Subjective Literacy? Promoting and Strengthening Cross-Curricular Literacy Within History, As An Aim To Develop Pupils' Overall Attainments in Both English and History Lessons.

MA Learning and Teaching Professional Enquiry, Part 2
Reflective Report and Findings

Dan Thomas BA (Hons)
2012
Subjective Literacy? Promoting and strengthening crosscurricular literacy within History, as an aim to develop pupils overall attainments in both English and History lessons
Dan Thomas; University of Leicester, School of Education
Drawn from the theoretical underpinnings of Stenhouse (1975) and Elliots (1988) educational research practice, this report explores the findings of a three-week participatory action research project, in which a Leicestershire middle-schools Year 8 History Scheme of Work was adapted to incorporate greater and more explicit elements of literacy throughout its taught structure. A growing body of educational research - as explored in this report - suggests that increasing explicit cross-curricular literacy links may help to support pupils overall access to learning within lessons, and subsequently their articulation of understanding through written assessments; this report explores the application, understanding and synthesis of such propositions. In doing so, qualitative data has been drawn from staff and pupil reactions to the three-week intervention strategy, as a means to explore perceptions and gain an insight into the projects relative merits and drawbacks. Similarly, quantitative data has been taken from the Scheme of Works end of unit assessment, in which pupils awarded English and History grades for the assignment have been compared with their previous awarded levels in both of these subject areas. The reports subsequent discussion aims to synthesise these qualitative and quantitative findings, drawing out tentative conclusions, firstly as a means to spearhead future cross-curricular developments within the Leicestershire school, and secondly to feed into the growing body of action research surrounding crosscurricular literacy strategies undertaken in the United Kingdom presently.
List of contents:
Part 1: Enquiry outline and statement of focus i) The chameleon of literacy: An introduction.......................................................................................................5 ii) Defining literacy within the context of this study...........................................................................................6 iii) Exploring literacy: A literature review and rationale.................................................................................7
Part 2: Methodology, data collection and ethics iv) School M: Contextualising the enquiry.............................................................................................................10 v) Methodological underpinnings.............................................................................................................................11 vi) Data collection and ethical considerations.....................................................................................................12
Part 3: Quantitative and qualitative findings discussion and conclusion vii) Design and implementation.................................................................................................................................14 viii) Quantitative findings and analysis..................................................................................................................15 ix) Qualitative findings and analysis........................................................................................................................19 x) Limitations and conclusions...................................................................................................................................22
Part 4: List of appendices..........................................................................................................................................24 Part 5: List of references........................................................................................................................................END
List of figures:
Figure 1: The Action Research Spiral. Kremmis & McTaggart in Denzin & Lincoln 2005: 564......11 Figure 2: Subjective Literacy: Quantitative data collection structure. Thomas 2012.......................13
Figure 3: Levels and Qualifier comparison - History. Thomas 2012.........................................................15 Figure 4: Levels and Qualifier comparison - English. Thomas 2012.........................................................16
Figure 5: Whole level increase percentage comparison. Thomas 2012.....................................................17 Figure 6: Actual qualifier increase comparison. Thomas 2012.....................................................................17 Figure 7: Average qualifier increase comparison. Thomas 2012.................................................................18 Figure 8: Modal qualifier increase comparison. Thomas 2012.....................................................................18 Figure 9: No change in qualifier comparison. Thomas 2012.........................................................................18
Figure 10: Helped with topic understanding? Thomas 2012.......................................................................20 Figure 11: Helped to gain a higher mark? Thomas 2012..............................................................................20 Figure 12: More Lit Bits? Thomas 2012.............................................................................................................20
Figure 13: Open-question on Lit Bit strategies. Thomas 2012....................................................................21
Part 1: Enquiry outline and statement of focus

i) The chameleon of literacy: An introduction
One in six people in the UK struggle with literacy. This means their literacy is below the level expected of an eleven-year-old (Jama & Dugdale 2010: 2). The definition of literacy and its considered place within the curriculum has often been a contentious and interchangeable one, moulded by contemporary research, transient governments, and even the ethos and conditions of each individual school; what counts as school literacy at any particular time is not a given but the result of a social process (Hannon in Grainger 2004: 24). Literacy may be seen, paradoxically, as both a fundamental and a notoriously-contentious facet to access and engagement within education today. Whilst Jama & Dugdales above concern may serve to highlight the weight of importance currently placed on literacy ideals in this country, as Wray & Medwell (2002: XV) argue, there can be few areas of educational endeavour which have been more controversial than that of teaching literacy. Indeed, there is certainly a contemporary body of evidence which helps support the above assertions: the recent Schools White Paper claims that [learning to read] unlocks all the other benefits of education (DfE 2010: 43); the new (2012) Ofsted criteria declares that in judging the quality of teaching overall, we propose to include a judgement on... the teaching of literacy in secondary schools (Ofsted 2011: 11); meanwhile, Ofqual (2012) have recently announced that 5% of the total marks awarded for GCSE grades in English Literature, Geography, History and Religious Studies from September 2012 will be for spelling, punctuation and the accurate use of grammar. Nevertheless, despite the political and educational gravitas currently surrounding the teaching of literacy, it is important to note that the ideals of access and engagement to all through core literacy skills have not always been held up to such high regard. As Hannon (in Grainger 2004: 23), argues, the problematic, even contentious, nature of current school literacy is often hidden and it is hard to imagine alternative conceptions of it. Indeed, as recently as the late 18th Century, Hannah More significant within the establishment of Sunday Schools for working class children insisted that basic literacy skills such as writing should not necessarily be part of every schools remit; I allow no writing for the poor. My object is not to make them fanatics, but to train up the lower classes in habits of industry and piety (Hannah More, circa 1790s, in Simon 1960: 133). Literacy, then, can at once be seen to be an important, contentious and politically-charged concept of the educational system, both from a contemporary and historical perspective. However, aside from determining the importance of literacy or indeed, the most effective way to teach it is the equally-complex issue of defining what, exactly, it means to be literate in the first place. Attempts to classify literacy in deliberately limited and finite terms, such as the ability to read, write and speak in English at a level necessary to function (Basic Skills Agency 1999: 3), for instance, risk being labelled as utilitarian definition[s] by educationalists such as Bryan & Westbrook (in Davidson & Moss 2000: 45) - overly simplistic and therefore potentially disposable. Equally, broader definitions - exploring notions of several composite multiliteracies (Luke in Phal & Rowsell 2005: XI), or as a cluster of attitudes towards oneself, texts and society (Smith 1990 in Davidson & Moss 2000: 42) - fall prey to potential misunderstanding and subsequent teacher 5
apathy, due in part to their inherent ambiguity. Hannon helps to encapsulate this key problem of defining a chameleon-like notion: Almost all pronouncements about literacy its nature, use development, and how it should be taught have now to be considered provisional and temporary. Whatever we think or say about literacy is bound to be a reflection of our particular historical period with its technology and uses for written language (Hannon in Grainger 2004: 30).
ii) Defining literacy within the context of this study

With the concept of literacy being so fundamentally illusive, then, is it possible - or even wise - to seek out a finite conception of literacy at all? Certainly, whilst it is not within the scope of this report to attempt to offer any kind of holistic assertions here, the issue of defining the nature of literacy within the boundaries of this action research project is critical to its understanding. As such, pupil literacy within this report may be defined as the ability for pupils to: Access and engage with the content of each lesson; Understand the key vocabulary and concepts specific to the subject / unit being taught; Be able to re-articulate this understanding back into their written and oral work in order to achieve their perceived potential within the given subject.
Likewise, it is evident that literacy within education is not a singular concept, but a multifaceted one: a variety of divisive components exist to be explored, researched and discussed. This enquiry rests on but one of these many controversial facets of literacy teaching today: the perceived merits and drawbacks of cross-curricular literacy implementation and development; generally considered to derive from the Bullock Reports A Language for Life (DES 1975); something Stevens (2011: 4) regards as the first rigorous attempt to explore and define the nature of language in education, across all phases. In specific relation to this enquirys aims, the identification, development, and assessment of crosscurricular links throughout a Year 8 History Scheme of Work are explored, through the exploration and development of key literacy strategies within an existing Scheme of Work, entitled The Slave Trade. In doing so, it is hoped that researchers and academics will be able to develop their understanding of the practicalities, merits and pitfalls of implementing cross-curricular literacy intervention strategies within the teaching of History; a subject Hoodless (1999: xiv) believes is an ideal context in which the learning and reinforcement of language skills may take place. The enquirys key aims may therefore be summarised as such: An exploration into the literature surrounding cross-curricular literacy conceptions and strategies, particularly in regard to literacy within History; what are current academic and political judgements on such strategies? What factors may be considered fundamental in the pursuit of improving pupil literacy levels? A development for the understanding of how to raise pupils overall literacy levels; what literacy opportunities are available within the subject of History, or its composite unit at the 6
Leicestershire Secondary School (hereafter referred to as School M)? What literacy materials may need to be designed or developed? How might these be implemented most effectively within the school? A quantitative analysis and assessment of the effects of the literacy strategies; can a correlation (positive or negative) between implementing the literacy strategies, and pupil levels within History and or English be observed? A qualitative consideration for the perceptions towards cross-curricular literacy strategies; how do pupils working within the project view the strategies and their perceived benefits or drawbacks; how does the History teacher perceive them? A springboard for further discussion and research within the field of cross-curricular literacy; do the findings from the enquiry allow for a greater insight into cross-curricular literacy strategies and their implementation? To what extent are the findings generalisable?
iii) Exploring literacy: A literature review and rationale

In considering the implementation of cross-curricular literacy strategies, it may be evident that by definition any subject could (or should) be feasibly targeted. However, whilst it would certainly be insightful to assess the effects of such in subjects such as Maths or P.E., it can similarly be noted that the literacy demands placed on pupils (especially within Key Stage 3 study) in these subjects are simply not to the same degree as those placed within subjects such as History and English. This argument is echoed within Youngs (2011: 2) Literacy: A Quick Guide: It is clear that all teachers must share the responsibility for developing pupils literacy skills. The responsibly is, however, not shared equally, as certain literacy skills are developed more readily than others in the different subject areas (DfES 2004 in Young 2011: 2). Based on this assumption of disaggregated responsibility and opportunity, selecting History as the focus of the cross-curricular study was deemed to be both a practical and appropriate choice: not only does the subject require an inherent degree of pupil literacy within each lesson (a natural learning towards textbook materials and comprehension work; the intrinsic use of key historical terms over the course of the academic year; a regular study of source materials) but likewise the method in which pupils are routinely assessed (comprehension tasks; oral feedback; written rationale; discursive essays) similarly allows for a relatively-straightforward and quantifiable means of assessing core pupil literacy skills; something that would be much more difficult to attain within P.E. or Maths, for example. Hamer helps to explain this apparent symbiotic relationship between English, History and literacy: History is pre-eminently a literary subject. The study of the past requires and fosters an extended vocabulary; the development of listening, speaking and reading skills; the ability to write carefully, coherently and, at least occasionally, at some length. High standards in History and high standards in literacy are necessarily intertwined (Hamer in Hoodless 1998: XIII). The importance of vocabulary implied here something that Hamer suggests is fundamental within the teaching of History should not be understated, since it reflects this reports own definition of a 7
literate pupil: to access and engage within each lesson, through the ability to understand key vocabulary and concepts specific to the taught subject, or its composite unit. Indeed, the notion that an extended vocabulary may serve as a kind of literacy lynchpin is reinforced within McCallions Literacy across the curriculum (1998: IX), in which he states that all subjects have a basic set of concepts and vocabulary... If these can be identified and taught explicitly, directly and intensively then subject teaching will become easier. McCallion later develops this point, asserting that: A relatively small number of words (some place it as low as between 300 and 400) comprise threequarters of the words that are read in most normal texts...it follows that if the learner can master these words, reading and understanding any text becomes easier. In addition, all subjects have their own key vocabulary or jargon. Mastering that is critical to achievement in that subject (McCallion 1998: 19). Similarly, the importance of mastering key vocabulary is something Hoodless (1998: 1) acknowledges as a fundamental concern, particularly when considering Historys role (as a subject) in helping to foster pupils literacy skills. He argues that essential skills in literacy often depend directly upon skill in the use of language, increasingly so as the learner moves on through the education system... speaking, listening, reading, reference skills and writing frequently all play a part in the process of historical enquiry. Certainly, it is at least reasonable to assume that an increased vocabulary might allow pupils greater access within lessons, since their understanding of the key terms used by the teacher, or within a given text, are likely to improve as a result. Indeed, the use of DART (Directed Activities Related to Texts), literacy starter activities and the addition of word walls, currently widely recommended within practice of secondary schools (e.g. Young 2011; ST 2012) go some distance in suggesting that these are already accepted and, in some cases, established notions. However, whilst the relationship between pupil literacy, an extended vocabulary and the development of skills within History (or any subject) might appear reasonably apparent, it should be acknowledged that this is still only one of many convergent factors associated with pupil literacy and overall achievement. It could well be argued that if developing literacy skills was as seeminglystraightforward as fostering pupil vocabulary, then there would not be a need for such ongoing political or educational scrutiny within schools. Evidentially, this is not the case: Ofquals (2012) 5% GCSE marking criteria related to pupil literacy skills, and Ofsteds (2012) renewed emphasis on holistic school literacy help to emphasise this. Indeed, in synthesising previous research within the area of literacy (Heath 1983; Meek 1991; Kress & Van Leween 1996; Westbrook et al 1998) Bryan & Westbrook (in Davidson & Moss 2000: 46) cite five major factors which may also contribute to the development of literacy, aside from the significance already placed on pupil understanding of subject vocabulary and jargon. In summary, these can be defined as: The need for literacy to be rooted in social practices (essentially contextualising literacy); A need for a rich visual, linguistic and literary input throughout pupil development; Developing pupils expertise so that they become fluent, autonomous readers-for-meaning;
An assertion that opportunities to talk about whole texts significantly aid pupil understanding; Embracing the semiotic shift towards the audiovisual literacies of television, film, video and computer-generated images.
Meanwhile, McCallion (1998: 52) catalogues a further range of factors which might similarly affect the teaching of literacy and its cross-curricular implementation. These include: the influence of the Senior Leadership Team and overall degree of whole-school commitment, a vision which is shared by the whole staff and one in which everyone is actively involved to make it happen is much more likely to be successful; issues relating to timing of the intervention strategies, if a school waits until the time is right or they have no other problems to address then it will never happen, an argument against a materials-focussed approach to literacy teaching in subject areas, and the potential issue of teacher apathy and resistance when delivering such strategies: There is often... an initial feeling of resentment from some subject teachers. This seems to come from a combination of a natural defensiveness at the implied criticism at having to change current practice and the perception that literacy teaching is a job for the specialist teacher (Ibid). Indeed, the emphasis on teachers themselves, rather than the actual literacy materials per-se, is a crucial component of this enquirys rationale, and one that is reinforced within Wray & Medwells case study, What do effective teachers of literacy know, believe and do? (in Fisher et al 2002: 55 63). Here, the authors cite evidence (e.g. Barr 1984; Adams 1990) which suggest that variations in childrens literacy performance may be related to the following three factors: whole school, teacher and methods or materials, and that of these three, the consensus is that the effect of the teacher is the most significant. Within their subsequent case study of what qualities effective teachers of literacy might display, they observed that those identified as such: Gave a greater emphasis to the purpose and function of writing; Taught language structures both implicitly and explicitly within their teaching, often contextualising within the individual subject being taught; Placed a high value on pupil communication and composition, giving systematic attention to these goals; Examined pupils writing and reading diagnostically, recognising the underlying causes behind mistakes; Approached technical skills with an embedded approach making explicit connections and giving consistent attention to word or sentence level aspects within a whole text.
The emboldened words (authors own) serve to highlight fundamental concepts outlined within Wray & Medwells findings - again shifting the emphasis from material, to teacher-driven delivery; something that has been a fundamental consideration in the design and rationale of this enquiry. In considering the literature surrounding literacy and cross-curricular implementation, it is clear, then, that a number of divergent factors should be acknowledged and measured, rather than a singular aspect of it necessarily pursued to the potential detriment of the others; literacy as decoding and encoding without consideration of context belies the complex nature of reading and writing (Phal & Roswell 2005: 3). Indeed, a common theme running through the literature is that the process of teaching and learning is neither a mechanical nor automated construct; rather it is an
organic one - a practice that is regularly (and to a certain extent, unquantifiably) influenced by a significant and alternating set of variables throughout each school day. Clearly, a vast canon of pedagogical research already exists within this field, and whilst the brevity of this report does not allow for a detailed expanse of these points, notable factors - drawn from Jarvis (2005) The psychology of effective learning and teaching may feasibly include: cognitive development and learning theories (e.g. Vygostky 1978); intelligence and ability (e.g. Garner 1993) a consideration of contrasting learning styles (e.g. Flemming & Baume 2006), as well other emotional and motivational factors, both for pupils and teachers alike. Indeed, it is recommended that in order to gain a more holistic understanding of the literature reviewed, and the subsequent methodology of the enquiry, that Part 1 of this Professional Enquiry (Thomas 2012; included in Appendix 5) is also (re) examined.
Part 2: Methodology, data collection and ethics

