CCHS Communication Strategy
Our Mission
Clacton County High School is committed to raising the standards of all forms of communication for all of its students.
We believe that reading, writing, and oracy are crucial skills for students because they form the foundation of effective communication and lifelong learning.
Reading exposes students to a wide range of knowledge, ideas, and perspectives, fostering critical thinking and empathy.
Writing allows them to articulate their thoughts and express themselves clearly, honing their communication skills and enabling them to convey ideas persuasively, accurately and meet the relevant disciplinary approaches of different subject specialisms.
Oracy, the ability to speak and listen effectively, enhances interpersonal and collaborative skills, enabling students to engage in meaningful discussions and debates.
These skills are essential not only for academic success but also for personal and professional development, empowering students to navigate an increasingly complex and interconnected world with confidence and competence.
In ensuring that each of these pillars of communication is taught at every opportunity, we can help students to develop the skills necessary to explore their learning and the confidence to communicate clearly.
CCHS Communication Strategy - Full Document
Our Foundations of Communication
‘Reading and writing float on a sea of talk’ - James Britton
Oracy at CCHS
Universal Approach to Oracy for all students:
• Expert Modelling - the expert speaker
• No opt out questioning - pose, pause, bounce
• Providing scaffolds and valuing all contributions
Targeted support through an online speech and language programme
Intensive support provided by the SEND team
Writing at CCHS
Universal Approach to Writing for all students:
• Expert live modelling of writing
• Explicit ‘gapless’ instruction for writing success
• Providing appropriate scaffolds
Targeted support through shared and communicated writing targets and specific literacy activities in English
Intensive support provided by the SEND team
Reading at CCHS
Universal Approach to Reading for all students:
• Pre-reading; activating knowledge and vocabulary
• Expert modelling of Reading Fluency
• Post reading; securing and ensuring understanding
Targeted Intervention offer focused on supporting Reading Fluency through our ‘Reader to Leader’
Intensive support provided by the SEND team
Assessment, Screening and Our Tiered Approach
Reading:
- Students in Year 7 will complete an online GL Assessment adaptive reading test at the beginning and the end of the academic year.
- Students in Year 8 will complete an online GL Assessment adaptive reading test at the midway point in the academic year.
- Students in Year 9 will complete a paper-based GL Assessment Progress Test at the end of the academic year.
- The data from these tests is used to identify which tier of approach students will follow. Students identified for targeted or intensive intervention are assessed throughout their intervention at a more regular basis to assess progress and determine if they can graduate out of the intervention.
- Reading outcomes and the tier of approach identified for students is shared with parents following testing, alongside further support and guidance on how to support children at home with reading.
Writing:
- Students in Year 7 will complete a National Improving Secondary Writing Task at the beginning and end of the academic year.
- Students in year 8 will complete a range of extended written responses across the curriculum that will be assessed internally, in-line with the whole school feedback policy.
- Students in Year 9 will complete a paper-based GL Assessment Progress Test at the end of the academic year that provides evidence of students spelling and grammar knowledge.
- Students in years 10 and 11 will complete a range of extended written responses across the curriculum that will be assessed against relevant subject specific examination specifications.
Oracy:
- Students in Year 7 will be screened via a secondary speech link.
- Students identified as requiring further support will participate in a bespoke intervention offer.
CCHS Communication Strategy - Full Document
Literacy in Action - Oracy & Public Speaking
Jack Petchey Speak Out Challenge
Each year a group of Year 10 students participated in a Speak Out Challenge run by the Jack Petchey Foundation. The students use the skills they had acquired during the day of workshops to deliver a presentation that they had prepared. Students are encouraged, not only to stand up and speak in front of their peers, but to also consider their body language, changing tone and facial expressions whilst doing so. Each year our students astound their peers with the difficult and personal topics that they tackle.