Social
Literacy
A New Method of
Teaching Literacy
Emily Watt
21246829
Social Literacy
Abstract
Social Literacy is an evidence-based pedagogical model devised from a research project spanning
September 2013 to July 2015. It is designed to understand the key elements that lead to improvement
in the functional, social and emotional communication skills of learners with SEN in Key Stage 4.
It
was conceived and developed to address a wicked issue (Buchanan, 1992) that SEN learners in KS4
cannot readily understand why they are learning something and this can adversely impact on their
social, emotional and functional learning processes. The project aim was to develop a pedagogical
model for teaching literacy that encouraged KS4 students to understand literacy in a more holistic
manner and to consider the most effective methods of extending this model across Key Stages 3 and
4. This project is located within the interpretivist paradigm and influenced by complexity theory
(Capra, 1991) and design thinking (Brown, 2009) and is a multiple perspective case study (Yin, 2014).
The data has been collected across four phases (terms) using a mixed methods (Cameron, 2011) and
an iterative approach; focussing on trialling teaching methods, discourse analysis, pupil interviews,
pupil observations and data analysis to develop a scalable pedagogical model to inform literacy
planning across Key Stages 3 and 4.
The project output is Social Literacy; a model of teaching that employs three elements of learning,
namely, age appropriate material, Learning to Learn ladders1 and functional skills, providing
opportunities for students to explore behaviour in a safe context. The impact has been an evidenced
change in language and behaviour of the sample group in addition to excellent progress in their
functional and national curriculum levels.
This pedagogical model is underpinned by Ackoff’s Pyramid of Wisdom (1995) and the Modes of
Knowledge Conversion (Nonaka and Takeuchi, 1995). The model focusses on the teacher and students
as both individuals and as members of an increasing number of Communities in Practice (Wenger,
2000). Implementing Social Literacy in school has demanded reflection around the challenges of Mode
2 knowledge management within schools and whether Continuing Professional Development (CPD)
could be redesigned as a learning model to initiate and sustain change. Information requires a ‘social
life’ (Brown and Duguid, 2000) so that it can be translated into usable knowledge and this can be done
by redefining CPD and scaling not as a delivery programme but as a design challenge that supports
learning for teachers and support staff using the same model as Social Literacy; Problem Based
Learning (Tan, 2006), Modes of Knowledge Conversion (Nonaka and Takeuchi, 1995) and Design
Thinking (Brown, 2009).
1
See Glossary on Page 30
Social Literacy
Key Words: SEN, emotional literacy, functional skills, Learning to Learn, functional reality and CPD
Project Design
Project Context - Why functional skills, Learning to Learn and age-appropriate literature?
The current economic climate has forced the issue of employability to the fore of education. There
are concerns that school-leavers are not work ready and lack the requisite soft skills or qualifications
to succeed in employment. For those with special needs this is a particularly relevant issue; ‘in
2010/11 only 6.6% of those with a learning disability were reported to be in some form of paid
employment.’2 It is estimated that 65% of those with learning disabilities would like to be in
employment and this desire to contribute positively to society should be utilised to provide students
with SEN the best possible opportunities to progress from education into the workplace.
I teach in key stage 4 at an SEN school that caters for students aged 4-19 with varied needs. The
curriculum emphasises preparing the students for adulthood through developing their independence
and functional skills by providing them with a range of experiences to contextualise their learning.
Thus the teaching of functionality is a whole school priority but one that is particularly challenging as
students with SEN tend to find generalisation problematic. They require a myriad of opportunities to
practice using their skills so that they become working knowledge. Thus when I embarked on this
project I knew that functional skills3 had to be a central focus but I also wanted to incorporate ageappropriate literature as I believe it is vital to promoting an interest in reading and a means of creating
safe real-life scenarios within the classroom.
The initial aims of the project were to improve functional literacy skills by encouraging students to
dissect what they were reading to improve functional comprehension skills. The intended project
impact included improvement of functional reading, comprehension and writing skills, whilst
persuading key stage 4 staff to teach age-appropriate literature.
However, during phase one of the project it became evident that literature had much more to offer
as when I expanded my teaching to explicitly incorporate Learning to Learn skills the students were
not only receptive, but their ability to retain and apply their learning increased. The impact of this
2
http://www.learningdisabilities.org.uk/help-information/Learning-Disability-Statistics-/187693/
3
This definition includes social and emotional skills
Social Literacy
change on my teaching was quite profound as I realised that these small interventions in literacy were
having positive effects on the students in other subjects, their language and behaviour. In June 2014
I interviewed my new sample group and discovered that their overall understanding of literacy was as
a single entity that did not really relate to any other part of their lives. This made me reconsider the
hypothesis, aims and intended impact of the project.
The hypothesis that has driven this project is that access to and engagement in age appropriate quality
literature is essential for the emotional and social development of SEN students
This paper reports on how employing the pedagogical model Social Literacy (which was developed
and trialled over the period of 2013-15) the social, emotional and functional communication skills of
students with SEN in KS4 can improve and that these can be sustained. It addresses the wicked issue
that ‘SEN learners in KS4 cannot readily understand why they are learning something, and this can
adversely impact on their social, emotional and functional learning processes’ by analysing data
garnered over four phases and then considering how this model might be used by others in different
settings.
The project aims were to:

understand how SEN students relate to fictional scenarios that enable them to evaluate their
own social behaviour and whether this can encourage and allow them to understand how
their behaviour affects themselves and those around them

improve students’ functional, social and emotional communication skills by using age
appropriate functional situations to promote discussion4

develop students’ understanding of their own learning by using Learning to Learn ladders to
encourage them to identify their own and other’s emotions and actions by relating them to
learning challenges and objectives

