Download - Infomagic: SLA Weekend Course 2014
Infomagic
Lin Smith
Liz Smith
What we know
• That the English National Curriculum is
undergoing change
• That there is mention of NON-FICTION books
throughout the new guidance
• That the Scottish and Welsh models already
have this embedded in their literacy
strategies
Scotland - the Brave
• Have had this sewn up for a long time
http://www.educationscotland.gov.uk/Images/literacy_experiences_outcomes_tcm4-539998.pdf
Northern Ireland
Thinking Skills & Personal Capabilities
KS3 Statutory requirements
•Managing Information•Thinking, Problem-solving & Decision-making•Being creative•Working with others•Self-management
Cross-Curricular Skills
•Communication•Using Mathematics•Using Information and Communications Technology
and...
In addition to Writing, and Talking & Listening, includes Reading
http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_curriculum_ks3.pdf
The Welsh model
But more of that later!
Is also
extensive
EnglishThe national curriculum for English aims to ensure that all pupils:
read easily, fluently and with good understanding
develop the habit of reading widely and often, for both pleasure and
information
acquire a wide vocabulary, an understanding of grammar and knowledge of
linguistic conventions for reading, writing and spoken language
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in
and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and
explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal
presentations, demonstrating to others and participating in debate
How we justify this
http://www.literacytrust.org.uk/assets/0001/9202/Curriculum_Review_and_Planning_Tool.pdf
NOT ONLYBecause - the NC documents say we should!
BUT ALSO
Because - it introduces the concept of book navigation which is important training for higher level study
Because – it engages the child who hasn’t yet found stories to enjoy
Because – it enables the teacher or librarian to assess progress in the child’s ability to absorb, assimilate and use information
Key Stage 1Emphasis on phonics Practice at reading words by sounding and blendingTeachers should extend student vocabulary by explaining meanings
ReadingPupils should be taught to
Develop pleasure in reading, motivation to read…..listen and discuss wide range of poems, stories and non-fiction
Familiarity with fairy stories and traditional talesAppreciate rhymes and poems learning some by heart
WritingChildren should be able
To name the letters of the alphabetAdd prefixes and suffixes
Key Stage 2Pupils should be applying growing knowledge with both root words and exceptions
They should be taught to demonstrate positive attitudes to readingreading differently structured booksusing dictionariesincreasingly wide range …including fairy stories, myths & legendsthemes and conventions
Alsoprepare poems and play scripts to read aloud and to performretrieve and record information from non-fiction
They are expected to be able to both evaluate and edit their work
Opportunities
to exercise choice in selecting books
- being taught how to do so
Although the latter forms part of the non-statutory guidance the use of contents pages and indexes is also mentioned.
By Years 5 and 6 children should be
-planning their writing and identifying their audience
-proof reading for spelling and punctuation errors
Punctuation
Grammar
Spelling
English language
This will be assessed by exam. Students’ speaking skills will be assessed but, as with current GCSEs, will not contribute to the overall grade. The assessment will be marked by teachers and reported separately, alongside the qualification grade on the certificate. Twenty per cent of the marks for the written exams will be allocated to accurate spelling, punctuation and grammar.
English literature
This will be assessed wholly by exam. Five per cent of the marks will be allocated to accurate spelling, punctuation and grammar.
“This may hurt a little”
ofqual.gov.uk/documents/summary-on-reforms-to-gcses-from-2015/
Key Stage 3
Aims
promote high standards of language and literacy
a strong command of the spoken and written word, and to
develop their love of literature through widespread reading for enjoyment.
read easily, fluently…
And so…
Pupils should
develop the habit of reading widely and often, for both pleasure and information
acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
It doesn’t stop thereThey should be taught to write formal and academic essays as well as writing imaginatively.
They should be taught to write for a variety of purposes and audiences across a range of contexts.
They should build up an increasingly wide knowledge of vocabulary and grammar.
Teachers should show pupils how to understand the relationships between words.
Pupils should be taught to control their speaking and writing consciously.
They should understand and use age appropriate vocabulary.
It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.
Pupils should be taught to:
develop an appreciation and love of reading, and read increasingly challenging material independently through:
reading a wide range of fiction and non-fiction,including in particular whole books,
short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high quality works from:
English literature, both pre -1914 and contemporary, including prose, poetry and dramaShakespeare (two plays)seminal world literature
choosing and reading books independently for challenge, interest and enjoyment.
Re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.understand increasingly challenging texts
In fact the devil is in the detail
knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, present meaning
recognising a range of poetic conventions and understanding how these have been used
studying setting, plot, and characterisation, and the effects of theseunderstanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
making critical comparisons across texts
studying a range of authors, including at least two authors in depth each year
And specifically…..