iv) School M: Contextualising the enquiry
Before expanding further on the methodological underpinnings and design of the enquiry, it is important to highlight the distinctive qualities of the school from which the enquiry has been designed and implemented; the uniqueness of each classroom (Stenhouse 1975: 151) for which any enquiry or intervention strategy is ultimately accountable to. Any information which could lead to safeguarding or issues of ethicality has understandably been omitted; it is within this context that the following has been included: School M is an 11-14 Leicestershire middle-school of a mixed social demographic, currently with approximately 600 pupils on roll (School M 2012). Of this, 138 are listed as being Statemented, School Action or School Action Plus. In addition, there are currently 22 EAL learners at the school. Including all leaders, teachers, learning assistants and support staff, there are over 80 members of staff in total; of this, there are five members of senior leadership, 17 middle-managers (either Heads of Year or Departments) and 43 teachers (including the 17 middle-managers). Further to this, the school itself has recently been awarded Academy status, and is converting to a functioning 11 16 school in September 2013. Consequently, within the current context of School M, the intervention strategies undertaken may be seen as being of particular value and interest; developing pupil literacy skills may not only impact on KS3 learning throughout the school, but feasibly more directly (and perceivably) on KS4 also; subjects which require relatively minimal literacy skills for pupil achievement at KS3 (for example, P.E. and Art) will see these demands grow significantly at KS4. The accountability and scrutiny of cross-curricular literacy within School M is thus a growing one: this enquiry may be considered in part an active step towards addressing this core issue.
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v) Methodological underpinnings
Given that these strategies are inherently concerned with the identification and improvement of a schools educational methods, they may be considered to be a reflection related to diagnosis (Elliot 1988: 121), centring on the everyday practical problems experienced by teachers, rather than the theoretical problems defined by pure researchers within a discipline of knowledge (ibid). As such - in defining its core methodological underpinnings - this enquiry may be seen to be a practical interventionist (Stenhouse 1975) or prescriptive participatory (Elliot 1988) action research project, in that its primary rationale lies in the research and development of educational practice through the active implementation, observation and assessment of practical intervention strategies; a systematic enquiry made public (Stenhouse 1981: 104). Indeed - since it is not intended to solely allow for a greater insight into these problems, but moreover a direct influence on them - a case study approach (for example, Pollard 2005) was deemed less suitable for attaining the enquirys key objectives, and therefore disconsidered in favour of the action research approach. As such, in considering the practicalities of implementing such research, Kremmis & McTaggarts (2011) Action Research Spiral, was adopted, as means of clearly understanding the various steps in which the process of action research could be undertaken. This is included below, in Figure 1. It may be seen that each stage of the process involves a period of planning, implementation and reflection; this is subsequently repeated until the necessary understanding has been gained, something Koshy (2005: 5) considers as a fundamental component of action research; using this model, one can understand a particular issue within an educational context and make informed decisions through enhanced understanding. It is about empowerment.
Figure 1: The Action Research Spiral. Kremmis & McTaggart in Denzin & Lincoln 2011: 278
It should be emphasised, however, that the action research model adopted by this enquiry is susceptible to considerable scrutiny and caution; Wray & Medwell (in Davidson & Moss 2000: 52) consider intervention strategies to patchy, sticking plaster[s] limited in their success by the lack of 11
whole-school involvement; likewise and in commonality with Wray & Medwells view on a teacher-lead foci Cochrane (2009: 3) argues that any intervention programs should be viewed only as supplementary to the educational system, and that they should therefore [be] delivered in conjunction and collaboration with the classroom teacher. Equally, Jarvis (2005: 218) advises strict academic scrutiny and assessment when undertaking any such action research or intervention, warning that bad research may be considerably more harmful than no research, because it can produce misleading findings and lead to practitioners following unsound practices.
vi) Data collection and ethical considerations

By way of addressing the core concerns highlighted above, data was collected both quantitatively and qualitatively, in order to allow for a methodological triangulation, a method of cross-checking data from multiple sources to search for regularities in the research data (ODonoghue and Punch 2003: 78); giving a more detailed and balanced picture of the situation (Altrichter et al. 2008: 147) and potentially improved validity of research as a result. It should be noted, however, that Elliot (1988: 122) considers the sole use of qualitative data for action research purposes as entirely sufficient, stipulating that ...action-research looks at a situation from the participants point of view... it is by virtue of this fact that the accounts of action-research can be validated in dialogue with participants. However, whilst this may be well-argued judgment, it can also be counter-argued that qualitative data alone may not, in fact, be deemed adequate or valid within an educational setting such as School M (or indeed, any such institution), since by its very nature of tracking and assessing pupil progress, inherently derives value from systematic quantitative data assessments. Compiling quantitative data was therefore deemed fundamental within this enquiry. In order to implement the strategies, and through the collaboration with the History teacher involved in the enquiry (hereafter referred to as LM), two Year 8 classes were chosen for the for the action research: one in which the Slave Trade Scheme of Work (Appendix 3) was modified to include the literacy strategies (the Control Group), and one in which the original, unaltered unit was taught (the Validation Group); this control verses validation model being adopted primarily from the work of Wray & Medwell (2002). It was felt that this would a practical means of quantitatively assessing the impact of the strategies, as well as providing an increased element of validity towards any findings. The quantitative data itself was primarily gathered through the units key assessment: a discursive essay exploring arguments relating to the slave trade and its abolition. Following the completion of the adapted three-week unit (Monday 16th April to Friday 4th April inclusively) the assessments were marked by LM using the History departments standard mark scheme; pupils in both the Control and Validation Group were awarded a History grade from this. These were then marked by the author of this enquiry and given a written literacy grade - based on the English Departments own APP grid (Appendix 3). Pupils previous English and History grades were then compared, in order to determine any correlations between the implementation of the strategies. For clarity of understanding, the quantitative data structure has been outlined in diagrammatical form, overleaf.
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Qualitative data was drawn from two sources: firstly, from a series of weekly semi-structured interviews with LM, exploring the perceived impact of the strategies over the three-week process, allowing for a systematic and cyclical reflection and revision of the strategies, as well as providing qualitative insight; a direct response to Kremmis & McTaggarts (2011) Action Research Spiral. Secondly, three pupils - a lower (e.g. level 3-4), middle (4-5) and higher-ability (6+) from the Control Group - were individually invited to participate in a semi-structured interview, following the units conclusion. This was drawn from the theoretical underpinnings of Stenhouse (1975), Elliot (1988), and Kremmis & McTaggart (2011). For example, Elliot stipulates the importance of maintaining an unconstrained dialogue between researcher and participant throughout; Kremmis & McTaggart highlight the importance of collaborative processes of communication and learning when undertaking any such action research, whilst Stenhouse specifies the need for co-operative research in an open classroom. Further to this, all members of the Control Group were invited to complete an anonymous, six-point likert-scale questionnaire (for example, see Goddard et al. 2000). Through the use of this qualitative assessment, including the interviewing of the three pupils, it was felt that a greater collaborative process between researcher and participant could be developed, as well as providing insight into the perceptions of the Control Group themselves. It should be acknowledged that in using this form of qualitative data towards a means of validation, that this enquiry therefore partly adopted a hermeneutic epistemology, a subjective interpretation of narrative (Jarvis 2005: 208). It is evident that there were a number of vital ethical and safeguarding considerations within the scope of this enquiry; something that must be high priority of any research concerning children and the range of potentially sensitive issues involved as a result. Therefore, in order to meet both ethical requirements, as outlined in the University of Leicesters (2012) Research Ethics Booklet, and similarly the practical considerations of the enquiry, a letter of Informed Consent was issued to the parents of both the Control and Validation groups during one of the pupils History lessons. This explained the full scope and nature of the enquiry, and explicitly informed parents of the use and analysis of their childs assessment data; this did not require a signature for approval, but offered a contact name and telephone number for parents who desired more information. It should be noted that no parents gave further correspondence to this. Similarly, the pupils of both groups were explicitly informed of the projects nature and reasoning throughout the process; they were made aware of the data collection of assessments, and pupils involved in the semi-structured interviews were similarly informed of their part in the enquiry. Please refer to Appendix 3 for a copy of the Informed Consent letters.
Validation
Comparison Figure 2: Subjective literacy: quantitative data collection model. Thomas 2012
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Part 3: Quantitative & qualitative findings and discussion

vii) Design and implementation
Whilst it is anticipated that this project will offer a degree of generalisabilty, it may be noted that the development of any such literacy intervention strategy must, by definition, be a bespoke and selective one: there are simply too many complex strands underlying the notion of literacy for all components to be realistically, or effectively, included: Schools and teachers must believe that the strategy they have is right for them...the final outcome will be specific to the school (McCallion 1998: X). As such, through the amalgamation of the reviewed literature above, five key literacy foci were selected for the intervention strategys design and implementation: The emphasis on pupils accessing key History vocabulary and jargon (McCallion 1998); a Word Wall with the units key terms (already present within the classroom) was explicitly referred to throughout the unit by LM; pupils were given additional paired and grouped tasks relating directly to the key units vocabulary; dictionaries were put on display in the classroom, and pupils advised to use them to help with their written work. The importance of teacher-lead, over material-lead, delivery (ibid) and explicit links being consistently made for pupils, towards literacy skills, key vocabulary and the project itself (Wray & Medwell 2000); emphasis was placed on LM explicitly referring to literacy links throughout the three-week process, contextualising and reinforcing understanding for pupils; a short Powerpoint was created for each lesson to explicitly outline and reinforce the literacy elements and to ensure pupils were aware of the strategies throughout, fostering an open dialogue (Elliot 1988) between teacher, participant and researcher; a Lit-Bit logo was designed to make the intervention more explicit, and potentially more pupil-friendly. The diagnostic teaching of, and systematic attention to, literacy skills (McCallion 1998; Wray & Medwell 2000); LM was advised to check for literacy errors when circulating the room; six Power Punctuation laminates were designed and available for pupils to use throughout the unit; an A3 TipTop (time, place, topic, person) paragraph laminate poster was created, affixed to the wall and explicitly referred to throughout each lesson of the unit. Increased opportunities for pupil discussion and written reflection (Bryan & Westbrook 2000); Pupils were given increased opportunities to consolidate their understanding through written reflection; peer assessment opportunities (AfL), particularly for higher-level pupils, were created (AfL); a Hot Seating role play was developed in included in one lesson, to allow for increased oral reflection and consolidation of understanding. In addition, it may be observed that all resources and strategies included sought to correspond with Flemming & Baumes (2006) notions of VARK (visual, aural, reading-writing, kinaesthetic) learning styles: this was a deliberate consideration in order to feasibly increase access and engagement within a mixed-ability Year 8 class. All materials can be located within Appendix 3 & 4 of this report. 14
viii) Quantitative findings and analysis

Figure 3, underneath, demonstrates the initial quantitative findings of the enquiry, in which the Control Groups previous History level and qualifiers (taken from a Teacher Assessment by LM in December 2011) and post-strategy awarded levels (following the assessment of their Slavery essay; April 2012) were compared against the Validation Groups levels. For clarity of understanding, levels were attributed a colour; where level 4c 4a = Red; 5c -5b = Amber; 5a+ = Green. Four levels have been denoted as N: this is where no grade was recorded, due to the assignment not being received; here the qualifier increase was automatically reset to zero. All pupil names have been replaced with initials, in accordance with the safeguarding and ethical issues, outlined previously in this report.
CONTROL GROUP Initials KB EB HB MB DB RB RC TC SC RD ED LF AF FP CH CH CH XN ML BL BM LN BP CR HS HT AT NW Pre Hist Post Hist Qualifer increase
4a 4c 5c 4b 5b 5c 5a 4b 5c 4a 5a 5a 4a 4b 4a 4b 4b 5c 5c 5c 4b 5c 4b 4a 4b 5c 5b 4a
5c 5c 5a 5b 6b 6c 6a 5c 5b 4a 5a 7b 5c 5a 4a 5b 5a 6c 6c 5b 5c 7c 4a 5c 5c 5b 5b 5b
1 3 2 3 3 3 3 2 1 0 0 5 1 4 0 3 4 3 3 1 2 6 2 1 2 1 0 2
64 2.178571429 2 3 4 12
VALIDATION GROUP Initials LB CG MGH KG SH KH AH WH HL KL JLS SP JP TM FP CP JR CS LS ES KS BS JW OW MY Pre Hist Post Hist Qualifer increase
5a 4a 4a 4c 4a 5c 5c 5c 5c 4a 4a 4b 5a 4a 5c 5b 4a 4c 4a 5b 5c 5b 4a 5c 5c
6c n 5c 4c 4a 5c n 5b 5a 4a 5a n 7c 5b 5b 6c 5c 4b 5c 5a 6c 5a 5c 5b 5a
TQI Mean Median Mode No change Whole level
1 0 1 0 0 0 0 1 2 0 3 0 4 2 1 2 1 1 1 1 3 1 1 1 2
29 1.16 1 1 3 3
Total qualifier increase Mean Median Mode No change Whole level
Figure 3: Levels and Qualifier comparison - History. Thomas 2012
It may be noted that Control Groups (CG) total qualifier increase was just over double that of the Validation Groups (VG) at 64 verses 29; an average of a 2.17 qualifier increase compared to the VGs 1.16. Attention should also be drawn to the total whole-level increase (three qualifiers or more) comparison, which demonstrated 12 (CG) verses 3 (VG). Similarly, it should be noted that in terms of significant pupil progress, LF improved by five qualifiers, and LN by six within the CG; JP was the only pupil to be awarded more than three qualifiers in the VG. Caution and scrutiny should be drawn here however; the Hawthorne effect - which may occur when participants realise they are 15
the subjects of the study and according perform better regardless of the efficacy of the procedure (Jarvis 2005: 211) could be a factor in the positive correlations demonstrated here. Figure 5 below, evidences a total qualifier increase within the awarded English level, from the Control (29) verses Validation Group (16); with the mean ranging from a 1.03 increase (CG), to a 0.64 increase (VG). Similarly, it may be seen that there were five whole level increases within the CG, compared with one in the VG, with 4 pupils receiving the same mark both (no change) pre and post strategy (CG), against 13 pupils in the VG:
LEVELS AND QUALIFIERS RESULTS - ENGLISH
CONTROL GROUP Initials KB EB HB MB DB RB RC TC SC RD ED LF AF FP CH CH CH XN ML BL BM LN BP CR HS HT AT NW Pre Eng Post Eng Qualifer increase
5a 4c 5a 4b 6c 5a 6c 5b 5b 4b 5b 6b 5b 5c 5c 4a 4c 5b 5c 4a 4a 6c 5a 5a 4a 5a 4a 5c
5a 5b 6c 5b 6b 6c 5a 5b 6c 5c 6c 6a 5c 5a 4b 5c 5b 5a 6b 5b 5c 7c 5c 5b 4a 5b 5c 5c
0 4 1 3 1 1 -1 0 2 2 2 1 -1 2 -2 1 4 1 4 2 1 3 -1 -1 0 -1 1 0
29 1.035714286 1 1 4 5 7
VALIDATION GROUP Initials LB CG MGH KG SH KH AH WH HL KL JLS SP JP TM FP CP JR CS LS ES KS BS JW OW MY Pre Eng Post Eng Qualifer increase
6b 5b 5c 4c 5a 5c 5b 5c 6c 4b 4a 4a 6a 4a 5b 5b 5c 4b 5b 5b 5b 5a 4a 5a 5c
6b N 5c 4b 5b 5c N 5a 6b 5c 6c 4a 6a 4a 6c 5a 5c 4a 5b 5b 6c 5a 5c 6c 5c
TQI Mean Median Mode No change Whole level Less
0 0 0 -1 -1 0 0 2 1 2 4 0 0 0 2 2 0 1 0 0 2 0 1 1 0
16 0.64 0 0 13 1 2
Total qualifier increase Mean Median Mode No change Whole level Less
Figure 4: Levels and Qualifier comparison - English. Thomas 2012
It is important to highlight, however, that in contrast to the History levels recorded, some levels within English actually decreased by a qualifier or two (therefore given a -1 or -2 correspondingly); indeed, here, the CG had more (7) in this area than the VG (2). This is evidently presents an inconsistency. One explanation may be the potential lack of uniformity in the awarding of the English pre-intervention levels; whilst both History levels were set by LM, the pre-intervention English levels were specified by a range of English teachers (due to the use of ability-setting in Year 8 16
English at School M), with the post grades awarded solely by the researcher of this enquiry; the inherent subjective nature of teacher-awarded English levelling may be one possible reason for this discrepancy. The following charts, below, have been included to aid understanding and clarity of pre versus post strategy levels in History and English, as well as highlighting the overall comparison between the subjects themselves. Please refer to Appendix 1 for the full range of quantitative figures:
History vs English comparison - Whole level increase percentage

