1.2 Leadership of Learning
Key Area 1.2.1 – Reading Leadership Group
We expect Reading Schools to form a reading leadership group who input into their action plan and meet regularly to discuss progress and ideas. The leadership group must:
Include learners, families / partners from within the community, and the school librarian, if the school has one. It can also include teachers, support staff and Senior Management Team
Meet regularly to discuss and implement plans
Key Area 1.2.2 – Learner role modelling
We expect Reading Schools to show how learners visibly promote reading and recommend books to one another.
Learners should act as reading role models in one of the below ways, or in another way that suits their setting:
Wearing ‘Ask me what I’m reading’ badges / lanyards
Talking about books they’ve read in assembly / at whole-school occasions
Creating learner-led recommendation lists for display
Making learner-led shelf labels or signs
Putting recommendation notes / bookmarks in books
Making recommendation videos
Making book trailers / vlogs
Making learner-led book lists for staff
Learners should support one another in more formal ways in one of the below ways, or in another way that suits their setting:
Taking part in a paired reading project
Acting as reading mentors
Sharing storytelling videos / activities with reading buddies
Leading a reading club
Learners should act as reading role models through interactions with members of the wider community in one of the below ways, or in another way that suits their setting:
Being Book Doctors and giving out recommendations
Participating in a reading flash mob
Communicating through community media, eg. local newspaper, radio etc.
Creating reading podcasts / videos to share with the community via social media
Displaying books they are currently reading / would recommend in their windows
Key Area 1.2.3 – Visible staff role modelling across the school
We expect Reading Schools to demonstrate how all staff in the school show that they are readers.
Staff should act as reading role models in one of the below ways, or in another way that suits their setting:
Wearing lanyards or badges
Talking about books they’ve read in assembly / at whole-school occasions
Giving learners opportunities to see them reading
Having 'guess the reader' displays with photos of staff favourite books / bookshelves
Taking part in social media reading challenges, eg. 'post a photo of your reading lunch'
Sharing book recommendation videos
Key Area 1.2.4 – Staff development
We expect Reading Schools to show how staff have invested in their reading for pleasure culture.
Schools should support staff development by completing both of the below mandatory actions:
Key contact attending a Reading Schools CLPL session / webinar
Staff are using Scottish Book Trust resources to widen knowledge around reading for pleasure
Schools should extend staff development by completing the below three mandatory actions:
Involving the staff team / teachers of other subjects / support staff in training around reading for pleasure
Reading more widely about the pedagogy and research around reading for pleasure
Engaging with colleagues and sharing work via social media or face-to-face meetings etc.
Schools should extend staff development further by completing the below three mandatory actions:
Working in partnership with other schools
Being an ambassador school and welcoming visitors to share practice
Leading a CLPL session or taking part in a shared practice event / Scottish Book Trust webinar
Key Area 1.2.5 – Staff knowledge of contemporary children’s literature
We expect Reading Schools to support staff to develop their knowledge around reading for pleasure.
Schools should make staff aware of contemporary children’s literature by completing the below mandatory action:
- Making staff aware of contemporary children’s literature through signposting to new book lists and other appropriate resources
Schools should ensure that staff have access to contemporary children’s literature to read in one of the below ways, or in another way that suits their setting:
Inviting your local librarian in to talk to staff about new books available to them and ensuring they have a library card
Gifting a contemporary children's book to each staff member, encouraging them to share across the team
Having a ‘book borrow box’ in the staff room with regularly updated contemporary children's books
Arranging a staff trip to a local bookshop to speak to booksellers about contemporary children’s titles
Schools should create opportunities for staff to explore, share and discuss contemporary children’s literature in one of the below ways, or in another way that suits their setting:
Introducing a staff book club
Providing physical areas for discussion, eg. an interactive display board in the staff room
Providing online spaces for discussion
Taking part in Scottish Book Trust Book Discovery sessions or Children’s Book Chat on Twitter
Taking part in local authority staff book clubs
1.3 Leadership of change
Key Area 1.3.1 – Whole-school action plan
We expect Reading Schools to submit an action plan detailing their aims for progressing their reading culture.
The action plan must:
Be agreed by the reading leadership group
Include a vision statement linked to school values
Confirm that reading for pleasure is included in the School Improvement Plan / detail how actions support it
Include plans to check progress
Key Area 1.3.2 – School environment
We expect Reading Schools to show how they have provided appealing and comfortable spaces to read in the school environment and make reading visible.
