Promoting literacy across the curriculum Consortium INSET Autumn

Promoting literacy across the curriculum Consortium INSET : Autumn 2011

1. Background • CBI report 2011 • National and international assessment : PISA/ GCSE results • Estyn inspection evidence

“Good literacy skills underpin effective learning for all learners, whatever they are studying. These skills support effective communication, and equip learners for achievement and success within education, life in the wider community and the world of work. ” (Developing higher-order literacy skills across the curriculum)

Focus on developing literacy in Wales Ø Subject orders 2008 Ø Skills Framework – communication ØCommon Inspection Framework – Estyn 2010 (1. 1. 4 and 2. 1. 2) ØSchool Effectiveness Framework ØBasic Skills Wales: Communication, Numeracy, ICT ØEssential Skills Wales (ESW): Communication, ICT, Application of Number ØDCELLS / Welsh Assembly Government ØWelsh Medium Education Strategy ØLanguage, Communication and Literacy Strategy (Cynnal) ØLanguage for Thinking and Learning (Cynnal) ØWelsh Education Plan

Training materials (DCELLS): Higher-order reading Writing Higher literacy KS 3 - KS 4

Developing Learners’ literacy : integral part of teaching and learning • This is relevant to all teachers in secondary schools, whatever their subject specialism, since all teachers need to be teachers of literacy skills. • Learners’ achievement and enjoyment of all subjects are likely to be enhanced if they are confident and competent in their literacy skills. • Teachers of all subjects should use a range of tasks and contexts that allow learners to develop their literacy skills in a meaningful way. • This might include research work, c onsidering the ideas of others, and recording learners’ own ideas and conclusions. (Developing higher-order literacy skills across the curriculum)

Language for Thinking and learning: learning Guidance for oracy, reading and writing across the curriculum

It is the responsability of every teacher to develop learners’ communication skills by planning appropriate activities in the three language skills: oracy, reading and writing

2. Estyn’ focus on literacy.

Estyn : strategy and guidance for inspecting literacy

What? 1. Standards : Gathering evidence and making judgements about pupils’ literacy skills 1. 1. 4 2. Provision : Gathering evidence and making judgements about provision for literacy 2. 1. 2

How ? Gathering evidence and making judgements about pupils’ literacy skills 1. 1. 4 • Data: English/Welsh compared with family and FSM benchmarks /reading age scores/ Essential Skills Wales qualifications in Communication • Sample of work: to evaluate how well pupils apply their reading skills • Lesson observation

How? Gathering evidence and making judgements about provision for literacy 1. 2. 3. 4. 5. 6. 7. 8. Policies Samples of schemes of work Samples of short term planning, such as lesson plans Teaching of literacy: lesson observation Pupils’ work Classroom display/ resources Interviewing middle managers Interviewing learners

Estyn Evidence forms For: • Book scrutiny • Lesson observation • Teaching

Estyn’ s questions When interviewing: Ø middle managers. Ø learners See in summary booklet of Estyn’s strategy and guidance

3. Developing literacy in MFL

What does Literacy mean to you as MFL teacher / language teacher ? Discuss

1. ORACY Why is it important to develop learners’ speaking and listening skills ? ØDiscuss in pairs

What are all teachers expected to do in their subjects? • • • • Include oracy as a natural part of every lesson Ensure that oracy forms a natural part of developing assessment for learning and of developing thinking and learning skills Create a suitable climate for oral work in class Provide regular opportunities to develop oral work Plan oral work carefully Incorporate various and suitable oral activities into schemes of work and lessons Provide purposeful and relevant stimuli in order to elicit extended oral responses Provide opportunities for learners to work in pairs and groups and promote their ability to do so effectively (see further guidance) Provide appropriate support for individuals and groups – frequent and constructive feedback on how to improve Identify oral success criteria for learning and thinking Ask open questions which will encourage learners to think and respond extendedly Ensure opportunities for learners to reflect in order to assess their own oral skills and those of their peers Provide encouragement and support - model vocabulary and relevant language patterns

Teaching and Learning methods • Pair work • Group work Effective group work? Implication on use of the target language? ü Use of “table mats” with useful phrases to encourage use of the target language. • Activities suitable for the MFL lesson?

