Best Practice

Every teacher is a teacher of literacy: Literacy practice across the curriculum

Continuing his series on literacy across the curriculum, Matt Bromley looks at the backbone of good literacy practice, five strategies to achieve this, and the three domains of literacy education

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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