1.7 Literacy, numeracy and wellbeing

Responsibility for all – Curriculum for Excellence

All staff have a responsibility to develop, reinforce and extend learning in the following areas:

  • Health & Wellbeing - Some aspects of the health and wellbeing framework are the responsibility of all adults, working together to support the learning and development of children and young people.
  • Literacy - All practitioners are in a position to make important contributions to developing and reinforcing young people’s literacy skills.
  • Numeracy - Numeracy across learning provides essential analytic, problem solving and decision making skills across the curriculum.

Dyslexia impacts on all three areas, and will impact in varying degrees and in various ways depending on the individual learner. Staff can make a difference and support learners irrespective of the sectors or subject which is being taught.

Activity 16 Reflective questions for professional dialogue with colleagues  

The following questions can be used when engaging in professional dialogue during professional learning opportunities and discussions with colleagues. The outcomes from these discussions can support planning for professional learning opportunities and improvement plans.

You can collate the responses in your reflective log. Click to 'download' a discussion sheet if required [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .

  • Discuss the impact you feel the “responsibility for all” duty is having on yourself and colleagues.
  • Is there a connection with inclusion and ‘responsibility for all’?

Activity 17

Consider your own experience of working with learners with dyslexia and how the 3 areas of ‘responsibility for all’ impact on them and your practice.

Consider if any of the 3 areas may have a particular impact for learners who are dyslexic.

Click 'Reveal ' to see what we thought. Do note that the lists are not exhaustive.


  Impact of dyslexia
Responsibility for All On the learner - On teaching practice

The negative and positive impacts of dyslexia will vary for each learner and will be influenced by:

  • The severity of the individual’s dyslexia
  • Access to early identification and appropriate support to help develop resilience and reduce low self esteem
  • Environmental aspects.
  • Understanding of dyslexia by the learner, their family, peers and staff.

Learners may need to be supported and encouraged to take responsibility for their learning (age/stage appropriate). It is extremely important that they are given opportunities to build their confidence in using support strategies and understand the impact if they chose not to use them.

All class teachers can support dyslexia across the areas of ‘Responsibility for All’. Some examples are below.

  • Access information provided by support staff on the learner’s profile
  • Implement strategies recommended within the learner’s profile
  • Ensure/encourage each class to develop an ethos of mutual support and respect
  • Ensure that the curriculum is accessible


  • Ensure all course texts are available in a digital format if required.
  • Use multi-sensory teaching approaches
  • Be familiar with the school’s Support for Learning processes
  • Access the Addressing Dyslexia Toolkit for information and support.
  • Be aware of child and adolescent behaviour development
  • Develop effective communication between learner, family, support staff
  • Be aware of the negative impact which dyslexia can have on individuals – and that these will vary.
Health & Wellbeing

Possible Negative feelings/actions

  • Low self esteem
  • They are not as clever as others
  • Anxiety
  • Avoidance
  • Feeling different form their peers
  • Determination to hide difficulties
  • Refusal of support – do not want to appear different
  • Frustration
  • Anger
  • Disengagement
  • Low expectations

Possible Positive feelings

Confidence with certain skills e.g.

  • a.Spatial awareness/creativity
  • b.Very good imagination
  • c.Good oral skills
  • d.Good debating skills
  • e.Problem solving
  • f.Sport
  • g.Empathy to other peers with ASN
  • h.Feeling proud that they are dyslexic
  • i.Very good use of IT to demonstrate their knowledge and understanding


In addition to the aspects highlighted in ‘Responsibility for All’ there is a requirement to:

Be aware of the negative impact which dyslexia can have on individuals’ health and wellbeing – and that these will vary.

Ensure that the learner knows that they can speak to a trusted adult

Be familiar with school Support for Learning processes and Positive Relationship (anti-bullying) policies


Difficulties with:

expressing/demonstrating their knowledge and understanding in the written form.

The acquisition of language skills – reading writing, listening and talking

Grammar and spelling

Organisation of writing

Reluctant to read out loud or as an individual

Positive aspects

Very good oral presentation skills

Good imagination

Very good use of IT to demonstrate their knowledge and understanding





In addition to the aspects highlighted in ‘Responsibility for All’ there is a requirement to:

Use appropriate IT e.g. Books for All, digital exams, use of portable devices such as tablets, dictation for learners to access information and demonstrate their knowledge and understanding


Appropriate differentiation


Working memory and processing difficulties may manifest as difficulties with:


Language of math

Acquisition of number bonds and mathematical concepts

Rote learning – e.g. times tables

Problem solving


The learner may feel that they are not good at numeracy/math and that they will not improve.




Positive aspects

Some learners do not experience difficulties with numeracy

Learners can develop helpful strategies to help them remember mathematical concepts.

In addition to the aspects highlighted in ‘Responsibility for All’ there is a requirement to develop an awareness and understanding of the links between dyslexia and numeracy and that:


Assumptions are not made that the learner really does understand mathematical concepts which were taught in earlier levels. They may be masking this.


Not all learners with dyslexia experience difficulties with understanding more complex mathematical concepts.


Appropriate supports/resources are available for the learner to access to help them with numeracy. E.g. personal number square, phones, calculators, rulers, displays on the walls or personal planners.


1.6 Language development

1.7.1 Literacy