Perth and kinross imrpoving learning, improving literacy


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Perth and kinross imrpoving learning, improving literacy

  1. 1. Using evidence to support Literacy <br />Grant Gillies<br /><br />
  2. 2. What are you assessing?<br />
  3. 3. Using evidence to support literacyKey features of all the examples:<br />Shared success criteria<br />Range of evidence<br />Feedback and next steps<br />Moderation<br />Reporting<br />Time specific<br />
  4. 4. Definition of literacy<br />Literacy is the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language which society values and finds useful.<br />Principles and Practice paper<br />
  5. 5. <ul><li>The spoken word
  6. 6. Reference texts, reports and reviews
  7. 7. Labels, signs, pictures, photographs
  8. 8. Stories, plays, poems
  9. 9. Charts, maps, graphs, posters
  10. 10. Comics, newspapers, magazines
  11. 11. Recipes, manuals, instructions
  12. 12. Adverts, leaflets, films, TV programmes
  13. 13. Texts, blogs, web pages</li></ul>Examples of Texts<br />
  14. 14. Gathering evidence of learning<br />
  15. 15. Sciences<br />Literacy<br />Connections<br />By researching cell division, I can explain its role in growth and repair and can discuss how some cells can be used therapeutically.<br />SCN 4-12b<br />I can identify ...the purpose, main concerns or concepts ...make inferences from key statements<br />LIT 3-16a (Read)<br />By investigating renewable energy sources and taking part in practical activities to harness them, I can discuss their benefits and potential<br />SCN 3-04b<br />
  16. 16. Mathematics and Numeracy<br />To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced and have assessed how useful...sources are.<br />LIT 2-18a<br />Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising the presentation may be misleading.<br />MTH 2-20a<br />Literacy Connections<br />I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. MNU 2-22a<br />
  17. 17. Murroes Primary School, Angus<br />Pupils at Murroes Primary School show how data can be presented in order to influence opinion through their work on propaganda posters for WW2.<br />MNU 2-20a: Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.<br />LIT 2-08a: To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are.<br />
  18. 18. Evidence of learning<br />Pupil Comment:<br />“We started the scale at 8 so it looked like Japan hardly won any battles and so it looked like Germany wasn’t very high either.”<br />“An incorrect graph has the wrong information but a misleading graph has the right information it’s just been organised so that it looks misleading.”<br />
  19. 19. Carluke High School, South Lanarkshire<br />S3 Students apply their knowledge and understanding of nutrition and healthy eating to their writing in order to advise teenagers and young people of the benefits of adopting positive, healthy eating habits<br />LIT 4-29a: I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence.<br />HWB 4-31a: I can apply my knowledge and understanding of nutrition, current healthy eating advice and the needs of different groups in the community when planning, choosing, cooking and evaluating dishes.<br />
  20. 20. Carluke High School, South Lanarkshire<br />Evidence of learning to evaluate<br />Paired, group and class discussion of issues affecting young people in their healthy eating choices (SAY)<br />Researching nutritional information and current dietary advice (DO)<br />Choosing, planning, preparing, cooking and evaluating healthy eating dish (MAKE)<br />Planning and writing magazine article for a teenage readership which gives nutritional information, explores a range of issues encountered by teenagers in making dietary choices and promotes healthy eating habits (WRITE)<br />
  21. 21. Identifying progress and recognising achievement<br />
  22. 22. Gathering evidenceSay and Write<br />
  23. 23. Orkney Primary Schools<br />Alison Drever<br />
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  27. 27. Beeslack Community High School, Penicuik<br />Reports<br />Key Points to remember:<br />Remember the Type, Audience and Purpose for the report. It will help you to make sure your writing is appropriate.<br />A report is a formal piece of writing.<br />It is often appropriate to use bullet points, graphs and charts as a part of a report.<br />Your work should always be neatly presented.<br />Order/Organisation<br />Key Points to remember:<br />Organise your sub-headings into the most logical order. This will help your essay to be more fluent.<br />Remember to use topic sentences to move your writing on to your next point. (See example overleaf)<br />Make sure any graphs or charts you use match up with the relevant section of your essay.<br />Content<br />Key Points to remember:<br />Plan your research and take notes in a way that you will know what they mean. You have covered this skill in the literacy programme in the library.<br />Decide on sub-headings that will help you to fulfil the task.<br />Group your content material according to these sub-headings.<br />Remember to include a bibliography of the sources you used.<br />Language<br />Key Points to remember:<br />Most reports should be written in either the second person or the third person. Your teacher will tell which is the most appropriate<br />Reports should be written using formal language.<br />You should avoid elisions (don’t, won’t etc)<br />Keep up an informative tone throughout your piece.<br />
  28. 28. Beeslack Community High School, Penicuik<br />
  29. 29. Seaview Primary Angus<br />
  30. 30. Seaview Primary Angus<br />
  31. 31. Seaview Primary Angus<br />
  32. 32. Seaview Primary Angus<br />
  33. 33. Where are we?<br />
  34. 34. Examples of Texts<br />