Literacy team to ensure pupils are given the correct level of support.Pupils who score below 90 in the NRT’s will be assessed using a single word reading test such as GL Assessment and where appropriate WRAT tested to identify the need for intervention.In several intervention strategies (Corrective reading, Fresh Start and catch up literacy) additional assessment is carried out throughout the year.These assessments enable a clear monitoring and tracking of pupil’s progress.As part of our intervention work pupils are not removed from the following for literacy intervention;

Timetabled Literacy, Language or Fresh Start Lessons English Lessons Maths Lessons Maths Intervention MFL Lessons

The work flow file below goes through our intervention progression.

Intervention Work Flow

LNF Tracking

Each department has been given a series of learning psthways from the LNF for which they are responsible. Their responsibilities include; delivering the skill, assessing the skill, giving feedback on the skill, reporting on progress and tracking the progress. Departments from September 2014 will be responsible for inputting their data relating to their learning pathways on the LNF tracking System. With each department covering a small section of the LNF, tracking and assessment are manageable.

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Intervention StrategiesCatchUp Literacy (Leader D. Faullkner)

CatchUp Literacy is a structured one-to-one intervention for learners who find reading difficult. The key characteristics of the intervention are:

A 15 minute individual session, twice a week. Addressing all aspects of the reading process: word recognition and language

comprehension. Targeting the needs of individual learner.

CatchUp was delivered for a full year for the first time 2012-13. Previous years of trying to set it up failed due to different reasons. The children from 2012-13 were all from the mainstream in year 7 and all fell within the criteria.

Characteristics of struggling readers are:30

Poorly developed reading strategies, often relying upon simple one letter /one sound correspondence.

Over-reliance on illustrations to cue words, resulting in guesses which are not supported by the written words.

Lack of concern if they say a word that doesn’t make sense in the context, for example ‘The van saw big’

A tendency to snatch at any word which has letters in common with a known sight word, for example says ‘had’ for ‘have’.

A hesitant and robotic reading aloud style which inhibits the reader from allowing expression.

Criteria for choosing suitable children are those between 6-24 months behind their chronological reading age.

LSA’s trained in CatchUp literacy are;

Danielle Faulkner Julie Arnott Rachal Lewis

Catchup is delivered over a 7-8 month period for maximum effectiveness and research has shown that they increase their reading age by up to twice that of not having the intervention. The children are more confident readers and are more able to access the whole curriculum.

Corrective Reading (Leader G. House)

Intensive instructional support for primary or secondary students with reading difficulties.

Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension.

Designed to provide differentiated personalised instruction to each learner.

A complete core programme that uses:

Two major strands and four instructional levels address a wide range of reading problems.

The Decoding and Comprehension strands can be used separately as a supplemental reading intervention or combined for use as a comprehensive reading intervention programme.

Multiple points of entry and fast-cycle options appropriately address skill levels of students in Grades 4-Adult.

Fully integrated assessments monitor progress and guide movement through the programme.

Features:31

Research-based direct instruction teaching model Direct teaching of critical skills and strategies to accelerate progress Frequent interactions between teacher and students to maximize time spent

learning Teacher modelling and demonstration to boost student confidence and success Guided and independent practice and application to gradually transfer

responsibility for learning Adequate practice and review to develop deep mastery of skills and concepts

LSA’s trained in Corrective Reading Programme are;

Gill House Fiona Walker Danielle Faulkner Amanda Clark

Buddies (Leader G.House)

Peer lead reading intervention. Pairing up Big Buddies and Little Buddies using NRT data. Buddies sessions run five times a week, on Monday and Tuesday for Y8 and Y11: Wednesday – Y9; Thursday and Friday for Y7 and Y10. In 2012-13 the total number of pupils involved in buddies was:

Little Buddies: Y7- 33; Y8- 41; Y9- 23 Big Buddies Y10- 38; Y11- 46;

SpLD

SpLD tuition provided by Janet Patrick an Education Psychology Services employee.

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Fresh Start

Read Write Inc. Fresh Start rescues older readers aged 9 and above who area below expected standards in reading and writing. Fresh Start is a full teaching programme that:

Gets all children reading and writing fluently in 33 weeks Engages children with age-appropriate anthologies Ensures all children can read confidently before secondary school Embeds all learning through partner practice Assesses children every eight weeks to ensure that they have the best

provision to make speedy progress.

Read Write Inc. Fresh Start is a dynamic literacy programme based on the rigorous teaching of synthetic phonics. It is designed as an intervention programme for older primary pupils who have not made good progress in literacy reading and writing quickly and easily. The training and resources provide schools with a cohesive and consistent approach to the teaching of phonics and literacy, and to effective classroom management strategies to ensure success for every pupil.

