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Thornleigh Salesian College
Sharples Park
Bolton, BL1 6PQ

contact@thornleigh.bolton.sch.uk

T: 01204 301 351
F: 01204 595 351


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Literacy in School

Think SMART and READ FOR PLEASURE!

Literacy in school

Form time reading here at Thornleigh is truly taking off! Every Monday,  it is a delight to see a number of students lost in their books, intently reading the words of a range of authors. From Young Adult to Non-Fiction, the variation of books is endless! Some readers are taking it to a whole new level by not only doing independent, silent reading but also sharing passages of novels, generating debates and analysing extracts! A number of pupils have successfully completed their reading records and have subsequently received a number of smart awards for their efforts!

Remember that you can always explore new books through the Main School Library and with the new haul of requested books coming soon, our library will be at its very best.

From Shaz Khan (Year 7 Literacy Leader)

Book of the month1
Book of the month1
Book of the month1

Roald Dahl Day

September is Roald Dahl’s birth month, and each year it is celebrated in school with a wonderful array of events centred around his birthday on 13th September. Here’s what we got up to… Click here to view all of Roald Dahl Day

Literacy across the Curriculum

We have a rigorous whole school policy which has been implemented systematically across the curriculum where our teachers, no matter what their subject specialism, view themselves as teachers of literacy. One way in which we are ensuring students see literacy as part of every subject, and not just in English, is through our newly designed ‘Key Words’ sheets. These have been designed by all subject areas and are a point of reference for things like spelling, punctuation and sentence structure. Also, we have incorporated a whole school marking policy whereby teachers of every subject are using the same criteria to guarantee some consistency.You will find these in your son/ daughter’s exercise books in all subjects.

MAD Time!

Make a Difference – The Philosophy…

M.A.D time stems from formative assessment and Assessment for Learning and demands that us as staff, and students, do not simply ‘move on to the next job.’

The concept… 

M.A.D time derives from an acknowledgment that written feedback takes time! With the new focus on tracking progress and learning through exercise books, it is becoming increasingly imperative that we allocate learning time and homework time for responding to feedback.

Promoting Reading

“Children and teenagers who read frequently are more creative, imaginative and end to have greater levels of academic excellence than those who don’t”.

Part of the government agenda is to make reading much more high profile in schools. One of the ways many schools are approaching this is through targeted form time reading. 

The aim is to make reading a significant core routine in school. Please help us by ensuring your child brings a book with them every day.

You will find the SMART reading record in your child’s planner. Please have regular discussions with your son or daughter about the current book they are reading and encourage them to continue with their motivation to try new genres and writers.

Our Vision for Literacy

At Thornleigh Salesian College literacy plays a central part in learning. We believe that literacy facilities and encourages engagement in learning and enables students to access the curriculum more effectively. Without the important skills of literacy, the richness that education offers is often lost. It is one of our key whole school priorities to ensure that every student in our care is equipped with the skills that will allow them to access a wide and varied curriculum.

There has been a huge investment in literacy in the last year here at Thornleigh Salesian College and students are beginning to reap the rewards of these investments. The quality of reading, writing and communication is a principal focus in all subject areas, and staff and students alike are being supported to develop and strengthen their literacy skills.

There is a plethora of information and educational research that makes the direct correlation between high standards of literacy and academic success across the curriculum. There is little doubt that literacy is also a key that opens many doors in terms of future opportunities and quality of life. With this in mind, literacy is, and will remain a primary focus for learning here at Thornleigh Salesian College. 

‘Improving literacy in secondary schools; a shared responsibility’ Ofsted 2013

At its most specific and practical, the term ‘Literacy’ applies to a set of skills that have long been accepted as fundamental to education. The Department for Education is clear and emphatic – the curriculum should offer opportunities for pupils to:

  • ‘engage in specific activities that develop speaking and listening skills as well as activities that integrate speaking and listening with reading and writing’
  • ‘develop speaking and listening skills through work that makes cross-curricular links with other subjects’
  • ‘develop reading skills through work that makes cross-curricular links with other subjects’
  • ‘develop writing skills through work that makes cross-curricular links with other subjects’
  • ‘work in sustained and practical ways, with writers where possible, to learn about the art, craft and discipline of writing’
  • ‘redraft their own work in the light of feedback. This could include self-evaluation using success criteria, recording and reviewing performances, target-setting and formal and informal use of peer assessment. Redrafting should be purposeful, moving beyond proofreading for errors to the reshaping of whole texts or parts of texts.’

‘Literacy’, however, is more than the mechanics of reading, writing, speaking and listening. The National Curriculum demands that connections be made between each strand and across subjects, which calls for thought and understanding, for recall, selection and analysis of ideas and information, and for coherent, considered and convincing communication in speech and in writing.

Where now?