Highland project: Collaborative strategies P7-S1

In January 2005, Highland began a region-wide literacy project, looking at ways of sharing best practice in the teaching of reading and how to involve more pupils in their own learning. The key strategy used was the promotion of independence through collaborative learning.

Using the Learning and Teaching initiative, we decided to extend this to look at how we could share these collaborative strategies between P7 and S1, when reading for information. By making the project methodology-based rather than subject-based, we realised that it could be applied to any subject across either primary or secondary and that all pupils, whatever their ability, could participate. Two primaries, already participating in the Highland project, and their associated secondary schools were asked to take part.

Highland literacy development officers modelled reading for information lessons in P7 and in S1 geography and RME classes.

Pupils worked in mixed-ability trios and there was a strong emphasis on talking and listening. Staff then tried the strategies in their own settings and liaised across sectors to observe each other’s practice. Teachers from one of the primary schools taught an S1 class - an excellent CPD opportunity. 

On many occasions, colleagues from within the school and from visiting schools observed these lessons. Time was also built in for cross-sector discussion and evaluation and the whole group met together on several occasions to discuss and plan progress. 

Although we actually did what we planned to do, we felt that the allocated time for the project was too short and would have preferred an additional six months.

However, we do plan to sustain and roll out our project as follows:

• Project teachers continue to use collaborative learning in their own classes. 
• One secondary member has planned a presentation for staff as a result of interest from colleagues. 
• Encourage other staff members to observe lessons in both primary and secondary. 
• Invite colleagues from other schools to team-teach lessons. 
• Invite secondary colleagues to teach lessons to P7 to enhance transition.