All schools have recognised the central importance of literacy in helping pupils of all ages access the National Curriculum in a meaningful way. In this section, we describe one such model not with prescriptive but with pragmatic intentions. The system is in operation in a maintained secondary school in which about one third of the pupils are in the Special Needs register.
Literacy Groups
The original impetus to set up literacy groups came from the realisation that many SEN pupils at Stage 3 were not getting appropriate support in the classroom. There were simply too many needy pupils, and too few Learning Support Assistants to provide the intensive and systematic tuition these pupils required.
Following consultation with the Headteacher and the Governor for Special Needs, the radical decision was taken that pupils would be withdrawn from their usual classes for one period, in this case, one hour every day.
We began with Year 7, and pupils were withdrawn only if they were at Stage 3 (SEN Code of Practice) in the Special Needs register. Only pupils who had failed to reach Level 4 in English in the National Curriculum were considered. Reading ages were taken into account, but the focus was on levels of literacy rather than only the pupil's reading age.
With agreement from subject departments throughout the school, pupils were withdrawn for one hour at the same time every day. The timing was changed every half term in order that pupils would not miss too much of a subject for too long a period.
The number for the group is fixed at 16 pupils in 4 groups of 4, with 1 Learning Support Assistant to each group. The aim is to give each pupil a chance to have individual attention to address his - 12 out of the 16 pupils were boys - needs. The project was set up and monitored by a teacher-tutor from the Learning Support Service, who liaised with both SENCO and the Head of the English Department. It was fortunate that the teacher-tutor had considerable experience working with pupils with literacy, and speech and language problems. Regular INSET is provided for the group leaders who are asked to teach a pre-prepared programme.
A primary aim in the groups is to give pupils a boost to their morale. To help them realise that with a little more effort they can start to read more fluently, improve their spelling, and put together sentences which make sense. One of the most important aims is to encourage each pupil actually to listen and concentrate on what is being said by the adults teaching them, and by their peers, to be able to discuss the information presented to them, and to respect another person's point of view. Many of the pupils found this difficult at first because it had not been a part of their family life.
It is seen as essential to give each pupil daily successes, which will spur them on to do well across the rest of the curriculum. Successes are celebrated.
First and foremost, it was made clear to every participant that self-control is the only required passport to membership of a literacy group. Humour is accepted and welcomed; silliness and stupidity are not tolerated. Pupils learned quickly the need to enter the Unit quietly, organise their materials (each group's folders are kept in their own basket), get any other equipment needed, and be ready for the start of the session. Each group is responsible for keeping its own basket of folders in order.
Each session begins with a whole group (groups of 4) activity, usually reading books, or the text to be used, together as reading practice. By starting with a group activity, everyone's attention is focused on the lesson, and by reading through material presented at the beginning of the session, the less able reader has the opportunity to absorb the information required to do the assignments.
All activities presented to the groups are within their capabilities, especially texts. All text presented is read through with the group before they are expected to work from it alone. In the classroom differentiated work is often essential if every pupil is to have access to the material presented. In many cases, the teacher who reads and explains the text before pupils are asked to work from it will discover he has given pupils access to the material they would not have had if they have been left to read and understand it by themselves.
It proved advisable to move from easier to more difficult assignments, ensuring that the less able can make a start along with the rest, who can then be presented with further activities to stretch them. Once pupils are known, it is easy to spot the difference between the lazy pupil who produces just three lines of work, and the less able but committed pupil who works flat out to produce just two lines. The latter is to be commended; the former to be given time limits in which the work set must be completed. Literacy groups, while being friendly and relaxed, must not be seen as easy options by the participants.
Groups know at the beginning of each session what it will contain, e.g. I will read the play first; then you can each have a part; then we'll read it through two times; then I'll ask 10 questions and you will write down one word answers; then we'll read it again; then we'll act it out without the books; then I will ask you to write down the story in 73 words exactly; then we can either (a) tape record the play, or (b) design posters for our play.
The steps for each lesson, which may take more than one session, are often written down, so that pupils can refer to them. In the classroom situation, this can be achieved not only by saying what is expected, but by writing it up on the board; then, those with short term auditory memories, or those not concentrating on what is being said, have a reminder in sight.
Though time-wasting is not permitted, activities are never rushed. It is better to take two sessions to ensure understanding is in place. The National Curriculum puts everyone under pressure to get through a set amount of work, but it is worthless having pages of copied text which mean little or nothing to the pupils who so diligently copied them down.
Before the end of each session, groups pause and go over the salient points again. Once again, the whole group is focused, and can share in what its members have learned.
Literacy has become a national priority, and there is no difficulty getting a range of attractive materials which will exploit the visual, auditory and kinaesthetic memories to be found in every group. Within the groups, collective and individual reading practice is given every day. Books are in sets of five, many sets loaned from the county educational central library. These include stories, poems, and plays, which are at the pupils' level of ability of interest, dictated by their age.
There is also a Unit library from which pupils can sign out books at any time. The adventurous nature of the publications chosen for the library has made it exceedingly popular, especially amongst the boys who often did not know that such publications existed.
Spelling games, phonic games, board games are hugely enjoyed. The look, cover, write, check method is used to help improve spelling. There is a wide variety of creative writing material which gives support in making story plans, and suggested vocabulary to improve the story. Full use is made of the computers in the Unit so that pupils can record their work by means other than the written. The Art Department does much to encourage and support pupils in the visual presentation of their ideas.
Each group has been allocated a large area on the Unit walls to decorate with their own work. There is much friendly rivalry between groups, and the Unit is ablaze with displays that change regularly.
Have the groups proved a success?
The answer has to be a resounding 'yes' if you judge them by pupil involvement. It is not often you see teenage boys crowding the door trying to get in five minutes before the end of the morning break. Enter the room while groups are in session, and you will see 16 boys and girls absorbed in the activities. If the literacy groups have done nothing else - and objective assessment has revealed pleasing all round progress - they have reminded these pupils than learning can be fun, progress can be made, and that a commitment to their own educational progress can be very rewarding.
The original Year 7 groups have continued into Year 8, with changes when some pupils 'graduated' from their group - their places were quickly snapped up - and fresh groups have been formed from the next Year 7 who have their daily hour at a different time. The literacy groups have been supplemented by a number of numeracy groups, so that 32 pupils, visit the Unit every day to work for an hour on their individual needs.
For many pupils, education is the only route out of the cycle of educational failure and dysfunctional living the family is in. By the time these youngsters get to secondary school, it is daunting to get through the hard exterior that these children have built around themselves in order to survive the daily struggle against failure, or to reach the pupils who have withdrawn into themselves, sitting quietly in the background hoping no-one will notice them or ask them to perform. Daily literacy groups are a means of getting through to these failing pupils to convince them that education need not end when secondary school starts.
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