Literacy is “the set of skills which allows an individual to engage fully in society and in learning, through different forms of language, and the range of texts which society values and finds useful” How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • •
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Developing profiles to hand on Working with parents & children – support, encourage, try to improve skills Run short courses – ‘help your child-homework’ Help prepare your child for school S & L Th - Severe & complex needs – using symbols to help access, symbols to ease understanding, differentiate vocabulary to aid learners Involved with teachers to help teaching Awareness with Youth Workers – identify and encourage dialogue to target/integrate more Active Learning – Enjoys biology because removed the reading/writing – Better behaviour too! S for L – often begin at initial early year activities, more rhymes, singing etc. Desire to help children - motivation
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? Joint working : • Libraries, nurseries, parents/carers, Book-start, literacy support, childcare • Find time for parents and teachers to talk • Enable parents to feel listened to as educators for their children • Training activities/opportunities • Joint planning/awareness • HMIe – more community involvement in schools • Schools more accessible, interaction with wider community • Be creative – ‘use’ grannies/granddads/parents …let people in to schools …in-service days, open days …CPD • Cluster awareness days – establish better links with other agencies • Use specialist knowledge • Give ownership to the children – listen to pupils • Removal of pressure of exams/tests • Working together across the curriculum • Value skills for life and practical skills- research, public speaking • Continual assessment • Value other peoples expertise • Acknowledge/value oral skills • Focus on what people can do rather than what they can’t do. • Allow children to take risks • Accept collective responsibility for learning • Amazing statistics – 20% school 80% home/environment/community • Access to resources • Find different ways to engage with adults • Use of symbols • Phone contact instead of written questionnaires • Better sharing of info • Smooth transition/liaison • Profiles follow child • Find ways to tap into motivation
Support for learning: • All staff need to be able to identify problems and put strategies in place to remove barriers • Develop other ways to reach the same goals • Maths recovery • Multi sensory approach • Fun! • ‘Sensitive’ differentiation • Need for closer liaison with schools (adult literacy • Need to engage with most vulnerable parents e.g. confidence courses • Need for staff in schools to identify most ‘needy’ parents • Induction training for youth workers – awareness raising/identification Health Role: • OT – More support required for children who have not managed to grasp ‘basic grounding’ • Early identification required • SALT – Enhanced preparation essential to promote understanding • More collective and more ‘joined up’ approach • Every teacher being a teacher of literacy at whatever stage
How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Work in partnership with library service, other agencies Labelling, posters Wide range of books/texts on offer Discuss texts Book-start Support schools with resources Reading events at libraries with families Make it relevant Child-centred Encourage children’s opinions Nursery education Talking Relationships EAL books, making links with other languages, parents in to read at school Observations Learning styles (VAK) Quick reads World Book Day Fun Working with parents – crèches, cooking Reaching out to parents, parents library- for children & for themselves Prediction, reading pictures, looking after books, left to right, what’s the point Cross curricular Reading buddies Ethos Parents meeting about strategies – not just listening Enrich vocabulary Parents groups – encouragement to engage Role play area Contextualised Motivation Starting with where the children are… Identifying difficulties Action plan, intervention, interaction between sfl & CT & support
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? • More use of library • Antenatal/postnatal/health visitor links • More awareness of services/agencies available to make links with Adult literacy/library etc • Analyse skills for use of internet information • Awareness of plagiarism etc quality of sources • Range of ways of accessing true information • Breaking down stigma, valuing different ways of accessing information • Cluster agency meetings and action plans • Imaginative approach to engaging busy parents • Pilot – Adult literacy at parents evening/school fairs/fun days? • Directory of services/names • Other agencies running events/cooking etc in schools (community school idea) pilot • Partnerships between private and ELC nurseries • Clusters used to build strategies for their own cluster. Schools know their communities – make the most of this • Sharing good practice in and across the clusters • High quality training for all staff • Focussed literacy CPD for all staff involved • Opportunities for teachers to team teach/observe other stages/other schools • Families in school more, more approachable • All children members of library • Liaison time with support staff and parents (for CT) • Evidence based practice • Does everyone know the best strategy for intervention? • Work with families • Team teaching • Creativity with resources • Taking risks – different approaches • Using buddies • Using parents • Literacy in secondary school • Better understanding of stages of reading development • Professional confidence
How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • • • • • • • • • • • • • • • •
Work with secondary pupils to give them the confidence Real-life situations – role play situations Use Active Learning – parents invited to school to get to know what AL is. Making things more meaningful Identifying problems before children come into nursery Looking at language difficulties Nursery teachers identifying problems and call in the specialists for support Promote the fact that books teach you about life Opportunity for children to express feelings, ideas and opinions (emotional literacy) Emotional literacy – getting children to want to read. They want enjoyment of text Develop use of language – accessing information Advice given to parents on how to read to their children Parents reading to children (ante-natal classes) Understanding and moving forward Encourage mark-making pre-nursery and at nursery Training course, any aspect of language development. Focus on underlying skills Bringing the language of the home into schools Work place – future jobs. Teaching English and Scots together. A way forward through culture. Respect the Scots language Reading to the children Teaching of reading skills – decoding (tallying, toe by toe)
