INTENT:

Literacy at IGHS is driven by disciplinary literacy: providing subject specific, high quality reading, writing, speaking and listening opportunities in every sequence of learning.

READING:
Reading is a key priority at IGHS. Our aim is to develop an environment rich in reading and language development to promote a lifelong understanding of the importance of reading for knowledge acquisition, academic achievement and well-being. We want each student to reach their potential by reading at, or above, their chronological age.

Robust assessment using CAT and NGRT assessment, enables the timely implementation of reading interventions. For students working below age-related expectations, we use Rapid Plus, to bridge gaps in decoding, language comprehension and/or fluency.

Reading for pleasure is promoted through: book clubs; world book day & book review writing competitions; community links with Oldham Library and timetabled weekly library access; student voice is engaged to ensure the library is stocked with relevant and engaging texts.

IMPLIMENT:

At IGHS, we engage in research-based practice to positively impact upon our students and continually strive for excellence. As such, our literacy approach is informed by the EEF Secondary Literacy Guidance report Improving Literacy in Secondary Schools.

Continued professional development supports teachers in every curriculum area to teach students how to read, write and communicate effectively in their subject specialism.