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Holderness Communicator

The Holderness Communicator initiative is a collective responsibility to enable the Holderness Learner to possess articulate communication skills:

  • The Holderness Communicator  should recognise how ‘talk matters’ and use ‘talk’ as a means of understanding subject content.

  • The Holderness Communicator will be able to read and access academic texts whilst being a strategic reader.

  • The Holderness Communicator will be able to access and use academic language.

Our Holderness Communicator map can be found here.

Our approach to literacy is that of shared responsibility within all subject areas (disciplinary literacy) and students should be exposed to opportunities to develop Holderness Communicator skills in every lesson across the curriculum.

  • The Holderness Communicator  should recognise how ‘talk matters’ and use ‘talk’ as a means of understanding subject content.

Students are encouraged to demonstrate oracy skills in every lesson and the following roles are useful starting points:

Please view our tips for successful digital oracy here.

  • The Holderness Communicator will be able to read and access academic texts whilst being a strategic reader.

Studies show that reading for pleasure makes a big difference to children’s educational performance. 

Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.

In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.

 

"Reading for pleasure is the single biggest factor in success later in life, outside of an education. Study after study has shown that those children who read for pleasure are the ones who are most likely to fulfil their ambitions. If your child reads, they will succeed - it's that simple."  Bali Rai                                                                           

 

Reading Opportunities

We are proud to dedicate regular reading opportunities during the first 10 minutes of all KS3 Science, Maths and English lessons using the Accelerated Reading programme to provide books appropriate to reading age and ability.

You can find more about the initiative here.

Students are encouraged to use reciprocal reading strategies to understand reading material.

School Login

Our unique school login is available here.

Students can complete quizzes from their own devices.

Standardised reading tests are also completed once every term to assess progress in reading.

 

Tutor Programme

Our Tutor programme also includes a ‘remarkable reading’ initiative for Years 7-8 which features  whole cohort reading of new, exciting novels with quizzes to gauge understanding and engagement

We are delighted our initiative has been recognised by the authors of the novels we are sharing via Twitter.

 

Accessing Books

Students can also access books from the East Riding Library service here.

Oak Academy also offer an online virtual library.

 

Need Inspiration?

Holderness Academy recommended reads for 2020/2021 can be found here.

 

Tiered Vocabulary

  • The Holderness Communicator will be able to access and use academic language.
  • The ability to understand and access reading material is heavily reliant on understanding specific vocabulary.
  • Students are explicitly taught Tier 2 and 3 vocabulary across the curriculum.
  • All subject areas are assigned a group of Tier 2 words to incorporate into their curriculum.

Please encourage your child to share new vocabulary on a regular basis.

Encourage your child to play Freerice to increase their vocabulary and help the World Food Programme:

https://freerice.com/about

 

Track My Read

Information for Parents/Carers regarding 'Track My Read' can be found  here.

Track My Read Year 7

Track My Read Year 8

Track My Read Year 9

"I think that ‘Track My Read’ is a good way to ensure that students are reading, and to show the teachers they are engaging in the work. It’s easy to use, and takes only two minutes to submit. I think it’s helpful too because teachers can see what their students are reading, and then they know if the student needs to read something harder or more advanced."  Year 9 Student