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? • Transition from home into nursery, nursery to P1, P7 to High School (links between stages) • Literacy circles: emotional literacy – Chair person, choice of texts, working with peers, listening/talking • Literacy Appreciation Day – P6/P7 • Early intervention • Looking at ways to integrate the development of literacy skills i.e. using groupings/computers/their interests • Starting literacy in the early years • Ensure contemporary libraries for the future – appropriate levels/motivation • More funding to be made available for resources (books, cd books etc) • How can children with severe difficulties access – time? • ACfE – Literacy taught throughout the curriculum (cross-curricular) • Time – management of time • Integrated approach to free up time and teachers • Higher education – teacher training, AL training
How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • • • • • • • • • • • • • • • • • • • • • • •
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? Talking & listening • Staff development Role play, group presentation • Involving parents Talking partners • Personalisation and choice Think, pair, share • Transition re: cross-curricular numeracy and literacy I can explain, talk about… • Home/school liaison Progression in L & T • ‘Networking’ Talking about own/peer learning Opportunities for children to speak in different • Utilising the expertise of your staff contexts • ‘What is a literate child?’ – understanding across all year groups Making links to real life – life skills Learning styles – knowing how children learn – • Resources knowing your children • Time/provision to meet with other agencies Texting? • Library service into schools Modelling positive attitudes to literacy • Opportunities to work in other sectors. Parents into class to ‘observe’ literacy Parents ‘experiencing’ children’s literacy Active Learning – finding ‘real’ contexts for writing Using ICT Working with young people to ‘read’ valuable texts in society Accelerated reading – real books ‘Toe by Toe’ – with identified children, Primary/Secondary PIPS/QUEST W.Class Reading supported by scheme Support schools Book-start Story time Reading groups in libraries’ Soft start – parents involved in literacy Involving parents
How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • • •
Through training Regular practice is how we endorse/promote Developing skills through the use of reading workshops instead of the ‘semi-circle of doom & gloom’ Promoting the group discussion element of examining text Many school children have their reading diet driven by teachers Varying skills and knowledge may lead to varying skills and knowledge passed on to young people
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? • Perception that reading is a discreet activity – develop reading as something you can do anywhere – no plug in required! • Audit texts/resources • Fund range of relevant and up to date texts which engage learners • Consistent cross-curricular • Encourage and promote passion for text! • On-line forums • Vary ways to record writing/thoughts – web/written/tape/record etc • No ‘shiny’ stars held up as models! – teacher dialogue – professional conversations • Paired/shared reading across stages (some do/some don’t) • Develop pupil led reading • Start earlier – home etc, parents are the key! • Make reading, literacy ‘ok’ to do. • Literacy development officer – in classrooms • Use CPD more effectively – be creative! • CPD to engage professionals • Develop skills in teacher training to ensure a more thorough and insistent approach • Fantastic resources yet funding for transport prohibits and often prevents attendance.
How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • • • • • • • • •
Value all input from learners Non-conflicting Sharing previous learning from home Appropriate responses Active/engaging approach Coming to secondary with reading/writing skills Share expectation with parents Differentiation Motivating learners Enjoyment of the lesson to enable children to gain skills Learning intentions and children coming up with success criteria Peer assessment
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? • Cross-curricular links across school • Observation of good practice • Life skills • Interview skills – confidence • Sharing with parents, community, other agencies • Stories
How do you currently promote, teach or endorse literacy with the young people (and adults) with whom you work? • • • • • • • • • • • • • • • • • • • •
Motivate by using lots of books Story sacks; lending library Class novel Use of ICT Formative assessment Children knowing success criteria to achieve each level of National Assessment Knowledge of learning styles Accelerated reading – motivator Big Books Library visits Inviting storytellers Book clubs Contextualisation in writing – meaningful writing Cross-cutting themes permeate the curriculum Allowing children to make the links between reading and writing Provide children with relevant materials, according to ability and interest Budding reading/writing Children make choices re. Reading novels Teaching of grammar: structure of sentences Nursery – self registration – phonics, shape of name
How could you, and the service, role or organisation you represent, improve your provision for literacy, and enhance the links you make with other agencies in the future? • Increase links & support with parents (Nursery, Primary, Secondary) • Parent workshops – ‘Dad days’ • Training for professionals, particularly in Early years: Nursery/Primary: story telling/drama • Improve resources to address gender issues and use of relevant resources • A lot of time needs to be given to reading at school and at home • Use of school websites for children to share their views on text (fiction, non-fiction etc) • Support for parents to help children see the links between reading and writing (workshops) • Library to support links between reading/writing/drama/creativity • Improved access to libraries to increase motivation • Improve access to areas where children can read (in peace) • Parents in classrooms to read • Authors invited to schools • Increase range of reading materials in schools – children to help select books • Raise parent awareness of skills linked to National Assessment • More consistent approach to Curriculum evenings to share information • Use of Parent Councils to disseminate information