offer explanations of why something is being taught and how it can be used in different
contexts to see if it improves knowledge retention and applicability.
4
e.g. knife crime in Macbeth and relationship discord in A Midsummer Night’s Dream (Shakespeare, 1994).
Social Literacy
The intended project impact is illustrated in the table below.
Category
Soft Impact Indicator
Measurable Impact Indicator
Pupil Attainment
Students have increased understanding of
how literacy can be employed in different
situations
Increase in appropriate language
Increase in scope of language – applied to a
range of situations
Greater empathy for others
Ability to reflect on own and others
behavior
KS3/4 planning includes age-appropriate
literature
Teachers skilled and confident at teaching
age-appropriate literature
Clear differentiation
Students are more engaged in learning
Students are able to transfer their skills
Improvement in student behavior
Students able to reflect and assess own
behavior
Students entered for functional skills exams that correspond
to their national curriculum levels
Pupil Behaviour
Pedagogy
Whole School Benefit
Reduction in confrontational behaviours
Reduction in adult intervention in confrontations
Students can label their behaviours e.g. reflection, empathy,
resilience
Planning includes age-appropriate literature, Learning to
Learn and functional skills
The gap between NC and FS levels reduced
Learning to Learn is evident in planning from Foundation
Stage to KS5
Age-appropriate literature being taught from KS3-KS5
Students co-write their EHCP targets
The iterative process of this research has enabled me to develop, trial and evaluate Social Literacy as
a pedagogical model.
Social Literacy Explained
This project is strategic and addresses a significant issue within the school; defined as SEN students do
not always retain the skills they are taught and cannot readily transfer their learning from the
classroom to real-life scenarios thus compromising the effectiveness of their learning. Social Literacy
comprises three elements; age appropriate material, functional skills and Learning to Learn skills.
Using age appropriate material is essential because the fictional scenarios provide examples of
behaviour that challenge the students and provides a non-confrontational means of reflecting on the
behaviour of oneself and others. This model addresses the need to make learning functional so that
the skills that are learnt can be applied not only to a range of lessons but can also contribute to lifelong
learning. To reinforce the students’ capacity to retain and apply their knowledge, Learning to Learn
skills are taught to enable the students to recognise not just why they are learning something but how.
Social Literacy
Stakeholder and Ethical Considerations
It has been essential to ensure that all stakeholders in this project are not only engaged but also aware
of the role they play in the context of change. They can be divided into three distinct groups as
outlined in the table below5.
Group
Role
Actions
Benefits
Beneficiaries
Students
Participation and co-design, peer and
Improved social and
self -assessment
emotional skills,
Parents
Co-written EHCP targets that focus on
areas of emotional and social need to
develop independence
Realisers
Teachers
Assistants
engagement with literacy,
application of knowledge,
clear EHCP targets
Planning, execution and assessment,
Evidenced change in
INSET
behaviour, evidenced
progression in SLC and
PSHE
Supporters
SMT
Governors
Budget and time provision and
Whole school development
encouragement
in Learning to Learn
Literacy coordinators
Social Literacy has been evaluated as a pedagogical model for teaching KS4 students who have the
capacity to engage in discussion and a basic social awareness. This seemingly specific criterion does
not however, render it as an ineffectual model for other students as the realisers, should be able to
differentiate it to be applicable to all students; the choice of literature should be appropriate to the
students being taught and provide opportunities for discussion that are relevant to the group.
5
See Glossary on Page 30 for explanation of terms
Social Literacy
The role of each stakeholder is essential as it is the interplay between the three that will enable Social
Literacy to be applied successfully. The implementation of Learning to Learn ladders from the
foundation stage through to KS5 provides students the opportunity to develop an understanding of
their learning throughout their schooling.
The supporters of this model are vital as they will be able to assess the application across the school
and enable teachers to develop their skills in teaching and using these ladders. The realisers of the
project are those that implement the model. They must understand how the three features intertwine
and be willing to adjust their planning to incorporate them. Finally, the beneficiaries of the project
will be both conscious and unconscious stakeholders of this model. As the pupils progress and become
more adept at understanding their own learning needs they will be able to participate more
consciously in Social Literacy as it is promoted as a model of student-teacher design thinking (Brown,
2009) whereby the beneficiaries can help dictate the content of their learning.
Ethical Research
To ensure that this research has been conducted ethically and transparently I have worked within the
guidelines for educational research prepared by BERA (2004) and have observed the ethical
framework required by UWL6 in addition to the school policy on safeguarding.
I have adhered to the Conditions and Guarantees Proffered for a School-Based Research Project
(Adapted from Bell, 1991) which state:
1. All participants must be given the chance to remain anonymous
2. All data must be given in strict confidentiality
3. Interviewees should have the chance to verify statements at the stage of drafting the report
4. Participants should be given a copy of the final report7
5. Permission for publication must be gained from the participants
6. If possible, the research report should be of benefit to the school and participants.
Since the conception of the project, ethical issues have arisen in terms of different stakeholders. By
presenting my findings twice to the governors, issues have arisen in terms of access to this project.
Parent governors are keen to understand how this project will benefit students whose functional and
academic levels do not fall within the sample group. To ensure that all pupils benefit from this
6
University of West London
Due to the nature of the pupils I work with I shall not provide those involved with a copy of the report but shall instead
ensure that there is a copy for parents and pupils to peruse on site at school. I shall inform parents and pupils of this by
letter.
7
Social Literacy
research, it has been imperative to explain that Social Literacy is not prescriptive, but must be
differentiated to provide the best education for the pupils in the class.
It is evident that as the researcher I have a stake in this project being successful which must be
addressed as an ethical issue as otherwise there may be concerns that results will be misrepresented
to illustrate success. To prove that this is a credible project the data has been collected in a
transparent manner and is available for scrutiny. It is also important to acknowledge the relationship
of authority between myself and the students and accept that this may have impacted on the results
of the project.
Project Interventions and Scheme of Work
Social Literacy demands discussion on themes that the students may have encountered or been
peripheral to. Over the four phases the themes discussed in class have included; bullying, knife crime,
racism, homophobia, personal safety, avarice, the workplace and the future. It has been imperative
to prevent these issues from becoming personal through careful selection of literature in conjunction
with ensuring that discussions have been conducted within the ethical guidelines set out by the school
and by Seedhouse’s ethical pyramidal grid (Cohen, Mannion and Morrison, 2011, P77). Seedhouse
demands that ethical decisions are built on ethical principles (Cohen, Mannion and Morrison, 2011,
P76); yet these are not always harmonious. I have sought informed verbal and written consent by
ensuring that parents/carers and students are aware of why the lessons are being taught by including
relevant targets on the IEPs of the students; e.g. empathise with characters and debate moral
dilemmas portrayed in texts. These targets have been explained during Parents’ Evening. To minimise
any ethical conflict I have employed non-maleficence as a guiding principle.
This alters the
costs/benefits ratio outlined by Frankfort-Nachmias and Nachmias (1992) as whilst the impact of the
research has to be carefully balanced against the impact of the participant, the emphasis shifts in
favour of the participants. This balance has been implemented through consent and co-creation. All
names are anonymised and students and parents can withdraw consent at any time.
Project Methodology
The changes to the education system over the past five years have created a sense of attrition within
the teaching community and forced educators to change how they argue against political ideologies
by using evidence-based findings as opposed to relying on academic top down theories. This
progressive change in approach has impacted on those conducting research as they have become,
intentionally or not, part of macro politics and the transformation of the teaching system as opposed