45 40 35 30 25 20 15 10 5 0 Validation History Control Validation English Control
Figure 5: Whole level increase percentage comparison. Thomas 2012
History vs English comparison Actual qualifier increase

70 60 50 40 30 20 10 0 Validation History Control Validation English Control
Figure 6: Actual qualifier increase comparison. Thomas 2012
The two figures above evidence a positive correlation between both the intervention strategies and levels awarded, and between the History and English levels; although there is more of a significant aggregate within the subject of History, in relation to English.
17
History vs English Average Qualifier increase

2.50 2.00 1.50 1.00 0.50 0.00 Validation History Control Validation English Control
Figure 7: Average qualifier increase comparison. Thomas 2012
History vs English Modal increase

Figure 8: Modal qualifier increase comparison. Thomas 2012
History vs English No change in qualifier

Figure 9: No change in qualifier comparison. Thomas 2012
18
ix) Qualitative findings and analysis

Based on the above findings, it may be reasonable to acknowledge that, overall, a positive intervention-to-increased qualifier relationship was uncovered within this enquirys quantitative assessment. The semi-structured interviews, drawn from three lower, mid and higher ability pupils within the Control Group also appear to support this. Whilst the brevity of this report does not allow for an extensive covering of these interviews, they are included within the Appendices, both as a transcript and as separate audio files; it is recommended the reader refers to these for a more holistic overview of pupil perceptions. Nevertheless, four brief extracts are included below, in order to demonstrate this apparent correlation between the quantitative and qualitative findings: Do you think the Lit Bits helped with understanding the topic and the essay? It just helped me, like, remember what to put...it helped me get a higher level, so I think Id be able to do better with it (Pupil A, EB: 4c 5c History, 4c 5b English). Do you feel the Lit Bits helped you during the topic? With English and History, it was making it [the topic] easier to understand; and obviously on my marks, Ive gone up higher by one level, so if the next subject that we do had a bit of English...then I could probably get more progress (Pupil B, BL: 5c 5b History, 4a 5c English). Why do you feel the Lit Bits helped you with your essay? Because writing more things down means, like, having more information, and then in my head because I remember writing it down it makes it easier for the actual test (Pupil B, BL: 5c 5b History, 4a 5c English). Would you like to see more Lit Bits in future History units? I dont think it would be a problem; it certainly helps... I think we should have a few more of them... because you never really go through anything like that; were always learning about the topic, but were not really learning how to understand the topic, in tests and what to do, so its a bit more what to do when you come to the important things (Pupil C, LN: 5c 7c History, 6c 7c English). A metaphor may perhaps be drawn from Pupil Cs comment regarding the strategys aid in learning how to understand the topic perhaps this may be likened to a give a man a fish... analogy, in which, rather than simply offering individual merits per-se, moreover, the literacy strategies offer holistic tools of access for wider pupil understanding. Similarly, it may be noted that the comments above particularly appear to reinforce the notions postulated by McCallion (the importance of vocabulary) and Wray & Medwell (emphasis on explicit links and giving pupils increased opportunities for written and oral reflection) in the implementation and subsequent benefits of literacy intervention strategies. However, caution should be made here, in that it is feasible that the pupils interviewed may have felt under pressure in some way to give positive answers to the questions made by the researcher. Equally, it is important to emphasise that the whole-class anonymous questionnaire - completed by the CG following the completion of the unit and upon receiving their awarded levels gave decidedly more mixed or negative responses. The following four figures, overleaf, help to demonstrate this: 19
Figure 10: Helped with topic understanding? Thomas 2012
Figure 11: Helped to gain a higher mark? Thomas 2012
Figure 12: More Lit Bits? Thomas 2012
20
Similarly, Figure 13, below, presents the qualitative findings Question 10 of the questionnaire; an open question which again offers a relatively mixed portrait of perceptions in comparison with the relatively positive-correlation findings found in the quantitative data, or from the three semistructured interviews also conducted:
Figure 13: Open-question on Lit Bit strategies. Thomas 2012
21
x) Limitations and conclusions

Before drawing conclusions, it is important to highlight the limitations of this enquiry, inferred to throughout this report. Firstly, the generalisabilty of this enquiry is, by definition, a limited one: the exact scope of the intervention strategies, the unique context of the school, and the fact that the enquiry adopts a participatory action research model itself a subjective notion, due to the unique researcher-participant relationships present means that researchers wishing to instigate a similar literacy strategy should be advised to only take elements from this enquirys model; to adapt it to the distinctive qualities of their own educational setting. Secondly, the brevity of this report has meant that a relatively limited amount of literature within the literacy and action research canon has been reviewed; certainly the reader is advised that a more holistic understanding of the inherently complex notions of literacy and action research can be garnered from a wider reading of these fields. Equally, certain arguments relating to validity (for instance, methodological reasoning for the choice of History teacher and Year group for the enquiry) have had to be condensed or omitted: it is recommended that Professional Enquiry, Part 1 (Thomas 2012) is read for a greater understanding of these key issues. Thirdly, the nature of an intervention strategy means that caution (as outlined previously by Wray & Medwell 2000) must be applied; such strategies may appear to improve pupils levels in the short term, but should only be considered a success or failure in their ability to improve literacy levels over an extended period of time; something LM, in considering the effect of the enquiry, was keen to reinforce: If its just seen as a flash in the pan yeah, youll get something really good perhaps at the end piece of work...but then theyll forget about it. It essentially is constant reminder, almost; and if its scaffolded in over time and sometimes explicitly, sometimes less so...If its done over time then they will develop that over time, but if you do it just, bang, then... it will be good short term, but its no long term [solution]. If you want a long term change... it takes a lot of time (LM 2012). Indeed, this notion may be analogous to the perceived success or failure of a healthy eating school: it can be considered that such a school may only foster truly health-conscious pupils if healthy eating is promoted consistently and equally throughout the school; constantly reinforced and modelled by members of staff over an extended period of time. Likewise, a school wishing to foster and maintain a culture of literacy (Bryan & Westbrook 2000) and become a truly literate school may need to model and support elements of literacy throughout their school, consistently and extensively, if it aspires to achieve more than simply the sticking plaster of intervention and potentially limited success. By way of returning to this enquirys initial key objectives, it is felt that these have, overall, been pursued and at least partly accomplished over the course of the enquiry: key literature has been reviewed and considered, including current and historical political perspectives; literacy intervention materials and resources have been created and adapted; qualitative and quantitative findings have been sought and assessed, and cross-curricular literacy strategies have, as a result, been promoted within School M. Indeed, the English and History Departments, including the Senior Leadership Team of School M were invited to a presentation of the findings in July 2012; as a consequence are keen to pursue the 22
development of further whole-school literacy strategies from the September of 2012; something that may be seen through the lens of Kremmis and McTaggart (2011) as a secondary stage of the action research spiral adopted by this enquiry. The recording of this presentation can be found in Appendix 5 of this report. Whilst the quantitative data findings (in particular) are certainly of interest, it would be imprudent to assume that these are necessarily directly reproducible; a similar action research enquiry may obtain markedly contrasting results. As such, continued research and assessment at School M is required for improved validation here. Likewise, the qualitative data findings are also intriguing, but the mixed nature of whole-class findings suggests that thoughtful care and attention must be given to the needs of the pupils, if any further development of the strategies is to be implemented. However, this report takes the view that just as literacy strategies may offer more than simply their own individual merit, so too might the quantitative and qualitative data findings be considered: not simply as set of impassive statistics, but - much more importantly, as a impassioned justification for the continued pursuit and exploration of cross curricular literacy strategies, both within School M, and potentially throughout other schools across the UK. As such, it is hoped that through the research of this enquiry, other educationalists and researchers concerned with cross curricular literacy intervention, development and assessment may be encouraged to develop and implement their own literacy strategies and enquiries; it is only through continued action research and assessment that the true potential of cross curricular literacy may be uncovered: Challenging assumptions and orthodoxies is another crucial aspect of research if our knowledge is to grow and we are not to ossify into doing things in certain ways because we have always done them in that way (Lewis in Fisher 2002: 100).
END 6912 WORDS
23
Part 4: List of appendices

The following appendices are included to highlight the scope of the enquiry; to support the main body of the report; to offer further validation to the reports findings and discussion, and in regards to Appendix 5 (including the reports Powerpoint and recording of the presentation), to fulfil the requirements of University of Leicesters marking criteria. Appendix 1: Quantitative Findings Appendix 2: Qualitative Findings Appendix 3: Literacy Strategy Materials and Ethics Appendix 4: Literacy Strategy Resources Appendix 5: Supporting DVD
It is hoped that academics and researchers within the field of literacy will find the materials and resources included both useful and insightful.
24
Appendix 1: Quantitative Findings
LEVELS AND QUALIFIERS RESULTS - HISTORY

CONTROL GROUP Pre Hist Post Hist
Initials KB EB HB MB DB RB RC TC SC RD ED LF AF FP CH CH CH XN ML BL BM LN BP CR HS HT AT
NW Total qualifier increase
4a 4c 5c 4b 5b 5c 5a 4b 5c 4a 5a 5a 4a 4b 4a 4b 4b 5c 5c 5c 4b 5c 4b 4a 4b 5c 5b 4a
5c 5c 5a 5b 6b 6c 6a 5c 5b 4a 5a 7b 5c 5a 4a 5b 5a 6c 6c 5b 5c 7c 4a 5c 5c 5b 5b 5b Mean Median Mode
1 3 2 3 3 3 3 2 1 0 0 5 1 4 0 3 4 3 3 1 2 6 2 1 2 1 0 2
64 2.178571 2 3 4 12
VALIDATION GROUP Initials LB CG MGH KG SH KH AH WH HL KL JLS SP JP TM FP CP JR CS LS ES KS BS JW OW MY Pre Hist Post Hist
5a 4a 4a N 4a 5c 5c 5c 5c 4a 4a 4b 5a 4a 5c 5b 4a 4c 4a 5b 5c 5b 4a 5c 5c
TQI
6c n 5c 4c 4a 5c n 5b 5a 4a 5a n 7c 5b 5b 6c 5c 4b 5c 5a 6c 5a 5c 5b 5a Mean Median Mode

No change Whole level
1 0 1 0 0 0 0 1 2 0 3 0 4 2 1 2 1 1 1 1 3 1 1 1 2
29 1.16 1 1 3 3
No change Whole level
LEVELS AND QUALIFIERS RESULTS - ENGLISH

CONTROL GROUP Initials Pre Eng Post Eng KB 5a 5a EB HB MB DB RB RC TC SC RD ED LF AF FP CH CH CH XN ML BL BM LN BP CR HS HT AT
NW Total qualifier increase
4c 5a 4b 6c 5a 6c 5b 5b 4b 5b 6b 5b 5c 5c 4a 4c 5b 5c 4a 4a 6c 5a 5a 4a 5a 4a 5c
5b 6c 5b 6b 6c 5a 5b 6c 5c 6c 6a 5c 5a 4b 5c 5b 5a 6b 5b 5c 7c 5c 5b 4a 5b 5c 5c
0 4 1 3 1 1 -1 0 2 2 2 1 -1 2 -2 1 4 1 4 2 1 3 -1 -1 0 -1 1 0
VALIDATION GROUP Initials LB CG MGH KG SH KH AH WH HL KL JLS SP JP TM FP CP JR CS LS ES KS BS JW OW MY Pre Eng Post Eng
6b 5b 5c 4c 5a 5c 5b 5c 6c 4b 4a 4a 6a 4a 5b 5b 5c 4b 5b 5b 5b 5a 4a 5a 5c
6b N 5c 4b 5b 5c N 5a 6b 5c 6c 4a 6a 4a 6c 5a 5c 4a 5b 5b 6c 5a 5c 6c 5c
TQI Mean Median Mode No change Whole level Less
0 0 0 -1 -1 0 0 2 1 2 4 0 0 0 2 2 0 1 0 0 2 0 1 1 0
16 0.64 0 0 13 1 2
29 Mean 1.035714 Median 1 Mode 1 4 5 7
No change Whole level Less
English - Whole level increase as a percentage

20 15 10 5 0 Whole level increase Validation 4 Control 17.86
English - Average qualifier increase

1.00 0.80 Axis Title 0.60 0.40 0.20 0.00 Av. Qualifier increase Validation 0.64 Control 1.00
English - Total qualifier increase comparison

30 25 20 15 10 5 0 Qualifier increase
Validation 16
Control 29
English - Modal increase of qualifiers

1 1 1 0 0 0 Modal increase Validation 0 Control 1
English - No qualifier change

14 12 10 8 6 4 2 0 No change
Axis Title
Validation 13
Control 4
History - Whole level increase as a percentage

50 40 30 20 10 0 Whole level increase Validation 12 Control 42.9
History - Average qualifier increase

2.50 2.00 1.50 1.00 0.50 0.00 Av. Qualifier increase Validation 1.16 Control 2.18
History - Total qualifier increase comparison

80 60 40 20 0 Qualifier increase Validation 29 Control 64
History - Modal increase of qualifiers

3 3 2 2 1 1 0 Modal increase Validation 1 Control 3
History - No qualifier change

4 3.5 3 2.5 2 1.5 1 0.5 0 No change
Validation 3
Control 4
History vs English comparison Whole level increase percentage

45 40 35 30 25 20 15 10 5 0 Validation History Control Validation English Control

2.50 2.00 1.50 1.00 0.50 0.00 Validation History Control Validation English Control
History vs English comparison Qualifier increase



Appendix 2: Qualitative Findings
Lit Bits in History - Your opinions
1. I enjoy the subject of History

Strongly Disagree Strongly Agree Rating Average Response Count
Please select one
3.7% (1)
14.8% (4)
40.7% (11)
29.6% (8)
7.4% (2)
3.7% (1)
3.33
27
answered question skipped question
27 0
2. I enjoy the subject of English

Please select one
7.4% (2)
7.4% (2)
33.3% (9)
33.3% (9)
14.8% (4)
3.7% (1)
3.52
27
27 0
3. I feel that the Lit Bits helped me to understand the Slave Trade topic better
Please select one
18.5% (5)
29.6% (8)
33.3% (9)
14.8% (4)
0.0% (0)
3.7% (1)
2.59
27
27 0
1 of 3
4. I feel that the Lit Bits helped me to write the 'Abolition of Slave Trade' essay
Please select one
25.9% (7)
29.6% (8)
22.2% (6)
11.1% (3)
3.7% (1)
7.4% (2)
2.59
27
27 0
5. I feel that the Lit Bits helped me to gain a higher mark in this History assessment
Please select one
22.2% (6)
29.6% (8)
22.2% (6)
22.2% (6)
0.0% (0)
3.7% (1)
2.59
27
27 0
6. I enjoyed the Lit Bits in the six History lessons

Please select one
29.6% (8)
40.7% (11)
14.8% (4)
11.1% (3)
0.0% (0)
3.7% (1)
2.22
27
27 0
7. I feel that the Lit Bits 'got in the way' of the History topic
Strongly Disagree Strongly Agree 14.8% (4) Rating Average Response Count
Please select one
11.1% (3)
14.8% (4)
37.0% (10)
18.5% (5)
3.7% (1)
3.33
27
27 0
2 of 3
8. I feel that the Lit Bits helped me to 'link' History and English subjects better
Please select one
14.8% (4)
22.2% (6)
48.1% (13)
3.7% (1)
7.4% (2)
3.7% (1)
2.78
27
27 0
9. I would like to see the Lit Bits in more History lessons

