Everybody writes secondary_guide

  • 1,137 views
Uploaded on

A super resource to support 'Everybody Writes Day' in schools.

A super resource to support 'Everybody Writes Day' in schools.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
1,137
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
20
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Exploring writing beyond the classroomGuide for secondary schoolsHow to: 2nd Edit• Take writing beyond the classroom ion• Give students direct experiences to write about• Find real audiences for students’ writing• Explore writing across the curriculumwww.everybodywrites.org.uk
  • 2. 1 What is Everybody Writes? Everybody Writes is an approach to writing, By offering students hands-on experiences to making it enjoyable and relevant to students. write about and by establishing real audiences for The four key principles are: students’ writing, the Everybody Writes approach is particularly effective in engaging the interest of boys and less committed writers. But such • Taking writing beyond the classroom dynamic and authentic writing experiences also give the most able writers an opportunity to shine. • Giving students direct experiences to write about This guide will help you to consider new ways • Finding real audiences for students’ writing of establishing a positive, whole-school culture of writing. • Exploring writing across the curriculum It offers ideas on how to get everyone is your school engaged in writing, planning dynamicContents writing projects and celebratory Everybody Writes An Everybody Writes project could involve Days. It will help you to evaluate the effectivenessWhat is Everybody Writes? Page 1 working with a local journalist on a whole-school of your Everybody Writes project and ensureHow do we know that it works? Page 2 newspaper writing project, running a series of that your project has a lasting legacy for writingGetting started Page 3 after-school workshops for students to script and in your school.What is an Everybody Writes Day? Page 4 develop their own films, or setting up a lunchtimeExamples of projects Page 6 blogging club to track the progress of a favouriteExploring writing across the curriculum Page 8 football team in the Premier League. ‘They benefited massively from the project…Planning your project Page 10 it brought them out of themselves and gaveGetting everyone involved Page 12 The Everybody Writes approach – and how it them really special opportunities for talk andDocumenting and evaluating your project Page 13 can be applied to your day to day teaching - is for communicating, which were then able toSharing and celebrating your project Page 15 explored in this guide for teachers. There are even influence their writing.’Useful contacts Page 16 more ideas on the comprehensive website: Headteacher, London Borough of Wandsworth www.everybodywrites.org.uk Everybody Writes is run in partnership by Booktrust and the National Literacy Trust and isfunded by the Department for Education.www.everybodywrites.org.uk Join the network of Everybody Writes Enthusiasts This is a national network of teachers who are interested in writing and who are keen to use the Everybody Writes approach to writing in their own schools. Teachers who are Everybody Writes Enthusiasts are invited to a free annual writing workshop and receive a monthly update of new content on the Everybody Writes website: CPD opportunities, competitions for children, interesting writing projects and more. To join the network or to share your own writing project on the website, email info@everybodywrites.org.uk or visit www.everybodywrites.org.uk www.everybodywrites.org.uk
  • 3. 2 3How do we know that it works? Getting startedWhen young people enjoy what they are writing But the Everybody Writes approach isn’t just Step one: Step three: about, they write more and they write better. useful for students: it encourages teachers to Get your colleagues on board Seek inspiration from what others have doneWhen students have a clear sense of a real examine afresh the writing opportunities offered to Hold a staff meeting so that everyone feels Find out what other schools have done toworld audience that lies beyond the classroom, young people. Everybody Writes provides a focus involved from the very beginning. Invite colleagues address challenges similar to your own. Speaktheir writing is focused and they approach the for wide-ranging discussions amongst staff from from other departments and be sure to include to colleagues from local schools, or go to thetask with a heightened sense of purpose. That all departments, enabling you and your colleagues your school librarian. Encourage your colleagues Everybody Writes website and search the map ofaudience might consist of members of a local to share what you already know about writing to talk about their own feelings towards writing, your local area to see what schools near you havesports club, visitors to the local public library and to pool your varied experiences of what is separate from their identities as teachers. Get done. Search the Everybody Writes website foror perhaps readers of an online music fanzine. effective in motivating young people to write. them to think about what it is that they like and writing projects that target boys, EAL pupils or a dislike about writing, and what aspects of writing particular key stage. Find projects on the topic ofThe Everybody Writes approach and the ideas their students like and dislike. letter writing, drama or history, or writing projectsand projects featured in this guide are all about “This evaluation… has provided evidence that involve working with local businesses.building positive attitudes