Literacy across learning for managers
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Literacy Across Learning for Managers. 25 August 2009 and 23 February 2010. In developing my literacy skills:. I learn to reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others.

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Literacy Across Learning for Managers

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Literacy Across Learning for Managers

25 August 2009 and 23 February 2010

In developing my literacy skills:

I learn to reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others.

I engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT.

I communicate, collaborate and build relationships.

I explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative.

Develop my understanding of what is special , vibrant and valuable about my own and other cultures and their languages.

I extend and enrich my vocabulary through listening, talking, watching and reading.


Curriculum for Excellence

  • Principles and Practice

  • Overarching Experiences

  • Experiences and Outcomes

Organisation of Framework



Listening and Talking

Enjoyment and Choice

Tools for Listening and Talking

Finding and Using Information

Understanding, Analysing and Evaluating

Creating Texts


Enjoyment and Choice

Tools for Reading

Finding and Using Information

Understanding, Analysing and Evaluating


Enjoyment and Choice

Tools for Writing

Organising and Using Information

Creating Texts


Curriculum for Excellence:

development of literacy skills central to the delivery of the four capacities;

the responsibility of all teachers in all curricular areas;

literacy experiences and outcomes apply across the curriculum, in all aspects of learning and in all subject areas.

Terminology of Literacy Across Learning

Revised definition of literacy

  • Definition of Literacy

    Literacy is the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language which society values and finds useful.

    Literacy and English Principles

    Critical Literacy

    Children and young people not only need to be able to read for information: they also need to be able to work out what trust they should place on the information and to identify when and how people are aiming to persuade or influence them.


21st Century Literacy

In defining literacy for the 21st century we must consider the changing forms of language which our children and young people will experience and use. Accordingly our definition take s account of factors such as the speed with which information is shared and the ways it is shared. The definition of literacy and text are designed to be future-proof.

Definition of Text

A text isthe medium through which ideas, experiences, opinions and information can be communicated.’

Literacy and English Principles and Practice paper 2009

  • Wider definition – not just conventional print

  • “Texts” used throughout framework

  • Personalisation – popular culture

  • Multimodal texts

Types of Texts

– not an exhaustive list!

  • charts, maps, graphs,

  • comics, graphic novels, newspapers, magazines

  • recipes, manuals, instructions

  • adverts, leaflets, posters

  • films, TV programmes

  • text messaging, blogs, wikis, web pages

  • the spoken word

  • novels, short stories, plays, poems

Establishments need a practical and planned approach to literacy across learning

What should be the focus in the first instance of my establishment’s approach to literacy across learning? Do we start with Listening/Talking, Reading or Writing?

What are the barriers to literacy across learning in my establishment/ department?

What help do we need and who can provide it?

How do we measure the impact of our approach to literacy across learning?

Planning for Improvement in Literacy

Audit where school currently is in relation to literacy across learning

School Improvement Plan

Departmental Improvement Plans


Member of staff responsible for literacy in each establishment

Working group with each curricular area represented

Working Party might support departments to :

  • Understand the terminology and the principles into practice, experiences and outcomes of literacy across learning

  • Organise the audit of literacy

  • Analyse the language/terminology of subjects

  • Examine the talking/listening, reading and writing strategies in each department

  • Consider learning and teaching strategies to support literacy development

  • Gather examples of good practice

  • Create a whole school literacy approach and practice.

  • Produce a departmental toolkit…

A Possible Set of Departmental Discussion Topics

  • Defining Literacy

  • Considering Texts

  • Terminology/ The Subject Language

  • The Overarching Experiences

  • Talking/Listening Experiences and Outcomes

  • Reading Experiences and Outcomes

  • Writing Experiences and Outcomes

Some important points:

  • Teachers of all subjects give instructions and explain subject-specific terms

  • They stimulate thinking by using challenging questions

  • They encourage learners to respond at length to their questions, to engage in discussions with their classmates, to listen carefully and to ask questions to deepen their understanding and widen their knowledge.

  • Teachers recognise the value of well-chosen texts as a way of stimulating learning: in providing information; presenting a powerful personal experience; presenting a convincing argument; encouraging learners to work independently or co-operatively on identified tasks.

Curriculum for Excellence – Literacy Across Learning – Listening and Talking for Learning

Do you provide learners with opportunities to:

Engage with others in group and class discussions of appropriate complexity?Learn collaboratively – for example, when problem solving?

Explain their thinking to others?

Explore factors which influence them and persuade them in order to help them think about the reliability of information?

Curriculum for Excellence – Literacy Across Learning – Reading for Learning

Do you provide learners with opportunities to:

Find, select, sort, summarise and link information from a variety of sources?

Consider the purpose and main concerns in texts and understand the difference between fact and opinion?

Discuss similarities and differences between texts?

(NB The definition of ‘text’)

Curriculum for Excellence – Literacy Across Learning – Writing for Learning

Do you provide learners with opportunities to:

Make notes, develop ideas and acknowledge sources in written work?

Develop and use effective vocabulary?

Create texts – for example – presentations – which allow learners to persuade/ argue/ explore ideas

Maths and Numeracy

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading.

MNU 3-20a

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.

MNU 2-20a



Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.

MNU 2-03a

Social Studies

Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time.

SOC 3-06b

Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected.

SOC 4-16b



I can evaluate the changes which have taken place in an industry in Scotland’s past and can debate their impact.

SOC 4-05b

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