Home, school & community partnerships

Leadership & co-ordination

Strategies & targets

Monitoring & assessment

Classroom teaching strategies

Professional learning teams

School & class

organisation

Intervention & special

assistance

Beliefs & understandings

General Design Approach to Whole School Improvement

The Role of Literacy Co-

ordinator Participate in on-going Professional Development

Identify the literacy needs of students and the associated professional development needs of teachers

Develop and implement a literacy strategy plan

Support professional learning teams with a literary focus

Meet regularly with KLAs/Subject Co-ordinators and representatives as required

Adolescence is a time of:

Potential

Enthusiasm

Curiosity

Eagerness to achieve

Growing ability to reflect and think in the abstract

Developing a sense of social conscience

Interest in participation and decision-making

School related risk factors:

Early and persistent anti-social behaviour

 Academic failure in the middle years

 Lack of commitment to school

 Low parental interest in education

Factors that promote resilience in adolescents

Having a sense of belonging and connectedness to school

Positive achievements in the school setting

Having someone who believes in them

Having a positive relationship with an adult outside family

Perceptions of school culture:Attitudes to school

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attitudes to school

Connectedness to school

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I belongI enjoyI feel goodI wantI like

Perceived treatment by teachers: “my teachers take a personal interest in me.”

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my teachers take apersonal interest in me

Thoughtful classroom, thoughtful schools:

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Learn Indep. Learn How Show How

PrimarySecondary

Thoughtful classroom, thoughtful schools: Challenging, interesting work

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The work I do in myclass is interesting

What does this information tell us?

Student progress in literacy

Students make the most progress in learning during the early years and the least progress during the early adolescent years

The gap between the top and bottom 10% of students grows rapidly

Transition problems are most severe for low-achieving students

There is significant underachievement problem among adolescent boys

Engagement

Engagement is both an indicator of school culture and a desired outcome of the middles years of schooling

The challenge of engaging students in learning is equally important for effective literacy education for students in the middle years

Conditions to Support Engagement

Purposeful, supportiveCULT URE

M eaningful, thoughtfulLEARNING

ENG AG EM ENT

Middle Years Learners

What are the implications for Middle Years teachers?

What are the implications for schools?

KLAs / Faculties working together is a medium that may assist in:

considering own beliefs and understandings about effective teaching and learningconsidering own practicesconsidering the nature of change that may be neededdeveloping shared beliefs and understandingsposing questions, making connections, considering future actions for professional learning

Roles of KLAs/Faculties

A shared understanding of literacy is needed for effective teaching and learning

Literacy underpins learning

Different contexts require different literacies

All teachers are responsible for supporting each student’s literacy development

Literacy involves the integration of reading, writing, and speaking and listening processes within cultural and social contexts

Each key learning/Subject area places literacy demands on students

What is Literacy?

Literacy is the ability to read and use written information and to write appropriately in a range of contexts. It also involves the integration of speaking, listening, viewing and critical thinking with reading and writing and includes the cultural knowledge which enables a speaker, writer or reader to recognise and use language appropriate to different social situations.

Literacy is a set of active, dynamic and interactive practices that involves making meaning from and constructing meaning through texts.

 

Literacy enables people to understand, to appreciate, to make judgements and decisions, to act to control their lives, and to learn about themselves and the world.  

Multiliteracies

The multiple knowledge, skills and capabilities required for literate practice in a world characterised by globalisation, cultural diversity, mass communications and digital technologies has led increasingly to talk of “literacies” and “multiliteracies”.

Literacy is critical to everyday life.

Students require literacy to support the study of all subjects.

Students need literacy to develop the aesthetic and creative appreciation required in the arts.

The study of LOTE offers considerable insight into the workings of English (as well as other languages) helping to develop students’ language skills, their use of descriptive metalinguistic tools and their cultural understandings.

Strategies to Improve Literacy

Teaching methods

Learning sequences

Learning activities

Whole school approaches

Policies aimed at improving literacy

Literacy is improved by:

innovation in teaching and learning strategies and methods that engage students

increasing the range of teaching and learning activities

the process by which students learn rather than the content

Implications for Teachers

Implication:

All teachers need to be equipped with literacy knowledge

All teachers accept responsibility for teaching literacy

A key aspect in improving literacy learning: changing attitudes and beliefs about responsibility for literacy learning

Implication:

All teachers understand literacy demands and learning expectations in each key learning area

Implication:

Teachers accept responsibility for teaching knowledge about language and curriculum literacies in all curriculum areas

All teachers understand literacy demands and learning experiences in each key learning area

Consider the following demands in each key learning area:

Reading Viewing Writing Speaking Listening Critical thinking Information research Technologies

Planning for Literacy Learning

Classroom organisation

Professional Learning Teams

Whole School Approach

Classroom Organisation

effective learning environment

effective lesson structure

monitoring and assessment

flexible grouping

effective teaching

additional assistance

home/school/community partnerships

Monitoring and Assessment

Literacy is a developmental process

Teachers need to consider the diverse needs of students when assessing student progress

Continuous monitoring and assessment of literacy assists teachers to plan appropriate teaching support for all students

Teachers sharing literacy assessment data informs teaching to meet student needs

Recommendation 1:

include literacy assessment criteria in key learning / subject areas

monitor, assess and report on students’ literacy progress and achievement in all curriculum areas

Literacy assessment information needs to be incorporated into curriculum assessment and reporting procedures

Recommendation 2:

Teachers monitor students’ development in curriculum literacies and include literacy assessment criteria for assessment tasks in key learning areas

Teachers comment on students’ development in curriculum literacies in semester reports

Beliefs and Understandings

all students can achieve high standards given sufficient time and support

all teachers can teach to high standards given the right conditions and assistance

high expectations and early intervention are essential

teachers need to be able to articulate what they do and why they teach the way they do

Whole School Approach

w ritingreadingview ing

Boys ' E duca tion T hink ing C urr iculumhigher order th ink ing sk i l ls

Curriculum Handbook

Charter Goals

M ultip le Inte l l igences D iffe rentia l T eaching E nrichm ent

STRATEGIEStha t lead to

ENGAGEM ENT

cri tica l th ink inginform ation/research

l is teningspeak ing

m ulti l i te rac ies /tecnology

LITERACY

Each KLA/Faculty to examine their existing curriculum for literacy skills :

What is being taught in literacy?

Where in the curriculum is it being taught?

How is it being taught?

Identify key subject-related literacy skills and the strategies to implement them that engage and enhance student learning

A good starting point is the CSF II

Something to think about:

X performed reasonably well during the semester. He also performed very well in Analysis and interpretation Sac. His accounting Notes/files is neat but needs some improvement. He need to complete his workbook independently and regularly. He performance in the examination was reasonably good but need improvement. He is easily distracted in class. He is capable of achieving better results. He needs to be serious in class and study systematically to reach full potential.