to localised change. Whilst Ben Goldacre (2013) writes of the importance of testing research and how
Social Literacy
teachers can become part of a government drive for evidence-based practice; not because every
teacher should be a researcher, but because it allows teachers to be critical consumers of the new
research findings,8 he fails to place any emphasis on teachers as their own source of research and is
arguing for the status quo as opposed to change driven by practice based evidence.
This project is set within two distinct educational positions; the immediate (the teacher in the
classroom) and the extended (the teacher within a system). These often conflicting areas impact on
the teacher as a researcher as they exercise challenging but differing demands. As researchers,
teachers are solving substantive problems that directly affect their immediate vicinity but these
problems can be a direct result of educational policy. If teachers can provide generalisable solutions
to localised issues this provides evidence for solving not only immediate problems but also contesting
politicised ideas. This dichotomy has a direct impact on how research is conducted, for, if it becomes
a tool for change and a move towards autonomy then it needs to become an integral part of the
educational system. Tan (2006) writes that we may need to look at new ways of engaging the
individual, taking into account ‘plasticity of development’ as well as cultural, community and social
environmental contexts. Tan argues for problem-based learning for students in schools so it seems
somewhat churlish not to extend PBL across the education system; providing teachers with a platform
for change through research, CPD and evidence.
Social Literacy is located within the interpretivist paradigm and evidence has been collected primarily
using qualitative data gathered via note taking, pupil work, observation and questionnaires9.
Quantitative data is used including WJEC examination results and baseline student data. The impact
of design thinking (Brown, 2009) has driven the project by focussing on evidenced impact fuelled by a
wicked issue that can be defined as; SEN learners in KS4 cannot readily understand why they are
learning something and this can adversely impact on their social, emotional and functional learning
processes. This research is further defined by its collaborative nature (Jackson and Temperley 2006;
Bentley and Gillinson, 2006; Raffety, 2013) as it is a collective comprising myself, the students, other
professionals and a theoretical framework. The interplay between design thinking and collaborative
research has manifested itself as a student-teacher design thinking model that has student interest at
its core.
The research has been conducted using an iterative process of data collection and falls within the
parameters of a multiple perspective case study (Yin 2014). The stimulus has been to create usable
8
9
http://media.education.gov.uk/assets/files/pdf/b/ben%20goldacre%20paper.pdf
See table on Page 14
Social Literacy
knowledge for staff and students (Lagemann, 2002 from McKenney and Reeves, 2012) that enables
professionals to generalise the findings and use Social Literacy in alternative settings.
The emphasis on a triumvirate approach to applicable learning is supported by complexity theory
(Medd, 2002, Capra, 1991) which recognises that schools are ‘complex adaptive systems’ (Kaufmann
1995).
This methodology contends that phenomena are interlinked and ought to be viewed
holistically. The amalgamation of literacy learning has been realised as the strands should not be
disparate entities. This project has shown that if literature, Learning to Learn and functional skills exist
in symbiosis then this interconnected relationship has the capacity to promote social and emotional
development. The existence of connectedness permeates throughout schools as students are more
than just individuals; they are part of an increasing number of communities of practice (Wenger, 2000)
that interlace and influence actions, learning and thoughts. By harnessing this connectedness through
pedagogy, pupils can realise that learning is ubiquitous and not a series of detached lessons.
This project has drawn upon the influences of a number of theories but central to its progress has
been Modes of Knowledge Conversion (Nonaka and Takeuchi, 1995); the conversion of tacit to explicit
knowledge. This transformation of knowledge is at the core of this project as in an educational context
it refers to the application of skills and the development of functionality. The acknowledgment that
tacit knowledge is acquired through socialisation is fundamental as Social Literacy demands that
students are presented with opportunities to explore social situations to use as a springboard for
learning. There is a need for ‘embodied knowledge to become organisational memories’ (Hafeez,
UWL, MA Symposium, 2014) and this project has capitalised on this theory by providing students with
opportunities to design their own learning through a collaborative curriculum led by a student-teacher
design thinking (Brown, 2009) model supported by external learning.
The iterative cycle of data collection has demonstrated that the triumvirate of Social Literacy and codesign has allowed the pupils to convert their tacit knowledge to explicit knowledge and that this has
particularly manifested itself in their ability to communicate with their peers and staff. The diagram
illustrates how a collective approach to social literacy has enabled the facilitation of the
externalisation of knowledge.
Social Literacy
Facilitator
Teacher Context
From Tacit
To Tacit Knowledge
To Explicit Knowledge
Socialisation
Facilitator communicates knowledge via
pedagogical model (Social Literacy) that enables
students to :
 Participate in a collaborative curriculum
 Access real-life experiences encountered
by staff and students
 Explore external learning opportunities
 Have their ideas trialled and tested
Externalisation
Knowledge derived from student activities including:
 Differentiated work – using symbols, audio,
drama, visuals (pictures and video)
 Feedback between students and staff and
students and their peers
 Contextualising knowledge through
appropriate situations that students can easily
relate to e.g. crime, punishment, romance,
peer pressure and bullying
 Collaborative curriculum based on a design
thinking model (Brown, 2009)
From Explicit
Internalisation
Knowledge embedded in reality via:
 Understanding why they are learning
something
 Relating their learning to a range of
scenarios
 Being given opportunities to leave the
basic skills of reading and writing behind
and look at meaning and inference
 Making sense of their learning (Watkins,
Carnell and Lodge, 2012)
Combination
Knowledge derived from application by:
 Using knowledge in a variety of ways
 Cross-curricular learning
 Promoting how knowledge and understanding
can be used in the future
Ackoff’s (1989) Pyramid of Wisdom illustrates how the pedagogical model aims to enable students to
take ownership of their knowledge within their own environments
Social Literacy
Social Literacy
This theoretical underpinning in addition to the information garnered in the pilot phase has led to
reconceptualising how and why literacy is taught within an SEN setting. To evaluate this method of
teaching, a three-part Scheme of Work was developed and tested across phases two to four. The
literacy curriculum was taught as a triumvirate so that the three elements of Social Literacy. An
example of how this scheme of work was taught is shown below.
Social Literacy
Evaluation of Social Literacy as a Pedagogical Model
Data Collection, Analysis and Impact
Social Literacy was devised in accordance with the school framework for planning as defined by the
December 2013 School Improvement Plan that called for the curriculum to provide the highest level
of challenge and expectation for higher ability students through curriculum innovation.10
It has been implemented then refined by testing interventions across four phases. Phase one was a
pilot and the sample students (6 students) were different to those in phases two to four (6 students).
Whilst age appropriate material and functional skills have always been part of KS4 literacy teaching,
phase one illustrated the importance of combining these two areas as one entity. Furthermore the
pilot also highlighted that literacy could be used as a means of building emotional and social skills by
labelling the Learning to Learn skills being used. For example, by regularly identifying resilience or
empathy the students began to identify these traits in themselves. Thus Social Literacy as a three-part
model was developed comprising; age appropriate literature/media, functional skills and Learning to
Learn skills ladders.
Data Collection - Implementation of Social Literacy
Social Literacy has been implemented by teaching a range of age appropriate material that promotes
debate of issues that are relevant to the students and their future. The table11 exemplifies how Social
Literacy has been taught since September 2014. By combining the three elements of Social Literacy
the students have many opportunities to apply their learning to real life situations.
Social Literacy is rooted in promoting independence beyond basic literacy and living skills and is aimed
at enabling the students to develop their emotional intelligence so that they have every opportunity
of participating successfully in society when they leave the confines of education. The theory of
emotional intelligence as purported by Daniel Goleman (1995) has five components;

