Literacy Across Learning Literacy Across Learning for Managersfor Managers

25 August 2009 and 23 February 201025 August 2009 and 23 February 2010

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I communicate, collaborate and build relationships.

In developing my literacy skills:I learn to reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful

feedback for others.

Develop my understanding of what is special , vibrant and valuable about my own and other cultures and their languages.

I engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT.

I explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative.

I extend and enrich my vocabulary through listening, talking, watching and reading.

Curriculum for ExcellenceCurriculum for Excellence

Principles and PracticePrinciples and Practice

Overarching ExperiencesOverarching Experiences

Experiences and OutcomesExperiences and Outcomes

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Organisation of FrameworkOrganisation of Framework

OrganisersOrganisers

Sub-divisionsSub-divisions

Listening and TalkingListening and Talking Enjoyment and ChoiceEnjoyment and Choice Tools for Listening and TalkingTools for Listening and Talking Finding and Using InformationFinding and Using Information Understanding, Analysing and EvaluatingUnderstanding, Analysing and Evaluating Creating TextsCreating Texts

ReadingReading Enjoyment and ChoiceEnjoyment and Choice Tools for ReadingTools for Reading Finding and Using InformationFinding and Using Information Understanding, Analysing and EvaluatingUnderstanding, Analysing and Evaluating

WritingWriting Enjoyment and ChoiceEnjoyment and Choice Tools for WritingTools for Writing Organising and Using InformationOrganising and Using Information Creating TextsCreating Texts

Curriculum for Excellence:Curriculum for Excellence:

development of literacy skills central to the development of literacy skills central to the delivery of the four capacities;delivery of the four capacities;

the responsibility of all teachers in all the responsibility of all teachers in all curricular areas;curricular areas;

literacy experiences and outcomes apply literacy experiences and outcomes apply across the curriculum, in all aspects of across the curriculum, in all aspects of learning and in all subject areas. learning and in all subject areas.

Terminology of Literacy Across Terminology of Literacy Across LearningLearning

Revised definition of literacyRevised definition of literacy

Definition of LiteracyDefinition of LiteracyLiteracy is the set of skills which allows an individual to engage fully in Literacy is the set of skills which allows an individual to engage fully in

society and in learning, through the different forms of language society and in learning, through the different forms of language which society values and finds useful.which society values and finds useful.

Literacy and English PrinciplesLiteracy and English Principles

Critical LiteracyCritical Literacy

Children and young people not only need to be able to read for Children and young people not only need to be able to read for information: they also need to be able to work out what trust they information: they also need to be able to work out what trust they should place on the information and to identify when and how should place on the information and to identify when and how people are aiming to persuade or influence them.people are aiming to persuade or influence them.

..

2121stst Century Literacy Century Literacy

In defining literacy for the 21In defining literacy for the 21stst century we must century we must consider the changing forms of language which consider the changing forms of language which our children and young people will experience our children and young people will experience and use. Accordingly our definition take s and use. Accordingly our definition take s account of factors such as the speed with which account of factors such as the speed with which information is shared and the ways it is shared. information is shared and the ways it is shared. The definition of literacy and text are designed to The definition of literacy and text are designed to be future-proof.be future-proof.

Definition of TextDefinition of Text

A text isA text is the medium through which ideas, the medium through which ideas, experiences, opinions and information can be experiences, opinions and information can be communicated.’communicated.’

Literacy and English Principles and Practice paper 2009Literacy and English Principles and Practice paper 2009

• Wider definition – not just conventional printWider definition – not just conventional print• ““Texts” used throughout frameworkTexts” used throughout framework• Personalisation – popular culturePersonalisation – popular culture• Multimodal textsMultimodal texts

Types of TextsTypes of Texts

– – not an exhaustive list!not an exhaustive list! charts, maps, graphs, charts, maps, graphs, comics, graphic novels, newspapers, magazinescomics, graphic novels, newspapers, magazines recipes, manuals, instructionsrecipes, manuals, instructions adverts, leaflets, postersadverts, leaflets, posters films, TV programmesfilms, TV programmes text messaging, blogs, wikis, web pagestext messaging, blogs, wikis, web pages the spoken wordthe spoken word novels, short stories, plays, poemsnovels, short stories, plays, poems

Establishments need a practical and planned approach Establishments need a practical and planned approach to literacy across learningto literacy across learning

What should be the focus in the first instance of my What should be the focus in the first instance of my establishment’s approach to literacy across learning? Do establishment’s approach to literacy across learning? Do we start with Listening/Talking, Reading or Writing?we start with Listening/Talking, Reading or Writing?

What are the barriers to literacy across learning in my What are the barriers to literacy across learning in my establishment/ department?establishment/ department?

What help do we need and who can provide it?What help do we need and who can provide it?

