Working collaboratively to centre literacy within the secondary curriculum: A multi-academy trust perspective

REBECCA LILLINGTON, DIRECTOR, PROFESSIONAL LEARNING INSTITUTE, UK DAVID KELLY, ASSISTANT PRINCIPAL AND CHAIR OF SECONDARY LITERACY GROUP, SUMMIT, UK Setting the scene  Summit Learning Trust is a multi-academy trust (MAT) located in the West Midlands, composed of five primary academies, three secondary academies and a sixth form college. Prior to 2021, the secondary academies within Summit were solely responsible for their own work around raising standards in literacy; however, following on from a cross-trust initiative that focused on developing a renewed Key Stage 3 curriculum, the question ‘What opportunities exist in your curriculum to promote literacy – oracy, reading and writing – throughout the learning?’ was identified as part of the core principles underpinning curriculum design, along with promotion of allyship through diversity, equity and inclusion (DEI), challenge for all and the seven aspects of Wiliam’s ‘Principled curriculum design’ (2013). Resulting