Literacy Across Literacy Across LearningLearning

Why it is importantWhy it is important

Summary of agreed actionsSummary of agreed actions

New materialsNew materials

What has it got to do with What has it got to do with me?me?

All practitioners in each sector, in each department and in All practitioners in each sector, in each department and in all settings have a responsibility to all settings have a responsibility to developdevelop,, reinforcereinforce and and extendextend the skills which are set out in the literacy experiences the skills which are set out in the literacy experiences and outcomesand outcomes

Literacy is best taught as part of the subject, not as an Literacy is best taught as part of the subject, not as an add-onadd-on

Therefore all teachers need to give explicit attention to the Therefore all teachers need to give explicit attention to the literacy needed in the subject they are teachingliteracy needed in the subject they are teaching

HMIE may well ask you about a pupil’s progress in HMIE may well ask you about a pupil’s progress in literacy.literacy.

Agreed Literacy Agreed Literacy PrioritiesPriorities

T:/Staff Data/Other T:/Staff Data/Other Categories/Literacy Categories/Literacy across across learning/Literacy learning/Literacy Priorities GridPriorities Grid

Business, Computing and Technology

(3.02 , 3.09) (3.10 , 3.01, 3.06)Talking and Listening

3.15Reading

3.20 3.21-3.24 3.26 3.28 3.29 Writing

Presentation Skills

“Leading” on an outcome i.e. introducing and teaching the whole outcome and ultimately assessing pupil

performance.

Literacy AuditLiteracy AuditA review of where and how often the A review of where and how often the literacy outcomes are being addressed literacy outcomes are being addressed has recently been undertaken has recently been undertaken

Results are available in the Literacy Results are available in the Literacy Across Learning folder:Across Learning folder:

T:\Staff Data\Other Categories\Literacy across learning

Editing CodeEditing CodeTeachers across the school will use the following code to alert you to

errorsIn basic punctuation and spelling. There will be a code both in the margin and in your piece of writing where the error occurs.

Margin Text

NS A line / by the point at which a new sentence should start.

NP A double line // at the point at which a new paragraph should start.

Cap A circle around the lower case letter that should be a capital letter or vice versa.

SP The incorrect spelling is underlined e.g. skool.

Agreed ApproachesAgreed Approaches

PPurposeurpose

AAudienceudience

LLanguageanguage

LLayoutayout

Every classroom should have a posterdisplaying the mnemonic.

Pupils’ communication skills are enriched/ improved through the use ofP.A.L.L.

P.E.E.P.E.E.

PPointoint

EEvidencevidence

EExplanation/xplanation/EEvaluationvaluation

Discussion TowersDiscussion TowersAn audit revealed that An audit revealed that discussion skills were discussion skills were widely featured in CfE widely featured in CfE subject learning subject learning outcomesoutcomes

Several subject Several subject departments have departments have their own variations of their own variations of this discussion towerthis discussion tower

Information Literacy KeysInformation Literacy Keys

These are prominently displayed around These are prominently displayed around the schoolthe school

Research skills are improved by the use of Research skills are improved by the use of the keysthe keys

Feedback from a working group also Feedback from a working group also confirmed that the quality of subsequent confirmed that the quality of subsequent presentations were greatly improved as a presentations were greatly improved as a result of using the information literacy keysresult of using the information literacy keys

Identify key words to help your

research.

Talk Into WritingTalk Into WritingAngus Council initiative which is being Angus Council initiative which is being promoted this sessionpromoted this session

Supports a variety of Supports a variety of

types of writingtypes of writing

A copy is available A copy is available

for each for each

Curriculum GroupCurriculum Group

Reasons for WritingDescribe

Discuss

Express Opinions

Entertain

Enquire

Inform

Instruct

Persuade

Plan AheadPlan Ahead

Reconstitute Literacy Across Learning Reconstitute Literacy Across Learning working group. Representative from each working group. Representative from each CG, ASN, SMT and PT Raising CG, ASN, SMT and PT Raising Achievement Achievement Review of CG prioritised Literacy Review of CG prioritised Literacy outcomes – survey progress. Learning outcomes – survey progress. Learning Visits to followVisits to followFollow-up audit of use of Information Follow-up audit of use of Information Literacy KeysLiteracy Keys