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The Literacy Outcomes Draft

Aim of this sessionBrief overviewExplain the Literacy OutcomesOpportunity to work on the experiences

and outcomes

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Setting the Scene• Single framework 3 – 18

• Promote learning across a wide range of real and meaningful contexts

• More than curricular areas and subjects, alsoEthos and life of the school

Interdisciplinary projects and studiesOpportunities for personal achievement

• Equip young people with high level of literacy and numeracy skills

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...solve problems

...plan and organise

...work with others

...think critically & creatively

...use initiative

...lead ..to learn..take risks

The ability

to

The Scottish Government, Edinburgh 2007

Skills for Scotland – A Lifelong Skills Strategy

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Proposed achievement framework

Level Experience and outcomes for most children or young people

early in pre-school and in primary 1

first by end of P4, but earlier for some

second by end of P7, but earlier for some

third in S1 – S3, but earlier for some

fourth fourth level broadly equates to SCQF 4

Senior Phase S4 – S6

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What is literacy?

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.

Literacy and English cover paper 2008

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The draft materials:

• Cover paper:– Explains the thinking behind the experiences and outcomes– Offers advice on learning and teaching based on knowledge of good

practice– Includes reflective questions for individuals or groups to consider

• Experiences and outcomes: describe the expected learning experience of each child and young person from Early to Fourth Level

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Features of the curriculum in Literacy and English What’s new?

New emphasis on: • Literacy as the responsibility of

all.

• Literacy experiences and outcomes have been identified separately.

• Definition of literacy and of texts for the 21st century.

Increased emphasis on: • Enjoyment and Choice – across

the framework

• Reading Strategies – interactive, problem-solving approach

• Critical and information literacy – e.g.‘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 and believable my sources are.’

LIT 218U

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Important definitions

• Literacy• Texts• Overarching experiences• Lines of development and organisers• Lines of progression• Straplines• Experiences and outcomes

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Definition of Texts

‘a text is the medium through which ideas, experiences, opinions and information can be communicated.’

Literacy and English cover paper 2008

• Wider definition – not just conventional print• “Texts” used throughout framework• Personalisation – popular culture• Multimodal texts

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Overarching Experiences

 

I communicate, collaborate and build relationships.

In developing my literacy skills:

I learn to reflect on and

explain my thinking.

I develop my understanding of how language works and what is special, vibrant and valuable about other languages and cultures and my own.

I engage with a rich range of texts in different media.

I explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative.

I appreciate the power of language

to influence and bring about change.

I develop an understanding of relationships, motivations, ideas and actions.

I extend and enrich my vocabulary through listening, talking, watching and reading.

I take advantage of the opportunities offered by Information and Communication Technology (ICT).

I reflect on how well I am listening and talking, reading and writing. I respond to and act on feedback to help me improve and I provide sensitive and useful feedback to others.

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Overarching ExperiencesIn developing my English language skills:

I engage with a wide range of texts and am developing an appreciation of the richness and breadth of Scotland’s literary and linguistic heritage

I regularly make choices about what I watch, listen to, read, write and talk about; how I communicate with others and the resources I use.

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Organisation of Framework

• Lines of Development

• Organisers

• Listening and Talking Enjoyment and Choice Tools for Listening and Talking Finding and Using Information Understanding, Analysing and Evaluating Creating Texts

• Reading Enjoyment and Choice Tools for Reading Finding and Using Information Understanding, Analysing and Evaluating

• Writing Enjoyment and Choice Tools for Writing Organising and Using Information Creating Texts

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Lines of development compare as follows:

Curriculum Framework

3 - 5

Curriculum for Excellence

English Language

5 - 14

Key Aspect Lines of Development

Outcomes of Language

Communication and Language

Listening & TalkingReadingWriting

ListeningTalkingReadingWriting

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The organisers compare as follows5 to 14 English Language

OutcomesCurriculum for Excellence Literacy & English

Organisers

ListeningListening for information, instructions and directionsListening in groupsListening in order to respond to textsAwareness of genreKnowledge about language

TalkingConveying information, instructions and directionsTalking in groupsTalking about experiences, feelings and opinionsTalking about textsAudience awarenessKnowledge about language

Listening & TalkingEnjoyment & ChoiceTools for Listening & TalkingFinding and Using InformationUnderstanding, Analysing & EvaluatingCreating Texts

ReadingReading for informationReading for enjoymentReading to reflect on the writer’s ideas and craftAwareness of genreReading aloudKnowledge about language

ReadingEnjoyment & ChoiceTools for ReadingFinding and Using InformationUnderstanding, Analysing & Evaluating

WritingFunctional writingPersonal writingImaginative writingPunctuation and structureSpellingHandwriting and presentationKnowledge about language

WritingEnjoyment & ChoiceTools for WritingOrganising and Using InformationCreating Texts

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Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning

Early First Second Third Fourth

Straplines

Indicate progression Finding and using information – when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary.

Provide a purpose Organising and using information – considering texts to help create short and extended text different purposes.

Provide a context Tools for listening and talking – to help me when interacting or presenting within and beyond my place of learning.

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Features of the curriculum in Literacy and English What’s new?

New emphasis on: • Literacy as the responsibility of all.

• Literacy experiences and outcomes have been identified separately.

• Definition of literacy and of texts for the 21st century.

Increased emphasis on: • Enjoyment and Choice – across the

framework

• Reading Strategies – interactive, problem-solving approach

• Critical and information literacy – e.g.

‘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 and believable my sources are.’ LIT 218U

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Within an experience or outcome

Literacy – relevant to all Indicate methodology

Teach for understanding

Indicate cognitive demand

Link to overarching experiences

Show skills

Allow for links to other frameworks/other subject areas

De-clutterShow progression

Link to 4 Capacities

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Experiences and OutcomesWhat’s the difference?

Experiences represent important continuing aspects of learning

‘I explore ..’, ‘I am learning to …’

Outcomes describe stages in the development of skills and understanding

‘I can …..’ statements are outcomes

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Early Level

• Level is within pre-school and primary one for most children and young people

• Experiences and outcomes – open and broad• A journey – developmentally appropriate• Emphasis on Listening & Talking • Emphasis on experiential learning

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Literacy across the Curriculum• The literacy experiences and outcomes apply across the

curriculum, in all aspects of learning and all subject areas

• All practitioners in each sector, in each department and in all settings therefore have a responsibility to develop, reinforce and extend the skills which are set out in the literacy experiences and outcomes

• For further information refer to Building the Curriculum 1

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Parallel Outcomes

LT 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.

LIT 208HR 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 and believable my sources are.

LIT 218U W I can persuade, argue, explore issues or express an opinion using

relevant supporting detail and/or evidence.LIT 228AF

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Activity Two

• Interpreting an experience or outcome

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Activity Three

• Combining outcomes

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How to Respond

1. Online and paper questionnaires

2. Trialling

3. Focus Groups

4. Questions within the cover paper

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Next Steps

• Familiarisation with the cover paper and draft experiences and outcomes

• Making connections within and beyond the Literacy and English framework

• Cross sector links

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Contact Details

Louise Ballantyne L.Ballantyne@LTScotland.org.ukLynda Bancroft L.Bancroft@LTScotland.org.ukTrevor Gray T.Gray@LTScotland.org.ukMary MacMillan M.Macmillan@LTScotand.org.ukMairi MacRitchie M.Macritchie@LTScotland.org.ukSusan McDade S.Mcdade@LTScotland.org.uk