Literacy Across Learning for Managers 25 August 2009 and 23 February 2010

2 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 Excellence Principles and Practice Principles and Practice Overarching Experiences Overarching Experiences Experiences and Outcomes Experiences and Outcomes

4 Organisation of Framework Organisers Organisers Sub-divisions Sub-divisions Listening and Talking Listening and Talking Enjoyment and Choice Enjoyment and Choice Tools for Listening and Talking Tools for Listening and Talking Finding and Using Information Finding and Using Information Understanding, Analysing and Evaluating Understanding, Analysing and Evaluating Creating Texts Creating Texts Reading Reading Enjoyment and Choice Enjoyment and Choice Tools for Reading Tools for Reading Finding and Using Information Finding and Using Information Understanding, Analysing and Evaluating Understanding, Analysing and Evaluating Writing Writing Enjoyment and Choice Enjoyment and Choice Tools for Writing Tools for Writing Organising and Using Information Organising and Using Information Creating Texts Creating Texts

Curriculum for Excellence: development of literacy skills central to the delivery of the four capacities; the responsibility of all teachers in all curricular areas; literacy experiences and outcomes apply across the curriculum, in all aspects of learning and in all subject areas.

Terminology of Literacy Across Learning Revised definition of literacy Definition of Literacy Definition of Literacy Literacy is the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language which society values and finds useful. Literacy and English Principles Critical Literacy 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 should place on the information and to identify when and how people are aiming to persuade or influence them..

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

Definition of Text A text is the medium through which ideas, experiences, opinions and information can be communicated. Literacy and English Principles and Practice paper 2009 Literacy 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 Texts – not an exhaustive list! charts, maps, graphs, charts, maps, graphs, comics, graphic novels, newspapers, magazines comics, graphic novels, newspapers, magazines recipes, manuals, instructions recipes, manuals, instructions adverts, leaflets, posters adverts, leaflets, posters films, TV programmes films, TV programmes text messaging, blogs, wikis, web pages text messaging, blogs, wikis, web pages the spoken word the spoken word novels, short stories, plays, poems novels, short stories, plays, poems

Establishments need a practical and planned approach to literacy across learning What should be the focus in the first instance of my establishments approach to literacy across learning? Do we start with Listening/Talking, Reading or Writing? What are the barriers to literacy across learning in my establishment/ department? What help do we need and who can provide it? How do we measure the impact of our approach to literacy across learning?

Planning for Improvement in Literacy Audit where school currently is in relation to literacy across learning School Improvement Plan Departmental Improvement Plans CPD Member of staff responsible for literacy in each establishment Working group with each curricular area represented

Working Party might support departments to : Understand the terminology and the principles into practice, experiences and outcomes of literacy across learning Understand the terminology and the principles into practice, experiences and outcomes of literacy across learning Organise the audit of literacy Organise the audit of literacy Analyse the language/terminology of subjects Analyse the language/terminology of subjects Examine the talking/listening, reading and writing strategies in each department Examine the talking/listening, reading and writing strategies in each department Consider learning and teaching strategies to support literacy development Consider learning and teaching strategies to support literacy development Gather examples of good practice Gather 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 Discussion Topics Defining Literacy Defining Literacy Considering Texts Considering Texts Terminology/ The Subject Language Terminology/ The Subject Language The Overarching Experiences The Overarching Experiences Talking/Listening Experiences and Outcomes Talking/Listening Experiences and Outcomes Reading Experiences and Outcomes Reading Experiences and Outcomes Writing Experiences and Outcomes Writing Experiences and Outcomes

Some important points: Teachers of all subjects give instructions and explain subject-specific terms Teachers of all subjects give instructions and explain subject-specific terms They stimulate thinking by using challenging questions They stimulate thinking by using challenging questions They encourage learners to respond at length to their questions, to engage in discussions with their classmates, to listen carefully and to ask questions to deepen their understanding and widen their knowledge. They encourage learners to respond at length to their questions, to engage in discussions with their classmates, to listen carefully and to ask questions to deepen their understanding and widen their knowledge. Teachers recognise the value of well-chosen texts as a way of stimulating learning: in providing information; presenting a powerful personal experience; presenting a convincing argument; encouraging learners to work independently or co-operatively on identified tasks. Teachers recognise the value of well-chosen texts as a way of stimulating learning: in providing information; presenting a powerful personal experience; presenting a convincing argument; encouraging learners to work independently or co-operatively on identified tasks.

Curriculum for Excellence – Literacy Across Learning – Listening and Talking for Learning Do you provide learners with opportunities to: Engage with others in group and class discussions of appropriate complexity?Learn collaboratively – for example, when problem solving? Explain their thinking to others? Explore factors which influence them and persuade them in order to help them think about the reliability of information?

Curriculum for Excellence – Literacy Across Learning – Reading for Learning Do you provide learners with opportunities to: Find, select, sort, summarise and link information from a variety of sources? Consider the purpose and main concerns in texts and understand the difference between fact and opinion? Discuss similarities and differences between texts? (NB The definition of text)

Curriculum for Excellence – Literacy Across Learning – Writing for Learning Do you provide learners with opportunities to: Make notes, develop ideas and acknowledge sources in written work? Develop and use effective vocabulary? Create texts – for example – presentations – which allow 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 Scotlands past and can debate their impact. SOC 4-05b Social Studies