Pupils in the year 7 buffer and AEN classes are currently being targeted with specific Fresh Start Lessons..

Staff Currently Trained in Fresh Start Delivery;

G. Williams K. Ward D. Faulkner F. Walker A. Clarke G. House S. Babatola C. Leaves

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Premier League Reading Stars (Leader A. Clarke)

Premier League Reading Stars is a partnership between the National Literacy Trust and the Premier League. It is a reading intervention programme that captures the motivational power of football to inspire young people to read more and to improve their literacy skills. It delivers statutory requirements of the new national curriculum. Over the past three years, thousands of children have used Premier League Reading Stars to raise their attainment. In 2014, 3 out of 4 children made at least 6 months’ progress in reading in just 10 weeks; 1 child in 3 made a year’s progress, or more. Premier League Reading Stars builds on evidence that footballers can influence the way young people view reading, particularly among boys and those on free school meals. In 2013, nearly 9 out of 10 participants said that seeing Premier League footballers read made them want to read more.

Abersychan Readers

A specific support programme taught in small groups for struggling/reluctant year 9 and year 10 pupils who do not fall into other intervention categories but still need support. Taught during registration period for a period of ten weeks. Covers reading and writing skills where needed.

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Abersychan School Marking Policy

Symbol Meaning What you should do

√ A tick Indicate a good point or correctness.

Reflect on your work and see what you could improve.

X A cross Indicate an incorrect point.

Read your work again and see what can be improved.

(underline) ___________

exp

Indicate that writing doesn’t make sense.

Lacks a good expression.

Read your work again - have you made your writing as clear as possible?

(underline) ________

sp

Indicate a spelling mistake.

Write the correct spelling out three times.Copy twice and then cover the word and see if you can spell it on your own.

^^ A word or phrase missing. Look at the sentence again; write in what could be missing.

(underline) __________

P

Indicate a missing full stop.

Read through your work adding full stops where appropriate.

|| Indicate a new paragraph required.

Reflect on your work - where should the paragraphs be?

(underline)________

‘I’ instead of ‘i’. Read your work again, change any ’i ’ to an ‘I’.

__________C

Capital letter is missing or in the incorrect place.

Read your work again changing any mistakes.

___________gr

Incorrect grammar. Reflect on your work and see how it can be changed.

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School Activities to Promote Literacy

o Literacy books for KS3 form periods.o DEAR (drop everything and read) initiative.o Audio book club.

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SMOG Ready Reckoner1 Select a text2 Count 10 sentences3 Count number of words which

have three or more syllables4 Multiply this by 35 Circle the number closest to

your answer1 4 9 16 25 36 49 64 81 100 121 144 169

6 Find the square root of the number you circled1 4 9 16 25 36 49 64 81 100 121 144 169 1 2 3 4 5 6 7 8 9 10 11 12 13

7 Add 8Readability Level

o Celebrity reading pictures and posters.o Staff reading pictures.o Literacy star (every half term).o Literacy boards in every building.o Literacy posters in every classroom.o Literacy competitions (spelling competitions).o Spelling activities every half term duringform periods for KS3.

o World book day competitions

KS3 Literacy Books, Form Time

All key stage 3 pupils will be required to complete a literacy book during registration period once a week. Form time literacy is divided into activities that help pupils develop their skills in:

Spelling Punctuation Grammar Handwriting Different Writing types

These literacy books will become a useful revision tool for pupils when they begin their GCSE’s.

KS4 Form Time

Pupils will complete a range of literacy based activities from the website formtimeideas.com.

D.E.A.R.

This initiative allows pupils to have at least ten minutes of silent uninterrupted reading per day at KS3. The timetable attached shows

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Week Commencing Lesson

01/09/2014 n/a08/09/2014 n/a15/09/2014 n/a22/09/2014 229/09/2014 306/10/2014 413/10/2014 520/10/2014 203/11/2014 310/11/2014 417/11/2014 524/11/2014 201/12/2014 308/12/2014 415/12/2014 505/01/2015 212/01/2015 319/01/2015 426/01/2015 502/02/2015 209/02/2015 323/02/2015 402/03/2015 509/03/2015 216/03/2015 323/03/2015 413/04/2015 520/04/2015 227/04/2015 304/05/2015 411/05/2015 518/05/2015 201/05/2015 308/06/2015 415/06/2015 522/06/2015 229/06/2015 306/07/2015 414/07/2014 5

the lessons when DEAR occurs. This format is up for review/evaluation at the end of the year.