Please select one
14.8% (4)
37.0% (10)
33.3% (9)
7.4% (2)
3.7% (1)
3.7% (1)
2.59
27
27 0
10. Please write any of your thoughts, good or bad, about the Lit Bits and literacy focus in History in the box below. Please try to explain your answers in as much detail as possible.
Response Count 24 answered question skipped question 24 3
3 of 3
Lit Bits in History - Your opinions
Please write any of your thoughts, good or bad, about the Lit Bits and literacy focus in History in the box below. Please try to explain your answers in as much detail as possible.
Response Count 24 answered question skipped question 24 3
1 of 4
2 of 4
Q10. Please write any of your thoughts, good or bad, about the Lit Bits and literacy focus in History in the box below. Please try to explain your answers in as much detail as possible.
1 2 3 4 5 6
I thought that using lit was very good, it helped me quite a lot by using it to get a high and better level. It didn't really make any difference. It didn't really make a difference. There wasn't enough, there was one in the first lesson but from then on there was nothing so how could it help us? I think they were pointless! I thought that there wasn't enough lit bits in the six weeks (sic) a part from a couple of lessons. I think there could have been some more lit bits in the topic. The it bits partly helped. I think the lit bits were ok but it helped my level to go up. Lit bits helped at times but sometimes made it more confusing. It helped me in History a bit. They didn't do anything. I think it's more work to get another higher mark in History when we have to focus on literacy as well. Thought it was a bit pointless as I didn't even remember to use it with my work it just wasted time. too much work and there was too many sheets, books (etc) and didn't even work (improve my grade)! Lit bits helped a bit, because they helped me to understand how to link sources together. I don't really like the lit bits because it confuses me and I prefer learning the same way in History. The literacy helped me in a way, but I don't really remember most of it. I think that you need to include how to maybe do tests to high levels and through sources but overall it helped me quite well. I think the lit bits didn't do anything to help me. Need a bit of drama. Less writing more talking. Sometimes it got in the way of the topic. I think thew lit bits were stupid and pointless and didn't help. I don't think the lit bits made any difference to our English and History levels. I liked the fact that we mixed two topics together but sometimes the lit bits
Jun 24, 2012 7:55 AM Jun 24, 2012 7:54 AM Jun 24, 2012 7:53 AM Jun 24, 2012 7:53 AM Jun 24, 2012 7:52 AM Jun 24, 2012 7:50 AM
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Jun 24, 2012 7:49 AM Jun 24, 2012 7:48 AM Jun 24, 2012 7:47 AM Jun 24, 2012 7:46 AM Jun 24, 2012 7:45 AM Jun 24, 2012 7:45 AM Jun 24, 2012 7:44 AM Jun 24, 2012 7:43 AM Jun 24, 2012 7:42 AM Jun 24, 2012 7:41 AM Jun 24, 2012 7:40 AM Jun 24, 2012 7:39 AM Jun 24, 2012 7:38 AM Jun 24, 2012 7:37 AM Jun 24, 2012 7:37 AM Jun 24, 2012 7:36 AM Jun 24, 2012 7:35 AM Jun 24, 2012 7:33 AM
3 of 4
Q10. Please write any of your thoughts, good or bad, about the Lit Bits and literacy focus in History in the box below. Please try to explain your answers in as much detail as possible.
got in the way.
4 of 4
SEMI-STRUCTURED INTERVIEW WITH LM TEMPLATE SHEET Semi-Structured Interview - Key Themes Venn
Practical?
Issues / Improve ments?
Literacy Strategies Teacher / Pupil

Effective?
Accessible / Realistic?
Semi-structured interview questions Week 1

1) Please explain your involvement in the project and why you decided to participate in it. 2) Were you able to follow all of the literacy strategies over the first two adapted lessons? (Was timing an issue? Could it be improved? How?) 3) Overall, do you feel the literacy strategies fed into, or detracted from, the unit of work? (Why? How could it be improved?) 4) Overall, how would you say the pupils responded to the literacy tasks this week? (Positive, negative, indifferent? Do you think they saw it as extra work?) 5) How did you find making explicit literacy links during these lessons? Did you feel this was a natural or unnatural process for you? 6) Did you feel it met the SEN / G+T needs? (How could it be improved to do so?) 7) Can you discuss the teaching of the validation group and how it compared / contrasted with the adapted lessons with the control group 8) Any final thoughts?
LM Interview quotes Friday 20th April 2012 Involvement in the project

(00.24) English and History are so close together...the skills that you use in English, you readily transfer them into History, and vice-versa. The idea of interpretation, reading the sources for analysis; much the same as perhaps you would interpret a play or a poem. (01.10) The school is looking for 11 16, and one of the issues in new GCSE curriculum specifications is the importance of literacy; to get that embedded a little bit more at Key Stage 3, with a more long-term view and strategy was one of the reasons why I would like to have a go at it. (01.58) Around about October time, we did realise that out literacy within the department needed a little bit more; a refresh...Weve added into nearly all of our classrooms now were looking at key words...within our lessons to try and make it a little bit more overt. With doing that, we would then hope that they could start to see the patterns of capital letters wheres needs be. (02.50) Its fell at a nice time, so that we are able to build on what weve started to do as a department already (04.32) As a school, weve looked at the idea that each subject is not independent of one another - that cross-curricular link; so if they can see the literacy work that theyve done in English then being used again in History, and then Geography and RE and other subjects as well, then thatll just reinforce and... hopefully over time they will pick it up a bit more and some of the more common mistakes will be fewer than they are perhaps currently
Able to follow literacy strategies? Week one.

06.45 The first task, it linked very nicely to some of the things wed already done anyway, so that fitted in really well because it was History already and it was just a little bit more overtly with a little bit of literacy. 07.15 That went well... it fitted nicely to what we were already doing, and it didnt really detract too much away from the content of the lesson...The downside was distraction, and how much you can fit on a table. If you think about it, youve got...six spaces; grouped tables, six seats round it. When you start adding...dictionaries; more stuff...It gives them less space in which to operate. 08.47 Within that lesson, there seemed to be a lot of paper on there, and for some that was too much, perhaps; also the dictionaries they might just flick through them; just
distraction when the teaching comes about. When they have to listen, its just something else to play with... Its a double-edged sword, essentially. 11.14 [Lesson 2] I found that was difficult, mainly because going back to your earlier point of detracting away from the content; the History because at the end of the day Literacy; yes its important, but they need to know the subject matter, particularly as its building into a sequence of work with an end project... so the idea was sound enough, but the time factor was too much. 14.59 Emphasising the idea of capitals where they should be, punctuation where it should be. Also things like, to an extent, the spelling of countries. 15.54 Interestingly, once it starts to be extended writing, for some...as much [sic] divergent tactics as possible. Also, some did mention the sheer weight of paper on the desk again...at this point weve got a textbook to do questions from, weve got the A4 sheet... we introduced a piece of A5 paper; on the desks as well, weve got dictionaries and the laminates... plus theyve got their pencil cases; its a closed environment...some said I dont know what to do, Ive got too much stuff. 18.21. [TipTop Paragraphing sheet] Thats been on the board for the past two lessons; weve not really done any extended writing [yet]... itll be interesting to see [if] that has been looked at; theyve seen it, they know its there, [itll] be interesting to see if when it comes to the paragraphing they take that on board. I will be explicit with them about it, but it will be interesting to see, despite that Ill have said it and that its shown, will that make a difference, or will it still be the same?
Fed into or detracted from?

19.11 I think the first one [lesson] went very well, it really did fit in pretty much perfectly, erm, in terms of the time. Basically, it fitted in with the History... it was something that was already there, just developed a little further... its something that could work very well as a whole-scale department thing for another year. 21.06 [Amistad video] For some...they just saw it as ten minutes [of] I dont have to do any writing, as there is an element within this particular group that thats the case. 23.03 [Ideas in lesson 3] Its something that could go as the first part of the main portion of the lesson. It could be placed on the back of that original sheet of paper, so that it wouldnt be an additional piece, in terms of more paper, what should I do with this?
Pupils reactions to literacy?

24.05 I mean, first lesson, I think in the most part...it wasnt negative at least. They saw a reason, they saw behind it...it felt relatively positive. To an extent, during this lesson, there was one person that did actually suggest, why are we doing this? and you know, the idea that its English; breaking that barrier down is still there....it would probably be that idea that its that little extra bit of writing, but were now looking at literacy why have we got to look at full-stops and commas, and capital letters in History?...that was there. 25.25 That individual can have issues elsewhere... is there a barrier on their attitude towards why theyre at school; maybe is it a wider question... is that an issue that factors in to some of the everyday things that were trying to do; the literacy across it; if theyve got that perception from whatever reason... do they then have that perception? 26.22 [Barriers] I think that would depend on to an extent the teacher [and] how they set it up... that then becomes more individual on the teacher rather than the pupil. 27.03 When it gets to option time, I do stress the English links to History, to try and give that guidance to them, to say, look okay; forget about the topic here for a moment, but just think about the actual skill that Im trying to get you to do. Forget the History aspect of it look at the skill.
Explicit links natural?

28.17 Id like to think that I do try and suggest the ideas of literacy - remember paragraphs, capital letters, full stops; that sort of thing already. Like I said, as a Department, were looking at the key words; weve got them on the word wall. 29.36 This cant be just a chuck something at it [approach]. To do literacy properly; to get them to really develop and to get their literacy up there, where it should be...its got be gradual, over time; as you start of in Year 7, building further into Year 8 and Year 9, and it needs to be something thats built into. Obviously, English to start off with... and then, perhaps, adding its own little spin where it needs to, from other key areas that are also linked to English...Humanities, essentially, plus one or two other areas. 30.33 Just like any subject done well is, its gradual over time...the different skills are added upon layers. 31.01 If its just seen as a flash in the pan yeah, youll get something really good perhaps at the end piece of work...but then theyll forget about it. It essentially is constant reminder, almost; and if its scaffolded in over time and sometimes explicitly, sometimes less so...If its done over time then they will develop that over time, but if you
do it just, bang, then... it will be good short term, but its no long term [solution]. If you want a long term change... it takes a lot of time. 32.06 It will effect, I believe, something like 5%; the difference between a D and a C, perhaps. If we can start thinking about it particularly with the Year 8s now; getting ideas so that we can have it in the next year, then in Year 9 we can have things starting to grow in thats better for them...so in the longer term, you get the GCSE results, you hope that itd be good, then hopefully in the following year itd be better. 33.12 It needs to be almost covert; explicitly covert, if you want... It cant just be, oh, its another literacy lesson its got to be its your History lesson, its your Geography lesson, its your RE, but literacy forms a natural component [of these lessons] as well. 34.11 Ultimately, [in] History lessons, theyve got to learn the History skills, because Im assessing them on the History skills... so its got be in proportion for whats needed for them to do well.
SEN / G+T CONSIDERATIONS

35.25 Youll often find that History and English levels are often very similar, because ultimately theyre using their writing, which means that ultimately their literacy will probably be very similar as well. 36.04 Undoubtedly, if you cannot have the basic literacy skills, you cannot necessarily achieve; you have a seal on what you can achieve you can describe, but you cant really explain the source...you could describe it, but then youre capping it at... Level 4... 36.35 I mean, thats an issue thats always been floated around our department, sort of how do we best do it? SEN is an ongoing issue on how to best do it is it writing frames, is it one to one support, is it group work? 36.57 Also, its the questions... You have to have a good level of understanding to answer the questions. If you cant understand it, then youre never going to answer it correctly. 37.14 Interestingly enough... on a GCSE History paper, there is no Foundation or Higher there is just one paper that covers your A* candidate straight down to your G and Ungraded candidates as well. ... Theres an element of youve either got it by a certain age, or you havent, because of your ability to understand and interpret, and thats down to your literacy, because you cant really change the question without making it easier. 38.25 In terms of G+T, it does lend itself those that are very articulate in English and have those good literacy skills tend to be very articulate and good in their skills in History, because of their ability to access the questions, the words.
40.27 Most of the theory is fine, but when it comes down to it, in practise, in reality, there are lots of external factors that always crop in, that you cant necessarily plan for.
POSITIVE / NEGATIVE
41.24 They were able to share the ideas together...they worked out that perhaps the dictionary is there to find words if youre unsure, so thats a real positive that came out of it. 41.41 Its the idea that theres something else on the desk, and too much stuff on there...to many items causes them to get distracted, or frustrated, because they cant focus on whats needed to be done. 42.47 One possible negative on the PowerPoint is [that] some of the slides were a little bit too detailed; it needed to be one sentence...this is what youre doing - this is it, rather than maybe paragraphs. As soon as they see a lot of writing on a board, some might just switch off...so in regards to the PowerPoint, short, snappy and sweet.
SEMI-STRUCTURED INTERVIEW WITH LM WEEK 2 Semi-Structured Interview - Key Themes Venn
Practical? / Timings
Issues / Improve ments?

Effective?
Accessible / Realistic?

1) Did you find the changes snappier PowerPoint, dictionaries, laminates not on desk helped this week? 2) Lesson one, week two what worked; what didnt? Why? 3) Lesson two, week two what worked; what didnt? Why? 4) Timing a factor thoughts on this balance between History and Literacy? 5) Extended writing minimal a factor in History / literacy? 6) Any final thoughts?
LM Interview quotes Friday 27th April 2012 Changes after week one
(01.25) I think that was a good way to do it... that its clear to see, but not necessarily there in front of them, to have problems with.
Lesson 1 what worked / didnt work and why

(03.07) The literacy was a very nice starting point; it was a very good starter for the lesson, for them to recap, essentially and remember what it [Amistad film clip] was like. 04.17 In the vast majority, they gave it a go, probably just wrote more towards a paragraph... they need a little [reminder], me to go over it again, just think back and tell them exactly what to do, so that they could write it in full sentences, rather than just words; they could think of words to use, but putting it together - I just had to frame it a little bit verbally for them...from the video I found that. 06.25 What we did focus on was, when taking bits from the source, remembering that idea of using quote marks and ellipses in the answers, to make sure they understood when, where and why as well...we drew them on the board, and even drew one and said whats wrong with this?, to actually emphasise [punctuation skills]. 07.35 The downside on the second lesson and this was semi-due to the nature of the group on the day; in the context of the day, it had been a wet lunch and the lesson is in the afternoon, straight afterwards, so they were a little riled at the start... its quite an intense lesson on the sources and towards the end they were struggling to stay focussed, shall we say... unfortunately what Id wanted to do, as wed discussed was to go over the key words in detail...physically, there wasnt enough time.
Practicalities
09.20 From so far, the bits where its [a discussion], the idea of, should that be speech marks, should that be a quotation, should that be ellipsis? that sort of thing those small bits I think has been seen, in some respects by a number that [its] more useful than necessarily lots of extra literacy activities, that although they are trying to go over History, they are quite clearly literacy. Some of the better literacy so far I think has been done where its...almost by stealth, but overtly stealthy 11.05 [First lesson task] I think they found that positive, and its something that already a colleague has said, oh, that was a good idea, just to get them to do at the start of the lesson, so its something thats very History in its feel, but has got a positive literacy-
English aspect to it as well and because its very much History, they dont see it as being something else.... 11.44 As much as we like to try and do cross-curricular ideas, they [pupils] still very much see it as a barrier that as you go from one subject to another thats History, thats Maths, thats English; what Ive learnt in their doesnt necessarily come across overtly. But you can do it in a way, covertly.
Overt links
12.38 They are twelve and thirteen it could be an age thing, and levels of maturity. You will have some that will see the links and think, actually, thats a good point I do do this extended writing in History, I do this extended piece of writing in English, but then youll have others that dont; that might be switched off from school, they might not really like English, and therefore if you so much as mention somethings thats related to English, that means the shutters are down. So it really is an individual (I think) experience. 13.20 It totally is down to, I think, the individual and their personal perception and experience of literacy, and their subjects in general.
Balance of timings
14.48 I like the idea of that magic pill...I suppose the ideas sound. To embed it properly, I suppose, youd have to go back to the drawing board and re-evaluate how many lessons they give towards a unit to do it that way... I mean, we spend six lessons on this Trade and Empire [unit] if we were able to merge it to seven, would that improve literacy ? Maybe. But then, you lose a lesson somewhere else could that then mean one less lesson on Industrial Towns, which is another area that we asses later on in the unit but then, we might need that lesson. The problem is, to an extend of Key Stage 3... weve got a lot of content to get through a lot of skills to try and put in, develop, expand upon, and I suppose sometimes some things have, to an extent, give. Its finding what to do, in that time that you do have. 17.12 Its totally a domino effect... you want to include literacy, of course, but youve got to be careful how much you dont want to over-do it. Its the same with the other ideas you could have in education, as well. Its like SEAL a very useful one, and we try and promote it within this Slavery [unit], within the sources...but ultimately time is a delicate commodity in teaching, that you rarely have enough of.
Extended writing tasks minimum in History?

