1. 1 The Literacy Outcomes Draft Aim of this session  Brief overview  Explain the Literacy Outcomes  Opportunity to work on the experiences and outcomes

2. 2 Setting the Scene Single framework 3 – 18 Promote learning across a wide range of real and meaningful contexts More than curricular areas and subjects, also Ethos and life of the school Interdisciplinary projects and studies Opportunities for personal achievement Equip young people with high level of literacy and numeracy skills

3. 3...solve problems...plan and organise...work with others...think critically & creatively...use initiative...lead..to learn..take risks The ability to The Scottish Government, Edinburgh 2007 Skills for Scotland – A Lifelong Skills Strategy

4. 4 Proposed achievement framework Level Experience and outcomes for most children or young people early in pre-school and in primary 1 first by end of P4, but earlier for some second by end of P7, but earlier for some third in S1 – S3, but earlier for some fourth fourth level broadly equates to SCQF 4 Senior Phase S4 – S6

5. 5 What is 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 cover paper 2008

6. 6 The draft materials: Cover paper: –Explains the thinking behind the experiences and outcomes –Offers advice on learning and teaching based on knowledge of good practice –Includes reflective questions for individuals or groups to consider Experiences and outcomes: describe the expected learning experience of each child and young person from Early to Fourth Level

7. 7 Features of the curriculum in Literacy and English What’s new? New emphasis on: Literacy as the responsibility of all. Literacy experiences and outcomes have been identified separately. Definition of literacy and of texts for the 21 st century. Increased emphasis on: Enjoyment and Choice – across the framework Reading Strategies – interactive, problem-solving approach Critical and information literacy – e.g. ‘To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced and have assessed how useful and believable my sources are.’ LIT 218U

8. 8 Important definitions Literacy Texts Overarching experiences Lines of development and organisers Lines of progression Straplines Experiences and outcomes

9. 9 Definition of Texts ‘a text is the medium through which ideas, experiences, opinions and information can be communicated.’ Literacy and English cover paper 2008 Wider definition – not just conventional print “Texts” used throughout framework Personalisation – popular culture Multimodal texts

10. 10 Overarching Experiences I communicate, collaborate and build relationships. In developing my literacy skills: I learn to reflect on and explain my thinking. I develop my understanding of how language works and what is special, vibrant and valuable about other languages and cultures and my own. I engage with a rich range of texts in different media. 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 appreciate the power of language to influence and bring about change. I develop an understanding of relationships, motivations, ideas and actions. I extend and enrich my vocabulary through listening, talking, watching and reading. I take advantage of the opportunities offered by Information and Communication Technology (ICT). I reflect on how well I am listening and talking, reading and writing. I respond to and act on feedback to help me improve and I provide sensitive and useful feedback to others.

11. 11 Overarching Experiences In developing my English language skills: I engage with a wide range of texts and am developing an appreciation of the richness and breadth of Scotland’s literary and linguistic heritage I regularly make choices about what I watch, listen to, read, write and talk about; how I communicate with others and the resources I use.

12. 12 Organisation of Framework Lines of Development Organisers Listening and Talking  Enjoyment and Choice  Tools for Listening and Talking  Finding and Using Information  Understanding, Analysing and Evaluating  Creating Texts Reading  Enjoyment and Choice  Tools for Reading  Finding and Using Information  Understanding, Analysing and Evaluating Writing  Enjoyment and Choice  Tools for Writing  Organising and Using Information  Creating Texts

13. 13 Lines of development compare as follows: Curriculum Framework 3 - 5 Curriculum for Excellence English Language 5 - 14 Key AspectLines of Development Outcomes of Language Communication and Language Listening & Talking Reading Writing Listening Talking Reading Writing

14. 14 The organisers compare as follows 5 to 14 English Language Outcomes Curriculum for Excellence Literacy & English Organisers Listening Listening for information, instructions and directions Listening in groups Listening in order to respond to texts Awareness of genre Knowledge about language Talking Conveying information, instructions and directions Talking in groups Talking about experiences, feelings and opinions Talking about texts Audience awareness Knowledge about language Listening & Talking Enjoyment & Choice Tools for Listening & Talking Finding and Using Information Understanding, Analysing & Evaluating Creating Texts Reading Reading for information Reading for enjoyment Reading to reflect on the writer’s ideas and craft Awareness of genre Reading aloud Knowledge about language Reading Enjoyment & Choice Tools for Reading Finding and Using Information Understanding, Analysing & Evaluating Writing Functional writing Personal writing Imaginative writing Punctuation and structure Spelling Handwriting and presentation Knowledge about language Writing Enjoyment & Choice Tools for Writing Organising and Using Information Creating Texts

15. 15

16. 16 Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning EarlyFirstSecondThirdFourth Straplines Indicate progression Finding and using information – when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary. Provide a purpose Organising and using information – considering texts to help create short and extended text different purposes. Provide a context Tools for listening and talking – to help me when interacting or presenting within and beyond my place of learning.

17. 17 Features of the curriculum in Literacy and English What’s new? New emphasis on: Literacy as the responsibility of all. Literacy experiences and outcomes have been identified separately. Definition of literacy and of texts for the 21 st century. Increased emphasis on: Enjoyment and Choice – across the framework Reading Strategies – interactive, problem-solving approach Critical and information literacy – e.g. ‘To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced and have assessed how useful and believable my sources are.’ LIT 218U

18. 18 Within an experience or outcome Literacy – relevant to all Indicate methodology Teach for understanding Indicate cognitive demand Link to overarching experiences Show skills Allow for links to other frameworks/ other subject areas De-clutter Show progression Link to 4 Capacities

19. 19 Experiences and Outcomes What’s the difference? Experiences represent important continuing aspects of learning ‘I explore..’, ‘I am learning to …’ Outcomes describe stages in the development of skills and understanding ‘I can …..’ statements are outcomes

20. 20 Early Level Level is within pre-school and primary one for most children and young people Experiences and outcomes – open and broad A journey – developmentally appropriate Emphasis on Listening & Talking Emphasis on experiential learning

21. 21 Literacy across the Curriculum The literacy experiences and outcomes apply across the curriculum, in all aspects of learning and all subject areas All practitioners in each sector, in each department and in all settings therefore have a responsibility to develop, reinforce and extend the skills which are set out in the literacy experiences and outcomes For further information refer to Building the Curriculum 1

22. 22 Parallel Outcomes LT To help me develop an informed view, I can distinguish fact from opinion and I am learning to recognise when my sources try to influence me and how useful these are. LIT 208H R To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced and have assessed how useful and believable my sources are. LIT 218U W I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 228AF

23. 23 Activity Two Interpreting an experience or outcome

24. 24 Activity Three Combining outcomes

25. 25 How to Respond 1. Online and paper questionnaires 2. Trialling 3. Focus Groups 4. Questions within the cover paper

26. 26 Next Steps Familiarisation with the cover paper and draft experiences and outcomes Making connections within and beyond the Literacy and English framework Cross sector links

27. 27 Contact Details Louise BallantyneL.Ballantyne@LTScotland.org.ukL.Ballantyne@LTScotland.org.uk Lynda BancroftL.Bancroft@LTScotland.org.ukL.Bancroft@LTScotland.org.uk Trevor GrayT.Gray@LTScotland.org.ukT.Gray@LTScotland.org.uk Mary MacMillanM.Macmillan@LTScotand.org.ukM.Macmillan@LTScotand.org.uk Mairi MacRitchie M.Macritchie@LTScotland.org.uk Susan McDadeS.Mcdade@LTScotland.org.ukS.Mcdade@LTScotland.org.uk