Principal Teacher of Literacy

Rationale
The report from HMI, Improving 5-14 Writing, states:

• Experience and success in writing in schools provides pupils with the skills to deal with the functional literacy requirements of adult life.
• Writing involves a complex set of skills which do not develop without teaching and practice.
• Despite the consistent evidence that some teachers help their pupils to develop into effective writers, it is clear that, overall, the quality of writing requires significant improvement.
• The S1/2 writing curriculum should extend beyond English.

Introduction
The role of Principal Teacher of Literacy has been established in an effort to raise the standards of literacy of all children within Auchinleck Academy and hence raise attainment. I work very closely with PT Enterprise and PT Curriculum Support and have very strong links with the English and Learning Support Departments. I am a teacher of Chemistry/Science and became involved with literacy as a part of the Building Bridges in Literacy Working Party for East Ayrshire Council. I hope that my appointment helps staff to realise that all teachers are teachers of literacy. I have been in post since Jan 2005, and what follows should give an indication of what my work involves.

Mrs V Grove
PT Literacy

Remit
The Principal Teacher of Literacy plays a key role in developing/delivering the whole school Literacy Policy and continues the developmental work outlined in Auchinleck Academy’s Improvement Plan. The work carries the responsibility for supporting development work and teaching and learning in the whole school. The Principal Teacher of Literacy works closely with curriculum managers, offering support and direction where required. The PT liaises with the Learning Partnership in an effort to continue the work of the Building Bridges Project.
The Principal Teacher of Literacy is part of the middle management team who share a commitment to initiating qualitative changes, monitoring and evaluating existing whole school development work and participating in the parental partnership as and when required.

Key Tasks include:

• Supporting the delivery of the Literacy Across the Curriculum Policy
• Assisting Principal Teachers in their work embedding the Literacy programme into Department Improvement Planning
• Co-ordinating the work of departments in developing effective teaching and learning and raising attainment
• Monitoring and evaluating the effectiveness of the applications of the policy
• Identifying and disseminating good practice throughout whole school
• Identifying and organising relevant training for staff
  Continuing to raise the profile of the initiative with students, staff, parents and the wider community
• Organising and delivering Parental Workshops
• Liaising with staff within the Learning Partnership to promote the Building Bridges Project and disseminate successful strategies across subject areas and associated primary schools

The Principal Teacher of Literacy is responsible for chairing the monthly Literacy Across the Curriculum Working Group meetings. A large number of staff from various subject areas work together to consider and trial ways of improving literacy skills and hence raise attainment. The working group have produced a ‘Writing Across the Curriculum’ policy document which is currently being implemented by all staff. Quality Assurance procedures have been put in place to monitor the implementation of the policy.

It is extremely important to continue to raise the profile of literacy with pupils, parents and staff. Therefore, regular updates are issued via the school Newsline and bulletins.

Spelling has become a priority and therefore all S1/2 pupils have been issued with their ‘Personal Spelling Dictionary’ which should be used across the curriculum. In addition, spelling posters are displayed in classrooms.

In a bid to continually celebrate achievement in writing, various strategies are available to staff. Firstly a ‘Letter of Achievement’ can be sent home. Secondly, a ‘Certificate of Achievement in Writing’ in a particular subject area can be issued. In addition to this, notice boards have been erected to display examples of pupils’ writing. Each subject area has been allocated a particular month for their display.

Staff are encouraged to include literacy in their CPD commitments and therefore a Centralised Literacy Resource Area has been established in the school to allow staff to access relevant material. Additionally, in-service training is provided by the working group for all new and interested staff.

1. Members of the Literacy across Learning group:

Mrs Grove, Mrs Chudleigh, Mrs Fisher, Miss Johnstone, Miss Kane, Mrs Macara, Mrs Standring, Mr McKie, Mrs McPheator, Miss Nye, Miss Smith, Mrs Hammersley, Mrs Martin, Ms Byrne, Mrs Bevan, Miss Lindsay

2. P7 Literacy/Numeracy Conference

Pupils from associated primaries were invited to the school to take part in a range of Literacy and Numeracy workshops. This gave pupils the opportunity to participate in a variety of events tailored to highlighting the Literacy and Numeracy initiatives.
Workshops such as animal testing was popular among pupils. This gave pupils a chance to develop listening and talking skills as well as working within a group. All groups were mixed so it gave pupils a chance to meet others from different schools.
Numeracy workshops such as Sudoku and Number puzzles gave pupils the chance to work individually and test their Numeracy skills.

The day was hosted by Mrs V Grove (PT Literacy) and Mrs J Macara (PT Numeracy). Also assisting with the day were Mr Malakoty, Miss Parker, Mrs Hegarty, Miss McGill as well as primary teachers, support staff and parents.

3. S1 Literacy Day

This will take place on the 31st March. All 1st year pupils will participate in a range of tasks to improve their Literacy skills. This year the focus will be on listening and talking. Catherine MacPhail will be in attendance again this year and it is hoped she will judge some of the tasks. Child labour is the topic which will be used for the listening and talking task.