How do we measure the impact of our approach to literacy How do we measure the impact of our approach to literacy across learning?across learning?

Planning for Improvement in Planning for Improvement in LiteracyLiteracy

Audit where school currently is in relation to Audit where school currently is in relation to literacy across learningliteracy across learning

School Improvement PlanSchool Improvement PlanDepartmental Improvement PlansDepartmental Improvement PlansCPDCPDMember of staff responsible for literacy in Member of staff responsible for literacy in

each establishmenteach establishmentWorking group with each curricular area Working group with each curricular area

representedrepresented

Working Party might support Working Party might support departments to :departments to :

Understand the terminology and the principles into Understand the terminology and the principles into practice, experiences and outcomes of literacy across practice, experiences and outcomes of literacy across learninglearning

Organise the audit of literacy Organise the audit of literacy Analyse the language/terminology of subjectsAnalyse the language/terminology of subjects Examine the talking/listening, reading and writing Examine the talking/listening, reading and writing

strategies in each departmentstrategies in each department Consider learning and teaching strategies to support Consider learning and teaching strategies to support

literacy developmentliteracy development Gather examples of good practiceGather examples of good practice Create a whole school literacy approach and practice.Create a whole school literacy approach and practice. Produce a departmental toolkit…Produce a departmental toolkit…

A Possible Set of Departmental A Possible Set of Departmental Discussion TopicsDiscussion Topics

Defining LiteracyDefining Literacy Considering TextsConsidering Texts Terminology/ The Subject LanguageTerminology/ The Subject Language The Overarching ExperiencesThe Overarching Experiences Talking/Listening Experiences and Talking/Listening Experiences and

OutcomesOutcomes Reading Experiences and OutcomesReading Experiences and Outcomes Writing Experiences and OutcomesWriting Experiences and Outcomes

Some important points:Some important points:

Teachers of all subjects give instructions and explain Teachers of all subjects give instructions and explain subject-specific termssubject-specific terms

They stimulate thinking by using challenging questionsThey stimulate thinking by using challenging questions They encourage learners to respond at length to their They encourage learners to respond at length to their

questions, to engage in discussions with their questions, to engage in discussions with their classmates, to listen carefully and to ask questions to classmates, to listen carefully and to ask questions to deepen their understanding and widen their knowledge.deepen their understanding and widen their knowledge.

Teachers recognise the value of well-chosen texts as a Teachers recognise the value of well-chosen texts as a way of stimulating learning: in providing information; way of stimulating learning: in providing information; presenting a powerful personal experience; presenting a presenting a powerful personal experience; presenting a convincing argument; encouraging learners to work convincing argument; encouraging learners to work independently or co-operatively on identified tasks.independently or co-operatively on identified tasks.

Curriculum for Excellence – Literacy Across Curriculum for Excellence – Literacy Across Learning – Listening and Talking for LearningLearning – Listening and Talking for Learning

Do you provide learners with opportunities to:Do you provide learners with opportunities to:Engage with others in group and class discussions of Engage with others in group and class discussions of

appropriate complexity?Learn collaboratively – for appropriate complexity?Learn collaboratively – for example, when problem solving?example, when problem solving?

Explain their thinking to others?Explain their thinking to others?

Explore factors which influence them and persuade them in Explore factors which influence them and persuade them in order to help them think about the reliability of order to help them think about the reliability of information? information?

Curriculum for Excellence – Literacy Across Learning – Curriculum for Excellence – Literacy Across Learning – Reading for LearningReading for Learning

Do you provide learners with opportunities to:Do you provide learners with opportunities to:

Find, select, sort, summarise and link information from a Find, select, sort, summarise and link information from a variety of sources?variety of sources?

Consider the purpose and main concerns in texts and Consider the purpose and main concerns in texts and understand the difference between fact and opinion?understand the difference between fact and opinion?

Discuss similarities and differences between texts?Discuss similarities and differences between texts?(NB The definition of ‘text’)(NB The definition of ‘text’)

Curriculum for Excellence – Literacy Across Learning – Curriculum for Excellence – Literacy Across Learning – Writing for LearningWriting for Learning

Do you provide learners with opportunities to:Do you provide learners with opportunities to:Make notes, develop ideas and acknowledge Make notes, develop ideas and acknowledge

sources in written work?sources in written work?

Develop and use effective vocabulary?Develop and use effective vocabulary?

Create texts – for example – presentations – which Create texts – for example – presentations – which allow learners to persuade/ argue/ explore ideasallow learners to persuade/ argue/ explore ideas

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 2-20a

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading.MNU 3-20a

Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.MNU 2-03a

Maths and Numeracy

Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected.

SOC 4-16b

Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time.

SOC 3-06b

I can evaluate the changes which have taken place in an industry in Scotland’s past and can debate their impact.

SOC 4-05b

Social Studies