Literacy across the Curriculum
Objectives of the policy

At Beamont Collegiate Academy we place huge value on    the importance and the delivery of literacy. Reading, writing and communication skills  are crucial for all aspects of the curriculum. A secure understanding of literacy is necessary for the future of our students and for this reason we have adopted a whole school approach to the teaching of literacy. All staff are committed to focusing on Literacy objectives that are shared on a weekly basis.

Our whole school aim is to create explicit focus on literacy in order to develop our students’ communication skills. The English Department will teach the key skills of literacy and will deliver bespoke literacy lessons on a weekly basis but every teacher will work on developing students’ literacy skills. Teachers will promote a love of reading and will ensure that they provide students with opportunities to develop their reading, writing, speaking and listening skills through well-planned, focused lessons.

Baseline testing

From September every child in year 7 will be tested so that literacy intervention can be focused and targeted. For those students who are identified as needing extra intervention, individual plans will be put in pace. Some students will follow Lexia or Reading Plus; these programs will be followed to help students’ make rapid and sustained progress against age related expectations.


Reading is an integral part of daily life at the academy and every teacher will teach reading skills explicitly within their subject areas. All staff have been trained through whole school in-service training so that they can teach reading effectively.

What we do at BCA

  • Peer Reading- Beamont Collegiate Academy has decided to opt in to a peer reading programme after learning of the benefits outlined in the National Literacy Trust. It is a programme whereby one pupil (the tutor) supporting another pupil (the tutee) with their reading. The NATIONAL Literacy Trust outlines that ‘traditionally, the most effective schemes are where the tutor is older than the tutee’ and therefore have had year 9 and 10 students tutoring year 7 students.
  • Lexia- Lexia is a program that supports educators in providing differentiated literacy instruction for students of all abilities. Lexia’s research-proven program provides explicit, systematic, personalized learning in the six areas of reading instruction, targeting skill gaps as they emerge, and providing teachers with the data and student-specific resources they need for individual or small-group instruction.
  • Reading Plus-Reading Plus is a computer based program that monitors the capacity and comprehension levels of readers. It tracks attainment and progress and will be done by students who are identified as needing reading intervention.
  • Literacy Bulletin- At BCA we have a weekly bulletin that focuses on the celebrations within the school. We have a word of the week and a specific literacy focus for that week that is mapped out at the beginning of each academic year.
  • Reading Champion-Reading champion is a student/students who have shown a great attitude towards reading throughout the week. This is also shared on the literacy bulletin.
  • Literacy Champion-This is a student who has been nominated from across the curriculum. This student will have shown great enthusiasm towards their subject through precise use of subject terminology and excellent literacy.
  • Drop everything and Read-This is where students read for pleasure for 15 minutes at the end of the day on a Friday, it has been introduced to provide students with an activity at the end of the week that they enjoy and can become immersed in. It is to promote reading for pleasure.
  • Literacy homework-this is a targeted homework aimed at all year groups. They are given out in English but will help students within a range of different skills from spelling, punctuation and grammar to comprehension, retrieval and inference.
  • Timetabled reading – this is a slot within the English timetable given to reading only. Students choose an age and ability appropriate book from our library (or from home) and read for 30 minutes per week.
  • SPaG lessons- this is a slot within the English timetable where students complete tasks on the literacy focus for that week.
  • Bespoke literacy boards-Departments throughout the school have had an input into creating bespoke literacy boards for their departments. It is a point of reference for staff and students alike and encourages students to become familiar with subject specific terminology for their different areas of study.
  • Debate Mate- Students will be given the opportunity to opt into a debate enrichment club to improve their communication skills. The club will give students a chance to improve their literacy and oracy. 

At Beamont Collegiate Academy we strive to do our best in everything we do. If it isn’t excellent, it isn’t good enough.  

Staff will ensure that the literacy bulletin is referred to and displayed in all classrooms.

When writing, staff will ensure that students: 

  • Write in clear handwriting.
  • Use headings, sentences and paragraphs where appropriate.
  • Not graffiti on our books.
  • Use the date and title when starting any new work.
  • Stick all sheets into our books.
  • Write in blue or black ink.
  • Take responsibility for suggestions made by our teachers in our books
  • To make sure we make improvements in our work.

When introducing new forms of writing, teachers should:

  • provide good written examples
  • explore word/sentence/text level/features of the text
  • demonstrate structure
  • Model and scaffold in the early stages providing writing frames
  • Use the literacy mats to encourage use of correct spelling, punctuation, grammar, connectives and language features for different writing styles.

Teachers should also ensure that literacy within exercise books is marked according to the weekly literacy objectives and the ‘marking for literacy’ policy.   

English teachers will track and monitor the progress of writing using the new assessment tracker.

Marking for literacy

As part of the academy’s ‘marking for Literacy’ policy staff should use the current codes to identify literacy needs within a student’s book. 

Sp   This word is spelt incorrectly. Copy out the correct spelling x3

P     Punctuation has not been used correctly.

C    You have not used a capital letter correctly.

//    You have not paragraphed correctly. 

        Your teacher has inserted this symbol where a new paragraph is needed 

?     Your choice of grammar is inaccurate; your sentence doesn’t make sense.  

The purpose of this policy is to ensure that the academy use a common approach and that students become familiar with the codes; this in turn will hopefully ensure that Students are able to rectify any misconceptions they may have in relation to literacy.


Speaking and listening activities should be encouraged throughout the academy. Activities should be well-focused and targeted. Students should be taught to use subject specific vocabulary according to specific curriculum areas.

Communication should be taught through modelled examples from the teacher and spoken communication should be taught by teachers who promote group interaction and emphasise voice control and clarity.

Students can become debaters through attending Debate Mate enrichment; they will compete against other schools in a nationally recognised competition and whilst doing so will be improving their skills in spoken communication.