Every teacher is a teacher of literacy: Boosting writing skills

In this series I am making the case for literacy as a whole-school concern, arguing – as George Sampson did – that: “Every teacher is a teacher of English because every teacher is a teacher in English.”

This is the final part. So far I’ve argued that literacy across the curriculum should:

In short, literacy learning – if it is to be done properly – should move beyond merely displaying key words or marking written work for SPaG, and focus on these three strands: Speaking and listening (or oracy), reading, and writing.

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In the third part of this series I focused on speaking and listening and said that it was, among other things, about developing pupils’ abilities to: listen and respond to others (adding to or arguing against), speak and present (with increasing formality), participate in group discussion and interaction, and engage in drama, role-play and performance.