The importance of Literacy in the success of students and their ability to fulfil their potential has long been recognised in society. Ludwig Wittgenstein (1889 – 1951) recognised that ‘the limits of my language are the limits of my world’, seeing communication as a powerful tool for knowledge and progression. George Sampson, an English Inspector, as far back as 1921 was positing the idea of Literacy as a whole school responsibility: ‘Every teacher IN English is a teacher OF English.’ A view also held by Sir Michael Wilshaw, who believes Literacy improvement in schools to be a ‘shared responsibility’. For Literacy Co-ordinators, though, it may not seem that it is recognised by all colleagues in school! It can sometimes feel like they are a lone voice in the wilderness promoting and delivering initiatives on their own because they are seen as the ‘expert’ or because they don’t want to burden colleagues with more work to do!
This course delves into the research-based concept of Disciplinary Literacy, highlighting it as a powerful approach to promoting literacy as a shared, whole-school responsibility. By grounding the course in robust research, we aim to empower and inspire Literacy Coordinators to support their colleagues in recognising the vital role literacy plays within every subject area. Participants will not only gain a deeper understanding of the importance of integrating literacy into their specific disciplines, but they will also be equipped with practical, actionable strategies that can be implemented across the school. These strategies are designed to ensure that the entire school community collaborates in developing and promoting literacy skills, thereby enhancing student achievement and raising standards across all areas of learning. Through this course, we aim to foster a cohesive and unified approach to literacy that will benefit every student.
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