Literacy And Learningpp

361 views

Published on

without words we cannot imagine, without imagination we will not learn

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
361
On SlideShare
0
From Embeds
0
Number of Embeds
9
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Literacy And Learningpp

  1. 1. Literacy and learning Further development in Literacy across the curriculum
  2. 2. <ul><li>Rachel </li></ul><ul><li>Stevens </li></ul><ul><li>Appearing at </li></ul><ul><li>The Russell Hotel, Maidstone </li></ul><ul><li>March 23rd 2005 </li></ul><ul><li>At 18:00 </li></ul><ul><li>Tickets </li></ul><ul><li>£8.50, £10.00, £14.00 </li></ul>
  3. 3. Poor literacy affects health, wealth and happiness? <ul><li>Health </li></ul><ul><li>Wealth </li></ul><ul><li>Happiness </li></ul><ul><li>How do you think this will affect them in these categories? </li></ul>
  4. 4. Health <ul><li>Poor readers( boys) are twice as likely to smoke whilst in school. </li></ul><ul><li>Poor readers were 10% less likely to report that they were in good physical health at 30 than other groups. </li></ul><ul><li>Poor readers of both sexes were more likely to be sexually active by age sixteen and more likely to use unreliable contraception. </li></ul><ul><li>29% of girls who were poor readers and sexually active ONLY used unreliable contraception. </li></ul>
  5. 5. Wealth <ul><li>Poor readers earn about £2 an hour less than the average hourly rate. </li></ul><ul><li>Poor readers were twice as likely to be unemployed at 30 and twice as likely to have experienced a continuous spell of unemployment. </li></ul><ul><li>Women who were poor readers were more likely to be single parents and to have had more than two children. </li></ul>
  6. 6. Happiness <ul><li>Overall, poor readers have a slightly higher score on the ‘malaise’ scale of symptoms of depression. </li></ul><ul><li>By age 30 most poor readers were twice as likely to feel that, ‘whatever I do has no real effect on my life’ and that , </li></ul><ul><li>‘ problems in life are usually too much.’ </li></ul>
  7. 7. Reading does matter <ul><li>Being more enthusiastic about reading and a frequent reader was more of an advantage, on its own, than having well-educated parents in good jobs’ </li></ul><ul><li>OECD, Reading for Change </li></ul>
  8. 8. Aims of the literacy and learning initiative <ul><li>Raise standards of literacy across the school. </li></ul><ul><li>Improve the quality of learning across the school. </li></ul><ul><li>Extending, sustaining and reviving previous work on literacy across the curriculum. </li></ul>
  9. 9. The main arms for this initiative Pupils use Speaking, Reading and Writing Better subject learning better literacy Pupils improve literacy skills by applying them in subjects. Literacy objectives included into subject teaching Literacy and Learning
  10. 10. Why English is so important 6 6 6 5 5 6 5 5 5 5 5 4 4 4 5 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  11. 11. Why English is so important 6 6 6 5 5 6 5 5 5 5 5 4 4 4 5 4% 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  12. 12. Why English is so important 6 6 6 5 5 6 5 5 5 5 5 4 15% 4 4 5 4% 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  13. 13. Why English is so important 6 6 6 5 5 6 5 5 5 10% 5 5 4 15% 4 4 5 4% 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  14. 14. Why English is so important 6 6 6 5 5 6 54% 5 5 5 10% 5 5 4 15% 4 4 5 4% 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  15. 15. Why English is so important 6 6 6 79% 5 5 6 54% 5 5 5 10% 5 5 4 15% 4 4 5 4% 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  16. 16. Why English is so important 97% 6 6 6 79% 5 5 6 54% 5 5 5 10% 5 5 4 15% 4 4 5 4% 4 4 4 science maths English % chance of 5 A – C passes End of Key Stage 3
  17. 17. A framework for literacy and learning <ul><li>The framework identifies 3 main areas for development: </li></ul><ul><ul><li>Learning through talk </li></ul></ul><ul><ul><li>Learning through text </li></ul></ul><ul><ul><li>Learning through writing </li></ul></ul>
  18. 18. A framework for literacy and learning <ul><li>The framework is based on the following assumptions: </li></ul><ul><li>Literacy needs to be taught systematically and consistently. </li></ul><ul><li>Pupils should be given regular opportunities to consolidate their literacy skills. </li></ul><ul><li>All teachers should share in the responsibility for developing literacy and learning. </li></ul>
  19. 19. The framework of cross-curricular objectives - TALK Learning through TALK Use talk to clarify and present ideas Active listening to understand Talking and Thinking together
  20. 20. The framework of cross-curricular objectives - TEXT Learning From TEXT Developing research and study skills Reading for Meaning Understand how a text works
  21. 21. The framework of cross-curricular objectives - WRITING Learning through WRITING Using writing as a tool for thought Structuring and organising writing Developing Clear and Appropriate Expression
  22. 22. And so to the packs Department need to have time to look at the materials and adapt current S.o.W. to accommodate the new materials and ideas – a timetable of implementation is enclosed

×