Science Department Literacy Policy:

We seek to improve spelling through:

Promoting spelling competitions/tests

Designing spelling mnemonics and anagrams for ‘tricky’ words

Pupils keeping a science glossary

Pupils being presented with and using a word cloud at the start of a topic

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We seek to improve knowledge about language through:

Exploring the derivation of words in routine teaching and homework

We seek to improve extended writing through:

Integrating alphabet checks prior to extended writing

Using word clouds as a checklist prior to extended writing

Checking for the use of the Explanation formula and P.E.E.

Using Explanation Maps prior to writing

We seek to improve note making through:

Using Tactical teaching resources and techniques

Encouraging the writing of summaries both in class and as homework

We seek to improve reading techniques through:

Using Tactical teaching resources and techniques

We seek to improve oracy skills through

Presentations, discussions, debates, role play, group work and questioning

Our learners will reflect on the development of their literacy skills in science through peer and self-evaluation in line with the science department and school AfL policy

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Preliminary Action Plan from NSP

Phase 1 – Finish September 2013

Familiarisation with aims and purpose of LNF. Awareness of content, expectations and progression

Identification of skills within the LNF that are relevant to individual subject Orders and statutory frameworks. (Audits of current literacy implementation in individual departments)

National curriculum subjects are mapped on to the LNF at appropriate levels. Recognition that development of literacy skills in context will support

attainment in areas/subjects Schemes of work are written/adapted for the delivery of the LNF consisting of

sections from area/subject schemes of work Area/subject schemes of work reflect the LNF scheme of work Progression and differentiation are identified in the LNF schemes of work as they

would be for other areas/subjects Assess schools recent performance in literacy and identify strengths and areas

for development for discussion with NSP partner

Phase 2

By the end of Phase 2, schools, including staff and governors, will have: Reviewed the whole curriculum to ascertain where the LNF will add value; for

example by identifying gaps and requirements for improving pedagogy and progression

Considered how the LNF can be used with formative assessment to identify learners’ strengths and areas for improvement

Decided how they need to change teaching (i.e. planning and classroom practice); taken account of these conclusions to identify LNF priorities for their school development plan

Phase 3

By the end of Phase 3, Complete the actions identified as priorities for implementing the LNF

Phase 4

By the end of Phase 4: Head teachers and governors will be confident that the LNF provides sufficient

support and scope for their professional leadership in securing the goals for literacy in their school;

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Teachers and other practitioners will have the professional skills, knowledge and confidence to teach and assess the LNF;

Sustainable networks will be in place through which system leaders are able to work effectively with schools; OTLs/OTNs can support practitioners, developing and disseminating good practice in literacy.

Short, Medium and Long Term Preliminary Planning from Learning WAG

Long Term

Action point Examples Key issues to be addressedAcross phase/key stage

Subject/departmental action plans School action plans Subject/departmental overview of phase/key stage School overview of skills development through subjects for phase/key stage ‘Themed’ overviews for combinations of subjects

Ensure all skills in LNF are addressed across the phase/key stage (starting with simple auditing against the LNF to ensure no gaps in provision but moving to how skills will be progressed). Ensure coordination and appropriate timing for teaching strategies so that they can be used and applied purposefully across the curriculum (identification of how and when these strategies will be formally taught so they can be further developed). Clear demonstration of how skills are progressed within the phase/key stage by cross-curricular application. Clear demonstration of models of intervention/support for learners achieving below and above expected standards to ensure progression in literacy and numeracy. Clear identification of range of evidence used for assessment against expected outcomes in LNF. Frequency of cohort monitoring and assessment against yearly expectations. Outcomes of reviews of medium-term plans fed into yearly monitoring and evaluation

Medium Term

Action point Examples Key issues to be addressedAcross year group within phase/key stage

Subject schemes of work/termly learning plans School overview of cross-

Ensure all skills in LNF are addressed for the year group by application across the curriculum. Clear demonstration of how a

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curricular termly learning plans

skill is consolidated and progressed within the year group (by considering LNF expectations for year group before and after). Evidence of progressive cross-curricular task-planning for the year (e.g. by term). Clear identification of range of evidence used for assessment against expected outcomes in LNF. Evaluation of cohort and individual strengths/areas of development. Evaluation of progress of groups of learners (e.g. Basic Skills, ALN, more able and talented, boys) to ensure interventions are appropriate and successful. Outcomes of reviews of short-term plans fed into termly monitoring and evaluation of medium-term plans.

