Literacy across Learning Policy and Practice

Transcription

1 Castlehead High School LITERACY Literacy across Learning Policy and Practice

2 Literacy Policy Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence. Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum. Because of this, all teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further. Building the Curriculum 1 A strong focus on literacy and numeracy is essential: all children and young people require these skills to gain access to learning and to succeed in life. Confidence and competence in literacy and numeracy provide the foundations for lifelong learning. Building the Curriculum 3 Literacy is the driving force which underpins every activity in Castlehead High School. Literacy is the range of skills and strategies which we all use in everyday life in order to receive and impart communication It is more than the ability to read and write extended prose; it is the means of communication for all business and social purposes. We are literate if: we have the set of skills which allows us to engage fully in society and in learning, through the different forms of language and the range of texts which society values and finds useful. Literacy skills give us the ability to: apply our knowledge about language accurately and to good effect; interact and collaborate to develop our thinking and learning; communicate effectively, both face-to-face and in writing through an increasing range of media, and by creating texts; read for information and work out what trust to place on the information; and identify when and how people are aiming to persuade or influence us. What is meant by texts? A text is the medium through which ideas, experiences, opinions and information can be communicated. All members of staff should be aware of what can be defined as a "text" to which the term "literacy" applies; Examples of texts novels, short stories, plays, poems reference works charts, maps, diagrams, graphs, timetables newspapers, comics, magazines letters, s, texts, social networking sites films, television, radio, recording, computer games labels, signs, posters instruction manuals, recipes, sat nav reports and reviews catalogues, directories speaking to inform, argue, relate listening to respond

3 Thinking skills across learning Skills in thinking relate closely to skills in literacy and numeracy. Thinking allows learners to explore text and information of all kinds critically and to use them purposefully. It is important that all learners are given appropriate opportunities to develop their thinking skills. These skills can be developed across a range of contexts including through more practical or applied learning opportunities: > Remembering involves such activities as recall, recognition or locating information > Understanding might involve activities such as describing, explaining, summarising and translating > Applying requires the learner to use or apply their knowledge and understanding in different contexts > Analysing requires learners to break down information into component parts and search for relationships > Evaluating involves making an informed judgement about something > Creating happens when learners are required to generate new ideas and products through activities such as designing, creative writing, planning, reconstructing, inventing, formulating, producing and composing Literacy in Reading All staff should be aware of the range of purposes which lie behind any reading activity. As appropriate to the task and situation, pupils should be able to read fluently, accurately and with understanding become independent critical readers who can make informed and appropriate choices select information from a wide range of sources and texts and evaluate those sources apply the techniques of skimming, scanning and text-marking to conduct research and evaluate texts Literacy in Writing As appropriate to the task and situation, pupils should be able to write in a wide variety of genres which demonstrate their ability to explain, interpret, evaluate, analyse or explore ideas convey ideas and meaning using suitable technical vocabulary in a structured way using whatever means are appropriate, eg continuous prose, charts, diagrams, bullet points present their writing in a neat and orderly fashion take due account of the needs of the reader of the text by ensuring accurate spelling, especially of technical words, accurate punctuation and clear handwriting use the means of ICT to create text either plain or using multi-media Literacy in Speaking and Listening As appropriate to the task and situation, pupils should be able to express ideas and explain their thinking employ different patterns of speech according to circumstances use varied vocabulary listen to others in order to respond within discussion speak for a range of purposes such as to inform, explain, argue

4 The role of the English Department in the whole-school policy Within the wider English curriculum, the department will ensure that all S1 pupils are taught the skills of oral presentation, how to write and structure an informative essay, how to write a persuasive essay and how to write a discursive essay. These will be supported by posters which remind pupils of the key elements. Transferable skills Every subject department should ensure that pupils are made aware of the expectation that skills which may not be taught directly by them should, nevertheless, be evident in their finished work that, in extended writing, spelling and punctuation matter that extended writing must be arranged in paragraphs that oral presentation has certain basic structures that reading is for enjoyment, information and evaluation that comments related to literacy feature in reports Within each department that pupils are aware of the literacy expectations in each subject area that word lists are available to support literacy that there are opportunities for reading, writing, oral presentation and group discussion that posters relating to basic literacy expectations are clearly displayed that pupils clearly understand variations for writing appropriate to each subject (eg, use of bullet-points, sub-headings, illustration) are clearly demonstrated that those with SEN should receive appropriate support to improve their literacy skills Appendix 1 action plan Appendix 2 - self evaluation / reflective questions

5 Strategic Action : 10.1 Implement the recommendations within A curriculum for Excellence Area for Improvement : Literacy Task Responsible Timescale Resources Staff Development Performance Measures and Indicators Expected Outcome / Impact 1. Audit of all S1/ 2 courses and contribution to Literacy Experiences and Outcomes detailed EMT and all staff by Aug 2011 Time, audit material school audit completed E's and O's covered literacy integrated across all areas of learning 2. Improving Literacy targeted in school plan and reflected and reflected in Departmental Plans EMT by Oct 11 collegiate time specific targets detailed Literacy demands across the curriculum are acknowledged and supported by all staff 3. Introduce reading for Excellence programme English Dept. / Librarian Dec 11 time, resources for text increased number of pupils reading more pupils reading for enjoyment 4. Writing - basic formats taught and reinforced through school English Dept / all staff from Aug 11 time in English, teacher handbook evidence of reinforcement by staff Improved writing 5. focus on improving report writing, group discussion and presentation skills English Dept / all staff from Dec 11 posters, discussion mats specific tasks detailed by Depts, school map produced skills improved 6. Cognitive ability Tests introduced in S1 / 2 SMT, EMT, all staff from Nov 11 Tests, results, collegiate time Individual pupil strengths identified progress evidenced increased knowledge of each pupil pupils progress monitored use to set targets 7. Staff and pupils have a shared vision and goals for teaching and learning literacy skills. All those involved have an agreed understanding of effective literacy practices. all staff through session collegiate time CPD posters, ' A Castlehead pupil can...' poster, self assessment record record sheets focus groups raised aspirations and attainment raised attainment in literacy

6 Self evaluation / reflective questions Curricular Area : Learners have choice in their selection of texts for reading, writing, listening and talking. They can select their own context, sources and resources. Learners have many opportunities to engage in discussion of appropriate complexity and they know how to engage in pair and group discussion. Learners can make notes, organise them according to purpose, and create new texts where appropriate. They recognise when it is appropriate to quote from sources and when to use their own words. Learners can recognise techniques used to influence them and can assess the value of sources. They select and organise appropriate resources. Learners have opportunities to create texts to communicate information, explain processes, summarise findings and draw conclusions. Learners can identify main concepts from different texts, make inferences using supporting detail and identify similarities and differences between different types of text. Learners use strategies before and when they are reading to monitor and check understanding. Learners use a range of strategies and resources to spell most of the words they need to use, including specialist vocabulary, and they ensure that their spelling is accurate. Learners are encouraged to punctuate and structure sentences and paragraphs appropriately. Learners are given the opportunity to review and edit their work to ensure it meets its purpose and communicates meaning at first reading. Learners consider the impact of layout and presentation as appropriate to audience. Green Amber Red Reflective Questions > How do you currently develop literacy skills in classrooms or other settings? What new opportunities might you provide? > Young people need to be able to use a range of texts (spoken, heard, written, visual, mixed media). Where might these texts be used and how might they develop pupils skills in literacy?.