towards writing, in that Everybody Writes has been outstandingly Discuss the status of writing in your school.the belief that improvements in standards can successful in meeting its objectives. A wide range Share the Everybody Writes approach withfollow. Everybody Writes has been independently of innovative and creative work has taken place in your colleagues, and encourage them to visitevaluated by the University of Sheffield. schools which has impacted on pupil engagement the website.Researchers examined the impact of the and achievement and teachers’ subject andEverybody Writes approach on pupils’ attitudes pedagogical content knowledge. The projects Step two: to writing and on the standard of their writing. have left a valuable legacy for other teachers of Think about your writing prioritiesYou can download the full report at writing through the website case studies.” Working with colleagues, use the wallchart to getwww.everybodywrites.org.uk, but here are University of Sheffield an overview of what your school is already doingsome highlights from their evaluation: to support writing. This will help you to identify existing strengths and to focus on any gaps or areas for development. Discuss any year group or• Everybody Writes has had a very positive groups of students who face particular challenges impact on students, teachers and schools where writing is concerned. Consider any students who are particularly reluctant to write:• Everybody Writes has had a positive impact you may want to visit the website to use on boys’ attitudes to writing the interactive tool to create personalised writing tasks for young people who require• Everybody Writes has had a positive impact additional support. on children who are reluctant writers and those at risk of underachieving Is writing in your school development plan? Are there any particular strands of writing that could be improved upon? Think about the larger context of writing in your school. ‘Some students wrote and achieved more than they ever usually do in a week. It showed the potential of a lot of students that, through usual tasks, would not shine through. Hidden talents were revealed that day.’ Literacy Co-ordinator, Hampshire www.everybodywrites.org.uk
  • 4. 4 5What is an Everybody Writes Day? An example of an Everybody Writes DayEverybody Writes Day is a national celebration of writing held in October ‘I thought oh no! Quilley School of Engineering in Hampshire, ‘The day was a complete success. Both staffeach year. It’s a great opportunity to collapse the curriculum for a day and Writing all day! a small specialist school, was seeking to raise and pupils enjoyed it and everyone learntget the whole school excited about writing. Planning a big event on a special But it’s really quite fun. students’ attainment in writing across the something new or had a revelation as to whyday can have an important impact on the school’s perception of writing. We have never done curriculum. Staff hoped that a whole day devoted writing is important.’You may want to plan a series of activities running up to the day – and you’ll anything like to exploring and celebrating writing in all its forms Headteacher, Hampshirecertainly want to find ways to ensure that the impact is lasting. this before.’ would engage the interest and enthusiasm of all Student, Year 8, Hampshire students and boys in particular.If you can’t manage the October date, hold your Everybody Writes Day atany time of year – perhaps coinciding with Science and Engineering Week or The curriculum was suspended for the day andBlack History Month. each tutor group participated in three 90-minute workshops, including: • Science: Investigating a staged crime scene in • Working with a local business: Students wrote the classroom, students were required to write Jeremy Clarkson-style reviews of the new Mini a forensics report. Staff were delighted by the Cooper when locally-based car manufacturers extent to which students chose to suspend BMW brought the car in to school their disbelief • Visiting a local landmark: A visit to the airport • Maths: Code-writing and code-cracking. sparked ideas for students’ reports on the Students built a Caesar Shift Wheel and used it growth in international travel and the cost to to decode and encode texts as well as re- the environment visiting an old favourite: writing words with numbers on the calculator • Making links with the local community: Interviewing former pupils and older local • Modern languages: Students explored the craft residents, students captured stories of how of handwriting as they learned how to construct things used to be Kanji letters with the support of Japanese guests in traditional dress • Sport: Students worked with a professional football referee from the local area and learned how to write a referee’s match report A student news team visited workshops and The legacy of Quilley School’s Everybody Writes interviewed students and staff to capture the day Day was a greater enthusiasm for writing among for the school newspaper and website. By the end students, a positive experience of cross-curricularStudents write to each other in code as part of a maths and writing project of the day, writing from every workshop had been working for staff, and a higher profile for writing published in the school newspaper or podcast on in the school. the school website, and some workshops were even broadcast on the local news, after the school alerted BBC South to their plans with a simple press release. www.everybodywrites.org.uk