18.52 You dont want to do the same thing every lesson extended writing, extended writing, extended writing because those that dont like English and writing, will very quickly get turned off by History, and theres a problem there. So there is an attempt at a bit of variety. With the Slavery unit, it does try and have a fair bit [of variety] a bit of map work, which links to Geography. 19.54 If you think about it, you are actually taking a very wide area, and gradually condensing it down into something thats a specific question Should slavery be abolished? 22.36 To an extent as well, its the resources... theres certain textbooks that cover the topic the text in there, designed for Year 8 are very text heavy.
SEMI-STRUCTURED INTERVIEW WITH LM WEEK 3 Semi-Structured Interview - Key Themes Venn
Practical? Timings?
Issues or Improve ments?

Effective? Autonomy? Sustainable?
Accessible Realistic? Effective?

1) Lesson one, week two what worked; what didnt? Why? 2) Lesson two, week two what worked; what didnt? Why? 3) Pupil autonomy - Pupils taking dictionaries / laminates by themselves? Joining up the dots between English and History? 4) Teacher autonomy? Become more natural? Perception change? 5) Do you think it will have had an impact on their History levels? Do you thnk it will have had an impact on their perceptions? 6) How sustainable in long term?
LM Interview quotes Friday 4th May 2012 Use of connectives

(04.00) The good thing was that one or two had already done it. So without me saying or re-emphasising it, theyd already seen the connectives. Erm, its funny as well early on, just before I put up the connectives on the board, one of the pupils did say, oh, is this like a list of three from English?
Due to links over past five lessons?

I think so, yes. Because its getting them into the persona...you are writing in first person. 05.54 I think he probably would have done it anyway; whether hed have realised that so early on...Im unsure. With doing this literacy [project] being, that little bit more overt that might have helped him realised earlier... with him doing it early on, right at the start of his planning, whether thatll make a greater impact on the actual final product thatll be seen in a few days time when its handed in. 06.36 They can see, perhaps, the links a little bit more readily then maybe had we not gone through the same process because its interesting no one in the other group asked any questions like that... the other group, who have not experienced the literacy tasks, no one said anything in that group, trying to make these links. 07.28 No one said it explicitly ; they may have put them in later they probably will put them in but no one did it as early on, or no one made reference, oh its like a rule of three, its persuasive that early on; they may have thought it, but they didnt express it in the lesson. So it will be interesting to see.
Hot Seating 10.35 Some of the questions that were being asked were really well thought-out. To
start with, they had written down one or two [questions] on a piece of paper. As we got going, they were more just whatever came to mind. And a lot of the questions were almost follow-up questions to previous ones... I thought that went really well , and I would hope that because obviously the other group didnt get that; I did feel that a good number seemed to have... a greater understanding of what the Slave Trade was, what the abolition for the argument was, what the keep slavery going argument was. They just managed to merge what wed talked about in the last three lessons well together.
Autonomy
15.59 Its interesting about the dictionaries in particular, because if youll recall at one of
the previous interviews we had, one of the early problems was that there was too much clutter on the desk essentially, so in terms of the laminates; the power punctuation laminates, they were now on the board, so that they could be seen by all, and spare copies were at the front, if anyone wanted to take [them]. Also what was at the front, were the dictionaries. Now there were was it two or maybe three people that did actually take a dictionary, when they were making the rough draft in that first lesson of the week.
Low mid, or high 16.58 It tended to be more towards the higher end...it was etching really towards those
sort of individuals.
More natural?
17.02 I definitely think that, I suppose, awareness is definitely there more; I mean, like I say, the ideas of the hot-seating I know of the idea, Ive used it a very long time ago but its refreshed some ideas. I can see how I can use one or two ideas, like the hotseating, to adapt into other History lessons; not just the Slavery, not just this unit into the Year 7, into Year 9, there are ways to do it there that can be done well...little things, like just mentioning use of punctuation; paragraphs...Ive already started to mention it in RE lessons theyve had homework and Ive emphasised the punctuation, just little things to remind them. Doing this has helped me to remember to remind them.
Interview transcript
EB: 4c 5c History, 4c 5b English What do you like about the subjects of History and English? Um, well when I was in primary school I didnt, like, really enjoy History, I didnt really do the work, I didnt get it either, but um, no Im in this school, theres like better teachers, and we do more work, so its quite good what we learn about and the same is in English. Why do you think the lit bits did help you with the Slave Trade topic and essay? Dont know...it just helped me remember, like what to put and that.... I think it was better by having it in History as well, um, because like I said, it did help a lot.
Why would you like to see more lit bits in History lessons? I dont really do well in History, and we get more confident grades, like Ive got a higher level, so I think Id be able to do better with History.
BL: 5c 5b History, 4a 5b English Why do you feel the lit bits helped you with your essay? Cos writing more things down makes, like, having more information, and then in my head...because I remember writing things down so its made it easier for the actual test, to do. Did the lit bits get in the way of History? We were writing more and getting more information, but then we were writing a bit too much, like a few pages. If we read more and then wrote a little bit, and then read [I think wed make] even more progress, instead of just writing. Did you find that you were able to link History and English subjects better? Yeah, cos with English and History, it was making it easier to understand, and obviously on my marks Ive gone up one level higher, so if like, the next subject [topic] we do had a bit of English...then I could probably get more progress. Why would you like to see more lit bits in History? Cos in History, its given me a higher level and in English, its helping me with my writing and my speaking...its made me get higher marks in my English as well, I think, and understand more.
LN: 5c 7c History, 6c 7c English Did you find that spending the extra time looking at the lit bits helped you to understand the Slave Trade topic better? Erm, I just remember, sort of using different words to help me with tests, and knowing how to go into a test, and what to put and how to explain it...I think I got the topic quite well anyway, but I think it helped as well, it was useful. Did you find that spending the extra time looking at the lit bits helped you to write your essay? It does help you understand them [the sources] more, and in a way you need to pull apart the text and then really understand why theyve written it, and who theyve written in for...I never used to look at it and really take it apart, so I think it did help. Did you find you enjoyed the lit bits, or did it take away from History? I think; well most people would think its just okay its not really, really fun, its not boring; its helpful. So its not that bad, it didnt really take anything away from History, it was just helpful. Did the lit bits help you to link the two subjects together more? I think it helped me more in English, doing all of it in History. I sort of knew how to do it [use literacy skills in essays] in History, cos we did look at sources and everything, but in English I never really did it with the questions; explaining. So it probably helped with English more. ..its probably mainly trying to help you in History but, I dont know, it helped me more in English. Ive never really been that good at English tests, Ive always sort of mixed up with words and what to put in my answers. Its natural to me that History tests are a bit easier than English tests, so they helped me in English. Would you want more lit bits in history lessons? I dont think it would be a problem; it certainly helps, so... I think we should have a few more of them...you never really go through anything like that, were always, sort-of, learning about the topic, but were not really learning how to understand the topic in tests, and what to do... so its a bit more what to do when you come to the important things.
Appendix 3: Literacy Strategy Materials and Ethics
LITERACY STRATEGY AIMS AND PROPOSED FOCI OVERVIEW

Literacy strategy intervention aims: To feed into, not detract from the given subject area and or topic Wherever possible, be made explicit to pupils (Lit Bit) Short, focussed tasks of 5 10 minutes (inc. feedback) Should not be seen as extra work or irrelevant by pupils Use / consider Flemming & Baunes VARK learning styles Consider SEN and G+T needs and provision Not over-prescriptive for the teacher adaptive rather than prescriptive Visual Prime and Power punctuation laminates in class (one per group); Writing and Reading Target laminates in class (one per group) Kinaesthetic Parts of argument task with explanation one pupil for each key section Reinforcement of Peer assessment of Weakest link style need for capitals, work with key foci, kinaesthetic punctuation, e.g. paragraphs, feedback of key grammar, technical punctuation, terms / concepts words throughout capitals, with a pupils stand up to tasks target given begin with, sit down with a right answer Contextualisation DART activities: Use of Post-it with English topics, key terms notes (also visual) e.g. Should wordsearch; on board / tables Christmas be crossword, CLOZE banned? Essay. passages, etc Peer-learning and Written reflection Use of areas of the feedback: one key- (Mary Louise Holly) room to technical term demonstrate level given per table; of unit class feedback given understanding Peer-learning and Slave Trade final Use of Hot Seating feedback: One key handwritten to show the punctuation mark assessment different sides of given to each table; the slave trade class feedback given argument + Peer-learning and Teacher refocus and extra considerations feedback: One key Diagnostic assessment of reading and writing connective given to Embedded approach to literacy explicit links each table; class made throughout teaching of unit feedback given Contextualisation of the unit with other subjects (G+T) Pupil as units teacher, explaining Encouragement of (extended) pupil feedback or recapping as Professional approach towards the strategies plenary / starter. Aural Explicit links and references made to literacy throughout teaching and tasks Reading / Writing Ensure dictionaries available in all lessons
Lit Bit lesson objectives at the beginning of the lesson; tasks outlined (IWB) Word-web created and displayed with key terms for unit Display of and reference to TipTop paragraph poster in classroom Use of PEE / PEEL word-chain (IBW) with explicit explanation given Use of Venn Diagrams
LESSON-BY-LESSON PROPOSED LITERACY TASKS N.B.

All strategies have been designed to either feed directly into the previous lesson structure, but simply with refocused teacher input / explicit links made, etc., or task which are no more than 10 minutes in length (including feedback; ideally 5 minutes where possible), and which support all previous topic understanding and do not detract from it. I will ensure that you have all of the necessary resources before each lesson. As well as the following strategies and tasks outlined, please also remember give more attention than you would normally to literacy foci (spellings, capitals, grammar, use of technical terms, oral and written feedback), both orally and diagnostically, as pupils complete their work. It is vital, however, that you do not do this in the Validatorary group (even subconsciously), and that you teach this group exactly as you would have done without the literacy strategies. This will also require dictionaries to be removed, posters and laminates to be hidden from view, etc. We will meet at the end of each week in an informal, semi-structured interview to discuss the weeks strategies, and your thoughts and observations on it. It is important that you are 100% honest in these opinions, so that amendments and corrections can be made recurrently and diagnostically, to help improve the strategies themselves, and (in theory) the projects overall effectiveness. Please try to ensure you follow the lesson-by-lesson proposals, wherever possible. Many thanks for your participation and interest in this project; I hope that it may be a useful one for all involved.
Lesson 1: Trade & Empire

To introduce literacy resources into the next six lessons To secure your understanding of key Trade and Empire terms Remind pupils of the extra literacy focus over the coming three weeks Use the PowerPoint to explicitly refer to 1) the Lit Bit; 2) dictionaries now available in all lessons, 3) Power and Prime laminates (hand out to each table) 5 minute TASK: One key word per table (Trade, Empire, Colony, Export, Import, Good) pupils should 1) discuss the meaning in groups, 2) agree on and use the term in a sentence 3) feedback explaining to the rest of the group the words meaning and reading out their sentence.
Lesson 2: The Slave Triangle

To understand how to improve and develop your written answers To offer opportunities for you to give spoken and written feedback Ensure Lit Bit explicitly referred to; reminder about laminate resources Read, discuss, answer New Worlds task, but with the following amendments: 1) Reinforcement - Remind pupils that they should be writing in full sentences at all times, using punctuation, capitals, etc 2) Additional task: Peer Assessment in pairs, pupils should read each others answers, looking for and circling any literacy errors (spelling, grammar, punctuation, capitals). They should then write a target for the pupil and feedback to them Encourage extended oral responses in reaction to the clip (particularly higherability pupils) develop with questioning; encourage the articulation of thoughts and feelings; give positive feedback and encouragement If time, pupils should write their thoughts about the clip into a paragraph; encourage pupils to read out responses to a partner.
Lesson 3: The Middle Passage

For pupils to use their growing understanding of the Slave Trade to articulate their thoughts into sentence and paragraphs For pupils to verbally share their written ideas about the Slave Trade with the class Show Lit Bit PowerPoint outline Starter: Pupils should write 1 -2 paragraphs referring to the Amistad clip that they watched last lesson please explicitly refer to TipTop paragraph poster, punctuation laminates and dictionaries for this, reinforcing and diagnostically assessing as you circulate the class. As an extension (G+T), pupils who complete this task within the time should swap and peer assess each others work, looking for spelling, punctiation, capital letter, paragraph errors. Pupils should then read out their paragraphs to the rest of the class please ask for volunteers, but ask select pupils who might ordinarily be reticent to read their ideas aloud. For the rest of the lesson, please continue to remind and reinforce literacy standards throughout pupils source-work tasks. As agreed on Friday, Dictionaries and Punctuation laminates will now be on a spare table, as opposed to on pupils desks. Please ensure your explicitly refer to this and encourage pupils to use them.
Lesson 4: The Middle Passage

For pupils to use their growing understanding of the Slave Trade to articulate their thoughts into sentence and paragraphs For pupils to verbally share their written ideas about the Slave Trade with the class Show Lit Bit PowerPoint outline As pupils continue to complete their source-work tasks, please refer to the Punctuation laminates, dictionaries and TipTop paragraphs poster. Explicitly remind and refer to the use of quote marks and ellipsis; look for use of (or lack of) this as you circulate. As a plenary task, pupils should write a sentence for each key word, explaining its meaning (reliability, reconciled, bias, fumigated, transplanted, abolition, descendants). They should then be encouraged to read out these answers and share with the class.
Lesson 5: The Abolition Movement

For pupils to use their growing understanding of the Slave Trade to articulate their thoughts into sentence and paragraphs For pupils to verbally share their written ideas about the Slave Trade with the class Show Lit Bit PowerPoint outline Explicitly refer to and remind pupils about previous essays which theyve completed in English Should Christmas be banned? For example. Please highlight that they are using exactly the same skills intro, both sides of the argument, conclusion with own opinions. Highlight the need for connectives, punctuation, paragraphs. Remind about use of quotes (PEE). Some could even use persuasive language techniques. Show connectives slide and get pupils to choose and write down five connectives that they could use in their essay As a plenary task, read out the key terms sheet (abolition, reliability, bias, reconciled, fumigated, descendants, transplanted) and have pupils explain in a sentence what each key word means.
Lesson 6: The Abolition Movement

For pupils to share their ideas and questions about the slave trade in a drama environment. Show Lit Bit PowerPoint outline As pupils continue to complete their source-work tasks, please refer to the Punctuation laminates, dictionaries and TipTop paragraphs poster. Again, explicitly remind and refer to the use of quote marks, ellipsis, paragraphs, punctuation, capital letters, connectives, etc (where appropriate); look for use of (or lack of) this as you circulate. For the main literacy task, volunteer two pupils to have a go in the hot seat one a as a slave, one as slave trade owner. The other pupils should think about and write down one or two questions to ask the slave / slave owner. You should model one or two questions and ideas i.e. what were the conditions like? Do you think the slave trade should be abolished? Why / why not? As the pupils perform the task, try to encourage use of key terms and ideas; reinforce throughout that these ideas will help them in their essay.
History Scheme of Work (Key Stage 3) Year 8 Britain 1750 - 1900

Learning Outcomes
Pupils should now:
Learning Objectives
Possible Teaching Activities
Resources
Pupils should learn:
Points to note
Understand the words Trade, Empire, Colony, Export, Import and Good mean. PowerPoint No.12
3a. Slavery - Trade and Empire
About the location of countries around the world. Know the location of different parts of the Empire. Explain where different goods came from and suggest why these goods came from these locations. Speculate whether Britain would have grown as an Empire if it had not traded around the world.
Teacher led discussion of the growth of Empire using selected slides from PowerPoint No.12 (slides 3-6 & 19-22)
How trade made the British Empire profitable and powerful.
Keyword matching sheet Trade and Empire
Hodder History: New Worlds for Old pp.30-31 Duration of this page: 1 Lesson Extension Sheet 7 Empire Jigsaw
The importance of overseas trade and its significance for Britain.
Extension Sheet 7 Empire Jigsaw (NB Enlarge source C map from Ext 7 to A3 size).
Read and discuss pp30-31 New Worlds For Old pp30
Did Britain need to trade to become an Empire?
A3 version of Source C from Ext. 7