Teaching and Learning methods Task: • Work in groups of 4. • Complete the task • Reflect on effectiveness of group work

2. READING Why is developing reading important? ØDiscuss in pairs

What are all teachers expected to do in their subjects? • Provide frequent opportunities to develop reading according to the subject requirements • Contribute to a ‘reading school’ climate: reading as a stimulus, wall displays, relevant and suitable materials, subject vocabulary… • Plan carefully for reading: purpose; appropriate reading materials for learners’ reading skills; appropriate reading strategies (see further guidance) • Help learners to acquire a range of strategies for gathering information including multimedia texts • Identify opportunities for joint reading e. g. pair, group reading, when doing various activities.

Reading strategies • • • Scanning Skimming Close reading Sequencing activities Predicting Task : In pairs , match strategies to definitions

Reading strategies DARTS = Directed Activities Related to Texts 2 types of activities: reconstruction activities using a modified text analysis activities using straight text

Close reading in MFL • Re-read to find context clues to help with unfamiliar words • Re-read for specific detail – to identify main points by underlying, highlighting, noting key words or phrases, noting 4 or 5 key points – to record key points or specific detail by completing a chart or a grid. • To recognise generic structure through language , e. g. first, next, then, after, however… • To look at how paragraphs are used to organise and sequence text.

Tools for reading • Task : In pairs Ø How can each tool help reading ? Ø Match tool and explanation

Using Thinking Tools to Support Pupils ’ Reading

Shared Reading • Teacher demonstrates the process of reading and making sense of the text. • There is a particular focus on aspects of the text which relates to the lesson’s objectives. • Teacher uses a range of techniques to engage the class actively in the process of reading • The process helps: Ø reading for meaning Ø interrogate text • Provides a setting for cooperative learning : developing motivation and enjoyment in reading

Exemple “Les films à ne pas rater ” • Look at text • Read the lesson plan. Which strategies are used?

Task: • In pairs / groups of 3 : Come up with two or three ways of exploiting this test , to support literacy across the curriculum. • Take into consideration : Øuse/ development of appropriate reading strategies to extract particular information / for a specific objective. Ø use of suitable tool to support reading

3. WRITING Why is developing writing important? ØDiscuss in pairs

What are all teachers expected to do in their subjects? • • • ensure appropriate opportunities to write according to the subject requirements plan carefully for writing by taking account of purpose, audience and form ensure opportunities to develop writing including opportunities to discuss and write collaboratively (see further guidance on the writing process) help learners to identify suitable criteria provide encouragement and support – modelling relevant vocabulary and patterns ensure access to a range of support resources e. g. dictionaries/thesaurus, subjectspecific vocabulary, planning frameworks, appropriate models ensure opportunities for learners to reflect in order to assess their own writing skills and those of their peers provide frequent and constructive feedback on how to improve assess and mark appropriately following the school’s/department’s assessment policy respond to the requirements of the subject specifications (curriculum and examination)

The 6 types of texts Text Type: Instruct Explain Recount Persuade Report Discuss Which types are you the most likely to use in MFL?

Posteri Sgiliau Sylfaenol

Task 1 : In pairs/ small groups Choose 1 type of text per pair/ group Discuss possible tasks at KS 3, KS 4, KS 5 Share with the group. INSTRUCT: DISCUSS EXPLAIN : Possible tasks in MFL RECOUNT : REPORT : PERSUADE :

The 6 types of texts Use of connectives Task : In pairs , organise connectives per type of text

The Writing Process: tools for writing Which tools have you: Ø already used? Ø never used? Which tools could you use ? ØWho with? ØTo support which type of task?

Planning a written task to support the development of literacy 1. Establish clear aims and purpose of the task (audience / type of text) 2. Provide examples of the type of text 3. Explore features of the texts: key learning points identified 4. Planning: Organisation of ideas/ Reference to prior knowledge /Reference materials /Presentation - possible tools to use? 5. Success criteria: How? Who? Tools to note them down ? 6. Development : Steps to take ? Activities? Strategies? Tools? 7. Evaluation of work using agreed success criteria: strategies? 8. Metacognition: Reflecting on learning processes. When ? How?

4. Departmental self- evaluation. Focus on literacy See booklet Cynnal

Next steps ? Discuss , in your department. 1. Provision for literacy? evidence? • Use traffic light evaluation sheets for Oracy, Reading, Writing? • Looking at learners’ work? Sample? Aspect to evaluate? • Evaluation of tools and strategies embedded in the teaching in learning? Sow? Lesson plan? • Lesson observation? • Other?

Next steps? 2. Standards of literacy skills (1. 1. 4)? evidence? • Learners work? All learners? • Progress? • Use of criteria in booklet? • Lesson observations? • Data analysis? Ø KS 3, KS 4, KS 5 Ø Different groups of learners: boys/ girls; SEN; G and T…)