Last time I made the case for literacy as a cross-curricular concern, arguing – as did George Sampson in 1922 – that “every teacher is a teacher of English because every teacher is a teacher in English”. (Cross-curricular literacy: Part 1, SecEd, June 2017 – see further information).
I also said that as a teacher of, say, science, you have a responsibility to help your pupils learn about science, but you also have a responsibility to help them speak, listen, read and write like a scientist.
And I said that although your approach to literacy should be informed by your unique context, it should also be influenced by evidence of what works elsewhere – and what is true of all schools is that literacy across the curriculum should:
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