A woman, without her man, is nothing. A woman: without her, man is nothing

1. A woman, without her man, is nothing. A woman: without her, man is nothing

2. Literacy in Northern Ireland Curriculum Nicola Marlow

3. Literacy is taught - it doesn’t just happen Every teacher in English is a teacher OF English (Newbolt, 1921) Key Points to note! Literacy today is different from when we were younger

4. So……….. • What is Literacy? • What is meant by a literate pupil?

5. 21st century Literacy is….. • The ability to read and write; speak, listen, and view; think critically, act creatively and collaboratively; and manage, analyze, and synthesize multiple streams of simultaneous information. (National Council for Teachers of English, January 2009)

6. Critical Literacy Multicultural Literacy Multimedia Literacy Computer Literacy Information Literacy Visual Literacy Digital Literacy Functional Literacy

7. Kingman 1988 ‘A democratic society needs people who have the linguistic abilities which will enable them to discuss, evaluate and make sense of what they are told…… ….otherwise there can be no genuine participation, but only the imposition of the ideas on those who are linguistically incapable.’

8. Sound familiar? • The Northern Ireland Curriculum aims to EMPOWERyoung people to achieve their potential and to make informed and responsible decisions throughout their lives… (Source www.nicurriculum.org.uk)

9. NI Context Selection Results- achievement? • Selective education- retained the 11+, with the related grammar school system, for 40% of children; the other 60% go to secondary highs. • Assembly will need to decide on new arrangements to apply to pupils transferring from primary to post primary schools….. • Ongoing- transfer tests still used for selection purposes Source: http://www.literacytrust.org.uk/policy/regional/northern_ireland

10. Half Full Half Empty Pockets of severe underachievement which is linked to a range of negative outcomes as children and in adulthood. One-fifth of children leave Primary School without reaching the expected level in literacy. Belfast boys were performing worst, with two-thirds of them failing to reach the expected level in English. NI Audit Office - £40 million on improving literacy with little impact. • NI GCSE results at Grade C or above were 9% higher than England or Wales, NI also does significantly better at A Level. • 75% of 17-year-olds in NI are still in full-time education or vocational training compared with 60% in England. • 32% of children in working class areas in NI go to University, higher than children from similar areas in England. Source: Barnados NI & National Literacy Trust

11. The Westminster Public Accounts Committee (PAC) published its report into literacy and numeracy in the north of Ireland in November 2006. A copy of the report can be accessed at the United Kingdom Parliament website • Response : Literacy and numeracy Taskforce http://www.deni.gov.uk /

12. Skills deficit among pupils in NI schools increases as pupils progress through primary education into the secondary sector Underachievement amongst boys constitutes a cultural challenge CHALLENGES DO EXIST Among socially deprived communities in Belfast, significant differences between Protestant and Catholic children exist in GCSE English Mathematics.

14. Primary Post Primary Key Stage 3: Years, 8, 9, 10 (SATs) Key Stage 4: Years 11 & 12 (GCSEs) Key Stage 5: Years 13 & 14 (A Levels- AS & A2) • The Foundation Stage: Years 1 and 2 • Key Stage 1: Years 3 and 4 • Key Stage 2: Years 5, 6 and 7 (11 plus/selection)

16. The Rose Report The teaching of phonics should be taught discretely but set within a broad and rich language curriculum that takes full account of developing all four interdependent strands of language: speaking, listening, reading and writing. “ The development of phonological awareness is an essential pre-requisite of both reading and writing.” (Language and Literacy in the Foundation Stage)

17. Key Principles of Phonics • The approach is systematic and clearly structured • The child’s oral language is developed alongside the phonics • Phonics are clearly linked to reading and writing • Sounds are explored within the context of a word • Children learn to segment, blend and manipulate phonemes , using their increasing knowledge to read and write independently • Teacher modelling is the core teaching strategy • Problem-solving is the core learning strategy

18. Approaches to Teaching Writing

20. New Format Traditional Format The LessonResearch Suggests a New Format Pre-reading Activities Discussions Predictions Questioning Brainstorming Setting Purpose Reading Assignment Given Guided ACTIVE Silent Reading Activities to clarify, reinforce, extend Knowl-edge Independent reading Discussion to see if students learned main concepts, what they “should have” learned

21. No hands up Break tyranny of Q&A Thinking time Key words / connectives Talking & Listening Reflective groupings Carousel activities/ Drama activities

22. Literacy Across the Curriculum Challenging ideas Analysing & evaluating Making suggestions Purposes of talk Summarising Justifying ideas Building on, clarifying, modifying others’ ideas Asking questions We have to teach and model these

23. Groupings: the range of possibilities

25. Literacy today is different from when we were younger • Multi-media dominates • Most ‘classic texts’ are known through film • Reading extended writing is rare • A visual culture dominates • The notion of ‘accuracy’ is being challenged LITERACY FOR LEARNING • None of this is a bad thing

27. Writing • Modeled Writing • Shared Writing • Interactive Writing • Guided Writing • Independent Writing • Carousel Writing • Reading • Read Aloud • Shared Reading • Guided Reading • Paired Reading • Dramatised Reading • Popcorn Reading

28. Active Reading Strategies • Accessing Prior Knowledge • Clarifying • Summarizing • Questioning • Identifying Text Structure • Predicting • Prioritize • Scanning / Skimming • Visualize

29. Keywords • & spellings- • anagrams; acrostics; analogies • Writing frames • Words within words Writing • connectives and sentences starters • Word games e.g. create cross words; complete cross words • Conventions checklist- embed into success criteria • Reward presentation; effort- positive comments

30. TEACHING WRITING Model it Demonstrate it Practise it Critique it Scaffold it Including ‘bad’ models Show students the process of writing Correct/change/improve Make it collaborative Move from small to larger sections- WRITING FRAMES

31. Reading and further sources • http://www.barnardos.org.uk/ • http://www.deni.gov.uk • http://www.literacytrust.org.uk/policy/regional/northern_ireland • http://www.nicurriculum.org.uk/ • The Impact of the Linguistic Phonics Approach on Children’s Reading, Writing & Spelling available from http://www.belb.org.uk/Parents/literacy_linguistic.asp?sm=37

32. Wave 2: Quality teaching plus additional support for identified pupils • Target setting- SMART targets • S- Specific • M- Measurable • A- achievable • R- realistic • T- time referenced • Monitor targets via assessments or formal end of term assessments

33. Baseline data KS2 results? Reading tests administered by the school Teacher assessment Feedback from other subject teachers- use data on sims or school system Draft levels of progression for communication Target setting- SMART Monitor targets via assessments or formal end of term assessments Senco referral (test for SPLD- develop IEP) Support from LSA- planned differentiated activities? Liaise support from English department on improving key skills **** Differentiation by outcome Scaffolded worksheets e.g. writing frames, cloze passages for summaries; prompts for written tasks- bullet points to cover; structured self- assess checklists; reading buddy peer or 6th former; guided reading Wave 3: Quality teaching plus personalised support to meet the specific needs of individual pupils

35. The Jumper Granny Knitted