This course aims to provide those who are involved with whole school literacy; English teachers or Literacy leads; with an overview of how to strategically plan for improving whole school Literacy. The course will cover how to utilise baseline data to identify and target students not making expected progress; to audit current provision and identify AFD and to design a challenging and robust approach to literacy across the curriculum.

There will also be explorations into the challenges faced by students moving through the school in regards adapting their literacy skills for secondary curriculum requirements. By the end of this course you will also have refreshed ideas and strategies to take away and embed for: improving engagement in reading, using literacy to improve students’ mental health and building more opportunities for reading into the curriculum within your school setting.


  • Develop understanding of where pupils are coming from with their literacy skills and English knowledge
  • Develop knowledge of tried and tested teaching methods to improve literacy provision across the curriculum to takeaway and try in your own school
  • Gain an understanding of how to effectively assess pupil’s perceptions of literacy and their learning needs
  • Understand how to utilise KS2 data to identify underperforming students and develop a tailored intervention programme for ‘catch up’
  • Understand how to encourage a ‘reading for pleasure’ culture and capitalise on parent engagement from Primary into Secondary
  • Understand how to develop a whole school approach to ensuring Literacy is embedded across the curriculum while utilising staff training.
  • Consider how literacy can be used to support students’ mental health and wellbeing
  • Whole school Literacy Leads
  • English head of dept.
  • KS3 English co-ordinator
  • Transition co-ordinators
  • KS3 English teachers
DATE Online | Friday 15 October 2021

London | Friday 21 January 2022

IN-SCHOOL You can also book this as an In-School Course
  • You will receive a specially prepared file electronically containing detailed notes, and teaching materials and resources which will be of immediate practical benefit in the classroom.
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

 10.00 – 10.40.am:  Auditing current literacy provision

  • Defining ‘literacy’ and expectations of what this could look like/ how it might be perceived by staff and pupils.
  • Rationale for embedded literacy provision across the curriculum
  • Effective ways to audit current provision
  • Using data and auditing techniques to identify problem areas for your students and to identify underachievers
  • Addressing student needs in the curriculum through strategic planning


10.40 – 11am: Morning Break


11.00 – 11.30pm: Utilising prior knowledge – capitalising on KS2 transition

  • An overview of KS2 curriculum, SATs to identify starting points and establish high expectations
  • Developing effective intervention and classroom QFT pedagogy to help improve the attainment of lower proficiency pupils.
  • Primary techniques to adapt in the secondary classroom- who might these benefit


11.30 – 12.15pm: Effective approaches to improve whole school literacy

  • Delivering staff training and attaining staff ‘buy in’- how do we ensure that training is embedded into classroom practice?
  • Opportunity to plan for tackling barriers in your setting
  • Considering the best approach for the needs of your students – oracy, writing, reading, vocabulary etc.


12.15 – 1.00pm: Tackling key challenges for vocabulary and reading across the school

  • Vocabulary across the curriculum – developing a whole school approach and strategies to develop academic vocabulary across the school
  • Planning for consistency both with faculty and the whole school
  • Monitoring impact- strategies to keep track without it being a chore.
  • Developing an understanding of common command words
  • Whole school approaches to reading- creating a culture of reading for pleasure
  • Literacy and mental health- strategies to promote managing mental health through reading


1.00 – 2.00pm Lunch


2.00 – 3.30pm: Raising attainment of the lower attaining at GCSE

  • Tried and tested methods to access the differing question styles
  • Scaffolding for writing- how to apply the concept of scaffolding while creating confidence
  • creating schema for question approaches through consistent teaching
  • use of dual coding to support EAL and SEND students

Sarah Eggleton

Sarah Eggleton is an experienced teacher of English currently working as Assistant Head teacher and Head of English at secondary school in Manchester.

Sarah has a proven track record for improving student outcomes. She is currently Head of English and holds whole school responsibility for Literacy, Developing Staff and Marking and Feedback. Sarah is particularly passionate about improving literacy across the curriculum and utilising staff training to drive school improvement. Having worked as an English teacher for 12 years, Sarah has expert subject knowledge and a passion for engaging pedagogy and curriculum.