Self-awareness – being able to recognise and understand personal emotions and moods in
addition to understanding their effect on others and to be able to label one’s own emotions.
10
11

Self-regulation – being able to control one’s own moods

Internal motivation – being motivated by personal enjoyment and not external rewards
Research Paper – Emily Watt
See table on P12 for examples
13
Social Literacy

Empathy – being able to understand the actions of others and to treat people in accordance
with their emotional needs

Social skills – being able to manage relationships with others12
He argues that emotional intelligence is as vital, if not more so to well-being and success than a high
IQ. The students in the Social Literacy group have certainly proved that by embracing these five
elements they have been able to improve not only academically but also socially.
The table below illustrates the different tools used to evaluate Social Literacy
Tool
Type of evidence collected
Baseline Data
NC levels and WJEC Functional Skills Examination Positivism
Results
Questionnaires
Recording staff attitudes towards CPD in terms
of how to effectively implement Social Literacy
Positivism
 Likert (1932)
 Scale for questionnaires
Observations of
Student
Behaviours
Recording the number of incidents whereby a
member of staff from the Year 11 team has had
to intervene in a dispute to help resolve it
Positivism
Discourse
Analysis
Recording the language used by pupils
Coded into different categories e.g. Learning to
Learn Skills, Behaviour, Functionality
Interpretivism
 Potter and Wetherell (2001)
 Analysing Context
 Analysing Interactions
Work Samples
Marking work to gauge progress over time – e.g.
in basic literacy skills.
To see if language skills are transferred
Recording the children’s learning attitudes and
behaviours
EHCPs
Interpretivism
Interviews
12
Paradigm
Interpretivism
 Mischler (1986)
 Social Interaction
 Verbal, visual and non-verbal
aspects
http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman.htm
14
Social Literacy
Functional Skills - Social and Emotional Development
Social Literacy aims to develop social and emotional understanding that students are able to enter
further education equipped with strategies to realise and resolve situations that may affect their social
interactions and emotional well-being. Social Literacy has had a very positive impact on the students
as they are now more able to:
1. Resolve issues with decreasing adult intervention
2. Understand that they need to take responsibility for their own actions
The evidence for these changes is discussed below:
1. Resolve issues with decreasing adult intervention
The number of disagreements that the staff has had to deal with has decreased considerably since
September 2014. The graph below illustrates the number of altercations that staff has dealt with
between the 22 students in Year 11.
Average number of staff interventions in pupil
altercations between September 2014 and April 2015
It is important to note that the school holidays
will impact on this data. However, there is a
definite decreasing trend in the number of
disputes that adults have mediated in to reach a
resolution.
15
Social Literacy
2. Understand that they need to take responsibility for their own actions
By using fictional characters that have behaved outside of the social norm, the students have been
able to reflect on not just on their behaviour but also their own. This is illustrated in the lessening
number of confrontations and in how they are resolved and how quickly. The students have asked for
time out to settle their issues in private, have written notes to initiate contact and have asked for
advice on how to approach something.
13
Written March 19th 2015
This ability to empathise with others and reflect on personal actions is further illustrated by the
continuing change in language used by the pupils. The table illustrates the language the students now
commonly use within the classroom and across the school.
13
A recent example of how two students resolved a situation independently.
16
Social Literacy
Discourse Analysis– Learning to Learn
Additionally, this change has been further noted in the pupil contributions to their ECHPs and their
ability to articulate their dreams for the future.
Educational Health Care Plans14
The students have expressed desires to become more independent and less reliant on the adults
around them to help make their life choices and as such this has been reflected in the outcomes of
their EHCPs.
14
To make sure that the right extra support is provided for…children (with SEN) and young people, an Education,
Health and Care Needs Assessments takes place. This process brings together education, health and social care
professionals as required who then work together to assess all the needs of the child or young person. This
means that these professionals have a co-ordinated approach to understanding the child or young person’s
needs and then making provision to meet these needs.
http://localoffer.merton.gov.uk/kb5/merton/directory/advice.page?id=fa_gAeCMpU8
17
Social Literacy
1. Emotional and Social Independence
Three pupils have voiced an aspiration to be able to manage their friendships with as little adult
intervention as possible. Their outcomes include:

being able to listen to others and to respond appropriately

have a trusted adult with whom to speak to if they need advice or a chance to talk through
their concerns

participate in hobbies and activities that allow them to explore their interests with others of a
similar age
2. Aspirations
The majority of pupils across Year 11 have aspirations that include employment and independence;
their academic targets include developing a level of functionality so that they can participate socially,
in employment and in living independently. This has been evidenced in their outcomes:

Be able to budget my money so that I can pay for… (depending on ability these range from my
personal spending money to household bills)

Be able to read for information and for pleasure so that I can access the activities I enjoy

Be able to manage my behaviour so that I can participate in the activities I enjoy

