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Make your point and support it with the evidence. Include an in-text citation. Reference your research in APA 7th Edition style at the bottom.

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Make your point and support it with the evidence. Include an in-text citation. Reference your research in APA 7th Edition style at the bottom.

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 Find some research that you could use to support your argument for including literacy skills within the wider curriculum.

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 Find some research that you could use to support your argument for including literacy skills within the wider curriculum.

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Integrating literacy skills into the wider curriculum is essential, as it enhances pupils' ability to engage with and understand content across all subjects. The DfE (2023) highlights that the whole curriculum has a significant role in developing pupils reading comprehension. This is because it supports the development of knowledge and vocabulary in various subjects. Similarly, Clayton and Crater (2023) argue that pupils’ literacy skills can enhance when they are exposed to knowledge-rich curriculum that instils deep knowledge of concepts and interlinks subjects and promotes integrative learning.

Moreover, integrating literacy skills in the wider curriculum also equips them with the critical thinking and communication skills necessary for lifelong success. An example of this highlighted by the EEF (2021) who suggest that collaborative learning enables pupils to work in groups. This opportunity supports language and literacy learning, where pupils can develop and strengthen their speaking and listening skills, as well as practise their problem-solving skills.

References:

Department of Education. (2023). The reading framework. https://assets.publishing.service.gov.uk/media/664f600c05e5fe28788fc437/The_reading_framework_.pdf

Education Endowment Foundation. (2021). Improving Literacy in Key Stage 1: Guidance Report. https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/literacy-ks-1/Literacy_KS1_Guidance_Report_2020.pdf?v=1733578329

Clayton, A, & Carter, R. (2023). The pivotal role of literacy in primary school education. Open Access Government. https://www.openaccessgovernment.org/the-pivotal-role-of-literacy-in-primary-school-education/169586/.

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Including literacy skills in the wider curriculum is essential, as strong literacy underpins pupils' ability to access and succeed in all subjects. Burke and Welsch (2018) highlight the value of a disciplinary literacy approach in primary education, emphasizing that subject-specific strategies help pupils navigate complex content while enhancing engagement and comprehension. In my own practice, I integrated literacy into a history lesson on World War II evacuees by incorporating structured oracy tasks and writing activities. Pupils developed their ability to articulate ideas clearly and use technical vocabulary accurately, deepening their understanding of historical concepts.

A challenge I faced was ensuring that less confident pupils could contribute meaningfully in cross-curricular discussions. To address this, I used sentence stems and scaffolding to support their participation. Moving forward, I will explore more targeted interventions, such as subject-specific glossaries and reading comprehension strategies, to ensure all pupils can engage with challenging texts and discussions. By embedding literacy across the curriculum, I aim to improve pupils' academic outcomes and equip them with lifelong skills.

References:
Burke, P., & Welsch, J. G. (2018). Literacy in a ‘broad and balanced’ primary school curriculum: The potential of a disciplinary approach in Irish classrooms. Irish Educational Studies, 37(1), 33-49.

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Literacy is a concept, with varying definitions competing to fully encapsulate the term. At its most straightforward, literacy refers to the ability to read and write, though some organisations see literacy in broader terms. The National Literacy Trust, for example, defines literacy in these terms: "[We believe literacy is the ability to read, write, speak and listen well. A literate person is able to communicate effectively with other and to understand written information" (Cambridge Assessment, 2013, p. 8).

For many children, English may not be their first language, or might not be the first language used in their domestic settings. It might be that children raised in such contexts have English communication skills that are at least as - if not more developed than adults in their homes, and that therefore educational support may not be easily found. Alternatively, if English is used rarely at home, then though the child may be at least competent in their first language, that English-based skills should be developed so that the child can not only access their wider education, but also play a full part in the life of the school.

Throughout early years and primary education (Key Stages 1 and 2) there is a focus on the development of literacy competencies, not least so that children are fully able to engage with the challenges of subject-based education in their transfer to secondary school at age 11. The National Curriculum aims to ensure that all pupils (Department for Education, 2023, p. 3): documentation outlines the levels of ability to be achieved by learners at each Key Stage. level.

