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Cross-Curricular Planning in Literacy across Learning

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GTC Scotland
GTC Scotland

Presented by Kenny McIntosh and Willy MacColl at the 2010 Scottish Teacher Education Committee Conference 2010.

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Kenny McIntosh, University of Aberdeen Detective Superintendent Willy MacColl, National Drugs Co-ordinator, Scottish Crime and Drugs Enforcement Agency (SCDEA) PGDE SECONDARY CROSS-CURRICULAR PLANNING IN LITERACY ACROSS LEARNING A Shared Responsibility
OVERVIEW STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
LITERACY ACROSS LEARNING: one approach in UoAs School of Education STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
SELECTED DESIGN PRINCIPLES (CfE): RELEVANCE Children and young people should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future. STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
SELECTED DESIGN PRINCIPLES (CfE): COHERENCE There should be clear links between the different aspects of children's and young people's learning, including opportunities or extended activities which draw different strands of learning together. STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
SELECTED DESIGN PRINCIPLES (CfE): PROGRESSION Progression in learning will depend on learners having adequate opportunities to participate in higher-order learning activities and to develop breadth of learning through practice and application across a range of contexts , rather than on rapid movement through levels Along with the learner, teachers will use their professional judgement and a range of evidence to evaluate progress and discuss with learners the next steps that are most appropriate for them. STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
PROGRESS TO DATE STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
SCDEA CORE PURPOSE STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
CHOICES FOR LIFE STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Choices for Life is a 2 hour multi media event to which all primary 7 children within Scotland are invited. An annual event, it takes place at venues across the country and aims to complement ongoing substance misuse education within schools and homes. In line with Curriculum for Excellence it supports positive healthy lifestyle choices. The event has live drama, video drama, and a quiz interspersed with live music. Supporting materials for use within the classroom pre and post event are also available through www.choicesforlife.com .
PLANNING LITERACY ACROSS LEARNING: THROUGH SHARED NEEDS AND PURPOSES STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Hi all, Myself and (Student S) were looking at the possibility of the media aspect and were looking at perhaps focusing on music and drugs and how it is glamorised in the media. Just a few newspaper articles here, but we were maybe looking at a lesson, something like: - Overview of media- what it is. - Reference to and linking up with, science lessons they have covered, explaining that in English, we will be examining whether media glamorise drugs (From Student K, 12 th Feb. 10)
PLANNING LITERACY ACROSS LEARNING: THROUGH SHARED NEEDS AND PURPOSES STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Hi All, I can see it being difficult to base the content of a storyboard purely on the survey results (as we cannot predict the answers). Perhaps we could provide pupils with various 'case studies' similar to the ones we get as TDAs (e.g. Sarah is 14, she drinks 10 units of cider most weekends, her boyfriend is 16 and drinks 15 units of strong lager..). They would then have to storyboard what they think could happen to her physically in the long and short term (with a frame showing her internal organs), socially and psychologically. They would need to draw on their research work in English and Science classes but I cannot quite see how to incorporate Spanish ( Student P is named here) ? Now where did I leave the chardonnay (From Student M, 3 rd March 10)
PARTNERSHIP PLANNING IN PGDE: PROGRESSION STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Based on: Shared knowledge and understanding of learning intentions for pupils (as far as possible at the level of the individual pupil) in each relevant lesson across each subject, as opposed to what pupils will do in each subject A desire to provide breadth and depth to individual pupils learning by building on relevant inputs and activities in other subjects. To share very up-to-date information on individual pupils progress through the sequence of lessons (work in progress)

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Cross-Curricular Planning in Literacy across Learning

  • 1. Kenny McIntosh, University of Aberdeen Detective Superintendent Willy MacColl, National Drugs Co-ordinator, Scottish Crime and Drugs Enforcement Agency (SCDEA) PGDE SECONDARY CROSS-CURRICULAR PLANNING IN LITERACY ACROSS LEARNING A Shared Responsibility
  • 2. OVERVIEW STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 3. LITERACY ACROSS LEARNING: one approach in UoAs School of Education STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 4. SELECTED DESIGN PRINCIPLES (CfE): RELEVANCE Children and young people should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future. STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 5. SELECTED DESIGN PRINCIPLES (CfE): COHERENCE There should be clear links between the different aspects of children's and young people's learning, including opportunities or extended activities which draw different strands of learning together. STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 6. SELECTED DESIGN PRINCIPLES (CfE): PROGRESSION Progression in learning will depend on learners having adequate opportunities to participate in higher-order learning activities and to develop breadth of learning through practice and application across a range of contexts , rather than on rapid movement through levels Along with the learner, teachers will use their professional judgement and a range of evidence to evaluate progress and discuss with learners the next steps that are most appropriate for them. STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 7. PROGRESS TO DATE STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 8. SCDEA CORE PURPOSE STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl
  • 9. CHOICES FOR LIFE STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Choices for Life is a 2 hour multi media event to which all primary 7 children within Scotland are invited. An annual event, it takes place at venues across the country and aims to complement ongoing substance misuse education within schools and homes. In line with Curriculum for Excellence it supports positive healthy lifestyle choices. The event has live drama, video drama, and a quiz interspersed with live music. Supporting materials for use within the classroom pre and post event are also available through www.choicesforlife.com .
  • 10. PLANNING LITERACY ACROSS LEARNING: THROUGH SHARED NEEDS AND PURPOSES STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Hi all, Myself and (Student S) were looking at the possibility of the media aspect and were looking at perhaps focusing on music and drugs and how it is glamorised in the media. Just a few newspaper articles here, but we were maybe looking at a lesson, something like: - Overview of media- what it is. - Reference to and linking up with, science lessons they have covered, explaining that in English, we will be examining whether media glamorise drugs (From Student K, 12 th Feb. 10)
  • 11. PLANNING LITERACY ACROSS LEARNING: THROUGH SHARED NEEDS AND PURPOSES STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Hi All, I can see it being difficult to base the content of a storyboard purely on the survey results (as we cannot predict the answers). Perhaps we could provide pupils with various 'case studies' similar to the ones we get as TDAs (e.g. Sarah is 14, she drinks 10 units of cider most weekends, her boyfriend is 16 and drinks 15 units of strong lager..). They would then have to storyboard what they think could happen to her physically in the long and short term (with a frame showing her internal organs), socially and psychologically. They would need to draw on their research work in English and Science classes but I cannot quite see how to incorporate Spanish ( Student P is named here) ? Now where did I leave the chardonnay (From Student M, 3 rd March 10)
  • 12. PARTNERSHIP PLANNING IN PGDE: PROGRESSION STEC April 10 - Literacy Across Learning: K McIntosh & W MacColl Based on: Shared knowledge and understanding of learning intentions for pupils (as far as possible at the level of the individual pupil) in each relevant lesson across each subject, as opposed to what pupils will do in each subject A desire to provide breadth and depth to individual pupils learning by building on relevant inputs and activities in other subjects. To share very up-to-date information on individual pupils progress through the sequence of lessons (work in progress)