In the warm hum of Caribbean classrooms, the true heartbeat of education lies not in the latest gadget or in exam scores, but in the simple, profound act of reading. Literacy, the gateway to all learning, remains one of the most pressing priorities for Caribbean societies, and Jamaica stands at a crucial crossroads.
Literacy, the gateway to all learning, remains one of the most pressing priorities for Caribbean societies, and Jamaica stands at a crucial crossroads.
Despite commendable efforts such as Jamaica’s National Literacy Programme and targeted interventions at the early childhood and primary levels, the reality is stark. The Patterson Commission Report (2021) found that nearly half of Jamaican students in Grade 4 are not reading at grade level.
A worrying number of students struggle with basic comprehension across disciplines, and the Jamaica Teaching Council (2022) notes a severe shortage of trained literacy specialists, particularly in rural and under-resourced areas.
The future of Caribbean education hinges on one simple but profound principle, that literacy is not merely a subject to be taught, but the foundation upon which all learning, opportunity, and national development are built. Literacy affects everything: economic productivity, civic engagement, and the social well-being of our people.
The future of Caribbean education hinges on one simple but profound principle, that literacy is not merely a subject to be taught, but the foundation upon which all learning, opportunity, and national development are built. Literacy affects everything: economic productivity, civic engagement, and the social well-being of our people.
Yet, amid these challenges, innovative solutions are emerging. One such solution is the WATS-ON Writing Strategy, a homegrown framework designed to move students beyond mechanical writing into critical thinking, sequencing, and effective communication.
WATS-ON is an approach where students learn to:
- Write a hook to engage readers
- Announce the main idea clearly
- Tell more by adding supporting details
- Sequence ideas logically
- Open up with linking words like “first,” “next,” and “because”
- Nail the conclusion with a strong finish
In short, WATS-ON is switching on the light of critical thinking and literacy skills across all subject areas. When WATS-ON is on, students write with purpose, organise ideas effectively, and express themselves clearly.
Compared to traditional models like the Hamburger Model, which visualises writing as stacking a top bun (introduction), meat (details), and bottom bun (conclusion), WATS-ON goes further. It invites students to think, link, and expand their ideas, not just sandwich them together. While the hamburger is useful for basic essays, it often results in flat, formulaic work. WATS-ON, by contrast, teaches students the art and science of constructing meaning; an essential survival skill in today’s knowledge-driven world.
Across the Caribbean, educators like Professor Loraine Cook at The University of the West Indies, Mona remind us that “literacy is every teacher’s responsibility.” With so many students reading below grade level, integrating writing and reading strategies into every subject is no longer optional, it is urgent.
Across the Caribbean, educators like Professor Loraine Cook at The University of the West Indies, Mona remind us that “literacy is every teacher’s responsibility.” With so many students reading below grade level, integrating writing and reading strategies into every subject is no longer optional, it is urgent.
To truly elevate literacy outcomes, Jamaica and its Caribbean neighbours must:
- Expand the training and hiring of literacy specialists.
- Equip all teachers (not just Language Arts teachers), to teach reading strategies within their disciplines.
- Embed dynamic approaches like WATS-ON into curriculum frameworks.
- Ensure equitable access to rich literacy resources, especially in rural schools.
Caribbean societies cannot afford to think of literacy as the business of English teachers alone. It is the business of mathematicians explaining their reasoning, scientists arguing their hypotheses, historians interpreting sources, and artists expressing their visions. Because when literacy levels rise, so too does the entire nation.
In the end, what’s ON is the commitment to building students who can think, reason, and write with clarity; what’s OFF is the acceptance of a broken cycle where too many are left behind, trapped by weak literacy foundations. Our choice today will define the Caribbean’s tomorrow.
References
Caribbean Policy Research Institute (CAPRI). (2018). An uneven playing field: The impact of inequity on education outcomes in Jamaica. CAPRI.
Jamaica Teaching Council. (2022). Annual report on teacher quality and professional development. Jamaica Teaching Council.
Ministry of Education and Youth, Jamaica. (2019). National Literacy Programme: 2019. evaluation report. Ministry of Education and Youth.
Niles, R. (2020). Literacy challenges in the Caribbean: A case for urgent reform. Caribbean Journal of Education, 42(2), 150–165.
Patterson, P. J. (2021). Reform of Education in Jamaica 2021: Report of the Jamaica Education Transformation Commission. Jamaica Education Transformation Commission.
Stewart-Watson, T. (2025). The WATS-ON Writing Strategy: A structured approach to improving student writing skills. [Unpublished manuscript].
UNESCO Caribbean Office. (2020). The state of education in the Caribbean: A regional overview. UNESCO.
Tasheika Watson, PhD Candidate, is an educator and researcher who is dedicated to advancing literacy, teacher development, and educational leadership.
A very clear option on our country’s way forward and a way to stimulate mind-growth. We’ll said.
An interesting article and a relevant topic, to the current educational landscape.
However, although I find the name of the strategy ‘Wats-On’ new and a possible play on the surname ‘Watson’ becoming ‘Wats-On’, I do not find the concept in and of itself to be so, for a couple of reasons.
For starters, for years, students including myself, have been and are being taught, to use a ‘Hook’ to grab the attention of their readers.
Also, the notion posited in the article, and I quote,
‘Compared to traditional models like the Hamburger Model, which visualises writing as stacking a top bun (introduction), meat (details), and bottom bun (conclusion), WATS-On goes further. It invites students to think, link, and expand their ideas, not just sandwich them together.
It is my opinion, that the ‘ Hamburger Model’ is not intended to ‘visualise writing as stacking’ as suggested, but rather, is a method used to assist students in visualizing the layout/ organization of the major components that constitute an essay i.e. (The Introduction, First Point Paragraph, the Second and Third, and the Conclusion) with the anticipation of making the organization easy to remember, especially for the younger students.
I do agree that the use of this model, could mislead or cause a challenge for learners based on teacher delivery and student perception.
On its own, the use of the ‘Hamburger Model’ does not constitute writing stacked nor ‘ sandwiched’ together, as suggested. It is a visual organizer.
The concept of ‘Wats-On’ though referred to as ‘homegrown’ may be a pappus. It is quite similar to the P.E.E. ( Point, Evidence, Explanation ) Or P.E.E.L (Point, Evidence, Explanation, Link) Strategy, used by some educators within the Jamaican High School classroom, to assist students provide details, to create meaning within the respective paragraphs of their writings.
That said, the concept of the ‘Wats-On Writing Strategy’ is, I am sure, a worthy contender towards a solution to facilitate purpose, organization of ideas and expression and may well ‘ switch on the light of critical thinking and literacy skills across all subject areas, as stated in the article.
However, I do hold the distinct view, that the second ‘E’ which represents the word (Explanation) in each of the two acronyms of the P.E.E. Or P.E.E.L Technique mentioned, has and will do the same as that purported by the use of the ‘Wats-On’ strategy – allow students to think critically, link and also expand their points, using textual evidence or otherwise, to support their claim.