Short Term

Action point Examples Key issues to be addressedDay-to-day/ weekly planning for individual learners and classes

Lesson plans Weekly planning

Clear identification of literacy/numeracy focus linked to LNF for tasks in contexts from across the curriculum. Challenging tasks used to consolidate and extend understanding in focused literacy/numeracy skill. Differentiation within tasks to provide support towards consolidation and to extend development for focused literacy/numeracy skill. Ensure assessment for learning strategies will be used to support formative feedback for learners. Variety of learner groupings used to assist effective learning through oracy and formative peer feedback and self-assessment. Monitoring and evaluation of short-term plans to inform planning for next

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Glossary of Terms Taken from the Framework

Early strategies

-phonic knowledge- using knowledge of letters and sounds to make words.

-Phonemes are words that can be broken down into sounds

-Graphemes are a letter or a combination of letters which represent a sound

-Decoding-reading words by looking at letters and parts of words

-Sight vocabulary-words a learner recognises on sight without having to decode them or work them out, usually high frequency words

-graphic knowledge-knowledge of key features of the writing system including the basic shape of letters, patterns such as the plural form of nouns and spelling of verb endings, the difference between upper and lower case, etc. This may also include features such as layout, font, use of diagrams, etc.

-context-using clues from the context of the text or from prior/general knowledge to work out the sense

-syntax/syntactic-using the structure of the sentence and grammar to work out what a word is

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-high frequency words- words which occur most often in young children’s reading and writing. Many of them are very common, e.g. ‘the’, ‘and’, ‘is’, and recongising them helps a reader become proficient quickly

Reading strategies include the following:

-skimming- reading to get an initial overview of the subject and main ideas of a text, perhaps by techniques such as reading the beginning and ending of paragraphs or reading down the middle of the page

-scanning-looking for information by identifying key words and locating information around them

-gist-reading to follow the thread of an argument or narrative, the main features of a topic or the way it is handled

-key words-used particularly in searching the internet or relevant information, essential to efficient searching

-close reading-careful reading in order to extract specific information, and also to gain a complete understanding of the text’s intentions and the way in which the language choice and sentence structure combine to produce particular messages

Information handling strategies include the following:

-collate-gather together all the information about a topic from different sources, summarising where appropriate

-analyse-look for patterns, underlying assumptions, reasons for, and effects of, the way a topic is handled

-synthesise-assessing and sorting facts, opinions and ideas from a range of sources and bringing them together to present a consistent and coherent interpretation

-deduce-link together different, explicit pieces of information and draw a conclusion

-infer-understand information or views which are not explicitly stated

Evaluating texts includes considering the following:

-bias and objectivity-how far is the text impartial, reporting facts which are supported by evidence, or the content is partial, selective, and supporting a particular perspective

-facts, theories and opinions- distinguishing between facts (information which is verifiable and supported by other information, though it may be subject to change in the longer term), theories (ideas which are based on evidence and seek to link or explain information) and opinions (the views and interpretations of a writer which are based on personal judgement)

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-critique-to discuss or comment on an idea or resource etc., giving an assessment of its qualities and usefulness

-reliability-the trustworthiness of information, looking at where it has come from, who has said it and whether it is supported by others. This is particularly an issue with information from the internet

-viewpoint-the stance or position of the writer of the text which can be deduced or inferred by the way the content is handled

Organisational features of a text include the following:

-presentational devices- used to give clarity and to organise sentences and paragraphs, e.g., bullet points, tables, subheadings, arrows, captions (labels for pictures, diagrams, etc.)

-reference- features to help the reader find information, e.g. contents, index, glossary, dictionary, chapter headings

-text structure-how the whole text is organised, e.g. by chronology, argument, process. Selections are sometimes signalled by headings (for main sections) and subheadings (for subsidiary sections).

Writing strategies include the following:

-description-provide information about an event, object, place, etc., without passing judgement on it or offering an explanation

-discussion/argument-exploration of pros and cons of a topic, presenting arguments and information from differing viewpoints, sometimes resulting in a conclusion

-explanation- reasons and details are included to show why and how, often including expressions of causes and consequences, and connections between events or ideas

-instruction-to help readers do something, e.g. recipes, vehicle repair manuals, self-assembly instructions. Instructional texts tend to provide step-by-step instructions and use imperative (commands) verbs

-persuasion- to be persuasive is to try and influence or convince the reader. A continuous, persuasive text typically consists of a statement of the viewpoint, arguments and evidence for this thesis, possible some arguments and evidence supporting a different view and a final summary or recommendation.

