Quigley, Alex; Coleman, Robbie; Improving Literacy in Secondary Schools. Education Endowment Foundation: London, UK.

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Text EEF_KS3_KS4_LITERACY_GUIDANCE.pdf - Published Version Download (7MB) | Preview

Abstract

This guidance report aims to help secondary schools improve literacy in all subject areas. It provides seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students. Throughout the report, recommendations emphasise the importance of disciplinary literacy. Disciplinary literacy is an approach to improving literacy across the curriculum. It recognises that literacy skills are both general and subject specific, emphasising the value of supporting teachers in every subject to teach students how to read, write and communicate effectively in their subjects. This guidance challenges the notion that literacy in secondary school is solely the preserve of English teachers, or literacy coordinators. The emphasis on disciplinary literacy makes clear that every teacher communicates their subject through academic language, and that reading, writing, speaking and listening are at the heart of knowing and doing Science, Art, History, and every other subject in secondary school. The term disciplinary literacy, as used in this guidance, does not relate to students’ behaviour; rather, it stresses the idea of subjects as disciplines. The guidance also completes a group of EEF guidance reports focused on literacy, building on the Key Stage 1, Key Stage 2 and the Preparing for Literacy reports. These reports also provide more detail related to aspects of this guidance, for example related to literacy development.

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