References

A Research Report Commissioned by Cambridge Assessment. (2013). http://www.cambridgeassessment.org.uk/images/130433-what-is-literacy-an-investigation-into-definitions-of-english-as-a-subject-and-the-relationship-between-english-literacy-and-being-literate-.pdf

Department for Education. (2023). The Reading framework: Teaching the Foundations of Literacy. GOV.UK. https://www.gov.uk/government/publications/the-reading-framework-teaching-the-foundations-of-literacy

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Literacy is at the heart of learning in every subject, not just English. It helps kids understand and use subject-specific words like integer in maths or xylem in science, as well as general terms like evaluate or compare that pop up across the curriculum. If students struggle with these, it can hold them back in all areas of learning. Teaching this vocabulary explicitly—throughout every subject, not just English—makes a big difference (Bedrock Learning, 2021; Ofsted, 2024).

Integrating literacy into other subjects also builds skills like critical thinking and comprehension. For example, history lessons can use real-life historical documents to spark interest and deepen understanding, while science can include reading scientific reports. It’s not just about teaching facts but about making learning more engaging and meaningful (Open Access Government, 2023).

Getting kids comfortable with reading and writing across subjects sets them up for long-term success, helping them tackle the cognitive challenges of each subject and building confidence. This approach helps them not only ace their studies but also develop as curious, capable learners.

References

Bedrock Learning. (2021). The curriculum-wide impact of improving literacy.

https://bedrocklearning.org

Open Access Government. (2023). Why literacy is crucial for success across the curriculum. https://www.openaccessgovernment.org

Ofsted. (2024). Removing barriers to literacy. https://www.gov.uk/government/publications

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Literacy is important not just in English, but in every subject. Research by the National Literacy Trust (2019) explains that literacy skills help students understand what they are learning in subjects like science, history, and geography. When students have a good vocabulary bank and understand of their definitions, they can understand textbooks, instructions, and information in any subject. This shows that literacy is important for all areas of learning (National Literacy Trust, 2019).

A study by Andrews (2018) outlines the importance of "disciplinary literacy," which refers to the specific literacy skills needed to understand the language and texts of all subjects. The research says that literacy is not confined to English lessons but needs to be integrated into the teaching of all subjects. In primary education, teachers should consider the unique language structures, vocabulary, and comprehension skills required in each subject. As such, teachers in areas like science or history should explicitly teach the literacy skills needed to engage with the subject matter, improving students' understanding and retention (Andrews, 2018).

The Department for Education (2013) in the UK has emphasized in its national curriculum that literacy skills should be developed across all subjects. It says that reading and writing are crucial tools not just in English but across the curriculum. Effective literacy instruction in every subject can help students engage with texts more critically, and these skills are transferable across subjects, contributing to deeper learning and better outcomes for students. For example, when teaching history, a teacher might focus on helping students interpret historical sources by explaining the meanings of terms like "bias" or "perspective," which are crucial for analysing historical texts (Andrews, 2018).

References

Andrews, R. (2018). Disciplinary literacy and the curriculum: The importance of reading and writing across subjects. Journal of Educational Research, 111(3), 291-302.

Department for Education. (2013). National curriculum in England: English programs of study. Department for Education.

National Literacy Trust. (2019). Literacy across the curriculum: A guide for primary school teachers. National Literacy Trust.

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Literacy is important not just in English, but in every subject. Research by the National Literacy Trust (2019) explains that literacy skills help students understand what they are learning in subjects like science, history, and geography. When students have a good vocabulary bank and understand of their definitions, they can understand textbooks, instructions, and information in any subject. This shows that literacy is important for all areas of learning (National Literacy Trust, 2019).