We also know
That in all subjects
Teachers expect students to be capable of some degree of writing
This could be anything
Non-fiction
oEvaluations
oAccounts
oDescriptions
oRecords
oExperiment write-ups
oAnalysis
oLetters (persuasive, informative)
oShort answers using technical vocabulary
oEssays
The O wordOfsted are likely to make reference to their 2012 document
‘Moving English Forward’
The following slides are taken and adapted from an original presentation by kind permission of
Dave Woodhouse
http://www.ofsted.gov.uk/resources/moving-english-forward
Ofsted now analyse the performance of different groups
of students in the school. The groups include:-
Boys v girls
Non FSM v FSM
EAL
Vulnerable children (CLA plus FSM)
SEN
There are two cross-curricular aspects that
Ofsted look at:-
SMSC (Spiritual, Moral, Social and Cultural)
aspects of school life
Literacy (Reading, Writing, Communication)
and Numeracy
Benefits of Reading for Enjoyment
Improves students’ reading ages
Improves students’ vocabulary
Improves students’ confidence and self esteem that they are readers
Improves students’ general knowledge
Contributes to students’ emotional development - SMSC
Assessing Reading• Higher order reading skills and knowledge,
such as inference, appreciation of style and summary
• How familiar pupils are with a range of textsand authors
• Pupils’ attitudes to, and enjoyment of,
reading
So...
How can we use these specific references to information literacy skills and reading non-fiction/information texts to our advantage in school libraries?
2011
2012
2013
Rationale
Opportunities for Library
Info Literacy
skills
Way into the curric-ulum
Voting opens 18 June
&
ends 18 September
Winners announced
at Bath Literature
Festival –
30 September
2014
Pembroke School:The IBA in practice...
Welsh Education agenda
Skills Framework for 3-19 Year-Olds in Wales (2008)
revised National Curriculum for Wales (2008)
Focus on the learner Reduced subject content Increased focus on skills development,integrated into the curriculum
Underpins revised curriculum Thinking, Communication, ICT, Number Specific information literacy skills included
But - not statutory!Skills explicitin lesson plans
IBA 2011 & 2012
Lyned – Science teacher
“Judging the IBA is ideal as it enables a scientific
analysis of the book, developing pupils’
analytical and investigative skills to
examine how the information is presented
and written.”
“IBA judging engages pupils in
a collaborative reading activity,
which gives context for the
work on NF texts done in class.”
Catherine – English teacher
2012:The Year of the LNFNational Literacy & Numeracy Framework Wales
http://www.bbc.co.uk/news/world-asia-16589052
Introduced in 2012 Statutory curriculum requirement since September 2013 Statutory assessment requirement from September 2014All subjects expected to include literacy & numeracy elements to SoWs
Aim: to improve literacy & numeracy levels in Wales
Literacy strands: Reading; Writing & Oracy across the curriculum
National Literacy & Numeracy Framework Wales
National Literacy & Numeracy Framework Wales
IBA 2013
Mindmap of ideas for qualities of an effective information book
Notes frame to record thoughtsWWW / EBW format
IBA 2014
Lesson Starter :Parts of an Information Book Marketplace activity Blutack activity
English: Year 8Non-Fiction Reading SoW
September 2014
“Fun, motivating
and purposeful!”
Revised lesson plan LNF explicit
Sîan – Y7 Skills teacher
IBA 2014
More scaffoldedresponse mat to record thoughts, keepingWWW / EBW element
Over to you...
What’s your experience of the Information Book Award?
How can we demonstrate student progress in skills
development?
Questions Blue Task
Here is the answer.
Daffodils are yellow.
Ways to assess
Here is a question.
What colour are daffodils?
Links
• http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_curriculum_ks3.pdf
• WELSH ASSEMBLY GOVERNMENT (2008). Skills Framework for 3-19 Year-Olds.
Cardiff: Welsh Assembly Government.
• http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculu
mforwales/skillsdevelopment/SKILLS_FRAMEWORK_2007_Engli1.pdf?lang=en
• http://www.educationscotland.gov.uk/Images/literacy_experiences_outcomes_tcm4-
539998.pdf
• https://www.gov.uk/schools-colleges/curriculum-qualifications
• http://www.literacytrust.org.uk/assets/0001/9202/Curriculum_Review_and_Pla
nning_Tool.pdf
• http://ofqual.gov.uk/documents/summary-on-reforms-to-gcses-from-2015/
Lin Smith Liz Smith
Liz SmithLibrarianPembroke School
Email: liz[at]lizsmith.infoTwitter: @psliz(personal)/ @pslib (Library)
Lin SmithLibrarianEcclesbourne School
Email: liblintra[at]gmail.com
Twitter: @smith_lin