  • 5. 6 7Examples of projects Case study 1: Case study 2: Chestnut Grove School Exploring writing in writes a book the workplaceAn Everybody Writes project may be for a class, a Students, staff and members of the wider school Year 10 Business Studies students at Holy Trinity Why don’t you…year group or the whole school. It’s an opportunity community worked together to write and publish a Catholic Media Arts College in Birmingham Use contacts with parents, a local business or ato explore writing in other subject areas and book telling the story of Chestnut Grove School in worked with a local theatre and a writer for five locally-based franchise to set up your own projectcould be linked to drama or science, or focus on Wandsworth, London. The aim of the project was weeks to explore writing in the workplace. The on writing in the workplace.blogging or sport. It could span a few days, weeks to reinforce the idea that everyone is a writer with aims were to improve understanding of functionalor even a whole academic year. a story to tell. writing skills and to link classroom learning to the real business environment. ‘The project had a significant impact onProjects that happen across the school or a An editorial team of students formed a lunchtime students…The students now have a betterwhole key stage tend to have the greatest impact, club and worked with the support of a teacher Students explored the different forms of functional understanding of business language and how togenerating a buzz of discussion in the playground over a period of several weeks to capture the writing associated with producing the play adapt it for different audiences and purposes…and staffroom. You may choose to use an different voices and perspectives which would tell Bulletproof Soul at the Birmingham Rep Theatre. It has been a rewarding and enjoyable experienceEverybody Writes Day to launch a new project or the story of the school. The writer acted as a facilitator, making the for all those involved.’to celebrate the conclusion of a project. link between the business and the school and Teacher, Birmingham between creativity and functional writing.You’ll find more than a hundred examples of Stories included: writing projects at www.everybodywrites.org.uk: • A former student’s memories of learning Frenchthese are tried and tested projects that were run in in the 1930s Students: schools by teachers like you. • Listened to recordings of meetings and drew up • The site manager’s story of a flood at the school a mock contract based on notes taken in the 1990s • Used guidance from the Marketing Manager to • A current student’s proud memory of being create a press release and flyer asked to join the school cricket team (left) • Acted as Front of House staff answering a mock letter of complaint With the expertise of a lecturer to help capture the stories, an external graphic designer and the • Wrote and delivered a Dragons’ Den-style pitch use of a publishing service, students produced a for a proposed production highly professional, published book. The legacy of this shared writing project - aside from the book • Used advice from the Development Manager itself - was a greater sense of school identity and to write letters to potential funders of future the emergence of a writing community. productions Why don’t you… Collapse the curriculum for a day and invite The legacy of the project was improved writing members of the community in to share stories across the curriculum: students were able to about your school. Publish the stories as a successfully transfer the skills learnt to other newsletter, blog or book. Host a book launch and subjects – particularly report writing and letter sell copies to raise funds for your school. writing – and they developed greater confidence in delivering presentations. One unexpected outcome of the project was to open up career choices, with one student expressing an interest in pursuing a career in marketing. www.everybodywrites.org.uk
  • 6. 8 9Exploring writing across the curriculum Everybody Writes and Programmes of StudyThe hands-on nature of the Everybody Writes • PSHE: students write emails in response to a Everybody Writes can effectively support Programmes of Studyapproach has the potential to invigorate all areas news story about vandalism of a local park - not just in English, but across the curriculum.of the curriculum. Linking an Everybody Writesproject to a subject such as geography or art can • Art: students create elaborate paper mache The Programmes of Study ensure that engagement with theprovide a fresh perspective on what children are puppets and use them to write and develop a key concepts, processes and content of English and otherlearning as well as how. promenade drama piece for the local community curriculum areas happens in a wider context. The Everybody Writes approach, which takes writing beyond the classroomSchools that successfully integrate the Everybody • History: students invite members of the local and into homes, the community and the workplace, is anWrites approach into their teaching weave it into community to contribute scraps of fabric and the opportunity for teachers to bring the Programmes of Study totheir existing calendar of activities. They may stories behind them to a community history quilt life for their students.use key dates such as National Poetry Day orBlack History Month to inspire an Everybody • Geography: students create a map of their local By giving young people authentic experiences and engagingWrites project, or they may choose to embed an area, featuring the stories and poems inspired topics to write about and by providing real audiencesEverybody Writes Day into their Arts Week or an by those places – either paper-based or online for students’ writing, Everybody Writes presents greatannual science project. opportunities for the development of functional skills such as • Business studies: students create t-shirts, the skills required for letter writing, report writing, note-taking‘We were encouraged to not make extra workload mugs and calendars featuring their own poetry and so on. Everybody Writes projects and activities providebut to build it into what the school was doing to sell as part of a young entrepreneurs scheme important opportunities for the focused talk and discussion thatalready – and particularly coming up to the underpins truly effective writing.summer term, that really appealed to me.’ • Media studies: Year 7 students create a film forTeacher, Southampton Year 6 pupils on how to survive the first week at the big school‘The outcome is that curriculum planning hascompletely changed. We now start with the writingoutcome. We say: how are we going to make thisas exciting and as purposeful as we can, so thatthere’s a purpose and an audience all the time?’Headteacher, Southampton www.everybodywrites.org.uk
  • 7. 10 11Planning your project 1 Room for improvement Which areas of concern would you like to address? 2 Aims What would you like to change or achieve? Anti knife crime campaign: project timeline Writing assignments in Year 10 students are engaged by Before: Meet with subject teachers to discuss ways in which knife crime can be explored through Year 10 PSHE produce lacklustre their subject matter and write lively, writing in different subjects. Contact neighbouring schools, hospitals and youth centres to and uninspired results. interesting work. arrange visits and distribution of the leaflet. Make links with the local police service and a graphic design company and invite guests to the school. During: With input from staff and visitors, students work on writing documentary voiceovers and 3 Enthusiasms What do staff and students currently enjoy or get enthusiastic about? 4 Opportunities What activities can you link into or use to motivate young people? interview questions in Media Studies and on writing poetry in English. In PSHE students write the campaign leaflet focusing on appropriate language that will appeal to teenagers, and then write lobbying letters to the local MP. Students have recently expressed Year 10 students could run their concern about knife crime own anti-knife crime campaign, After: Students visit neighbouring schools and youth centres to talk about the leaflet. Letters among teenagers. researching the facts and statistics are sent to the local MP. A follow-up meeting with the students assesses the success of the on knife crime and producing an campaign and any next steps. information leaflet for teenagers for 5 Resources distribution at local youth centres Outcomes: All students have worked with young people from other schools and members of the Who or what can contribute to and A&E departments. Students community and feel that their voices have been heard. Students’ writing has been valued by their the project? could also lobby their local MP to peers and by adults and given high status in the community. A police community support officer take action against knife crime. could advise the campaign team on Writing legacy: Good links have been established with a local graphic designer, which could be the content of the leaflet. A graphic useful for future writing projects in other subject areas. 6 Constraints designer from a local business could help with design tips for the layout. What are the possible barriers to success, and how can you overcome them? 7 9 10 How can you get colleagues in other Connections Evaluation What’s next? subject areas enthused and excited Can you link to other areas of the Did you achieve your aims? How can How can you build on the successes about giving time to the project? curriculum, or to other schools in you record what worked, what was of your project? your neighbourhood? difficult, and what students got out of Look for other interests, This PSHE project could link to the project? If you did it again, would enthusiasms or areas of concern Media Studies, with students creating a short documentary, interviewing key people for a 8 Legacy How can you document the day, or make sure the work you did creates you do it differently? Ask the students in the Media Studies team to evaluate the project for future projects. Can you use this project as a model for other projects on different themes, tweaking film to be featured on the school a lasting impact? by interviewing other students (and the process according to what website. In English, pupils could Staff now feel confident to work teachers) about what they enjoyed worked best? write poetry based on news reports together and the school plans to about it. Compare the quality of of knife crime or their own ideas run at least one cross-curricular samples of writing in PSHE and and feelings about knife crime and writing project every year. English with those written before ‘Staff commented that it was useful to have the why it happens. You could contact the project. At the next staff meeting, normal routine disturbed to refresh their own neighbouring schools and find out collect colleagues’ responses to the thinking within a supported environment’ if your students could visit to talk project. If anything could be done Teacher, London Borough of Lambeth about the campaign and distribute differently, note down ideas for copies of the leaflet. next time. www.everybodywrites.org.uk
