Slide 1: PGDE SECONDARY CROSSCURRICULAR PLANNING IN LITERACY ACROSS LEARNING
A Shared Responsibility
Kenny McIntosh, University of Aberdeen Detective Superintendent Willy MacColl, National Drugs Co-ordinator, Scottish Crime and Drugs Enforcement Agency (SCDEA)
Slide 2: OVERVIEW
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 3: LITERACY ACROSS LEARNING:
one approach in UoA’s School of Education
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 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
Slide 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
Slide 6: SELECTED DESIGN PRINCIPLES (CfE): PROGRESSION
Progression in learning will depend on learners having
adequate opportunities to participate in higherorder 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
Slide 7: PROGRESS TO DATE
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 8: SCDEA CORE PURPOSE
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 9: ‘CHO IC ES FO R L IFE ’
‘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.
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 10: LEARNING: THROUGH SHARED NEEDS AND PURPOSES
“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. - Refer ence to and linking up with, science lessons they have cover ed , explaining that in English, we will be examining whether media glamorise d rugs…” (From Student K, 12th Feb. ’10)
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 11: PLANNING LITERACY ACROSS LEARNING: THROUGH SHARED NEEDS AND PURPOSES
“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, 3rd March ’10)
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
Slide 12: PARTNERSHIP PL ANNING IN PGDE: PROGRES SION
Based on:
Shared knowledge and understanding of learning intentions for pupils (as far as possible at the level of the i ndividual 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 t he sequence of lessons (work in progress )
STEC – April ‘10 - Literacy Across Learning: K McIntosh & W MacColl