Develop my literacy skills so that I can apply for work experience and jobs that I will enjoy
This interest in the future is further evidenced in the students’ language around employment and the
future. There is an evident change in the work ethic of the students as they prepare for their
examinations and their move to further education.
September
Application of learning
(category)
Education
Future
Why are we learning ______?
Examples of pupil answers – quotes and commonly used
words/phrases
College, reading to make lessons easier, doing well in my exams,
being in the right class at college, (Pupils A-E)
‘I want to be able to read about the election because you and my
Dad said that (Pupil F)
Get a good job, have money to spend on me and my family, work
in a job I like, sort out my friends,
(pupils A-E)
‘I want to be like my brother and work.’ (Pupil C)
‘I want to work in a music shop because I love music and helping
people.’ (Pupil B)
‘I want to help my Mum and if I get a job then I can give her some
money because some things are expensive to buy and some
18
Social Literacy
things are cheaper like laptops and computers are expensive but
food is cheap.’ (Pupil D)
Social
Personal
(Functional Reality)
May
Know what is right and wrong, don’t do something stupid because
my friends are doing it, know what to do if someone does
something wrong (Pupils A-E)
‘I’m going to talk to ----- so that we can sort it out.’ (Pupil E)
‘I like it when I sort out my own problems.’ (Pupil E)
‘I’m not getting involved. They can deal with it themselves!’
(Pupil C)
‘She needs to grow up and know that being rude isn’t going to
make her any friends!’ (Pupil E)
‘We need to read so that we can look at interesting things on the
internet like science and the periodic table and then you can find
out more about science and the elements.’ (Pupil D)
‘I want to be able to type in my favourite popstars on Google.’
(Pupil C)
‘I want to write a letter to Reed Deming so that I can get his
signature’ (Pupil E)
Independence (Pupils A-E)
Discourse Analysis - Aspirations
Functional Skills – Literacy
Reading
Three students were entered for Level 1 WJEC Functional Skills Reading examinations in May 201515.
The examination demands an ability to read for information, assimilate what they have read and
understand inference. For example, one of the questions asked
How does the NHS leaflet try to persuade the reader to eat more healthily?16
The students are not only being asked to extract information from the text but also to analyse its
impact on the reader. This skill was taught using A Midsummer Night’s Dream (Shakespeare, 1994)
by asking the students to analyse Helena and James through their language.
This was then
consolidated by using Macbeth (Shakespeare, 1994) as a basis to teach about Crime and Punishment
and the pros and cons of the death penalty. The students had to engage in persuasive discussion and
argue their case. This method of teaching enabled the pupils to not only understand the power of
language but also allowed them to assess the behaviour of Helena and Demetrius and debate whether
their behaviour is acceptable and discuss how they could have behaved in the situation. The
discussion on the death penalty enabled the students to contextualise Macbeth (Shakespeare, 1994)
in a modern framework invoked debate on whether people deserved second chances and if
15
16
Results are not available until August 2015
Question taken from June 2015 WJEC Functional Skills English Reading Paper
19
Social Literacy
punishment is a successful means of preventing crime. The students combined all three elements of
Social Literacy as throughout these lessons the Learning to Learn skills used were labelled thus
allowing the students to extend their emotional and social vocabulary and behaviours.
Functional Skills – Communication and Employability
The students are also taught specific lessons in Employability whereby their functional skills are tested
by placing them into fictional work situations. These lessons demand a combination of functional
literacy e.g. mock interviews and writing CVs and application letters and also Learning to Learn skills
as the pupils are asked to solve scenarios including rude customers, interviewees and colleagues. The
interplay between literacy and functionality was evident as during a mock shopping role play one pupil
noted
That assistant is so rude. She reminds me of Macbeth when he drags the man out of the restaurant.
If he hadn’t killed Duncan and made himself the boss he would definitely have been sacked.
The importance of explicitly teaching work skills was proved when five students from Year 11 enjoyed
work experience during May/June 2015. The students were placed in shops and nurseries. Pupil E
was initially nervous about spending lunchtime on her own with the nursery staff and had asked if she
could be met for lunch. However, after the first day she returned to school and said;
I don’t need you to come for lunch. The staff are cool and I like talking to them. I’m not going to have
_____17 when I go to college or when I get a job so I may as well do it myself.
This illustrates that Pupil E was able to overcome her personal fears in a functional situation that was
outside of her functional reality. She utilised her desire to be independent in a real context and reaped
the successes. This was further demonstrated when she said;
I loved working in the nursery but I know I want to work with animals. If I go to college then I can learn
animal care and get a job with animals.
Another pupil who worked in a shop received this comment from a school governor
…I had to share with you an unexpected pleasure in Marks & Spencer…when I bumped into … doing
her work experience (last day, here since Tuesday.). She looked transformed, hair neatly tied back,
wearing her own smart clothes and looked very much at home and happy in the returns dept,18.
17
18
Special Support Assistant
Email from a governor dated Friday 22nd May 2015
20
Social Literacy
The combination of Social Literacy and Employability has enabled students to successfully transfer
their skills from the classroom into the workplace.
Learning to Learn Skills
The students’ attitude to learning has also changed and may be in part to their growing maturity,
impending examinations and move to further education. However, the influence of being taught to
identify and manage their emotions from the security of observing others and being given the
opportunity to reflect on their own behaviour has also had a measurable impact as the language of
the students has altered since September 2014.
This has been evidenced in their attitude to work and their approach to their own future and further
education. The table below shows language that has now become commonplace.
Discourse Analysis - Learning to Learn
Baseline Data
Whilst the pupils have shown definite improvement in their social skills and their ability to employ
Learning to Learn skills, this is not the limit of their progress. A vital part of independence is the ability
to use academic skills functionally and this has been evidenced in their academic progress. The
baseline data illustrates the progress of the sample group across the four strands of literacy19. The NC
levels are taken from the school assessment system based on the National Curriculum and the FS level
19
speaking, listening, reading and writing
21
Social Literacy
is that which they have been entered for and are expected to pass20. It is ambitious to enter students
for Level 1 exams (approx. NC level 5); however, their social awareness and experience of life will
enable them to be able to answer the questions with a definite chance of success. 21
Pupil
Literacy Strands
Year 11
Reading
June
2014
Reading
December
2014
Reading
April 2015
Writing
June
2014
Writing
December
2014
Writing
April 15
Speaking
June
2014
Speaking
December
2014
Speaking
April 15
Listening
June
2014
Listening
December
2014
Listening
April 15
Pupil A
2A.6
3C
3B
2B.6
2A
3C.6
2B
2A+
3C
2A.6+
3C.6+
3C
FS Level
E3
E3
Level 1
E2
E2
E3
E3
E3+
E3
E3+
E3+
E3
Pupil B
3C
3C.6+
3B.6
2B
2B.6+
3C
3C
3C.6+
3C.6
2A.6
3C+
3C.6
FS Level
E1
E2
E2
E1
E2
E2
E2
E3
E3
E2
E3
E3
Pupil C
3B
3B
3A
2A.6
3C+
3A
3B
3B.6+
3A
3B
3B
3A
FS Level
E3
E3+
Level 1
E3
E3
E3
E3
E3+
Working
towards
Level 1
E3
E3
Working
towards
Level 1
Pupil D
2B
2B.6+
2A
2B
2B.6
2A
3C.6
3B+
3B.6
3C
3C
3C.6
FS Level
E2
E2+
E3
E2
E2+
E3
E2
E2+
E3
E2
E2+
E3
Pupil E
2C.6
2C.6
2C.6
2C.6
2C.6
2C.6
3C
3B+
3A.6
3C
3B+
3B.6
FS Level
E1
E1
E2
E1
E1
E2
E2
E3
E3
E2
E3
E3
Pupil F
2B.6
3C
3A
3B
3B.6
3B.6+
3B
3B.6+
3A
3B
3B.6+
3A
FS Level
E2
E3
Level 1
E2
E3
Level 1
E3
E3
Working
towards
Level 1
E3
E3
Working
towards
Level 1
Key To Baseline Data
FS and NC levels are
FS level exceeds NC level equal
+ denotes has completed level stated and is working towards
next level.
NC level exceeds FS level
Level 1 is the equivalent to NC level 5
+ denotes progress of a 1/3 of a sub level or more
When discussing functional skills levels it must be remembered that these levels are based on the
WJEC examinations and not on general knowledge and social participation. Thus, some pupils who
are functional within their own reality are less so when being examined. The topics for functional skills
20
21
Results due in August 2015
Columns in orange show the most recent data
22
Social Literacy
vary and some allow for personal experience and vicarious experience to be drawn upon whereas
others are alien to the students.22
The baseline data shows that the students bar one, have all equalled or excelled their functional
expectations. Pupil E has been entered for Entry 2 reading and although she finds reading very difficult
and her levels are in the lower percentile of NC2, if she gets the gist of what she is reading she is able
to make predictions and a reasonable attempt at the questions. Pupil B is a capable reader and writer
but their understanding of wider issues is limited by their life experience and thus Pupil B is unable to
draw on general knowledge to help answer the questions.
Whilst the baseline data provides a guide for examination entries and as a tangible marker which
illustrates progress to external bodies such as Ofsted, the most notable achievements come from
areas that are not levelled and these are the changes in behaviour, attitude, problem solving and
language.
Evaluation of Project: Relevance, Analytical Generalisability and Scaling
Relevance and Analytical Generalisability of Social Literacy
Social Literacy has been a successful method of teaching within the sample Year 11 classroom yet it
does have relevance in a wider context. In a global market of increasing competition for jobs,
employers are raising their expectations of accredited qualifications. Thus, despite 15 students in the
current Year 11 finishing with accredited qualifications and expressing a desire for work, current SEN
statistics suggest that only 1 of the 15 pupils will find themselves in paid employment. The recent
drive towards the development of soft skills has been clearly documented and Social Literacy is a
means of teaching these skills in both an educational and real context. These skills are further
endorsed by Goleman’s (1996) five steps to emotional intelligence and by Rebecca Jones (quoted on
The Guardian Online, June 2012) who notes that “soft skills are what make your personal brand but
you need to think about them. Instead of thinking, for example, 'I have only worked at McDonald's',
think 'What did working at McDonald's teach me?'23
Thus when asked what did you learn during your time at the nursery? Pupil E responded I learnt that
sometimes you have to talk to people you don’t know and if you smile then people are really nice. I
22
23
The exam topics include; voluntary work, applying for jobs, alcohol awareness and youth clubs.
http://www.theguardian.com/money/2012/jun/08/graduate-careers-employability-skills
23
Social Literacy
also had to work in a team and the woman in charge asked me my ideas for an activity. I’m really glad
I did work experience and didn’t go on the camping trip as I loved it. I was really sad on my last day.
Pupil E has demonstrated an application of vital skills including commitment, teamwork and
communication. Being able to put her learning into action was perhaps the most successful means of
assessing Pupil E as she was able to not only use her learning but was also able to articulate what she
achieved and its impact upon her.
The data collected clearly illustrated that teaching literacy with a triumvirate approach was effective
not only academically but also functionally, emotionally and socially. This led to the development of
the pedagogical model, Social Literacy. This model illustrates how the different elements interplay
and how they contribute to assessment opportunities, independence and emotional literacy. The
model is shown on page 24.
The model shows the different skills that each element promotes. When taught in conjunction with
each other they give rise to a further three components; Emotional Literacy, Assessment and
Functional Reality. The table on page 9 illustrates how this model translates into a scheme of work.
The development of social and emotional skills in SEN students requires opportunity to explore ideas
within three contexts; the self, the localised and the wider world.
By teaching the constituent
principles in harmony the pupils are able to implement their learning across these three contexts
whilst retaining a focus on basic literacy skills. Furthermore the model keeps independence at its heart
as this is the overriding central theme of Social Literacy.
24
Social Literacy
Functional Skills
Age Appropriate Material
Functional Reality
Basic Skills
Reading
Writing
Speaking
Listening
Positive Contribution to Society
Literary Analysis
Relevant Themes
Student-Teacher Collaboration
Applying skills to personal situations
Acquiring personalised useful knowledge
Employment skills
Asking and explaining why
Learning outside the classroom
Practical Skills that equip learners
with the necessary knowledge to use
and apply in everyday life
Age- Appropriate Content used as a
model for behaviour and then
applied to real-life scenarios
Personalised learning within a real-life context
Links to mainstream
Audio, Visual, Drama
Extended Vocabulary
Springboard for themes that
challenge students to assess their
own behaviour in a safe context
Questioning and discussion
Emotional Literacy
Self – assessment
Co-written EHCP targets for life-long learning
Peer Assessment
Skills Ladders
Understanding and accepting others
Problem Solving
Understanding and accepting myself
Flexibility
Thinking about thinking
Assessment
Understanding how others feel
Empathy
Resilience
Determination
Understanding why I am learning
Opportunities to look at the bigger picture
Understanding how I learn and feel
Learning to Learn
What do I need and want to know
25
Emily Watt 2015
Social Literacy
Scaling of Social Literacy
The interrogation of the data exemplifies the success of teaching Social Literacy. However, the
implementation of Social Literacy beyond one classroom is not a given as it demands secure staff
knowledge of how the three parts interplay. The table shows the work that has been completed so
far in terms of scaling across Key Stages 3 and 4 and what needs to be done to integrate Social Literacy
across the school.
26
Social Literacy
27
Social Literacy
Leading Change and Scaling the Model
The implementation of Social Literacy is reliant on CPD and thus demands an understanding of how
to most effectively utilise staff training so that it can become embedded within the school. In my
experience, CPD is most effective when there is evidence to substantiate claims, ownership of
knowledge, and a desire to implement something new. However, whilst researching this paper, I did
not feel it appropriate to formally train teachers in a method of teaching that was still being
researched; consequently I shall scale this project throughout autumn 2015. Furthermore, it seemed
pertinent to research how to employ the CPD sessions effectively. Thus to understand how CPD is
viewed by staff and to gauge how to develop my own sessions, 54 questionnaires were distributed to
teachers and assistants of which 63% were returned24. From the responses it is evident that teachers
and assistants want to learn and are keen to improve their skills but that CPD is not always considered
the most effective means of learning.
The Teacher Development Trust (TDT) has defined five steps for effective CPD including;

