Literacy does not begin and end in the English classroom

Susan McDade, Literacy Development Officer at LTS , returns from the National Literacy Conference with a wealth of success stories

Building the Curriculum 1 brought light to the end of a dark November in 2006 for many English teachers, as they saw in print what they had often discussed, sometimes heatedly, with colleagues: that literacy is the responsibility of all who work with young people - it does not begin and end in the English classroom. This message was understood by all good practitioners and Curriculum for Excellence has empowered secondary teachers and staff to be creative with their approaches to literacy.

Across the country schools are using BtC1 as an opportunity to work with colleagues from different disciplines on projects that develop young people’s listening and talking, reading and writing skills. As a development officer I am discovering examples of great practice that schools seem almost reluctant to share, not because the ideas aren’t good, but because they wonder if they are ‘doing the right thing’.

The National Literacy Conference was a great opportunity to highlight good practice, and many practitioners did just that. Kelly Morrison and Hugh McCulloch of Elgin High School told how their project to develop writing across the curriculum linked two departments that, at first glance, do not have many connections. Kelly and Hugh showed a common approach to developing procedural writing from a science classroom and success criteria that would enable the skills to be transferred to a history classroom. And not an English teacher in sight!

The National Literacy Conference also highlighted how different types of texts can engage readers of all ages and abilities. The City of Edinburgh Council’s graphic novels project assured English teachers that these novels are a credible resource which appeal to reluctant and enthusiastic readers alike. An answer to the prayers of many English teachers, librarians and parents who fret about their child’s lack of interest in reading.

Pupils’ interest in film, television and computer game narratives is being used to inform and inspire creative writing in schools across Dundee. The Dundee Imaginative Writing Programme uses interactive software to enable pupils to develop their own storylines. A fine example of a teaching tool that both celebrates texts in different forms and appeals to differing learning styles.

These are just a sample of the excellent practice taking place across Scotland. What starts as short conversations in staffrooms often develops into projects like those described here. It’s amazing what can happen when practitioners put their literacy skills into action!