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A Curriculum for Excellence at Alford Academy
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A Curriculum for Excellence at Alford Academy

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Delivered by Kaye Wilson of Aberdeenshire Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.

Delivered by Kaye Wilson of Aberdeenshire Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.

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  • Transcript

    • 1. Network Librarian Alford Community Library Alford Academy
    • 2.
      • Degree from RGIT (now The Robert Gordon University)
      • School Librarian at Westhill Academy
      • Research Assistant at RGU
      • Lecturer at RGU with research responsibilities
      • Network Librarian at Alford Community Library
      • Research interests : Information literacy in schools and in teacher education
    • 3.
      • Our context
      • Pick n’ mix at Alford Academy
      • [email_address]
    • 4.  
    • 5.  
    • 6.  
    • 7.
      • Examples of texts
      • novels, short stories, plays, poems
      • reference texts
      • the spoken word
      • charts, maps, graphs and timetables
      • advertisements, promotional leaflets
      • comics, newspapers and magazines
      • CVs, letters and emails
      • films, games and TV programmes
      • labels, signs and posters
      • recipes, manuals and instructions
      • reports and reviews
      • text messages, blogs and social networking sites
      • web pages, catalogues and directories
    • 8.
      • “ We see learning as being delivered by a range of partners both within formal school settings and in other settings such as early years centres, colleges and the wider environment, with children and young people learning in , learning about and learning through Aberdeenshire.”
      • (Aberdeenshire’s Curriculum Framework 3 -18, p.32)
    • 9.  
    • 10.
      • The pupils’ pupils were glazing over (and so were mine!)
      • Repeat of course I ran for P7 transition groups
      • Work with Primary schools indicated that a lot of the children were fairly proficient already – why use fresh start approach?
      • No context for the skills so for many pupils it went in one ear and out the other
    • 11.
      • Gave a boring view of the library (and the librarian!)
      • A narrow range of subject departments taking part
      • Narrow range of skills being developed in the pupils
      • Nothing in place for S2 – S6 except the adhoc work I did with them when they happened into the library... perhaps this was significant?
    • 12.
      • It is inclusive
      • It is a list of a range of adhoc information literacy sessions for pupils from S1 – S6
      • It is working with teaching staff to encourage them to pick n’ mix the elements they feel pupils may need
      • It is a framework where teachers need to outline the ability of pupils and a context
      • It is an opportunity for teachers to choose whether it is best to teach a half class, a small group or undertake individual work
      • It is a system that needs to be nurtured and reinforced
    • 13.
      • It isn’t a sequential set of workshops working from fiction/ non fiction through to reference work and beyond
      • It isn’t a ‘course’ where pupils come out of English or Guidance
      • It isn’t an overnight answer to information literacy development
      • It isn’t repetitive or boring (for me or the pupils)
    • 14.
      • Takes time to bed in
      • Chipping away at it
      • More range of subjects interested
      • Fuller range of workshops welcomed
      • Well received
      • Less problems around terminology (I list outline of skills workshops available not links to information literacy models)
    • 15.
      • Backed up by research and ongoing communication with Prof D Williams, RGU
      • Fits in well with A Curriculum for Excellence
      • Ethos of school is very supportive
      • Rector is a creative thinker and this makes all the difference (need for SMT support still paramount)
    • 16. Starting to use Graphic Novels
    • 17.
      • G raphic N ovel e X perience @ alford
      • Started about 5/6 years ago
      • Level A /B pupils coming up
      • Barrington Stoke not serving all their needs
      • Boys as disinterested readers
      • Difficult to choose books – little guidance then on what was appropriate
      • Now we have wide range from Boffin Boy to Spongebob and on to Star Wars and Shakespeare
    • 18.
      • Much enthusiasm from rector
      • Meeting of partners to look at graphic novels as focus
        • Arts Education
        • Scottish Sculpture Workshop
        • Various secondary and primary colleagues
        • Artists employed by Arts Education (identified by myself and Arts Education officer from Grays School of Art Graduate Show)
      • Secondary pupils (ASN) and primary pupils involved
      • Use of Digiblue cameras (ASN/ Primary)
        • Developing storyboard
        • Making and filming plasticine characters
        • Film premiere and processing graphic novel for library!
    • 19.
      • Use of ComicLife software (Drama and Primary)
      • Visit to Waterstones, graphic novel shop and art gallery (ASN - Academy)
        • Team work
        • Budgeting; Selecting
        • New experiences – visit to book shop and art gallery
      • Evolving interest in graphic novel/ street art (ASN/ Art Department)
        • Book plates to be developed
        • Street art notice board to be developed
          • Sustainability of this feature in Young Adult area of library
    • 20.
      • Graphic novel in Doric language (using local poet Charles Murray as link) – Academy
        • Farming links
        • Re-establishing of Doric language
        • Use of graphic novel to engage with different groups
      • Graphic novel using Local Studies materials as focus – Primary
        • Visit to Waterstones to select graphic novels with HT and myself
        • Invited older members of the community to share memories
          • I did a session on interviewing skills with the pupils beforehand
    • 21.
      • Using the graphic novel to illustrate ‘process’
        • Recipes in HE – in conjunction with local restaurants
        • Metal work in Technical
        • Rural Studies with Scottish Agricultural College
        • Building skills – in conjunction with local builders/ tradesmen
        • Use in work experience situations?
      • The place of the graphic novel in our new build school
        • Illustrating the before and after
        • Art Department already engaged in the beginnings of this project
    • 22.
      • The ideas outlined are far from rocket science but with genuine support from my rector, who is also my Line Manager in school, I have been able to dip my toe in the water with lots of little projects and watch some of them grow to fruition. Being in receipt of this kind of trust to try things out as an equal professional means that I can use A Curriculum for Excellence to develop new ideas, make new and useful partnership links and hopefully make a difference to our pupils’ learning experience.

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