Learning Outcomes
Pupils should now:
Learning Objectives
Resources
Points to note
Know how the Slave triangle worked. Explain how at each point Goods were traded. Explain what the slaves may have been used for.
3b. Slavery - The Slave Triangle
Sugar Plantation ISM (See pack)
What the Slave Triangle was
Read, discuss and answer How Slave Triangle questions from New Worlds For Old pp40 41. worked.
Hodder History: New Worlds for Old pp.40-41 Links to SEAL with Empathy and Self Awareness Sugar Plantation starter ISM
Completion of the Slave Triangle diagram (enlarge Source B from pp41).
The countries involved in the Slave Triangle and the part they played.
Empathise with the images and portrayals from the Amistad clip. Be able to express their views about the clip in discussion. Be able to recall the images of the clip in future lessons. DVD 307/308 Amistad Duration of this page: 1 Lesson
Why the Slave Triangle was carried out.
Towards the end of the lesson show approximately 10 minutes of The middle Passage from Amistad. (Play from when the slaves are taken to the ship to begin the journey 1 hour 10 minutes into film approx.)
Discuss reactions to the clip

Learning Outcomes
Pupils should now:
Learning Objectives
Resources
Points to note
Recall previous learning about the space on board a Slave Ship. Describe, explain and evaluate a range of sources. Use skills of interpretation and begin to understand why some people might be bias or not in their view of slavery. Give reasons why sources may be bias. Begin to question reliability of sources Draw links between sources, comparing and contrasting their content and reliability Past pupils work. SEN writing frame (SOW CD) Formulate their own opinions based on interpretations of the sources. The Slave Trade ISM Source sheet (A-F)
3c. Slavery - The Middle Passage
How profitable the Slave Trade was.
The Slave Trade ISM
Links to citizenship and Human Rights/ Racism
Duration of this page: 3 lessons (2 lessons for completion table/ 1 for setting up report)
Read and discuss a range of sources that argue for and against What the conditions on board the Slave Trade. the ships were like during the Middle Using the sources complete the Passage. A3 table Should Slavery be Abolished? How to evaluate Modelling the answer will be evidence from needed to ensure all are sources of comfortable with the task. information.
Should Slavery be Abolished? A3 sourcework table
Using the A3 table set up the How to select evidence to support Should slavery be Abolished? report. Worth spending the lesson arguments for and on this A two week deadline against the abolition of slavery. should be sufficient
Select relevant quotes/extracts from the sources to support their arguments.
Report to be level marked (Mark scheme in pack)

Learning Outcomes
Pupils should now:
Learning Objectives
Resources
Points to note
3d. Slavery The Abolition Movement
Causation of the Abolition movement. Understand the various methods used to end slavery. Explain why different methods were used. Use examples to create their own visual argument for the abolishing of slavery.
How the Slave Trade was abolished.
Read and discuss the A3 sheet Why did the Abolition Campaign succeed?
Links to SEAL with Empathy
Discover the various methods used to put across the campaign.
Complete the activities on the A3 sheet or use the Abolition of Slavery A4 worksheet (in pack) together with the A3 sheet.
A3 sheet Why did the Abolition Campaign succeed?
The causes of the abolition of slavery.
A4 Abolition of slavery worksheet
Duration of this page: 1 Lesson
Which methods were the most effective in the campaign.
DVD 322 Resistance, Rebellion and Abolition
Interpret what each of the sources show. Assess and evaluate their effectiveness in the DVD 322 campaign.
Slavery - Lesson 1
To introduce your literacy resources for the next six lessons

Remember, for the next six lessons, we will be thinking about literacy as well as the History tasks, as an aim to help improve your History level. Your Lit Bits will be shown and explained each lesson, so that you have a clear idea of what youre doing, and why. Dictionaries are now available in the next six lessons please use them! Each table will now have Prime and Power Punctuation laminates every lesson (you will recognise these from English). Use them to help you improve your writing. There will be other resources to help you over the next few lessons. Try to think more about your spellings, sentences, paragraphs, capitals, punctuation and use of key terms during this unit of work.
To introduce your literacy resources for the next six lessons
To help secure your understanding of the Trade and Empire key terms
To help secure your understanding of the Trade and Empire key terms
YOUR TASK:
Slavery - Lesson 2
Each table has been given a key Trade and Empire term.
Your FIRST task is to discuss and agree on its meaning in your groups. Once you have done this, your SECOND task is to agree on and write a sentence on the A3 paper, using this term correctly. the end of the task, you will then need to explain to the rest of the class the meaning of your word, and read out your sentence.
YOU HAVE 5 MINUTES - GOOD LUCK!
To understand how to improve and develop your written answers
To offer opportunities for you to give

spoken and written feedback
At
To understand how to improve and develop your answers

YOUR TASK:
To offer opportunities for you to give spoken and written feedback

YOUR 5 MINUTE TASK:
You have now completed the tasks on p40 41 and had feedback

You have now watched a clip of Amistad.
Swap your answers with a partner on the table. You should now mark your partners work, circling any literacy errors that you spot (spellings, punctuation, capitals; does the sentence make sense?) You should aim to find a maximum of five errors. Once you have done this, write a literacy target underneath your partners work. Swap back and explain your target to your partner.
Feedback to Sir how you felt about the clip. Try to give lots of detail in your answers, focussing on your thoughts and feelings at watching the clip. Now write down your feedback on the clip, using full sentences and paragraphs. Dont forget punctuation, capitals, etc! Remember, you should try to clearly express your ideas about what you saw, and how you felt about it. You are aiming for two paragraphs. You should now read out your response to a partner.
8/23/2012
Slavery - Lesson 3
Write your thoughts and feelings into 1 -2 paragraphs

YOUR TASK:
Write your thoughts and feelings into 1 -2 paragraphs Share your ideas about the Amistad film with the class
Write your thoughts and feelings about Amistad into 1 -2 paragraphs Remember to take extra care with your spellings, punctuation, capital letters and sentences. Share your ideas with the rest of the class
Slavery - Lesson 4
To improve your understanding of key slave trade vocabulary

YOUR TASK:
Practise using quote marks and ellipsis in your written answers
For each of the key words, write a full sentence explaining what they mean. Remember you may want to use these words in your extended piece of writing! Share your ideas with a partner to help you.
To improve your understanding of

key slave trade vocabulary
Remember to take extra care with your spellings, punctuation and capital letters. Share your ideas with the rest of the class YOU HAVE 5 MINUTES - GOOD LUCK!
23/08/2012
Slavery - Lesson 5
Think about how this task relates to essay tasks set in English
For example, Should Christmas be banned?
Consider the how this History writing task is similar to English essays youve been set in the past Use connectives to help improve and structure your history essay
Use of intro, main arguments (both sides) and a conclusion Use of key words to support your argument Importance of paragraphs, capital letters, punctuation, connectives Using facts to support your points (PEE)
Use connectives to help improve and structure your history essay
TASK: Write down any 7 connectives that you could use in your essay:
Ordering Emphasising Comparing Contrasting Arguing Illustrating
Firstly, secondly, finally Especially, significantly, in particular Similarly, equally, likewise However, on the other hand, whereas Therefore, consequently, as a result For example, such as, for instance

Slavery - Lesson 6
Share your knowledge and question the events of the Slave Trade
Task:
Use your knowledge and understanding of this unit to share your ideas and question the events of the slave trade
Two pupils volunteer to be in the hot seat one will be a slave, the other a slave owner Everyone else should think of and write down 1 -2 questions that you could ask the person in the hot seat. E.g. What were the conditions like? Do you think slavery should be abolished? Why / Why not? The ideas shared here should help you in your Slavery Assessment
INFORMED CONSENT CONTROL GROUP

Dear Parent / Guardian, The English and History department within the [name omitted] School are keen to work together in investigating new ways of engaging pupils and helping to improve their overall attainments in both subjects. To this end, the school is to trial a series of History lessons which also include elements of literacy within them; this will take place within the three-week unit, entitled The Slave Trade, between the dates of April 16 and May 4th inclusively. Both Departments believe that literacy is a vital means of developing and improving pupil access and understanding of all lessons throughout the curriculum. The lessons your son/daughter will receive within the adapted History unit will therefore include all of the usual historical elements, as well as literacy-based activities (the use of word-webs; greater focus on spelling, vocabulary and punctuation in each lesson, for example) over the three-week period. We believe that this will be an exciting opportunity for your pupil and a means of accessing the History lessons in a new and stimulating way. In doing so, Mr Thomas (English Department) will be collaborating with Mr [omitted] throughout the trial and observing one of the adapted lessons; the pupils will be informed of the nature of the lessons and the research process throughout the three-week period. Mr Thomas will then be collecting and analysing the data of the pupils at the end of the unit, based on their assessed piece of work, an essay on the Slave Trade. This data will be used as part of the research to explore how cross-curricular literacy strategies may help to improve pupils overall levels in History and English. It is hoped that the trial may lead to improved pupil attainments; or at the least, a greater understanding of how to improve pupil attainments. The information collected will be held in a secure place to ensure that views of the pupils remain anonymous, and will only be used by Mr Thomas and Mr March to aid their understanding of how successful the lessons have been. Finally, Mr Thomas would like to discuss the reactions and feelings towards the lessons with a small number of selected pupils within the class. In all cases, the views gained would be kept anonymous, and any student asked to complete a questionnaire and interview would be able to withdraw at any time if they did not want to share their views. It is hoped that the work and research collected over the three-week period will be used for to share good practice with staff within The [omitted] School. You do not need to reply to this letter unless you are particularly concerned with the nature of the research; it will be understood that the school has your consent without the requirement of a reply or signature. However, if you do have any further questions or concerns regarding this matter, then please do not hesitate to contact Mr Thomas, using the schools usual number. We hope that you and your child will find the trial a useful and exciting one. Yours faithfully,
Mr Thomas & Mr [omitted]
INFORMED CONSENT VALIDATION GROUP
Dear Parent / Guardian, The English and History department within the [name omitted] School are keen to work together in investigating new ways of engaging pupils and helping to improve their overall attainments in both subjects. To this end, the school is to trial a series of History lessons which also include elements of literacy within them; this will take place within the three-week unit, entitled The Slave Trade, between the dates of April 16 and May 4th inclusively. This is to inform you that, on this occasion, your son/daughters class will not receive the altered History unit, and instead will taught using the traditional series of lessons within the unit. This is to allow for a comparison between your childs lessons and attainments in History, and the class in which the trial will take place. It is hoped that if successful, there will be other History units which will be adapted in this way for your son/daughter in the future. Your child will still be involved in the process, however: in doing so, Mr Thomas (English Department) will be observing one of these traditional lessons; he will then be collecting and analysing the data of the pupils at the end of the unit, based on their assessed piece of work, an essay on the Slave Trade. This data will be used as part of the research to explore how cross-curricular literacy strategies may help to improve pupils overall levels in History and English. It is hoped that the trial may lead to improved pupil attainments; or at the least, a greater understanding of how to improve pupil attainments. The information collected will be held in a secure place to ensure that views of the pupils remain anonymous, and will only be used by Mr Thomas and Mr March to aid their understanding of how successful the lessons have been. Finally, Mr Thomas would like to discuss the reactions and feelings towards the lessons with a small number of selected pupils within the class. In all cases, the views gained would be kept anonymous, and any student asked to complete a questionnaire and interview would be able to withdraw at any time if they did not want to share their views. It is hoped that the work and research collected over the three-week period will be used for to share good practice with staff within The [omitted] School. You do not need to reply to this letter unless you are particularly concerned with the nature of the research; it will be understood that the school has your consent without the requirement of a reply or signature. However, if you do have any further questions or concerns regarding this matter, then please do not hesitate to contact Mr Thomas, using the schools usual number. We hope that you and your child will find the exercise a useful and exciting one. Yours faithfully,
Mr Thomas & Mr [omitted]
University of Leicester Ethics Review Sign Off Document
To:
Daniel THOMAS
Subject:
Ethical Application Ref: dct8-3504
(Please quote this ref on all correspondence)
16/02/2012 19:16:12
School of Education Project Title: Subjective Literacy? Promoting and strengething cross-curricular literacy within History, as an aim to develop pupils' overall attainments in both English and History lessons
Thank you for submitting your application which has been considered. This study has been given ethical approval, subject to any conditions quoted in the attached notes. Any significant departure from the programme of research as outlined in the application for research ethics approval (such as changes in methodological approach, large delays in commencement of research, additional forms of data collection or major expansions in sample size) must be reported to your Departmental Research Ethics Officer. Approval is given on the understanding that the University Research Ethics Code of Practice and other research ethics guidelines and protocols will be compiled with http://www2.le.ac.uk/institution/committees/research-ethics/code-of-practice http://www.le.ac.uk/safety/
The following is a record of correspondence notes from your application dct8-3504. Please ensure that any proviso notes have been adhered to:Feb 16 2012 7:16PM Thanks Daniel. --- END OF NOTES --Page 1 of 1
Literacy in History exploring the benefits and drawbacks.
Subjective Literacy? Promoting and strengthening cross-curricular literacy within History, as an aim to develop pupils overall attainments in both English and History lessons.
Practical? Effective? Realistic? Accessible?
Positive? Negative? Timings? Perceptions?
An overview of the project
Three week action research project Implementing practical literacy strategies 8G control group & 8H validation group Working with LM throughout in implementation and reflection Slave Trade topic within Industrialisation unit Improve History levels? English levels? How similar / dissimilar are the subjects? Perceptions of staff and pupils.
But first...an example
Write down what the following sentence means. No talking allowed!
Post endodontic treatment, a 404 moment ultimately culminated in a bounceback, causing significant dysphoric tendencies within the patient.
What were the problems?
Some words impenetrable No context given No explanation given No talking allowed = sharing of ideas impossible
A more effective way
CONTEXT: Describing a medical situation; jargon used
WORD WALL: Post After Endodontic Inside Tooth 404 Moment Jargon- Loss of medical records Bounceback Jargon - Returns with same complaint Dysphoric Unhappy / miserable
EXPLANATION: Discuss with a partner and write down the meaning of the phrase
Why was that easier? Why is literacy important?
Following the inside tooth treatment, a loss of medical records resulted in the patient having to return with the same complaint, causing the patient to be unhappy.
Can pupils access the vocabulary you use in every topic? In every lesson? Do you assume your pupils know the terms, phrases and jargon of your lessons? Do your pupils have opportunities to share their ideas (aural literacy). Do you encourage literacy skills?
Key words from The Slave Trade

Import Export Power Good Slave Trade Colony Empire Negro Racism Prejudice Commodity
Abolition Triangular Revolution Attitudes Distressing Comparing Evaluating Assessing Describing Etc...
Literacy is vital in pupils accessing every lesson, and being able to articulate their ideas and understanding back in their work.
An analogy...
What are the factors in creating and maintaining a healthy-eating school?
Ban chips only on a Tuesday? Promote salad only on a Friday? Make the canteen sell healthy food, but allow tuck-shops to operate in other areas around the school?
Allow teachers to eat unhealthily in front of the pupils? Forget the whole thing too much hassle!
Obviously, there is always a balance, but it is reasonable that a number of factors must be continuously emphasised and reinforced for a school to realistically promote healthy eating. Does the above model fully allow this?
Literacy is like healthy eating it must be reinforced not just in the canteen (English lessons), but throughout the school, modelled by teachers and promoted in each lesson no tuck shops! If we believe in literacy, it is clear that we all have a part to play in the process.
The project itself
History is pre-eminently a literary subject. The study of the past requires and fosters an extended vocabulary; the development of listening, speaking and reading skills; the ability to write carefully, coherently and, at least occasionally, at some length. High standards in History and high standards in literacy are necessarily intertwined (Hamer, J., in Hoodless, P., 1998: xiii)
Three weeks Monday 16th April Friday 4th May 8G (Control) literacy strategies, explicit links, etc 8H (Validation) unit without strategies Assessment Should slave trade be abolished? History levels and English levels awarded and compared increase? Practical issues teachers and pupils perceptions. Similarities between subjects?
Designing the project
Gave a greater emphasis to the purpose and function of writing; Taught language structures both implicitly and explicitly within their teaching, often contextualising within the individual subject being taught; Placed a high value on pupil communication and composition, giving systematic attention to these goals; Examined pupils writing and reading diagnostically, recognising the underlying causes behind mistakes; Approached technical skills with an embedded approach making explicit connections and giving consistent attention to word or sentence level aspects
Wray, D., & Medwell, J., 2002. What do effective teachers of literacy know, believe and do? In Fisher, R., et al. Raising standards in literacy. London: RoutledgeFalmer, pp 55 65.
Project resources
Project structure and considerations
Six lessons in Slave Trade unit End of unit assessment Essay Handwritten, not typed Practical, realistic, assessable? Weekly reflection and interview observations, thoughts, ideas.
The Action Research Spiral. Kremmis & McTaggart in Denzin & Lincoln 2011: 278
The project included...
Use of, and referral to... Word wall, laminates, dictionaries Lit Bit PowerPoint Vocabulary laminates Connectives PowerPoint Use of role play (For and Against) Peer assessment (AfL) and diagnosis Explicit links made by LM throughout Diagnostic teaching by LM Pupils aware of project throughout
Results History and English levels

