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Literacy

Literacy. Validated self evaluation update September 2012. Validated Self Evaluation. Task

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Literacy

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  1. Literacy Validated self evaluation update September 2012

  2. Validated Self Evaluation Task • Evaluate the impact of strategies to ensure the effective acquisition and retention of literacy skills from the early level through to the second level, leading to the coordination of a cohesive approach to literacy The group • QIT, Educational Psychology Service, Community Learning and Development, Area Principal Teachers, Head Teachers, Libraries

  3. Literacy Curriculum for Excellence defines literacy as: • “the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful.” Reading Writing Listening Talking Motivation Confidence

  4. How are we doing? • The Reading Initiative (Argyll and Bute 2009) • The Literacy Action Plan (Scottish Government 2010)

  5. The Literacy Action Plan Evidence from trends in literacy across Scotland shows a number of priorities across learning • Breaking the link between poor literacy levels and deprivation • Improving the skills of the few who have difficulties with basic literacy, particularly the vulnerable • Ensuring young people progress successfully from basic to advanced literacy skills • Raising advanced literacy skills for all

  6. How are we doing? Volunteer tutors Book Bug Moderation of writing Adult literacy I CAN Moderation of listening and talking Big writing Argyll Reading Partners Nessy Play Talk Read

  7. How do we know? • There is a difference between producing documents and implementing interventions, and knowing that what we have done is having a positive impact on children, young people, families and schools

  8. How do we know? • A wide range of activity is in place • Practice guidance has been developed and circulated • Baseline and Suffolk information from the Reading Initiative • Questionnaires to schools • Parental feedback • SSLN information

  9. How do we know? • PISA • Thematic analysis of the last 3 years of inspection reports • Evaluations of interventions • Range of training delivered across Argyll and Bute • Thematic analysis of school review information • Feedback from support staff

  10. What are we going to do now? Targeted self evaluation activity • Effectiveness and impact of: • Reading Initiative • Big Writing • Moderation of Writing • Partnership working

  11. What are we going to do now? VSE timetable • Literacy strategy group meeting • Moderation of writing group • Locality multiagency literacy group • Argyll Reading Partners recall group • Primary school visits • Multiagency case study • Focus group on early literacy developments across Helensburgh, Campbeltown and Inveraray

  12. What are we going to do now? • Not simply a snapshot in time • Activity as part of an ongoing process of self evaluation • Literacy strategy group with an evaluative role

  13. Where do we want to be? In relation to literacy, we want to be able to answer the questions within these quality indicators with confidence • 1.1 Improvements in performance • 2.1 Impact on learners • 9.4 Leadership of change and improvement

  14. Literacy Action Plan Interim Progress Report (12 September 2012 SG) ‘…. much good work is currently being done to improve literacy levels from the early years through to adult literacies. However, even more concerted and joined up action is needed, by all partners, to meet the Government’s commitments to raise literacy standards for all, with a focus on those who particularly need support with their literacy skills, and to break the link between poverty and poor literacy skills’.

  15. Children and Young People

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