Ensure CPD is based around pupil need….that teachers have the time and space to embed it
effectively in their practice

Empower teachers to drive CPD and collaborate – professional learning is most effective
when teachers collaborate
(Leadership Focus, Nov/Dec 2014)
The recommendations by the TDT are endorsed by Whitehouse (2011) who argues that good CPD
should be in accordance with the principles of andragogy. Adult learners are motivated by learning
what is relevant to particular problems and successful CPD is delivered through opportunities to
challenge and apply theories and evaluate the effects. At present CPD is considered only partially
useful as, in response to the statement I think that CPD could be more effective, 70% stated that they
agreed or strongly agreed with this statement suggesting that the current implementation of CPD is
not being fully utilised. Furthermore, 88% stated that they agree or strongly agree that CPD has the
potential to be a very effective means of raising standards in teaching and support, indicating that the
majority of staff are eager to employ what they have learnt but need the time to do so. This suggests
that CPD could be redesigned as a learning model as opposed to a delivery model that calls upon the
co-design principles of Social Literacy.
24
See Appendix B for questionnaire and Appendix C for the collated results
28
Social Literacy
By translating design thinking (Brown, 2009) into CPD sessions for Social Literacy this will hopefully
address some of the concerns teaching staff have, for example, changing the way problems are
tackled. 97% agree or strongly agree that there should be opportunities for staff to meet in crosscurricular year groups to discuss a particular problem they have identified. Tan (2006) argues that
approaching problems from multiple perspectives enables teaching staff to find means of solving
problems with intuition and imagination. Social Literacy is not a prescriptive method of teaching;
instead it is an organic process that has three central elements that intertwine and are taught through
innovation, calling upon Opfer’s (2010) claim that good CPD should promote enquiry and problem
solving.
Thus introducing Social Literacy through problem solving will enable teachers to
simultaneously realise its relevance and take ownership of the concepts.
The GTC for England (2006) proposed that research within schools was essential for the success of
CPD. If CPD for Social Literacy is to be successful then it is imperative that teaching staff are taught
and encouraged to think critically about their practice and the material they are asked to review and
implement.
Hiebert (1999, P15) argues that ‘access to alternative ideas and methods and
opportunities to observe these…and to reflect on….their effectiveness, is one of the core features of
effective CPD.’ If I implement CPD as a learning model based on Social Literacy where educational
staff can be critical of the literature, apply their learning and reflect on its impact then not only will
the strategic merits of Social Literacy be realised, but it will demonstrate that teachers can learn from
a bottom up perspective with all staff being given opportunities to teach others through practice,
debate and reflection. Hargreaves (1999) advocates a move to Mode 2 knowledge dissemination
which is further supported by Hardy (2008, from Whitehouse, 2011, P3) who ‘dichotomises top down
and bottom up influence on CPD as ‘democratic and managerial’ noting that ‘the democratic influence
is teacher-led and is sustained by learning communities that exchange knowledge and expertise.’
Recommendations for Implementing Effective CPD for Social Literacy
The questionnaires illustrate that of staff;