Schools should provide appealing and relaxing reading areas in collaboration with learners, and use displays to promote reading in one of the below ways, or in another way that suits their setting:
Having appealing reading areas throughout the school, eg. in shared spaces / corridors / within your school library area
Creating classroom book corners / reading areas designed by learners (possibly as part of an enterprise project)
Providing learners with cushions / encouraging them to turn over their chairs and relax when they're reading
Creating themed book displays
Displaying new book suggestions, eg. 'Hot Books' / 'Bookflix'
Having displays about the power of reading
Schools should create opportunities for learners to read outside the classroom in one of the below ways, or in another way that suits their setting:
Having reading sessions outdoors
Having reading spaces in the playground, eg. a reading bench or storytelling chair
Having a playground library
Incorporating reading into breakfast clubs / after-school clubs
Incorporating reading into school events, eg. Christmas celebrations
Schools should make reading visible in their community in one of the below ways, or in another way that suits their setting:
Creating displays in community spaces
Introducing a Book Fairies project
Creating book 'pavement quotes' or window signs
Introducing a community Book Trail
Creating a community reading area, eg. a reading bench or garden
Key Area 1.3.3 – National events and celebrations
At silver and gold levels, we expect Reading Schools to build on reading routines to generate excitement around reading by taking part in national reading celebrations and prizes.
Schools should generate excitement around reading by taking part in one of the below initiatives, or in another that suits their setting:
Book Week Scotland
World Book Day / Night
National Poetry Day
Bookbug Picture Book Prize
Scottish Teenage Book Prize
First Minister’s Reading Challenge
1.5 Management of resources to promote equity
Key Area 1.5.1 – Access to high-quality books
We expect Reading Schools to provide up-to-date reading materials relevant to the needs, interests and experiences of all learners.
Schools should make sure that learners have access to contemporary and diverse reading materials relevant to their needs, interests and experiences by completing the below four mandatory actions:
Providing learners with access to a school or public library – this could take the form of class / group book boxes or a 'personal shopping experience' using library catalogues
Involving learners in the selection of books and other reading materials
Regularly updating books and other reading materials to ensure they are contemporary, diverse and relevant to the needs, interests and experiences of learners
Encouraging learners to broaden their reading experience through a wide variety of genres
Schools should extend access to contemporary reading materials by completing the below mandatory action:
- Providing all learners with the opportunity to join the local public library for access to books, ebooks and audiobooks
Key Area 2.2.1 – Regular opportunities to read for pleasure
We expect Reading Schools to ensure all learners have regular time to read texts of their own choosing.
Schools should ensure that all learners have regular time to read texts of their own choosing in one of the below ways, or in another way that suits their setting:
Having regular reading at registration / transition times / other times as appropriate
Holding spontaneous DEAR time (Drop Everything and Read)
Including reading for pleasure time in home learning
Key Area 2.2.2 – Interdisciplinary book projects
We expect Reading Schools to offer exciting and engaging projects based around books that will inspire learners to read.
Schools should use book projects to inspire classes to read by completing the below mandatory action:
Primary – ensuring every learner does one interdisciplinary project per year
Secondary – ensuring every learner in S1–3 does one project per year (this can be in English lessons)
Schools should extend their book projects by completing the below mandatory action:
Primary – providing an opportunity for classes to share their book projects with each other
Secondary – introducing one cross-curricular project involving other subject departments (could involve creative practitioners) per year
2.3 Learning, Teaching and Assessment
Key Area 2.3.1 – Modelling reading behaviours
We expect Reading Schools to give all learners the opportunity to hear a text aloud to widen their experience of stories.
At primary level schools should complete the below mandatory action:
- Schools to sustain core level: class teachers to be routinely reading aloud to their class
At secondary level we recognise that it may be logistically difficult for staff to routinely read aloud to learners, but would like to see evidence of staff supporting learners to access the joy of reading and stories in one of the below ways, or in another way that suits their setting:
Teachers reading aloud to learners when possible
Sharing stories / reading aloud to learners online
Providing access to audiobooks, videos etc.
Holding special storytelling events
Key Area 2.3.2 – Meaningful conversations around books
We expect staff at Reading Schools to engage with all learners individually to support reading for pleasure.
Staff should ensure they know about learners' interests and have regular conversations with them about their personal reading in one of the below ways, or in another way that suits their setting:
Chatting with individual learners during whole-class reading time / other times as appropriate
Using interest-based activities and follow-up discussions, eg. book quizzes, book genre tasting sessions
Supporting individual learners with strategies for choosing a book they might like during library periods
Providing regular reading recommendations for individual learners in line with their interests
Key Area 2.3.3 – Creating social networks
We expect Reading Schools to facilitate learner social networks around reading to help them to discover their own reading identities.
Schools should allocate time for all learners to chat about books with each other in one of the below ways, or in another way that suits their setting:
Having a set time for peer discussion following ERIC time / other times as appropriate
Introducing book speed-dating
Playing Book Jenga to spark conversations around books
Pairing up learners to chat about what they are currently reading – this could include famous character duo cards to randomise pairings
Schools should give learner social networks more formal structures in one of the below ways, or in another way that suits their setting:
Offering interest-based clubs or groups
Creating groups designed for particular learners (eg. reluctant readers, ASN, EAL etc.)