A study by Andrews (2018) outlines the importance of "disciplinary literacy," which refers to the specific literacy skills needed to understand the language and texts of all subjects. The research says that literacy is not confined to English lessons but needs to be integrated into the teaching of all subjects. In primary education, teachers should consider the unique language structures, vocabulary, and comprehension skills required in each subject. As such, teachers in areas like science or history should explicitly teach the literacy skills needed to engage with the subject matter, improving students' understanding and retention (Andrews, 2018).

The Department for Education (2013) in the UK has emphasized in its national curriculum that literacy skills should be developed across all subjects. It says that reading and writing are crucial tools not just in English but across the curriculum. Effective literacy instruction in every subject can help students engage with texts more critically, and these skills are transferable across subjects, contributing to deeper learning and better outcomes for students. For example, when teaching history, a teacher might focus on helping students interpret historical sources by explaining the meanings of terms like "bias" or "perspective," which are crucial for analysing historical texts (Andrews, 2018).

References

Andrews, R. (2018). Disciplinary literacy and the curriculum: The importance of reading and writing across subjects. Journal of Educational Research, 111(3), 291-302.

Department for Education. (2013). National curriculum in England: English programs of study. Department for Education.

National Literacy Trust. (2019). Literacy across the curriculum: A guide for primary school teachers. National Literacy Trust.

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Literacy is one of the fundamental skills that we use consistently throughout our lives. Mary Myatt, profound educational adviser, has produced several books detailing the importance of the National Curriculum with particular emphasis on literacy skills in regard to making the learning 'fun'. She states that literacy requires more support to succeed in rather than maths as it underpins every aspect of teaching and learning (Myatt, 2018). This is because the fundamental elements of English; reading, writing, speaking, and listening uphold each other (Myatt, 2022). It is important that literacy skills are strong in order to access the wider curriculum. The more abstract concepts explored through foundation subjects tend to use tier three vocabulary (Myatt, 2022). Therefore, if pupils’ abilities are only limited to tier one and two vocabulary (conversational speech), it could be significantly more difficult for them to access and understand these concepts. Myatt (2022) also states that by having a richer vocabulary, pupils are more likely to have better outcomes.

Myatt, M. (2018). The Curriculum: Gallimaufry to coherence. Google Books. https://books.google.co.uk/books?hl=en&lr=&id=SJWhEAAAQBAJ&oi=fnd&pg=PT3&dq=The+Curriculum:+Gallimaufry+to+Coherence&ots=rgrvh2P3eY&sig=MVpCfZ25jdAB14HjoATeuPEsSyE&redir_esc=y#v=onepage&q=literacy&f=false

Myatt, M. (2022). How rich vocabulary helps pupils to learn the curriculum. Mary Myatt Learning. https://www.marymyatt.com/blog/how-rich-vocabulary-helps-pupils-to-learn-the-curriculum

Myatt, M. (2022). Primary Huh: Curriculum Conversations with Subject Leaders in Primary Schools. Proquest.com. https://ebookcentral.proquest.com/lib/coventry/reader.action?docID=6978047&ppg=115

# data[].attributes.body
Literacy is one of the fundamental skills that we use consistently throughout our lives. Mary Myatt, profound educational adviser, has produced several books detailing the importance of the National Curriculum with particular emphasis on literacy skills in regard to making the learning 'fun'. She states that literacy requires more support to succeed in rather than maths as it underpins every aspect of teaching and learning (Myatt, 2018). This is because the fundamental elements of English; reading, writing, speaking, and listening uphold each other (Myatt, 2022). It is important that literacy skills are strong in order to access the wider curriculum. The more abstract concepts explored through foundation subjects tend to use tier three vocabulary (Myatt, 2022). Therefore, if pupils’ abilities are only limited to tier one and two vocabulary (conversational speech), it could be significantly more difficult for them to access and understand these concepts. Myatt (2022) also states that by having a richer vocabulary, pupils are more likely to have better outcomes.