English
History
Results Data comparison charts
History vs English comparison Whole level increase percentage
45 40 35 30 25 20 15 10 5 0 Validation English Control
Validation
Control
History

2.50 2.00
1.50
1.00 0.50 0.00 Validation History Control Validation English Control
History vs English comparison Actual qualifier increase
70
60
50
40
30
20
10 Validation English Control
Validation
Control
History

14
12
10
2 Validation English Control
Validation
Control
History
Teacher perceptions quotes from LM

Pupil perceptions
Practical considerations
That went well... it fitted nicely to what we were already doing, and it didnt really detract too much away from the content of the lesson...The downside was distraction, and how much you can fit on a table. If you think about it, youve got...six spaces; grouped tables, six seats round it. When you start adding...dictionaries; more stuff...It gives them less space in which to operate.
Sustainability
I mean, first lesson, I think in the most part...it wasnt negative at least. They saw a reason, they saw behind it...it felt relatively positive. To an extent, during this [2nd] lesson, there was one person that did actually suggest, why are we doing this? and you know, the idea that its English; breaking that barrier down is still there....it would probably be that idea that its that little extra bit of writing, but were now looking at literacy why have we got to look at full-stops and commas, and capital letters in History?...that was there.
If its just seen as a flash in the pan yeah, youll get something really good perhaps at the end piece of work...but then theyll forget about it. It essentially is constant reminder, almost; and if its scaffolded in over time and sometimes explicitly, sometimes less so...If its done over time then they will develop that over time, but if you do it just, bang, then... it will be good short term, but its no long term [solution]. If you want a long term change... it takes a lot of time.
Practical considerations
It needs to be almost covert; explicitly covert, if you want... It cant just be, oh, its another literacy lesson its got to be its your History lesson, its your Geography lesson, its your RE, but literacy forms a natural component [of these lessons] as well.
Teacher perceptions, continued

Pupil autonomy
...at the front, were the dictionaries. Now there were was it two or maybe three people that did actually take a dictionary, when they were making the rough draft in that first lesson of the week.
Considerations of time
Its totally a domino effect... you want to include literacy, of course, but youve got to be careful how much; you dont want to over-do it. Its the same with the other ideas you could have in education, as well. Its like SEAL a very useful one, and we try and promote it within this Slavery [unit], within the sources...but ultimately time is a delicate commodity in teaching, that you rarely have enough of.
Teacher autonomy
Effect of linking the subjects
They can see, perhaps, the links a little bit more readily then maybe had we not gone through the same process because its interesting no one in the other group asked any questions like that... the other group, who have not experienced the literacy tasks, no one said anything in that group, [when] trying to make these links.
I definitely think that, I suppose, awareness is definitely there more; I mean, like I say, the ideas of the hot-seating I know of the idea, Ive used it a very long time ago but its refreshed some ideas. I can see how I can use one or two ideas, like the hot-seating, to adapt into other History lessons; not just the Slavery, not just this unit into the Year 7, into Year 9, there are ways to do it there that can be done well...little things, like just mentioning use of punctuation; paragraphs...Ive already started to mention it in RE lessons theyve had homework and Ive emphasised the punctuation, just little things to remind them. Doing this has helped me to remember to remind them.
Pupil perceptions - quotes

BL: 5c 5b History, 4a 5c English
EB: 4c 5c History, 4c 5b English
Do you think the Lit Bits helped with understanding the topic and the essay; would you like to see more Lit Bits in History lessons?
Why do you feel the Lit Bits helped in your essay?

Able to link History and English subjects better? How have the Lit Bits helped you?
LN: 5c 7c History, 6c 7c English
Did you enjoy the Lit Bits, or did they take away from the lesson?
Able to link History and English subjects better?
Did you enjoy the Lit Bits, or did they take away from the lesson?
More Lit Bits in History?
Give a man a fish...? Worksheets to pupils, or tools to teachers; access to pupils?
However - Pupil perceptions: survey
Pupil perceptions: survey cont.
Key points
Data indicates a link between extra literacy focus and increased performance understanding through access + articulation? Pupils interviewed positive under pressure? Class questionnaire more negative anonymity / perception of own performance? Time factors and perceptions a fundamental factor give a man a fish...?
GCSEs - Why its so important
How do we ensure our pupils access every lesson, from Year 7 to Year 11?
How do we ensure that theyre not hindered by spelling and punctuation; achieve their potential in every lesson?
Ofqual. How we intend to implement the changes and proposed changes to regulatory documents? http://comment.ofqual.gov.uk/gcsereform/spelling-punctuation-and-grammar/how-we-intend-to-implement-the-changes-and-proposed-changes-to-regulatory-documents-2/,
Development Fostering a Culture of Literacy
Now
Continue to work closely with the History Dept - practical Develop more resources / ideas over the summer
Sept 2012
Begin to work with other key Dep. areas- Twilight sessions? Word walls in every classroom; teacher and pupil awareness; reinforcement
Sept 2013+
All staff actively promoting literacy within their teaching, from Year 7 Year 11 Pupil perceptions changed understand importance and not see it as another thing to do but a natural and vital component of learning
Literacy is a cluster of attitudes, towards oneself, texts and society. Once you see yourself as a literate person which means other people treat you as literate then you cannot help learning the so-called skills of literacy everytime you read, or someone helps you to read (Smith 1990 in Davidson & Moss (eds.) 2000: 42).
Any questions?...
List of References
Bryan, H., & Westbrook, J., 2000. (Re) Defining literacy. In: Davidson, J., & Moss, J., (Eds.) Issues in English Teaching. London: Routledge, pp 42 56.
Hoodless, P., (ed.) 1998. History and English in the Primary School: Exploiting the links. London: Routledge, pp xiii; 1 -7.
Kremmis, S., & McTaggart R., 2011 Participatory Action Research: Communicative Action in the Public Sphere in Denzin N., & Lincoln Y., (eds) 2011. The Sage Handbook of Qualitative Research 4. London: Sage Publications, pp 271 330.
LM 2011. History Scheme of Work (Key Stage 3). Britain 1700 1900 Lessons 3a, b, c & d: The Slave Trade. School M: Internal publication.
Ofqual. How we intend to implement the changes and proposed changes to regulatory documents? http://comment.ofqual.gov.uk/gcse-reform/spelling-punctuation-andgrammar/how-we-intend-to-implement-the-changes-and-proposed-changes-to-regulatorydocuments-2/, 28/06/2012
Smith, F., 1990. Backs against the wall. In Davidson, J., & Moss, J., (eds) 2000. Issues inEnglish Teaching. London: Routledge, pp 42 56.
Wray, D., & Medwell, J., 2002. What do effective teachers of literacy know, believe and do? In Fisher, R., et al. Raising Standards in Literacy. London: RoutledgeFalmer, pp 55 65.
Appendix 4: Literacy Strategy Resources
Writing Targets
Always write in full paragraphs Always ensure my sentences make sense
Level 3
Always use capital letters
Punctuate my sentences throughout Consider who I am writing for Carefully consider the words I use
Level 7
+
Correct spellings throughout Always proof read my work Use a dictionary or thesaurus
Level 4
Always write in full sentences and paragraphs Begin to write longer, more complex sentences Begin to use a range of punctuation Ensure I use connectives to link my ideas Have a clear purpose in my writing Begin to use more complex vocabulary
Consider the effect of every sentence on the reader
Use complex vocabulary, connectives and punctuation throughout my writing
Use figurative and imaginative language
Adapt and change my writing style confidently and skillfully
Level 6
Mix simple and complex sentences
Level 5
Use complex connectives to link my ideas Begin to use more complex punctuation Think about the structure of my writing
Carefully use different sentence types for effect
Use complex connectives thoughout my writing
Use complex punctuation throughout my writing
Structure my writing for effect throughout
Adapt and change my writing style for effect
Have a clear and appropriate writing style

Use a wide range of thoughtful vocabulary
Use ambitious and complex vocabulary
Copyright Martin High School 2012
Reading Targets
Ensure I understand and answer the question Always ensure my answers make sense
Level 3
Write about how the text is organised
Consider the writer's word choices Describe how the text makes me feel Add lots of detail to my answers
Level 7
+
Always answer in full sentences Always proofread my answers Always remember to P.E.E!
Level 4
Ensure my points fully answer the question (P) Begin to refer to the text in my answers (E) Ensure I explain my answers (E) Show that I understand the purpose of the text Consider writer's word choices and their effect Add more detail to my answers
Give thoughtful and considered points (P)
Use presise quotations in every answer (E)
Thoughtfully explain & develop each answer (E)
Use the correct technical terms in every answer
Consider the effect of the language, punctuation and structure used by the writer
Consider the writer's context in my answers
Level 6
Level 5
Give thoughtful answers to each question (P) Use quotations to help support my answers (E) Develop each answer with explanations (E)
Clearly and thoughtfully answer each question (P)
Support all of my answers with quotations (E)
Explain and develop each of my answers (E)
Consider the language, punctuation and structure used by the writer
Consider the purpose of the text and the writer's point of view
Consider the choice of language and punctuation used by the writer
Use the correct technical terms in my answers
Copyright Martin High School 2012
AO1: Talking to others sharing ideas and feelings
Level 3
AO1: Ensure my speech...is long enough; has lots of detail; is organised to help the reader AO2: Ensure I listen to others' ideas and make suggestions AO3: Begin to consider the character's situation AO4: Consider my choice of language for the task
AO2: Talking with others listening & responding A03: Talking within drama roles and scenarios AO4: Talking about talk commenting on meaning
Speaking & Listening Targets

Level 4
Level 7
+
Make my voice louder and clearer Make eye-contact with the audience Vary the tone of my voice
AO1: Demonstrate a command of the task; consistently show confidence and skill throughout the task
AO1: Ensure my speech...is well planned and a good length; is organised to help the reader; uses vocabulary choices for effect AO2: Ensure I listen to others' ideas and make thoughtful suggestions and new ideas AO3: Begin to adapt my body language and tone of voice for the task AO4: Consider my choice of language for the task and how and why it's important
A02: Guide others, supporting and enhancing their ideas; listen intently, analysing others' work
AO3: Consistently and confidently assume a role or character within a task
AO4: Demonstrate a real understanding of language and grammar choices and their effect
Level 6
Level 5
AO1: Ensure my speech...is well planned and a good length; is organised for effect on the reader; uses vocabulary and tone to engage AO2: Listen to and respond thoughtfully to others' suggestions; take a clear role in group work AO3: Use deliberate choices of speech, body language and tone for effect AO4: Explain my choice of language to others Copyright Martin High School 2012
AO1: Present complex ideas and feelings; throughly plan my speech; deliberately adapt my speech for effect
AO2: Listen,respond and develop others' ideas; take a clear role in group work, shaping discussion
AO3: Consistently use deliberate choices of speech, body language and tone for effect
AO4: Analyse and explain my choice of language to others, and for others
PRIME PUNCTUATION (LEVELS 3 - 5)

()
BRACKETS
POWER PUNCTUATION (LEVELS 6 - 8)

Adds extra information into the sentence, without affecting it. James (who usually hated school) had a surprisingly good Monday.
FULL STOPS
Shows the end of every sentence.
COMMAS
Used to separate clauses, used in lists
? HYPHENS
QUESTION MARKS
Shows the reader that a question has been asked. Can you use them?
! ...
ELLIPSIS
EXCLAMATION MARKS Shows emotion within a sentence.
Make sure you try them out!
Links words together: Man-eating shark; can also be used in a similar way to brackets they give extra information to the sentence.
: COLONS
APOSTROPHES
Omissions and possessions: Dont, Wont; Michaels, Marys
Adds mystery or thought to the end of a sentence...
SPEECH MARKS
Shows that someone is speaking, or that you are quoting someone else.
Often used to show the beginning of a list. There were three of them: Tom, Dick and Harry.
REMEMBER: WRITE AS READERS; READ AS WRITERS
; SEMI-COLONS
When you write, you must always think about the reader punctuation helps the reader to understand exactly what you mean in your writing. See the difference: Lets eat, Grandma. Or, Lets eat grandma!
Semi-colons are often used to link two independent clauses, which otherwise would be separated by or full stop, or linked by connectives or conjunctives:
. 1) It was raining outside. I didnt want to go home. 2) It was raining outside, so I didnt want to go home. 3) It was raining outside; I didnt want to go to home.
Time Place Topic Person
TiPToP
paragraphs
Trade Colony
Empire Good
Writing assessment guidelines: levels 4 and 5
Name:
AF5 vary sentences for AF6 write with technical clarity, purpose and effect accuracy of syntax and punctuation in phrases, clauses and sentences
AF3 organise and AF4 construct paragraphs AF1 write imaginative, AF2 produce texts AF7 select appropriate AF8 use correct spelling present whole texts and use cohesion within and interesting and thoughtful which are appropriate to and effective vocabulary effectively, sequencing between paragraphs texts task, reader and purpose and structuring information, ideas and events Across a range of writing Across a range of writing
Level 5
Across a range of writing
a variety of sentence material is structured development of overall direction of

the text supported by clear links between paragraphs paragraphs/sections generally maintained across whole text material is effectively managed across text, e.g. closings refer back to openings clearly, with sentences organised into appropriate paragraphs structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs
full range of punctuation development of ideas features of selected appropriate style

clearly established to maintain readers interest throughout form clearly established with some adaptation to purpose and material appropriately shaped for selected form, e.g. nominalisation for succinctness vocabulary used, though not always appropriately material developed with some imaginative detail writing is clear and consistently maintained
paragraphs clearly reasonably wide

effect
wider range of within paragraphs/sections, links between

a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text
lengths, structures and subjects provides clarity and emphasis
some features of
established, generally consistent, with some elaboration, e.g. some, uneven, development of individual voice or characterisation in role
connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile
syntax and punctuation clear viewpoint
used accurately to demarcate sentences, including speech punctuation
relevant ideas and
main purpose of
vocabulary chosen for correct spelling of
- grammatical function words - almost all inflected words - most derivational suffixes and prefixes - most content/lexical words
sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases
within the sentence generally accurate including commas to mark clauses, though some errors occur where ambitious structures are attempted
likely errors
- occasional phonetically plausible spelling of unstressed syllables in content words - double consonants in prefixes
Level 4
some variety in length, sentences demarcated ideas organised by ideas are organised within paragraphs/sections, ideas or material
generally in logical sequence but overall direction of writing not always clearly signalled simple links between paragraphs/sections not always maintained, e.g. firstly, next simply with a fitting opening and closing, sometimes linked clustering related points or by time sequence to organise content, e.g. main idea usually supported or elaborated by following sentences
use of some
limited range of connections between sentences, e.g. overuse of also or pronouns
structure or subject of sentences
paragraphs/sections help relevant ideas and some ideas and material straightforward
developed in detail, e.g. descriptions elaborated by adverbial and expanded noun phrases content chosen
some variation, some attempts to establish
subordinating connectives, e.g. if, when, because throughout the text
speech marks to denote
accurately throughout the text, including question marks
main purpose of
generally accurate, in tense and verb forms
commas used in lists
speech generally accurate, with some other speech punctuation
main features of
writing is clear but not always consistently maintained selected form are clear and appropriate to purpose
some evidence of
Across a range of writing deliberate vocabulary choices
correct spelling of some expansion of