Holding regular reading networking events for learners, eg. a reading café or reading quiz
Hosting online book club sessions – these could include learners from other schools
Providing book club boxes for learners to take home, including a shared notebook for comments / questions
Key Area 2.3.4 – Opportunities for learners to respond to what they’re reading
We expect Reading Schools to allow all learners to respond to what they’re reading in a variety of engaging ways that best suit their needs.
Schools should allow all learners to respond to what they’re reading in a variety of engaging ways that best suit their needs in one of the below ways, or in another way that suits their setting:
Reading journal / drawing
Blog / vlog / book trailer
Social media post
Book review / recommendation for school newspaper / website
Creative writing piece
Use of expressive arts, eg. drama, music, dance etc.
Enterprise project, eg. creating a school recipe book based on favourite books
Key Area 2.3.5 – Access to authors
At silver and gold levels, we expect schools to give all learners the opportunity to engage with authors (writers, illustrators or storytellers).
Schools should give all learners the opportunity to engage with authors (writers, illustrators or storytellers) in one of the below ways, or in another way that suits their setting:
Watching Authors Live
Arranging an author visit or residency
Attending / taking part in an online book festival or other book-related event eg. StoryCon
Hosting / watching online Scottish Children's Friendly Book Tour events
Taking part in an online book chat with an author / illustrator or storyteller
2.5 Family Learning
Key Area 2.5.1 – Raising the profile of reading with families
We expect Reading Schools to involve learners’ families in building their reading culture.
Schools should engage with learners’ families to promote reading for pleasure by completing the below three mandatory actions:
Providing access to books to take home / encouraging families to join their local library for access to books, ebooks and audiobooks
Communicating with families about the school’s reading projects and signposting to appropriate resources / setting fun reading challenges
Primary only – making the most of the P1 Bookbug Family Bag and Read, Write Count initiatives by inviting families into school for a gifting event / encouraging the use of the bags at home
Schools should offer further opportunities to promote reading for pleasure to families in one of the below ways, or in another way that suits their setting:
Holding special events, eg. an evening reading by the campfire
Involving families in reading celebrations
Inviting families to attend / take part in online author events, eg. Authors Live or virtual book festival
Schools should encourage learners’ families to take part in reading for pleasure activities to build their confidence and skills in one of the below ways, or in another way that suits their setting:
Holding book clubs for families in school / online
Having lending libraries for adults, eg. in the reception area
Running workshops for families, eg. Read, Write, Count or other literacy initiatives
Creating recommended reading lists for families, consulting with them on the types of books they would like to try
Encouraging families with EAL to contribute to reading lists in their own language
Key Area 2.7.1 – Partnerships within local community
At gold level, we expect Reading Schools to build sustainable partnerships in the local community sharing the expertise they have built over the course of their journey.
Schools should build sustainable partnerships within their community, sharing expertise in one of the below ways, or in another way that suits their setting:
Working with the local public library on a joint project, eg. a community reading club
Partnering with a local bookshop on a joint project, eg. community reading picnics
Working with a local business to encourage customers to read, eg. a ‘read while you wait’ initiative at the hairdressers
Partnering with a college / university on a joint project, eg. a reading outdoors campaign
Working with a third sector organisation on a joint project, eg. a reading pen-pal initiative with a local care home
3.2 Raising Attainment and Achievement
Key Area 3.2.1 – Rewarding progress and recognising personal achievements
We expect Reading Schools to recognise and celebrate the reading achievements of all learners.
Schools should reward the progress of individual learners in one of the below ways, or in another way that suits their setting:
Awarding small prizes such as bookmarks, stickers etc.
Awarding points through the school's individual rewards system
Having class / school awards to recognise effort, eg. 'reader of the week' or 'reader who has made the most recommendations' etc.
Schools should celebrate reading in wider groups or as a whole-school in one of the below ways, or in another way that suits their setting:
Holding a prize-giving assembly
Having a reading party
Inviting learners to a Book Bistro / other reading event
Gifting books, eg. for Christmas
Schools should widen celebrations to include the community in one of the below ways, or in another way that suits their setting:
Inviting members of the community to take part in celebrations in school
Holding an event in a community venue
Holding a joint event with a partner
Celebrating learner achievements in community spaces, eg. Twitter / local paper etc.
Key Area 3.2.2 – Monitoring progress
Schools should track their progress by completing the below mandatory actions:
Undertaking a baseline assessment of learners’ interests, engagement and confidence within reading for pleasure
Regularly monitoring learners’ interests, engagement and confidence within reading for pleasure and updating their action plan accordingly
Taking part in Scottish Book Trust evaluation
Monitoring the impact of their Reading Schools programme, eg. through tracking reading levels
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