What is the key word? How many words can you make from the letters above? IRLATPCCA

What do you currently do in faculties / your teaching to meet the need for literacy across the curriculum?

How can we tick the box for Literacy? An easy way (which takes no time or preparation) is to use key words for the topic to develop a range of Literacy starters / settlers to focus attention (make it competitive to encourage involvement).

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Punctuate the sentence Write a topic sentence or paragraph on your lesson content, with no punctuation in it. Students add the punctuation (activity to do during the register or as they are settling). Todays session is about the need to promote the teaching of literacy in all subjects we should all be reinforcing the need for our students to speak and write with clarity and accuracy we can encourage them to be curious about learning by giving them the skills of discussion and analysis enabling them to be successful How many corrections need to be made?

Match key words to the definitions Startergoes at the end of the lesson Plenarywhat students are trying to learn Lesson Objectiveshow the lesson opens

Which are the 2 most / least effective approaches for helping students retain information? Audio –visual Discussion Explaining to others Demonstration Listening Practise by doing

Retention rates in order of effectiveness Explaining to others: 90% Practise by doing: 75% Discussion: 50% Demonstration: 30% Audio-visual: 20% Listening : 5%

It is important to use talk as a tool for learning. However, there are problems that make independent discussion and group work difficult… Lack of focus and purpose Leave the work to more able students and opt out Discuss irrelevant topics (football, shopping)

How can we prevent this? 1. Consider a variation of ways to group students 2. Give specific responsibilities to students - Role cards (resource to take away – different from role cards in ExLL box) The Chair, The Specialist, The Evaluator, The Spokesperson - Talk tokens (in your ExLL box) How can we use these? two each, hot seat, different colours for different types of contribution (question, answer), group discussion

How can we prevent this? We must insist on and reinforce good and productive groupwork, otherwise we will never have the independent students we want. Methods - Timed stages to the discussion - Feed back at different stages of progress to make this more explicit - Use of countdowns / timers (no get out clause)

Talk – leading to effective writing. Students should be given opportunities to talk and consolidate understanding before writing. Types of Writing - Evaluation Give the students the questions from Bloom’s taxonomy sheets to question and encourage each other to evaluate effectively (in the ExLL Box)

Evaluation – records the strengths and weaknesses of a performance / process / product, along with target for the future. Writing to Evaluate What language features should be included? Structure 1. Starts with a brief summary of the task. 2. Focuses on positive aspects – explaining why they were successful (giving specific examples) 3. Focuses on negative aspects – explaining possible ways to improve 4. Comes to conclusions and sums up while giving recommendations or setting targets. Subheadings can be used. Use past tense and future tense for target setting Types of Connectives - Illustration - Cause and Effect - Summary

Writing To Evaluate Conclusion / Targets + - Use these questions to discuss your performance / product / process and consider its effectiveness. Make notes during your discussion: Do you agree with…? What is your opinion of…? Can you assess the importance of…? How would you rate…? How could you determinate…? What judgement would you make about…? What information would you use to support the view that…? How could you improve…? What changes would you make…? Would it be better if…?

Support students to develop clarity and accuracy in writing. Using writing frames Modelling effective writing Encourage students to use connectives to develop and sequence ideas Proof-reading – the proof is in the CUPS (students write CUPS across the top of the page after writing – they cross out each letter once they have scanned for: C – capital letters U – understanding (does it flow and make sense) P – punctuation S – spelling

Writing Frame and Evaluation How to use the writing frame? Topic sentence Connectives Phrases of evaluation The purpose of the practical lesson was to have knowledge and understanding of … Keywords: eggs, coagulation, protein, essential amino acids, high biological value. I followed health and safety procedures whilst cooking, I ensured …. On the other hand, I could have…. Keywords: oven gloves, sharp knives, oven, hygienic, clean, bacteria Whilst making __________, I encountered some difficulties…. To overcome these difficulties … Keywords: rolling out, cutting out, lining, leakages, overfilling The purpose of the practical was to have knowledge and understanding of the functions of eggs. Eggs have many properties but the two main functions are ‘aeration’ and ‘coagulation’. Swiss roll uses both of these properties. Whilst making the Swiss Roll I used aeration when whisking the eggs and sugar together. The whisking of the eggs and sugar ‘aerates’ the mixture, making the protein in the eggs stretch and trap air. Secondly, I used the property ‘coagulation’. This occurred in the oven whilst the Swiss Roll was being baked. When heat is applied to a protein it makes it ‘coagulate’. Consequently, the egg mixture goes from a liquid state to a solid state. Thus, the heat makes the cake set. I followed safety and hygiene procedures whilst cooking; I ensured that the work surfaces were clean, that I had washed my hands and that I was wearing an apron. Furthermore, where safety was concerned, I made sure that the oven was lit, on the correct temperature and I made sure that I wore oven gloves at all times whilst using the oven. On the other hand, I could have dried my equipment more carefully to prevent bacteria from forming. Whilst making the Swiss Roll, I encountered some difficulties and required the teacher’s help. I found it difficult fitting the whisks into the electric whisk, as I had never used one before. The other difficulty was ‘folding’ the flour into the mixture. To overcome these difficulties, I gained advice from the teacher to ensure I was doing it correctly. Specific sophisticated vocabulary First Person Specific verbs

First person. Correct use of punctuation. Technical language (varies according to topic – to be determined by teacher). Connective phrases: Although, however, on the other hand, despite this ……. Phrases of evaluation “I could have improved ….” “In the future, I would ….” “During this project my task was ….” “I made it because ….” “I have learned that ….” “The results showed ….” Meaningful and specific comments of evaluation (not vague and generally I did well). Detailed comments about your work. Each paragraph should have a topic sentence. All ideas in that paragraph, should link to the topic sentence. WRITING SPECIFICATION EVALUATIONS

Grade4567 Evaluation I am able to write using: First Person Some technical Vocabulary Some connectives relating to evaluation, for e.g. ‘however’ Some reflective phrases: ’I could have improved.’ Some comments about your work, some vague and general. Each paragraph has a topic sentence. Full sentences; capital letters and full stops correct. I am able to write using: First Person Specific technical Vocabulary. Connectives relating to evaluation, for example: ‘however’, ‘despite this’… Phrases of evaluation, for example: ‘During this project my task was…’, ‘I made it because…’, ‘The results showed …’ Specific and detailed comments about your work. Each paragraph should have a topic sentence. All ideas in that paragraph, should link to the topic sentence. Punctuation within sentences, e.g. commas, used correctly. I am able to write using: First Person Specific, sophisticated, technical Vocabulary. Connectives relating to evaluation. Phrases of evaluation, for example: ‘During this project my task was…’, ‘I made it because…’, ’I could have improved…’, ‘In the future I will…’, ‘The results showed …’ Specific and detailed comments about your work, not vague and general. Each paragraph should have a topic sentence. All ideas in that paragraph, should be developed in detail and link to the topic sentence. Full range of punctuation used. Independent ideas developed ??? Grade Descriptors

What resources do we already have to help meet the need for Literacy Across the Curriculum?