-recount/narrative-retells events in chronological order. It may be fictional or include information

-report-an event or a process described, not necessarily chronological

Grammar

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-adjective-a word that describes a noun. It may come before or after the noun, e.g. ‘the old man’ or ‘the chair is blue’. There are different kinds of adjectives: number or quantity (e.g. few), quality (e.g. good), possessive (e.g. my), interrogative (e.g. which), demonstrative (e.g. this). Adjectival phrases have the same function but use several words, e.g. ‘dark blue with red spots’, ‘more than usual’

-adverb-a word that describes a verb, e.g. ‘the river runs quickly’, ‘it floods frequently’, often ending in –ly. Adverbial phrases have the same function but use several words, e.g. ‘less frequently than other forms of transport’, ‘less reliable than expected’

-clause- a distinct part of a sentence including a verb. There are two kinds: a main clause (e.g. I stirred the solution) and a subordinate clause (e.g. until the salt dissolved). The main clause makes sense on its own, but a subordinate clause does not

-conditional-a tense of a verb which expresses the idea that what happens depends on something else. Conditional forms often involve conjunctions such as ‘if’ or ‘then’ and verb forms such as ‘would’, ‘could’, or ‘may’, used especially for hypothesis or possibilities

-connective-a word used to link sentences or clauses or to connect words in a phrase. They express different kinds of link: cause (e.g. because), opposition (e.g. but), addition (e.g. and), time (e.g. until)

-elaboration-explaining something in more detail to give clarity and full coverage

-paragraph-a section of a piece of writing which is on a single topic. A new paragraph indicates a change of time, place or subject and begins on a new line. A paragraph is usually cohesive, meaning it is connected together, often shown in pronouns, adverbial clauses, etc. There are often links to other sections of text at the beginning and ends of paragraphs which give coherence overall

-noun-a word that names a thing or a feeling. The four types of nouns are: common (general, e.g. animal, chair), proper (a specific name, e.g. Bangor), abstract (an idea or concept, e.g. happiness) collective (a group, e.g. herd, crowd)

-sentence

simple sentence- has only one main clause and one main verb. compound sentence-two simple sentences are joined by conjunctions such as

‘and’, ‘or’ and ‘but’ complex sentences-main clause and at least onje subordinate clause. The

subordinate clause is introduced either by a conjunction such as ‘although’ or ‘because’, or by a relevant pronoun such as ‘who’ or ‘which’

-subject-verb agreement- the linked words, subject and verb, agree with each other in terms of number, case, gender and person, e.g. ‘I say/he says’ (person), ‘they were very healthy puppies’ (number)

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-tense-the form of the verb that tells us when something is happening, e.g. past, present, future or continuous

-verb-expresses an action or a state of being. Verbs can be different tenses. Verbs can be active or passive. ‘Owain Glyndwr won the Battle of Bryn Glas’ (active), ‘The Battle of Bryn Glas was won by Owain Glyndwr’ (passive)

Spelling

-graphic knowledge-sequences of letters that occur often, e.g. bread, beautiful

-morphology-word structure where parts of a word have meaning, e.g. prefixes (pre, meaning before, e.g. unclear, undeserving) suffixes added to the end of a word to change its meaning, e.g. quickly, slowly)

-segmenting-breaking a word up into its parts, e.g. un-like-ly

-roots- base form of a word from which other words derive (i.e. word derivation), e.g. unbelievable

-word families-groups of words that have a common feature or pattern; they have some of the same combinations of letters in them and a similar sound, e.g. brain, chain, complain

-consonant-all letters of the alphabet except ‘a,e,i,o,u’

-prefix-a group of letters at the beginning of a word to change its meaning, e.g. ‘unclear’

-root word-a word to which prefixes and suffixes may be added to make other words, e.g. the root word is ‘polite’ in ‘politely’, ‘impolite’, ‘politeness’

-suffix-group of letters added to the end of a word to change its meaning, e.g. ‘thought’ to ‘thoughtful’ or ‘walk’ to ‘walked’

Punctuation

-apostrophe (‘)-used to show contraction/omission, e.g. ‘haven’t’, or possession, e.g. ‘the singer’s voice’

-colon (:)-used to introduce a list, a second clause or a quotation that expands or illustrates the first clause

-comma (,)-used to separate parts of a sentence or list

-exclamation mark (!)-used at the end of a sentence to show emotion such as shock, humour, joy, anger

-full stop (.)-used at the end of a sentence. A capital letter is used to mark the beginning of a sentence (or a proper noun)

-question mark (?)-used at the end of a sentence to show that it is a question47

-quotation marks (‘’)-or single inverted commas-used to show a direct quotation from another text. Similar to speech marks (“”) or double inverted commas which are used to show direct speech in a text

-semi-colon (;) - used to separate a clause or phrase in a sentence. It is stronger than a comma, but not as strong as a full stop.

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