GamesCon and Literacy and English
During the event the students would most likely be engaged or participating in activities in Literacy and English:
- Reading
- Writing
- Listening and Talking
Working in the GamesCon 2020 competition will allow, at various levels the development of literacy skills.
I develop and extend my literacy skills when I have opportunities to:
- communicate, collaborate and build relationships
- reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others
- engage with and create a wide range of texts
- develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages in different media, taking advantage of the opportunities offered by ICT
- extend and enrich my vocabulary through listening, talking, watching and reading.
Examples of some relevant Literacy and English experiences and outcomes from the latest CfE publication
Reading
Tools for reading – to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning
- Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. ENG 2-12a / ENG 3-12a
- I can select and use a range of strategies and resources before I read, and as I read, to make meaning clear and give reasons for my selection. LIT 2-13a
Finding and using information – when reading and using fiction and nonfiction texts with increasingly complex ideas, structures and specialist vocabulary
- Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a
- I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a
Writing
Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning
- Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a
- I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a
Listening and Talking
Tools for listening and talking – to help me when interacting or presenting within and beyond my place of learning
- When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a
Finding and using information – when listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary
- As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a
- I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a
You will be able to better choose the most appropriate E’s and O’s for the young people engaging in the competition.
The process of working through the competition brief is a very good opportunity for holistic assessment based around the clusters of Es and Os highlighted above
For further information on the Expectations and Outcomes document please click on the image above
