This is one of a series of thought pieces from the Literacy and English team at Education Scotland. In this one, Madelaine Baker discusses Literacy Across Learning with particular focus on the reading section of the Literacy Across Learning Resource which was published on the Education Scotland website in January 2016.
Teaching Literacy is the responsibility of all educators. We need to support learners to develop these skills.
Between 27th January and 10th February, the literacy team is hosting a conversation about teaching reading in all subject areas.
Watch the video below for suggestions about how to support reading and where to find resources to help and a chance to reflect on your own teaching practice.
Please join Rosemary Ward, Director of Comhairle Nan Leabhraichean, and Maeve MacKinnon, Senior Education Officer for Gaelic to hear about the work of Comhairle Nan Leabhraichean and the support they can offer teachers, children and young people in Gaelic Education. This session will focus on the development of Gaelic writing and promote an interest in reading Gaelic books. The session will be delivered through the medium of Gaelic and be of 45 minutes duration.
To register to take part in this event, please click on the link below
Nominations are now being invited for the Gaelic Education Award. This award recognises the successes of all aspects of Gaelic Education. The Scottish Education Awards also include 16 other categories, for example literacy, numeracy, sustainability, 1+2 languages and partnerships which may be of interest to schools with Gaelic Learner and Medium provisions. For more information, please visit the Scottish Education Awards website. Nominations must be submitted by midday on Monday 15 February 2016.
This is one of a series of thought pieces from the Literacy and English team at Education Scotland. In this one, Marion Cochrane discusses the Primary One Literacy Assessment and Action Resource (POLAAR) launched by Education Scotland in August, 2014.
POLAAR is designed to help practitioners to identify P1 learners who are most at risk of developing later difficulties with reading and writing. It is based on a staged model of intervention, ‘observe-action-observe’ which helps identify next steps in learning.
Five or six months into the school year, now will be the time that practitioners will be aware of those learners in P1 who would benefit from additional support. POLAAR can provide a structured approach which practitioners can use to help those learners.
Between the 11th and the 21st January, the literacy team will be hosting a conversation about POLAAR on the literacy blether. This is an opportunity for practitioners, whether they are new to POLAAR or have used it for some time, to discuss how the approach works and how it has benefitted learners. This will also be a great chance for practitioners to ask questions.
Get involved and join the conversation!
Please watch the video and explore the resource consider your own practice and what happens in your establishment.
This document aims to support care staff working collaboratively with education staff to support children and young people with their learning in the care setting. It recognises that care staff are already supporting children and young people’s learning in care, and aims to provide them with practical examples which will assist services to further improve learning outcomes for children and young people across care and education. The examples of learning experiences which follow are organised in the 3 key curriculum areas which are the responsibility of all: literacy, numeracy and health and wellbeing.
Scotland’s new Chief Medical Officer Dr Catherine Calderwood today visited Sciennes Primary School in Edinburgh to launch the Primary Futures ‘Who’s in Health?’ campaign; to help young children understand how people in the health sector use literacy, maths and science in their jobs.
Who’s in Health? is a free initiative for state primary schools run by the Education and Employers charity in partnership with the Medical Schools Council. It encourages volunteers from the healthcare sector to visit primary schools and chat informally to children about their jobs. This is to help the children (aged 7–11) see the relevance of what they are learning – especially in science, mathematics and English – and to broaden and raise their future aspirations. Volunteers may be hospital doctors, GPs, nurses, ambulance drivers, high street pharmacists, healthcare assistants, dieticians, surgeons, midwives, students and researchers to name just a few. Volunteers and schools connect via the free online service Primary Futures.
The choice of the Glasgow Science Centre reflected two UNESCO themes for 2015:
Literacy and Sustainable Societies and
International Year of Light and Light Based Industries
Dr. Alasdair Allan, MSP, Minister for Learning Science and Scotland’s Languages provided the keynote speech and launched the Scots Language resource, biographies of famous Scottish scientists in Scots and English. Of special interest is the Scots Scientist James Clerk Maxwell who predated Einstein and contributed to the understanding of light.
Dr Allan said: “Literacy, has a massive effect on the sustainable development of communities around the world.
“Literacy attainment is a key focus in Scottish education and raising the levels of literacy learning is something we’re aiming to address with the Scottish Attainment Challenge.”
Professor Sue Ellis, University of Strathclyde, co-author of the research Closing the Attainment Gap has highlighted the importance of understanding and teaching different literacy strategies for different subjects.
The benefit of interdisciplinary learning was the theme of the key note address from former BBC presenter scientist Heather Reid OBE. Workshops reflected this interdisciplinary approach.
The world’s first Scottish Gaelic Computer Voice is now available from CALL Scotland’s Scottish Voice web site. The new Gaelic computer voice is licensed for the whole of the Scottish public sector, so it can be used by students in schools, colleges and universities, NHS patients, and employees in the public sector.
Ceitidh is available from our Scottish voice website alongside “Heather” and “Stuart”, the two Scottish computer voices.
The Gaelic voice works on Windows and Macintosh computers and can be used to:
read Gaelic web sites, ebooks, textbooks, SQA exam papers and other curriculum resources;
check writing, emails, and social media posts – listening to what you have typed can help improve your spelling and grammar.
The voice will be particularly helpful for speakers of Gaelic with dyslexia, reading difficulties and visual impairment, but it should also be useful for anyone learning or working in Gaelic.
The development of the voice was funded by the Scottish Government, Scottish Funding Council, SQA and Bòrd na Gàidhlig. The voice has been created by CereProc, the world leading speech Synthesis Company in Edinburgh, working with Michael Bauer of Akerbeltz.
This is one of a series of thought pieces from the Literacy and English team at Education Scotland. In this one, HelenFairlie discusses some well-known research about reading for pleasure from the National Literacy Trust.
The lead up to Book Week Scotland seems like a good time to consider how we motivate learners to read independently for their own enjoyment. An equally important question for me, though, is why does the amount that we read for enjoyment make such a big difference to our learning?
This paper was published by the National Literacy Trust in 2006, however the research that it refers to still tells us a lot about the difference that reading for pleasure makes to our progress in literacy, as well as revealing a lot about how motivation to read works.
Get involved and join the conversation!
Please read the research, consider your own practice and what happens in your establishment.