94% are interested in learning about the research conducted within school.

97% are interested in cross-curricular groups to problem solve particular concerns
encountered.

85% would be willing to test out and then feedback on the ideas generated by their PBL group
These results indicate that CPD is thought to be a relevant and useful opportunity for teachers to learn
from their peers, transfer their skills and use CPD as a means of critical inquiry. The following diagram
illustrates how I will be implementing Social Literacy through CPD during Autumn 2015.
29
Social Literacy
Conclusion
Redefining literacy as a mode of social learning and participation has enabled students to improve
their functional, emotional and social communication skills and their understanding of how to play a
positive role in society. Social Literacy aims to translate information into usable knowledge and draws
on Fullan’s theory that ‘if you remember one thing about information, it is that is only becomes
valuable in a social context.’ (Fullan, 2001, P78). To transform information into knowledge requires
the facilitation of conversation, relationships, and an understanding that for knowledge to become
embedded in an individual and an organisation, it must take account of human emotions and
intentions. (Von Krogh et al. 2000). It is evident that there is an absolute necessity to place the class
community at the centre of teaching literacy; the individual, friendship groups, differentiated groups
and the external influences that affect the students and staff, so that the pupils are able to
contextualise their learning within their own functional reality. Social Literacy is a method of teaching
that draws not only on teacher expertise but equally importantly, upon student interest and functional
reality thus promoting a student-teacher design thinking model (Brown, 2009) which puts
collaboration and real-life at its core. By teaching via the triumvirate of age-appropriate literature,
functional skills and Learning to Learn pupils are enabled to evaluate and discuss behaviour without
30
Social Literacy
fear, explore their emotions and contextualise their learning whilst simultaneously improving their
basic literacy skills.
This research project has also forced the issue of implementation beyond the classroom via CPD to be
addressed. The piecemeal approach so far has had its successes as now Key Stages 3 and 4 have new
curriculums that include age-appropriate literature and functional skills in addition to all classes from
Foundation Stage to Key Stage 5 being expected to implement Learning to Learn skills. However, the
challenge remains to implement the model of Social Literacy to combine these three elements across
the school. The success of the collective nature of Social Literacy has illustrated that there is an
opportunity to implement Social Literacy CPD by using the theoretical premise realised in the
classroom with a focus on staff collaboration, feedback and evaluation.
31
Social Literacy
Glossary

ASD – Autistic Spectrum Disorder

EBD – Emotional and behavioural difficulties

EHCP – Educational Health Care Plan

Functional Learning – learning that encourages students to use their skills in a functional way
whilst not specifically focussing on functional skills

Functional Skills – the essential skills needed for young people and adults to participate in life,
learning and work – being able to transfer their learning in the classroom into real-life
situations including comprehension, time, money and appropriate communication

Functional Reality - the student’s own personal society and their existence within it taking into
account their social and economic background, their own aspirations and that of their family

Learning to Learn - is a process of discovery about learning. It involves a set of principles and
skills which, if understood and used, help learners learn more effectively and so become
learners for life. At its heart is the belief that learning is learnable.

how they prefer to learn and their learning strengths

how they can motivate themselves and have the self-confidence to succeed

things they should consider such as the importance of water, nutrition, sleep and a
positive environment for learning

some of the specific strategies they can use, for example to improve their memory
or make sense of complex information

some of the habits they should develop, such as reflecting on their learning so as to
improve next time
http://www.campaign-for-learning.org.uk/cfl/LearningInSchools/L2L/index.asp

Learning to Learn Ladders – a student friendly guide of how to access the discovery of learning
by naming the different learning methods e.g. resilience, empathy