general vocabulary to match topic
style generally
most common grammatical function words, including adverbs with ly formation regularly formed content/lexical words, including those with multiple morphemes most past and present tense inflections, plurals
likely errors
appropriate to task, though awareness of reader not always sustained
and occasionally to mark clauses, although not always accurately
viewpoint generally established and maintained, e.g. writing in role or maintaining a consistent stance
homophones of some common grammatical function words occasional phonetically plausible spelling in content/lexical words
BL
IE
Key: BL-Below Level IE-Insufficient Evidence
Overall assessment (tick one box only)
High 5
Secure 5
Low 5
High 4
Secure 4
Low 4
Name:
AF5 vary sentences for clarity, purpose and effect
AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Across a range of writing Across a range of writing Across a range of writing Across a range of writing
AF3 organise and present AF4 construct paragraphs AF1 write imaginative, AF2 produce texts AF7 select whole texts effectively, and use cohesion within and interesting and thoughtful which are appropriate to appropriate and sequencing and structuring between paragraphs texts task, reader and purpose effective vocabulary information, ideas and events
AF8 use correct spelling
Level 6 familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully, e.g. deliberate use of inappropriate register for humour, clear emphasis on narration rather than plot generally appropriate to purpose and audience
controlled use of a variety of syntax and full range material is clearly controlled construction of paragraphs imaginative treatment of appropriate materials, vocabulary chosen
Across a range of writing Across a range of writing
confident use of a range of convincing, individual voice or point of view level of formality used for purpose and audience
generally appropriate and a range of stylistic devices used to achieve effect, not always successfully, e.g. controlled informality, generalisations or shifts between conversational style and more literary language established and mostly sustained throughout, e.g. authoritative expert view, convincing characterisation, adopting a role
simple and complex sentences to achieve purpose and contribute to overall effect
sentence features to clarify or emphasise meaning, e.g. fronted adverbials (Reluctantly, he, Five days later, it), complex noun or prepositional phrases
of punctuation are consistently accurate in a variety of sentence structures, with occasional errors in ambitious structures, e.g. only occasional comma splices, some use of semi-colons, not always accurate
a range of features clearly

signal overall direction of the text for the reader, e.g. opening paragraphs that introduce themes clearly, paragraph markers, links between paragraphs cohesive devices contribute to emphasis and effect, e.g. adverbials as sentence starters
and sequenced, taking account of the readers likely reaction, e.g. paragraphs of differing lengths, use of flashback in narrative, anticipating readers questions
within paragraphs,
clearly supports meaning and purpose, e.g. paragraph topic signalled and then developed, withholding of information for effect, thematic links between paragraphs
throughout, including some - ambitious, uncommon words - words with complex sound/symbol relationships - words with unstressed syllables range of vocabulary - multi-letter vowel and consonant symbols generally varied and often ambitious, likely errors: even though - occasionally in complex words choices not always such as outrageous, exaggerated, apt announcing, parallel
generally correct spelling
Level 5
a variety of sentence development of material is overall direction of the text

supported by clear links between paragraphs effectively managed across text, e.g. closings refer back to openings with sentences organised into appropriate paragraphs structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs
full range of development of ideas

material developed with some imaginative detail
material is structured clearly, paragraphs clearly
relevant ideas and
main purpose of
Across a range of writing writing is clear and consistently maintained
wider range of connectives within paragraphs/sections, links between

paragraphs/sections generally maintained across whole text a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text
lengths, structures and subjects provides clarity and emphasis and material appropriately shaped for selected form, e.g. nominalisation for succinctness
vocabulary chosen features of selected reasonably wide appropriate style

form clearly established with some adaptation to purpose clearly established to maintain readers interest throughout for effect vocabulary used, though not always appropriately
some features of sentence
used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile
syntax and
punctuation used accurately to demarcate sentences, including speech punctuation
correct spelling of
- grammatical function words - almost all inflected words - most derivational suffixes and prefixes - most content/lexical words
likely errors
structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases
punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur where ambitious structures are attempted
clear viewpoint
established, generally consistent, with some elaboration, e.g. some, uneven, development of individual voice or characterisation in role
- occasional phonetically plausible spelling of unstressed syllables in content words - double consonants in prefixes
BL
IE
High 6
Secure 6
Low 6
High 5
Secure 5
Low 5
Name:
AF5 vary sentences for clarity, purpose and effect
AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Across a range of writing Across a range of writing
AF3 organise and present AF4 construct paragraphs AF1 write imaginative, AF2 produce texts AF7 select whole texts effectively, and use cohesion within and interesting and thoughtful which are appropriate to appropriate and sequencing and structuring between paragraphs texts task, reader and purpose effective vocabulary information, ideas and events
AF8 use correct spelling
Level 7
variety of sentence types deployed judiciously across information, ideas and vocabulary range of vocabulary
consistently, often imaginatively, well matched to purpose and audience events skillfully managed and shaped to achieve intended purpose and effect, e.g. introduction and development of character, plot, event, or the terms of an argument, are paced across the text
a range of features employed to shape/craft sentences well judged, distinctive individual voice or point of generally successful and consistent control of
appropriate level of formality and varied range of stylistic devices to achieve intended effect, e.g. varying the level of formality within a piece for effect; direct address to the reader or taking the reader into their confidence view established and sustained throughout, e.g. consistent handling of narrators persona in fiction; well controlled use of original turns of phrase in formal discursive writing generally varied and ambitious, often judiciously chosen
the text to achieve purpose and overall effect, with rare loss of control
paragraphing across the

wide range of forms and conventions to suit variety of purposes and audiences, e.g. deliberate reference to other texts or textual conventions for effect or emphasis
imaginative and generally successful adaptation of
correct spelling throughout
that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure
a variety of devices position

the reader, e.g. skilful control of information flow to reader; teasing the reader by drawing attention to how the narrative or argument is being handled
individual paragraphs
shaped or crafted for imaginative or rhetorical effect, e.g. last sentence echoing the first; lengthy single sentence paragraph to convey inner monologue
text is integral to meaning and purpose, e.g. paragraph length and complexity varied to match narrative pace or development of argument; varied devices to link or juxtapose paragraphs; paragraph structure repeated for effect
Level 6
controlled use of a variety of syntax and full range material is clearly controlled construction of paragraphs imaginative treatment of appropriate materials,
confident use of a range of a range of features clearly

signal overall direction of the text for the reader, e.g. opening paragraphs that introduce themes clearly, paragraph markers, links between paragraphs cohesive devices contribute to emphasis and effect, e.g. adverbials as sentence starters
simple and complex sentences to achieve purpose and contribute to overall effect
sentence features to clarify or emphasise meaning, e.g. fronted adverbials (Reluctantly, he, Five days later, it), complex noun or prepositional phrases
of punctuation are consistently accurate in a variety of sentence structures, with occasional errors in ambitious structures, e.g. only occasional comma splices, some use of semi-colons, not always accurate
and sequenced, taking account of the readers likely reaction, e.g. paragraphs of differing lengths, use of flashback in narrative, anticipating readers questions
within paragraphs,
clearly supports meaning and purpose, e.g. paragraph topic signalled and then developed, withholding of information for effect, thematic links between paragraphs
convincing, individual voice or point of view
familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully, e.g. deliberate use of inappropriate register for humour, clear emphasis on narration rather than plot
vocabulary chosen
generally correct spelling
generally appropriate to purpose and audience
level of formality used for purpose and audience
established and mostly sustained throughout, e.g. authoritative expert view, convincing characterisation, adopting a role generally appropriate and a range of stylistic devices used to achieve effect, not always successfully, e.g. controlled informality, generalisations or shifts between conversational style and more literary language
throughout, including some - ambitious, uncommon words - words with complex sound/symbol relationships - words with unstressed syllables range of vocabulary - multi-letter vowel and consonant symbols generally varied and often ambitious, likely errors: even though - occasionally in complex words choices not always such as outrageous, exaggerated, apt announcing, parallel
BL
IE
High 7
Secure 7
Low 7
High 6
Secure 6
Low 6
Appendix 5: Supporting DVD, including

Recorded presentation of report to History, English and SLT Departments Recorded Q & A session following presentation of report PowerPoint slides of presentation Recorded interviews with History teacher LM Recorded interviews with pupils - EB, BL, & LN Lesson materials and resources Professional Enquiry Part 1 (pdf)
List of References:
Altrichter, H., et al. 2008. Teachers investigate their work; an introduction to action research across the professions. 2nd ed. London: Routledge, pp 147. Basic Skills Agency 1999. Adult Literacy core Curriculum including spoken communication. London: Cambridge Training and Development Ltd, pp 3. Bryan, H., & Westbrook, J., 2000. (Re) Defining literacy. In: Davidson, J., & Moss, J., (Eds.) Issues in English Teaching. London: Routledge, pp 42 56. Cochrane, V.,2009. Literacy Intervention in the Classroom: Three Explicit Teaching Strategies. Tasmania: Association of Independent Schools, pp 2 26. DES 1975 A Language for Life (The Bullock Report). London: HMSO. DfEE 1998. The National Literacy Strategy: framework for teaching. London: DfEE. DfE 2010. The Importance of Teaching - The Schools White Paper 2010. London: Crown Copyright. Elliott, J., 1988. What is Action Research in Schools? In: McTaggart, R. The Action Research Reader. Australia: Deacon University Printery, pp 121 122. Flemming, N., & Baume, D., 2006. Learning Styles Again: VARKing up the right tree! Educational Developments, 7(4), pp 4 7. Goddard, et al., 2000. Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37(2), pp 479 - 507. Hannon, P., 2004. The history and future of literacy. In: Grainger, T., (ed.) The RoutledgeFalmer Reader in Language and Literacy. Oxon: RoutledgeFalmer, pp 19 31 Hoodless, P., (ed.) 1998. History and English in the Primary School: Exploiting the links. London: Routledge. Jama D., & Dugdale G., 2010. Literacy: State of the Nation. A picture of literacy in the UK today; March 30th 2010; London: National Literacy Trust, pp 2 6. Jarvis, M., 2005. The psychology of effective learning and teaching. Cheltenham: Nelson Thornes, pp 204 223. Koshey, V., 2005. What is action research? In Action Research for Improving Educational Practice, 2nd ed. London: Sage Publications, pp 4 27.
Kremmis, S., & McTaggart R., 2011 Participatory Action Research: Communicative Action in the Public Sphere in Denzin N., & Lincoln Y., (eds.) 2011. The Sage Handbook of Qualitative Research 4. London: Sage Publications, pp 271 330. Lewis, M., 2002. Discussion: Research into the teaching of literacy. In: Fisher, R., et al., (Eds.) Raising standards in literacy. London: RoutledgeFalmer, pp 98 101. LM 2011. History Scheme of Work (Key Stage 3). Britain 1700 1900 Lessons 3a, b, c & d: The Slave Trade. Leicester: Internal Publication. LM 2012. Reflective interview on Subjective Literacy Strategies - extract. Interviewed by Thomas, D., (in person) at School M, 20/04/2012. McCallion, P., 1998. Literacy across the curriculum. Norwich: The Stationary Office, pp IX 32. Ofsted 2011. Inspection 2012: Proposals for inspection arrangements for maintained schools and academies from January 2012. Manchester: Crown Copyright. Ofqual 2012. How we intend to implement the changes and proposed changes to regulatory documents? http://comment.ofqual.gov.uk/gcse-reform/spelling-punctuation-andgrammar/how-we-intend-to-implement-the-changes-and-proposed-changes-to-regulatorydocuments-2/, 28/06/2012 Phal K., & Rowsell J., 2005. Literacy and Education Understanding the New Literacy Studies in the Classroom. London: Sage, pp XI. Pollard A., 2005. Reflective teaching. 2nd ed. London: Continuum. PUPIL A 2012. Reflective interview on Subjective Literacy Strategies - extract. Interviewed by Thomas, D., (in person) at School M, 12th June 2012. PUPIL B 2012. Reflective interview on Subjective Literacy Strategies - extract. Interviewed by Thomas, D., (in person) at School M, 11th June 2012. PUPIL C 2012. Reflective interview on Subjective Literacy Strategies - extract. Interviewed by Thomas, D., (in person) at School M, 13th June 2012. Simon, B., 1960. Studies in the History of Education, 1780 -1870. London: Lawrence & Wishart, pp 133. Smith, F., 1990. Backs against the wall. In Davidson, J., & Moss, J., (eds) 2000. Issues in English Teaching. London: Routledge, pp 42 56. Stenhouse, L., 1975. The Teacher as Researcher. In An Introduction to Curriculum Research and Development. London: Heinmann Educational Books, pp 142 -165.
Stevens, D., 2011. Cross-Curricular Teaching and Learning in the Secondary School: English The Centrality of Language in Learning. Oxon: Routledge, pp 4- 29. ST, 2011. School M Literacy Policy. Leicester: Internal Publication. Thomas D., 2012. Professional Enquiry, Part 1: Annotated Bibliography & Design and Rationale. Leicester: University of Leicester (Internal publication). University of Leicester 2011. Research Ethics Information Booklet for School of Education. Leicester: Internal publication. Westbrook et al. 2011. Whatever happened to the Literacy Hour? In: Davidson et al Debates in English Teaching. Oxon: Routledge, pp 89 103. Wray, D., & Medwell, J., 2002. What do effective teachers of literacy know, believe and do? In: Fisher, R., et al. Raising standards in literacy. London: RoutledgeFalmer, pp 55 65. Young, C., 2011. Literacy: A Quick Guide. Leicester: Leicestershire County Council.

Subjective Literacy? Promoting and Strengthening Cross-Curricular Literacy Within History, As An Aim To Develop Pupils' Overall Attainments in Both English and History Lessons.

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MA Learning and Teaching Professional Enquiry, Part 2

Reflective Report and Findings

Figure 13: Open-question on Lit Bit strategies. Thomas 2012....................................................................21

Part 1: Enquiry outline and statement of focus

ii) Defining literacy within the context of this study

iii) Exploring literacy: A literature review and rationale

Part 2: Methodology, data collection and ethics

vi) Data collection and ethical considerations

Part 3: Quantitative & qualitative findings and discussion

viii) Quantitative findings and analysis

Total qualifier increase Mean Median Mode No change Whole level

Figure 3: Levels and Qualifier comparison - History. Thomas 2012

Figure 4: Levels and Qualifier comparison - English. Thomas 2012

History vs English comparison - Whole level increase percentage

Figure 5: Whole level increase percentage comparison. Thomas 2012

History vs English comparison Actual qualifier increase

Figure 6: Actual qualifier increase comparison. Thomas 2012

History vs English Average Qualifier increase

Figure 7: Average qualifier increase comparison. Thomas 2012

History vs English Modal increase

Figure 8: Modal qualifier increase comparison. Thomas 2012

History vs English No change in qualifier

Figure 9: No change in qualifier comparison. Thomas 2012

ix) Qualitative findings and analysis

Figure 10: Helped with topic understanding? Thomas 2012

Figure 11: Helped to gain a higher mark? Thomas 2012

Figure 12: More Lit Bits? Thomas 2012

Figure 13: Open-question on Lit Bit strategies. Thomas 2012

x) Limitations and conclusions

END 6912 WORDS

Part 4: List of appendices

Appendix 1: Quantitative Findings

LEVELS AND QUALIFIERS RESULTS - HISTORY

NW Total qualifier increase

5c 5c 5a 5b 6b 6c 6a 5c 5b 4a 5a 7b 5c 5a 4a 5b 5a 6c 6c 5b 5c 7c 4a 5c 5c 5b 5b 5b Mean Median Mode

VALIDATION GROUP Initials LB CG MGH KG SH KH AH WH HL KL JLS SP JP TM FP CP JR CS LS ES KS BS JW OW MY Pre Hist Post Hist

6c n 5c 4c 4a 5c n 5b 5a 4a 5a n 7c 5b 5b 6c 5c 4b 5c 5a 6c 5a 5c 5b 5a Mean Median Mode

No change Whole level

LEVELS AND QUALIFIERS RESULTS - ENGLISH

NW Total qualifier increase

VALIDATION GROUP Initials LB CG MGH KG SH KH AH WH HL KL JLS SP JP TM FP CP JR CS LS ES KS BS JW OW MY Pre Eng Post Eng

29 Mean 1.035714 Median 1 Mode 1 4 5 7

No change Whole level Less

English - Whole level increase as a percentage

English - Average qualifier increase

English - Total qualifier increase comparison

English - Modal increase of qualifiers

English - No qualifier change

History - Whole level increase as a percentage

History - Average qualifier increase

History - Total qualifier increase comparison

History - Modal increase of qualifiers

History - No qualifier change

History vs English comparison Whole level increase percentage

History vs English Average Qualifier increase

History vs English comparison Qualifier increase

History vs English Modal increase

History vs English No change in qualifier

Appendix 2: Qualitative Findings

Lit Bits in History - Your opinions

1. I enjoy the subject of History

Please select one

answered question skipped question