FVWL RIC Literacy Rationale
Literacy is the key to ensuring equity, effective participation and excellence – moving from enabling to empowering our learners and their communities.
Each local authority recognises that by improving attainment levels in reading and writing, young people will be able to achieve more. By working across and through the collaborative, combining resources, creativity and expertise, we will be empowered to transform learning.
The aim of this workstream
To develop collaborative learning approaches which build staff capacity to deliver high quality literacy learning experiences for all.
- Directly support practitioners to develop their knowledge, understanding and application of research informed pedagogy which is proven to improve outcomes for children and young people.
- Develop face to face and digital collaboration between practitioners within and across local authorities to promote leadership at all levels.
- Support reflection on learners’ performance which results in continuous improvement – raising attainment and closing poverty related attainment gaps.
How will we take our work forward?
For 2019-20, there were three working groups within the literacy workstream, each with a clear focus on improving aspects of reading.
- Developing teachers’ professional judgement of achievement of a level in reading. Led by Carol Turnbull, Falkirk Council.
- Building a reading culture in our schools. Led by Jacqui Burns, Stirling Council.
- Building skills in early vocabulary development. Led by Catherine Thomas, West Lothian Council.
The Literacy Academy was established in January 2020 to provide resources and programmes to support practitioners in closing the poverty related attainment gap in literacy. The main programmes to date are Reciprocal Reading (for primary and English practitioners) and Disciplinary Literacy (for non-English BGE teachers).
Reciprocal Reading is a structured approach to teaching reading strategies that can be used to improve reading comprehension (P3 – S3): Education Endowment Foundation. The programme was developed through partnership working with Stirling University and was endorsed by Education Scotland in June 2020: Reciprocal Reading – ES Endorsed Programme The Reciprocal Reading programme runs over seven consecutive weeks with three online support sessions. (The start and finish dates are negotiable to suit the needs and time constraints of each school/group of practitioners and one off introductory sessions are also available.)
Improving Literacy in Secondary Schools recommends prioritising ‘disciplinary literacy’ across the curriculum. Disciplinary Literacy is a subject specific approach that supports raising attainment and closing the gap via enriched literacy practices across the curriculum. The introductory session highlights research on what works in vocabulary and comprehension teaching for subject disciplines, teaching pupils to read, write and think in subject appropriate ways.
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