  • 8. 12 13Getting everyone involved Documenting and evaluating your projectThe school community Local businesses Documenting your project Evaluating impactTry to engage the interest and support of Let local businesses see what calibre of pupils Why? Why? every adult in the school community, from the you are producing: their future workforce! Documenting your project enables you to share Evaluating the impact of your Everybody Writesheadteacher – whose support is essential to the Staff in local firms may be willing to offer short your project and experiences with other teachers project – on attitudes, as well as attainment –success of the day – to the site manager, catering work placements for students or come to your via the Everybody Writes website, creating a enables you to get a clear picture of what workedstaff, teaching assistants, PTA and governors. It’s school to talk about what their jobs involve. model writing project to guide and inspire others. well and what could be improved upon next time.best to do this as early as possible. Not only will Make links with the local newspaper and ayou increase the range of expertise, interests and restaurant and have students write restaurant But it’s not just for the benefit of others:contacts to put into the planning process, and the reviews for the local paper. documenting your project will help you to reflect How?number of people to share the work, but students on your own teaching practice and the case study • Track the impact of the project on one orwill see that the project, and of course writing, are Arts organisations and related materials could also come in handy two students in particular (eg a student whovalued by all the adults around them. Is there a museum, theatre or gallery nearby? when applying for a promoted post or completing has previously been hard to engage), telling Make the most of what resources and expertise an Ofsted self evaluation form. the story of how the project influenced thatParents of current students they offer by contacting their education or student’s attitudes and writing. Include thisParents can be a great source of different skills, outreach officer. information in your case study: it helps tocontacts or ideas. Rally their support via the A local museum offers ‘takeaway’ artefact boxes, How? bring the case study to life.school website, letters, newsletters and full of interesting objects that can bring a • Write up a brief case study to share withparents’ evenings. written history project to life. your colleagues or via the Everybody Writes • Scan examples of student work before andA Year 9 mother works for a printing website, telling the story of what you did after projectcompany which offers to print colour posters Special guests and how you did it - including what youfree of charge. Why not add a touch of glamour to your would do differently next time. • Gather quotes from students about Everybody Writes Day by inviting a local celebrity, attitudes to writing, captured before andOlder residents writer, journalist or artist, or someone with a • Write a how-to guide to running the project: after projectOlder people in the community may have more special story to tell? this is a polished version, instructing otherstime to spare and could actively enjoy spending A well-known sportsperson launches Everybody how best to approach the project, giving a • Use software such as SNAP or Surveytime with students. Many of them may also have Writes Day by talking about why writing is timeline, etc. Monkey to conduct online surveys ofinteresting stories to tell. important to him or her. A local writer runs student attitudes before and afterStudents interview older people in a local writing workshops for students. • Create lesson plans/teaching sequences the projectresidential home as part of a World War II (if appropriate).history project. • Use audio or video to capture student ‘Everyone was involved in our project and I think • Scan or photograph examples of students’ attitudes: students can interview each otherLocal or national charities that was important… All our planning was done in work: this is essential in order to show other about what they think about writing andVisit your library to find out which charities operate staff meetings: everyone was involved in thinking teachers what you did. what they thought about the projectin the local area. They may have education about what they wanted to do, contributingofficers who can visit the school or support what ideas – LSAs were involved, dinner staff, and the • Include photos, video, audio – anything else • Record evidence of changes in writing (sub)you are doing through special resources. caretaker has been fantastic.’ that will help to tell the story of your project. levels since projectAn education officer from an environmental Teacher, Southamptoncharity talks to students about efforts toclean up the local rivers. Students in Year 9Geography incorporate the information intoessays about pollution. www.everybodywrites.org.uk
  • 9. 14 15 Sharing and celebrating your project Spare a bit of time to think about publicising your Join the network of Everybody Writes event so that students know that their writing Enthusiasts is valued and so that your hard work can be This is a national network of teachers who are appreciated by the wider community. interested in writing and who are keen to use the Everybody Writes approach to writing in • Let the community know about your Everybody their own schools. Teachers who are Everybody Writes Day or project in advance, perhaps via Writes Enthusiasts are invited to a free annual newsletters or blogs and podcasts on the school writing workshop and receive a monthly update website. Is there an aspect in which visitors can of new content on the Everybody Writes website: share or participate? CPD opportunities, competitions for children, interesting writing projects and more. To join the • After the