Reading Schools Framework

Key Area 1.2.1 – Reading Leadership Group

We expect Reading Schools to form a reading leadership group who input into the action plan and meet regularly to discuss progress and ideas. The leadership group must:

• Include learners 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

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:

• Displaying signs

• Wearing lanyards or badges

• Talking about books they’ve read in assembly / at whole-school occasions / in a weekly class session

• Giving learners opportunities to see them reading

• Having 'guess the reader' displays with photos of staff favourite books or 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 support staff to develop their knowledge around reading for pleasure.

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

Key Area 1.2.5 – Staff knowledge of contemporary children’s literature

We expect Reading Schools to support staff to develop their knowledge and awareness around contemporary children’s literature.

Schools should make staff aware of contemporary children’s literature by completing the below mandatory action:

• Sharing new book lists and other appropriate resources
  

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

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

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 cross-curricular 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)

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:

• 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 – Staff 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

• Providing regular reading recommendations for individual learners in line with their interests

Key Area 2.3.3 – Creating learner 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

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 or drawing

• Blog, vlog or book trailer

• Social media post

• Book review or recommendation for school newspaper or 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 2.5.1 – 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 or setting fun reading challenges

• Primary only – making the most of the P1 Bookbug Family Bag and Read, Write Count initiatives by sharing resources and encouraging the use of the bags at home

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:

• Presenting certificates

• 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.

Key Area 3.2.2 – Monitoring progress

We expect Reading Schools to use meaningful data to guide them and track progress.

Schools should track their progress by completing the below three mandatory actions:

• Using the Reading Schools attitude surveys to assess and monitor learners’ interests, engagement and confidence within reading for pleasure

• Monitoring the impact of your Reading Schools programme in ways most suited to your setting and activities

• Taking part in Scottish Book Trust evaluation, which will be sent to you once your accreditation has been confirmed

Key Area 1.2.1 – Reading Leadership Group

We expect Reading Schools to form a reading leadership group who input into your action plan and meet regularly to discuss progress and ideas.

The leadership group must:

• Include learners 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.

Schools must sustain Core actions, examples include:

• 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

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.

To achieve Silver level, Reading Schools need to sustain the Core level. Examples of actions are:

• Displaying signs

• 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 support staff to develop their knowledge around reading for pleasure.

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 e.g. Scottish Book Trust webinars

• 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

Key Area 1.2.5 – Staff knowledge of contemporary children’s literature

We expect Reading Schools to support staff to develop their knowledge and awareness around contemporary children’s literature.

Schools should make staff aware of contemporary children’s literature by completing the below mandatory action:

• Sharing new book lists and other appropriate resources
  

At silver level schools should confirm that staff have access to contemporary children’s literature to read. This could include:

• 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

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 and 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 sustain Core level which is providing appealing and relaxing reading areas in collaboration with learners and using displays to promote reading. This could include, for example:

• 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 or after-school clubs

• Incorporating reading into school events, eg. Christmas celebrations

Key Area 1.3.3 – National events and celebrations

At Silver level, 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

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

At Silver level schools should detail how they are:

• 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 cross-curricular 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

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 also complete the below mandatory actions:

• Schools to sustain Core level: class teachers to be routinely reading aloud to their class

• Primary only – we expect schools to be inviting members of the community in to read, eg. mystery readers, public library staff, sportspeople, local figures, other role models etc.

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 – Staff 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 learner 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 or 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 level, 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

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 sharing resources and 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

• Primary only – Inviting families into school for P1 Bookbug Family Bag and Read Write Count gifting events

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.

We expect schools to sustain Core level by rewarding the progress of individual learners. This could include, for example:

• Presenting certificates

• 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

Key Area 3.2.2 – Monitoring progress

Schools should track their progress by completing the below three mandatory actions:

• Using the Reading Schools attitude surveys to assess and monitor learners’ interests, engagement and confidence within reading for pleasure

• Monitoring the impact of your Reading Schools programme in ways most suited to your setting and activities

• Taking part in Scottish Book Trust evaluation, which will be sent to you once your accreditation has been confirmed

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:

• Displaying signs

• 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 support staff to develop their knowledge around reading for pleasure.

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 and awareness around contemporary children’s literature.

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

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

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 cross-curricular 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

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 actions:

• Schools to sustain Core level: class teachers to be routinely reading aloud to their class

• Primary only – we expect schools to be inviting members of the community in to read, eg. mystery readers, public library staff, sportspeople, local figures, other role models etc.

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 – Staff 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 learner 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

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 sharing resources and 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

• Primary only – Inviting families into school for P1 Bookbug Family Bag and Read Write Count gifting events

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

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:

• Presenting certificates

• 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:

• Using the Reading Schools attitude surveys to assess and monitor learners’ interests, engagement and confidence within reading for pleasure

• Monitoring the impact of your Reading Schools programme in ways most suited to your setting and activities

• Taking part in Scottish Book Trust evaluation, which will be sent to you once your accreditation has been confirmed