PGDE SECONDARY CROSS-
   CURRICULAR PLANNING IN LITERACY
          ACROSS LEARNING


                    A Shared Responsi...
574
                 Drug Related
                    Deaths


 2052 Alcohol                   60000-70000
Related Deaths ...
Majority do not abuse
        drugs

There are risk factors
    for individual

Alcohol and cannabis

 Encourage Healthy
 ...
Aligning
                              with
                           Curriculum
                               for
     ...
Community
                                Impact


                                                      Harms to
      Cr...
OVERVIEW

                                   • cross-curricular
   PLANNING                        • inter-agency
  PROCES...
LITERACY ACROSS
                                                    LEARNING:
                                   one appro...
SELECTED DESIGN PRINCIPLES
                           (CfE): RELEVANCE



   Children and young people should understand
 ...
SELECTED DESIGN PRINCIPLES
                          (CfE): COHERENCE



   There should be clear links between the
   dif...
SELECTED DESIGN PRINCIPLES
                          (CfE): PROGRESSION
 Progression in learning will depend on learners
...
PROGRESS TO DATE
                EVOLUTION
                • Year 1: PGDE S only: English, Gaelic and MFLs– planning
     ...
SCDEA CORE PURPOSE
                  • “Substance misuse education should be
                     part of a broad curricul...
‘CHOICES FOR LIFE’
„Choices for Life‟ is a 2 hour multi media event to which all
primary 7 children within Scotland are i...
LEARNING:
                                THROUGH SHARED NEEDS AND
                                               PURPOSES...
PLANNING LITERACY ACROSS
                             LEARNING: THROUGH SHARED
                                   NEEDS AN...
PARTNERSHIP PLANNING IN
                 PGDE: PROGRESSION
Based on:
   Shared    knowledge and understanding of learning...
Pgde secondary cross curricular planning in literacy across learning
Pgde secondary cross curricular planning in literacy across learning
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Pgde secondary cross curricular planning in literacy across learning

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Pgde secondary cross curricular planning in literacy across learning