Myatt, M. (2018). The Curriculum: Gallimaufry to coherence. Google Books. https://books.google.co.uk/books?hl=en&lr=&id=SJWhEAAAQBAJ&oi=fnd&pg=PT3&dq=The+Curriculum:+Gallimaufry+to+Coherence&ots=rgrvh2P3eY&sig=MVpCfZ25jdAB14HjoATeuPEsSyE&redir_esc=y#v=onepage&q=literacy&f=false

Myatt, M. (2022). How rich vocabulary helps pupils to learn the curriculum. Mary Myatt Learning. https://www.marymyatt.com/blog/how-rich-vocabulary-helps-pupils-to-learn-the-curriculum

Myatt, M. (2022). Primary Huh: Curriculum Conversations with Subject Leaders in Primary Schools. Proquest.com. https://ebookcentral.proquest.com/lib/coventry/reader.action?docID=6978047&ppg=115

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Literacy is a fundamental skill that is encompassed throughout the curriculum. It takes into account reading, writing and speaking. Evidence shows that strong literacy skills ensures success academically and socially as children develop into adulthood. Children establish valuable communication skills resulting in deepened critical thinking (Bedrock learning, 2023). In addition, the National literacy trust (2018) state that children’s mental and social wellbeing are improved due to the development of literacy skills. In fact poor literacy can have a detrimental effect on a child’s life chances and opportunities. This highlights the importance of including literacy skills across the curriculum from an early age.  Additionally children who do not speak English at home are at a disadvantage having fewer opportunities to develop their vocabulary skills. Disciplinary literacy in Primary School should be encouraged where reading different texts allows children to develop fluency and a large bank of vocabulary essential for progress onto Secondary School. Using a tiered approach to model vocabulary will effectively teach children subject specific vocabulary they may not experience every day with the intent to teach more practical vocabulary across the curriculum (Beck, McKeown and Kucan, 2013). Providing opportunities to develop and master literacy skills allows children to be successful learners and have a positive impact on their education and future opportunities.

Beck, I. L, McKeown, M.G. and Kucan, L. (2013). Bringing words to life. Robust vocabulary instruction. Guildford Press.

Bedrock learning (2023) How literacy improvements in primary school benefits learners for life. https://bedrocklearning.org/literacy-blogs/literacy-improvement-in-primary-school/

National Literacy trust (2018) Literacy Changes Lives (2008). An Advocacy resource.  https://literacytrust.org.uk/research-services/research-reports/literacy-changes-lives-2008-advocacy-resource/

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Literacy skills are vital, they support not only the basic skill of reading and writing, but are imbedded in all other curricular subjects. Including literacy in various other topics such as maths, encourages students to explain their findings. The skills gained through literacy helps them to understand and talk about their reasoning. If pupils do not learn to read accurately, their learning and understanding of other curricular subjects can be negatively affected (Wyse and Bradbury, 2022), thus impacting the education of pupils.

From observations of current practices it is clear to see why reading and comprehension is now regular practice. With regular practice of retrieval and inference of a variety of texts from poems to novels, this helps to break the barriers of learning for those pupils who may not have English as their first language. As well as, scaffolding on prior knowledge.

Other barriers may include neurological issues, where the brain is unable to make those connections in pre-school and early primary school-aged pupils. Addressing these at an early stage is beneficial for both the child and parents/carers, and the schools. So that schools can better support pupils in their learning journey.

Creating a stimulating learning environment through auditory and language skills where pupils learn to play games together and begin phonics (Drysdale, 2012) is an additional way in which pupils can build on their language development.

In conclusion, schools can better support pupils throughout their school years through a variety of engaging and stimulating learning environments. Literacy skills are a necessity regardless of what year group a child joins the school. Early support to eliminate the barriers that pupils come across should be seen to as soon as possible, so that early intervention can helps pupils build on their existing schemas of learning.

References

Drysdale, J. (2012). Overcoming the barriers to literacy. The Routledge Companion to Dyslexia, 236.

Wyse, D., & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of education, 10(1), e3314.