| Abstract: | This paper outlines the early history of whole school literacy policies in secondary schools. It examines the implications of their failure in the aftermath of the Bullock Report. It draws on School Improvement theory to make a case for an experientially based approach to policy making. It describes a case study school, where a large group of subject teachers are receiving training to become writing coaches. This practical training complements INSET on language across the curriculum and the writing of a new policy. The authors conclude with some positive, initial outcomes from the planned evaluation, and ask that any readers engaged in similar research contact them. |
