The aim of the staff book club is to allow members of staff to get together and discuss texts that interest us all. It will also be a platform to develop critical thinking skills as well as to open up discussion about literacy across the curriculum. Reading for enjoyment is an effective way to relax and can have a positive impact on health and wellbeing of those who wish to take part.
Author: Alice Walker Published: 1982
Brooke Gordon – English Teacher and Literacy Development Officer
2.1 Learners’ Experiences
5.1 The Curriculum, 5.3 Meeting Learning Needs and 5.9 Improvements Through Self-Evaluation
I’ve recently taken on the post of Literacy Development Officer. As part of my post I decided to focus on improving and supporting the learning and teaching of vocabulary across the curriculum. My aim is to encourage different approaches to the teaching of, and rich learning of, new vocabulary (see my Prezzi which can be accessed by clicking the above picture). With support from Laura Compton, I have created a learning group on GLOW which acts as a discussion board for myself and some colleagues to share and try new ideas, as well as reflect upon the effectiveness of different strategies.
Using this platform has been a huge learning curve for all of us, but I feel it is an effective way to support one another as we move through our own enhanced pedagogy. We are able to share resources as well as ask questions and advice as we devise and develop our ideas throughout the year.
The research I carried out regarding the learning of vocabulary was very interesting and and I have found that working with colleagues from Murrayfield Language Centre has also helped me to channel my ideas. I then linked these ideas to the Literacy Framework and Pathways and presented this project to a handful of colleagues from across the authority. Moving forward, we hope to continue supporting one another and offering advice as the year progresses.
Philip Harrison – English
Independent writing skills are useful in any subject, but especially in English. To develop these skills in S1 I decided to use group work strategies to encourage learners to construct their own understanding of a novel. I hoped this would enable them to work with greater independence when it came to writing an essay. They would own their work and rely much less on writing frames and teacher support.
I was confident to encourage their independent writing because I was had read some of their work from P7. These essays demonstrated that they were already capable of extended writing with support. So I devised a series of lessons which would replace teacher support with peer support. They planned their own essays and searched for quotations to support their ideas. Then they wrote up their essays individually with minimal teacher support. The results were good and this will be good preparation for critical writing throughout the junior phase.
At a recent SSERC course I was able to take part in a range of innovative practical activities that I hope to be able to integrate into our science and chemistry courses at St Margaret’s.
Practical activities included:
Lauren McMahon – Faculty of Language and Communication
For the last four years, I have been working as a Literacy Development Officer within West Lothian Council. This has provided me with a wealth of Professional Development Opportunities which have impacted both on my own practice and that of my colleagues.
I embarked on this development as literacy is core to every child’s education and I was interested in exploring ways in which this could be improved at an authority level in order to improve the learning experience for all.
A major aspect of this post has involved the wider development of debating across West Lothian. I have, for the last four years, run the West Lothian Speaks! Debating competition which is aimed at encouraging S1 and S2 pupils to learn debating skills and develop their confidence. St Margaret’s has participated in this competition each year and is the current holder of the shield. This has impacted on St Margaret’s as I believe that by raising the profile of debating early, pupils are more encouraged to join the school debating club which is highly beneficial to developing their literacy skills. Last year, I launched the West Lothian Public Speaking Competition, aimed at S3, in which 8 West Lothian Schools participated. A member of staff within my department assisted in preparing the pupils for this competition which also contributed towards her CPD. Continue reading Literacy Development and Debating
Mary Gibson – St Margaret’s Cluster Development Officer
On Tuesday 12th February all primary staff from across St Margaret’s cluster, representatives from Cedarbank School and teachers from the English Department met to embark on the first of a two stage exercise to moderate and assess reading at Early, First, Second and Third level. Early and First level meetings took place in Howden St Andrew’s and St Nicholas’ primaries while Second and Third level staff worked in St Margaret’s Academy. The overall aim of this exercise was to establish a standard across the cluster of “secure” learning in one outcome.
The process involved using a template* to plan and deliver lessons to pupils who were secure at Lit1- 19a, Eng 1-19a, Eng 2-19a and Eng 3-19a. Passages were provided for selection according to the needs of the pupils involved. Continue reading Moderation and Assessment of Reading in St Margaret’s Cluster
Edith McCabe – English Teacher
Active Learning strategies-keeping your pupils on the ball.
It is well known in the world of teaching that active learning strategies are extremely effective. Having pupils actively involved in the learning process ensures that they retain information much more effectively. The very simply strategy of throwing a ball is incredibly beneficial; it focuses and engages even the most reluctant learners. They can’t seem to resist chucking a ball about the room! I have since discovered however, that a balloon is even more useful (noone can get hurt!). Other teachers in the deaprtment have used the balloon strategy since hearing the noise and laughter coming from one of my lessons-controlled noise of course! I usually get the pupil holding the balloon to think of a question for the person who catches it. It beats the whole class methodically answering questions that I have formulated. Often they come up with very probing and insightful questions and they learn so much from each other. It removes a lot of the attention away from the teacher and encourages them to take responsibility for their own learning.
Dermot Doherty – Social Subjects
Following the Inter disciplinary learning (IDL) review I began to think about my practice and look for lessons that may be IDL.
As part of the first year social studies course pupils create a 60 second news brief (Modern studies section). I teach 3 groups of 1st years and did this lesson a few weeks ago with one set, it went well and pupils really enjoyed it.
I realised this lesson could be IDL with English as pupils are practising their extended writing skills, and after speaking to Mrs Neild in English she informed me pupils cover the 5w’s (Who, when, where, what, and why) when they do their own news reports. This link to English was strengthened by also covering the 5w’s as part of our task.
Continue reading 60 Seconds News Brief (IDL – Social Studies)
Raising Literacy within Health and Technology
Anne Keenan – Health and Wellbeing
As part of the department improvement plan to focus on the raising attainment we decided to focus on the opportunities to develop literacy skills in S1. Pupils in S1 currently complete a Hygiene & Food Safety project. Mary Gibson observed a series of lesson and identified several methods that teachers can use to improve the quality of learner feedback.
Prior to this our feed back focused mainly on the subject contents and the presentation of their work. Following Mary’s input we have been able to identify and implement several changes that will help pupils to set targets for improvements relevant to their own literacy needs.
Steps identified include:
The opportunity to work closely with Mary has enabled the department to self-reflect on current practice, update approaches to ensure all pupils are receiving effective feedback and importantly having clear targets set.
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