MLD – Moderate learning difficulties

SLD – Severe learning difficulties
32
Social Literacy
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Sacks O, (2011) The Man Who Mistook his Wife for a Hat, Picador, London
Shakespeare W, (1994) Macbeth, Wordsworth, Ware, England
Shakespeare W, (1994) A Midsummer Night’s Dream, Wordsworth, Ware, England
Sigman M and Capps L, eds.(1997) Children with Autism A Developmental Perspective, Harvard
University Press, USA
Stenhouse, L (1980) Curriculum Research and Development in Action, Heinemann Educational
Publishers, London
Stoll, L., Harris, A, and Handscomb, G, (2012) Great professional development which leads to great
pedagogy: Nine claims from research. Nottingham: National College (Theme 2)
Thomas, G, (2013) How to Do Your Research Project: A Guide for Students in Education and Applied
Social Sciences SAGE Publications Ltd; Second Edition
Von Krogh, G., Ichijo, K., and Nonaka, I, (2000) Enabling knowledge creation: How to unlock the
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Warburton N, (2007) Thinking from A to Z, Routledge, Oxford, UK
Watkins, C, Carnell, E and Lodge, C, (2012) Effective Learning in Classrooms, Sage Publications, London
Wenger E, (2000) Communities of Practice and Social Learning Systems, Sage Journals
37
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West-Burnham J, (2009) Leadership for Transformation, Continuum International Publishing Group,
NY, USA
Whitehouse, C, (2011) Effective Continuing Professional Development for Teachers, AQA
Wittgenstein L, (2011) Tractatus Logico Philosophicus, CreateSpace Independent Publishing Platform,
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Yin RK, (2014) Case Study Research, Sage Publications, California, US
Yoon KS (2007) Evidence on how teacher professional development affects student achievement
REL Southwest
38
Social Literacy
Appendix
Appendix A
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 10
Higher
Attainment
Non-Fiction
Persuasive
Language
Fiction
Lord of the Flies
Non-Fiction
Adverts
Year 11
Higher
Attainment
Shakespeare
Macbeth
Report Writing
BBC School
Report
Journalism
Report Writing
BBC School
Report
Journalism
Report Writing
BBC School
Report
Journalism
Examinations
Non-fiction
Recipes/Menus/
Food/Packaging
Examinations
Non-fiction
Recipes/Menus/
Food/Packaging
Examinations
Non-Fiction
Debating
Modern Fiction
To Kill A
Mockingbird
Year 10
Lower
Attainment
Year 11
Lower
Attainment
Non-Fiction
Reading for
Information
Examinations
Shakespeare
A Midsummer
Night’s Dream
Examinations
Shakespeare
A Midsummer
Night’s Dream
Examinations
Poetry
Dulce Et
Decorum Est
WW1 History
Examinations
Poetry
Nonsense
Poetry (Spike
Milligan, Lewis
Carroll)
Report Writing
BBC School
Report
Journalism
Examinations
Non-Fictions
Speaking and
Listening –
telephoning etc.
World
Literature
The Canterbury
Tales
Fiction
The Lion, The
Witch and The
Wardrobe
Modern Fiction
Animal Farm
Modern Fiction
Gulliver’s
Travels
Modern Fiction
Fantastic Mr.
Fox
Year 11
Grouped into 1
as some leave
early for college
Appendix B
Questionnaire for Staff for Emily’s MA Research
Please answer the following questions as honestly as you can. All questionnaires will be used
anonymously and are subject to the ethical guidelines outlined by Bera and school policies at CGS.
1. Are you a
Teacher?
Assistant?
2. What do you think school-led research means?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Would you be interested in undertaking a research project
4. If yes please can you explain why?
Yes?
No?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. If no, why not?
39
Social Literacy
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Please read the following statements and circle the number that most applies to you
Neither
Agree nor
Disagree
Strongly
Disagree
Statement
Strongly
Agree
CPD has improved my skills as a
teacher/assistant
1
2
3
4
5
I regularly use what I have learnt in CPD
within my teaching/supporting
1
2
3
4
5
I think that CPD could be more effective
1
2
3
4
5
I would like to have more input into the CPD
I undertake
1
2
3
4
5
CPD has the potential to be a very effective
means of raising standards in teaching and
support for learning
1
2
3
4
5
7. Reading about teaching/supporting: Please circle the boxes that most applies to you.
Question
How often do you read
books/chapters about
teaching and teaching
practice?
Do you think books about
teaching/supporting and
teaching/supporting practice
are useful?
Scale
Never
Rarely
Only if I need
to find
something out
Not at all
Helpful if I
need to know
something
specific
Quite helpful
Fairly often
(approx. 1 a
year)
Regularly
Very helpful
I don’t know
8. Please read the following statements about teachers as researchers and circle the number
that most applies to you.
Statement
Strongly
Disagree
Neither
Agree nor
Disagree
Strongly
Agree
40
Social Literacy
I am interested in finding out what teachers
conducting research within my school have
found out
1
2
3
4
5
I am interested in what teachers in other
schools have found out
1
2
3
4
5
If research about teaching was presented in a
short user friendly document I would read it
1
2
3
4
5
Problem-based learning (PBL) is a person-centred pedagogy (style of learning) in which people learn about a subject
through the experience of thinking about a problem and finding and testing solutions. People learn to engage with
thinking strategies and knowledge.
Problem Based Learning
I think that there should be opportunities for
staff to meet in cross-curricular/year groups
to discuss a particular problem they have
1
2
3
4
5
identified as something they would like to
understand more or find new ways to tackle
e.g. re-engaging disengaged students
I would be willing to test out the ideas
generated in my Problem Based Learning
1
2
3
4
5
group in my classroom and feedback on their
success
I would like to participate in shared reading
and discussion within my Problem Based
1
2
3
4
5
Learning group so that I can find out and test
what other professionals suggest
9. I think that teacher-led research is
Only useful for
the teacher
conducting it
Useful for the
teacher
conducting it and
those in their Key
Stage
Useful for
teachers teaching
similar students
to the teacher
Will have useful
aspects for
everyone
Is useful for
everyone
Don’t know
Appendix C
Questionnaire Coding
Total Given
57
Total Returned
34
Teachers
20
Support Assistants
12
41
Social Literacy
Family Support Worker
1
Unknown
1
Results recorded in Teaching Assistants
What do you think school-led research means?
Done for the
school within
the school
6
Led by the
school as part of
CPD
11
Undertaken by
staff
7
Improvements in
education/practic
e
3
Action Research
1
Find out new
ways of solving
problems
4
Schools that
research
2
Don’t know
1
Generated by a
recognised issue
in the school
4
Would you be interested in undertaking a research project?
Yes
More
understa
nding
4
Practical and
relevant
information
10
No
Time
constrain
ts
5
Time
restraints
external to
school but
would
within
school
1
Help SMT
understand how
staff feel about
particular
concerns
1
New
Experienc
e
5
Improve
teaching/
practice
10
Already
doing/have
done
research
2
Integral part
of the job
11
Please read the following statements and circle the number that most applies to you
Statement
Neither
Agree nor
Disagree
Strongly
Disagree
1
2
Strongly
Agree
3
4
5
CPD has improved my skills as a
teacher/assistant
2
2
4
2
8
3
7
5
I regularly use what I have learnt in CPD
within my teaching /supporting
1
2
7
1
7
6
4
3
2
3
3
10
5
7
2
I think that CPD could be more effective
42
Social Literacy
I would like to have more input into the CPD
I undertake
1
1
CPD has the potential to be a very effective
means of raising standards in teaching and
support
4
2
11
6
4
3
1
1
9
3
10
8
Reading about teaching/supporting: Please circle the boxes that most applies to you.
Question
How often do you read
books/chapters about
teaching and teaching
practice?
Do you think books about
teaching/supporting and
teaching/supporting practice
are useful?
Scale
Never
Rarely
Only if I need
to find
something out
Not at all
Helpful if I
need to know
something
specific
Quite helpful
Fairly often
(approx. 1 a
year)
Regularly
Very helpful
I don’t know
Please read the following statements about teachers as researchers and circle the number that most
applies to you.
Statement
Neither
Agree nor
Disagree
Strongly
Disagree
1
I am interested in finding out what teachers
conducting research within my school have
found out
2
1
Strongly
Agree
3
4
5
1
4
4
15
9
I am interested in what teachers in other
schools have found out
3
11
5
9
8
If research about teaching was presented in a
short user friendly document I would read it
2
10
7
10
6
Problem-based learning (PBL) is a person-centred pedagogy (style of learning) in which people learn about a subject
through the experience of thinking about a problem and finding and testing solutions. People learn to engage with
thinking strategies and knowledge.
Problem Based Learning
I think that there should be opportunities for
staff to meet in cross-curricular/year groups
to discuss a particular problem they have
2
7
6
13
7
identified as something they would like to
understand more or find new ways to tackle
e.g. re-engaging disengaged students
43
Social Literacy
I would be willing to test out the ideas
generated in my Problem Based Learning
group in my classroom and feedback on their
success
I would like to participate in shared reading
and discussion within my Problem Based
Learning group so that I can find out and test
what other professionals suggest
3
2
6
6
12
5
8
1
4
8
8
4
44