event, ask students to take network or to share your own writing project on photographs and write reports for the school the website, email info@everybodywrites.org.uk website or community websites. You could also or visit www.everybodywrites.org.uk share what you’ve done on the Everybody Writes website ‘Sending out press releases to all the local media Local press paid off. We had the local BBC camera crew To gain wider local publicity for what your spend half the day with us for a feature on their school is doing, write a press release and send evening magazine programme and received good it to your local newspaper. Local papers are publicity in the local press and Radio Solent.’Students enjoy writing using collage and mixing media always looking for news items to cover and an Literacy Coordinator, Hampshire article or photo will enhance the school’s profile in the local community. • A busy journalist might only have time to read the headline and first paragraph, so it’s important to make a press release catchy, with the key facts included at the beginning • If you’d like a local paper to send a photographer to your event, give them two or three days’ notice (followed up with a phone call) For detailed advice on writing a press release, visit www.everybodywrites.org.ukA cross-curricular art, craft and writing project engages boys in writing www.everybodywrites.org.uk
  • 10. 16 17Useful contactsAsk your library for information Apples & Snakes Booktrust National Association of Writers National Literacy Trust ‘One unexpected outcome wasabout local organisations that www.applesandsnakes.org www.booktrust.org.uk in Education (NAWE) www.literacytrust.org.uk that we, as staff, found ourselvescan support your project, Apples & Snakes promotes Booktrust is an independent www.nawe.co.uk The National Literacy Trust links talking more about excitingor search online for national performance poetry, provides national charity that encourages NAWE supports creative home, school and the wider writing activities, and not onlyorganisations that might offer poets to work in schools and people of all ages and cultures writing in all genres and in community to inspire learners how to encourage students inwriting inset or other forms offers training to teachers to to discover and enjoy reading. all community and education and create opportunities for their own writing, but how toof support. develop their confidence and Visit the website for book settings and produces online everyone. They support those initiate writing.’ creativity in teaching poetry. recommendations, information resources, publications and who work with learners through Teacher, London Borough of BrentRemember to visit Sessions can be tailored to suit on award-winning children’s training events. It also features their innovative programmes,www.everybodywrites.org.uk the schools’ needs. Teachers’ books, guidance on books and the Artscape directory – www. information and research, andfor further ideas and resources. resources can also be found on disability, and information on artscape.org.uk – a national bring together key organisations their website. free books for Year 7 students. directory of writers who work to lead literacy promotionYou may also find the following in schools. in the UK.national organisations helpful: BFI Education Booktrust Writer in Residence www.bfi.org.uk/education www.booktrust.org.uk National Centre for Language Poetryclass BFI Education promotes press Every six months, a new writer and Literacy www.poetryclass.net and media literacy and runs takes up residence on the www.ncll.org.uk Poetryclass, run by the Poetry inset that links writing and Booktrust website. Students The centre supports teachers, Society, is one solution for literacy with film and media. It can explore the work of new parents and governors in a teachers wanting to bring poetry produces a range of resources writers and read writer interviews wide range of ways: through a alive in the classroom. A training and training packs for teachers and blogs. unique collection of resources, team of poets is available to and hosts conferences, seminars publications, an extensive work with teachers to overcome and workshops for learners of Booktrust Teenage Prize programme of courses and their concerns about teaching all ages. www.booktrust.org.uk conferences, ongoing research, poetry. There is also a useful Awarded annually to the best and a membership scheme online poetry classroom on the new books for teenagers, this designed to meet the needs of website with lots of resources prize shortlists books that are individual schools. Schools can and lesson plans for Key Stages sure to challenge and inspire find authors, illustrators and 1 to 4. Inset can be provided young adults. storytellers for school visits and throughout England. projects via the NCLL National Association for the UK-wide database. Teaching of English (NATE) www.nate.org.uk National Literacy Association NATE provides publications and www.nla.org.uk training to support the teaching The National Literacy of English in schools as well Association campaigns for as literature reviews, an online children’s literacy, operates forum for English teachers and project work in schools and classroom resources. produces useful publications to support teachers from foundation to Key Stage 4. www.everybodywrites.org.uk
  • 11. ‘I have seen able writers and artists grow inconfidence, skill and experience, working incollaboration with their peers and with people of allages within and beyond the school... It has definitelyenriched the learning experience of all involved.’Assistant Headteacher, London Borough of Lambethwww.everybodywrites.org.uk