Planning the literacy and English curriculum

Across all sectors, staff plan engaging programmes of learning that support the delivery of the literacy and English curriculum. Most teachers and practitioners have a secure understanding of how to plan courses that will enable children and young people to be effective communicators. 

What is working well  

In early years settings, practitioners are making better use of frameworks to assist in curricular planning for literacy and English learning and to identify appropriate and identifiable next steps in learning. In almost all primary schools and English departments, teachers make effective use of planning frameworks to ensure coverage of literacy skills. These are often linked with the national Benchmarks and allow for planned progression of literacy skills development. Where possible, primary teachers work effectively with colleagues to plan learning. This is supporting more consistent approaches to learning and teaching across the school. Staff use local authority progression frameworks effectively, where these are available, to plan an appropriate literacy and English curriculum.  

The most effective English departments have recently reviewed the literacy and English curriculum in S1 to S3. In these schools, collaboration across departments is leading to a greater understanding of how their curricular area and the literacy curriculum complement each other. As a result, teachers have a shared understanding of how young people can and should apply their literacy skills in all areas of the curriculum. 

In many schools, staff prioritise the development of aspects of literacy, including it as a priority on improvement plans. This is supporting more consistency in the planning and delivery of the literacy and English curriculum. 

Challenges to address   

There are good examples of engaging transitions programmes between early learning and childcare and primary, and primary and secondary. However, staff need to include more detailed and focused information at those transition points. This will help practitioners and teachers to avoid repeating topics and resources. Repetition can lead to a lack of challenge and interest from children and young people.  

In secondary schools, transition planning should involve a wider number of subject specialists. This will support teachers in planning courses that meet the literacy needs of all learners. Senior leaders need to consider how best to work with practitioners and teachers on developing a shared understanding of planning for a high-quality curriculum. Children and young people will benefit from planning that focuses on the next steps in literacy learning for individuals, rather than cohorts and groups of learning.