  1. 1. PGDE SECONDARY CROSS- CURRICULAR PLANNING IN LITERACY ACROSS LEARNING A Shared Responsibility Kenny McIntosh, University of Aberdeen Detective Superintendent Willy MacColl, National Drugs Co-ordinator, Scottish Crime and Drugs Enforcement Agency (SCDEA)
  2. 2. 574 Drug Related Deaths 2052 Alcohol 60000-70000 Related Deaths CAPSM in 2004 13000 Smoking Cost = Related £5 bn p.a. Deaths 52000 Problematic Drug Users
  3. 3. Majority do not abuse drugs There are risk factors for individual Alcohol and cannabis Encourage Healthy Alternatives
  4. 4. Aligning with Curriculum for Excellence Using Cross Technologies Curricular Opportunities Better Training for Encouraging Professionals Positive and & Visitors Healthy Lifestyles Greater Emphasis Developing on Resources Normative Education
  5. 5. Community Impact Harms to Cross Individuals Curricular & Families The Future? A working example Aligned Environmental with Impact Shared Curriculum Responsibility for Excellence Platform for Teaching – Working with Lesson Notes Colombian & Government Technologies
  6. 6. OVERVIEW • cross-curricular PLANNING • inter-agency PROCESSES • dispositions and approaches • knowledge and understanding of substance misuse CONTEXTS • CfE • located in subject contexts STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  7. 7. LITERACY ACROSS LEARNING: one approach in UoA’s School of Education AIMS Partnership Collaborative Experience of approaches to planning of a cross-curricular literacy across relevant, and inter-agency learning (and coherent and planning for a health and well- progressive notional S1 being across sequence of class learning) within lessons subject contexts. STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  8. 8. SELECTED DESIGN PRINCIPLES (CfE): RELEVANCE Children and young people should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future. STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  9. 9. SELECTED DESIGN PRINCIPLES (CfE): COHERENCE There should be clear links between the different aspects of children's and young people's learning, including opportunities or extended activities which draw different strands of learning together. STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  10. 10. SELECTED DESIGN PRINCIPLES (CfE): PROGRESSION  Progression in learning will depend on learners having adequate opportunities to participate in higher-order learning activities and to develop breadth of learning through practice and application across a range of contexts, rather than on rapid movement through levels  Along with the learner, teachers will use their professional judgement and a range of evidence to evaluate progress and discuss with learners the next steps that are most appropriate for them. STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  11. 11. PROGRESS TO DATE EVOLUTION • Year 1: PGDE S only: English, Gaelic and MFLs– planning collaboratively; focusing on coherence and relevance; theme of substance misuse • Year 2: PGDE S only: English, MFLs, Gaelic and Science – planning collaboratively through shared needs and purposes within literacy; focusing on coherence, progression and relevance; theme of substance misuse MATERIALS • From SCDEA and Colombian Government • SCDEA purpose; Choices for Life • CfE Experiences and Outcomes for subjects, H & WB, Literacy ACTIVITIES • In cross-curricular groups of up to 7; common outcome of at least a 9-frame storyboard; non-fiction and fiction combined • As above but in Year 2 sharpening the focus on practical issues relating to progression in cross-curricular planning. STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  12. 12. SCDEA CORE PURPOSE • “Substance misuse education should be part of a broad curriculum which supports the promotion of positive and healthy What is lifestyle choices. It should give children the and young people accurate and credible purpose information about a variety of substances, of whoever facilitates the classroom activity” substanc (SCDEA). e misuse education • “Children and young people should gain ? knowledge of substances and their effects and learn and practice skills for decision making and coping strategies around risk • taking behaviour” (SCDEA). “Learners develop their understanding of What is the use and misuse of a variety of meant by „substance substances including over the counter and s‟? prescribed medicines, alcohol, illegal drugs, tobacco and solvents” (SCDEA). STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  13. 13. ‘CHOICES FOR LIFE’ „Choices for Life‟ is a 2 hour multi media event to which all primary 7 children within Scotland are invited. An annual event, it takes place at venues across the country and aims to complement ongoing substance misuse education within schools and homes. In line with Curriculum for Excellence it supports positive healthy lifestyle choices. The event has live drama, video drama, and a quiz interspersed with live music. Supporting materials for use within the classroom pre and post event are also available through www.choicesforlife.com. STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  14. 14. LEARNING: THROUGH SHARED NEEDS AND PURPOSES “Hi all, Myself and (Student S) were looking at the possibility of the media aspect and were looking at perhaps focusing on music and drugs and how it is glamorised in the media. Just a few newspaper articles here, but we were maybe looking at a lesson, something like: - Overview of media- what it is. - Reference to and linking up with, science lessons they have covered, explaining that in English, we will be examining whether media glamorise drugs…” (From Student K, 12th Feb. ‟10) STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  15. 15. PLANNING LITERACY ACROSS LEARNING: THROUGH SHARED NEEDS AND PURPOSES “Hi All, I can see it being difficult to base the content of a storyboard purely on the survey results (as we cannot predict the answers). Perhaps we could provide pupils with various 'case studies' similar to the ones we get as TDAs (e.g. Sarah is 14, she drinks 10 units of cider most weekends, her boyfriend is 16 and drinks 15 units of strong lager..). They would then have to storyboard what they think could happen to her physically in the long and short term (with a frame showing her internal organs), socially and psychologically. They would need to draw on their research work in English and Science classes but I cannot quite see how to incorporate Spanish – [student P addressed by name here]? Now where did I leave the chardonnay…” (From Student M, 3rd March ‟10) STEC – April „10 - Literacy Across Learning: K McIntosh & W MacColl
  16. 16. PARTNERSHIP PLANNING IN PGDE: PROGRESSION Based on:  Shared knowledge and understanding of learning intentions for pupils (as far as possible at the level of the individual pupil) in each relevant lesson across each subject, as opposed to what pupils will do in each subject A desire to provide breadth and depth to individual pupils‟ learning by building on relevant inputs and activities in other subjects. To share very up-to-date information on individual pupils‟ progress through the sequence of lessons (workApril „10 - Literacy Across Learning: K McIntosh & W STEC – in progress) MacColl

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