Infomagic

Lin Smith

Liz Smith

What we know

• That the English National Curriculum is

undergoing change

• That there is mention of NON-FICTION books

throughout the new guidance

• That the Scottish and Welsh models already

have this embedded in their literacy

strategies

Scotland - the Brave

• Have had this sewn up for a long time

http://www.educationscotland.gov.uk/Images/literacy_experiences_outcomes_tcm4-539998.pdf

Northern Ireland

Thinking Skills & Personal Capabilities

KS3 Statutory requirements

•Managing Information•Thinking, Problem-solving & Decision-making•Being creative•Working with others•Self-management

Cross-Curricular Skills

•Communication•Using Mathematics•Using Information and Communications Technology

and...

In addition to Writing, and Talking & Listening, includes Reading

http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_curriculum_ks3.pdf

The Welsh model

But more of that later!

Is also

extensive

EnglishThe national curriculum for English aims to ensure that all pupils:

read easily, fluently and with good understanding

develop the habit of reading widely and often, for both pleasure and

information

acquire a wide vocabulary, an understanding of grammar and knowledge of

linguistic conventions for reading, writing and spoken language

appreciate our rich and varied literary heritage

write clearly, accurately and coherently, adapting their language and style in

and for a range of contexts, purposes and audiences

use discussion in order to learn; they should be able to elaborate and

explain clearly their understanding and ideas

are competent in the arts of speaking and listening, making formal

presentations, demonstrating to others and participating in debate

How we justify this

http://www.literacytrust.org.uk/assets/0001/9202/Curriculum_Review_and_Planning_Tool.pdf

NOT ONLYBecause - the NC documents say we should!

BUT ALSO

Because - it introduces the concept of book navigation which is important training for higher level study

Because – it engages the child who hasn’t yet found stories to enjoy

Because – it enables the teacher or librarian to assess progress in the child’s ability to absorb, assimilate and use information

Key Stage 1Emphasis on phonics Practice at reading words by sounding and blendingTeachers should extend student vocabulary by explaining meanings

ReadingPupils should be taught to

Develop pleasure in reading, motivation to read…..listen and discuss wide range of poems, stories and non-fiction

Familiarity with fairy stories and traditional talesAppreciate rhymes and poems learning some by heart

WritingChildren should be able

To name the letters of the alphabetAdd prefixes and suffixes

Key Stage 2Pupils should be applying growing knowledge with both root words and exceptions

They should be taught to demonstrate positive attitudes to readingreading differently structured booksusing dictionariesincreasingly wide range …including fairy stories, myths & legendsthemes and conventions

Alsoprepare poems and play scripts to read aloud and to performretrieve and record information from non-fiction

They are expected to be able to both evaluate and edit their work

Opportunities

to exercise choice in selecting books

- being taught how to do so

Although the latter forms part of the non-statutory guidance the use of contents pages and indexes is also mentioned.

By Years 5 and 6 children should be

-planning their writing and identifying their audience

-proof reading for spelling and punctuation errors

Punctuation

Grammar

Spelling

English language

This will be assessed by exam. Students’ speaking skills will be assessed but, as with current GCSEs, will not contribute to the overall grade. The assessment will be marked by teachers and reported separately, alongside the qualification grade on the certificate. Twenty per cent of the marks for the written exams will be allocated to accurate spelling, punctuation and grammar.

English literature

This will be assessed wholly by exam. Five per cent of the marks will be allocated to accurate spelling, punctuation and grammar.

“This may hurt a little”

ofqual.gov.uk/documents/summary-on-reforms-to-gcses-from-2015/

Key Stage 3

Aims

promote high standards of language and literacy

a strong command of the spoken and written word, and to

develop their love of literature through widespread reading for enjoyment.

read easily, fluently…

And so…

Pupils should

develop the habit of reading widely and often, for both pleasure and information

acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions

appreciate our rich and varied literary heritage

write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

It doesn’t stop thereThey should be taught to write formal and academic essays as well as writing imaginatively.

They should be taught to write for a variety of purposes and audiences across a range of contexts.

They should build up an increasingly wide knowledge of vocabulary and grammar.

Teachers should show pupils how to understand the relationships between words.

Pupils should be taught to control their speaking and writing consciously.

They should understand and use age appropriate vocabulary.

It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

Pupils should be taught to:

develop an appreciation and love of reading, and read increasingly challenging material independently through:

reading a wide range of fiction and non-fiction,including in particular whole books,

short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high quality works from:

English literature, both pre -1914 and contemporary, including prose, poetry and dramaShakespeare (two plays)seminal world literature

choosing and reading books independently for challenge, interest and enjoyment.

Re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.understand increasingly challenging texts

In fact the devil is in the detail

knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, present meaning

recognising a range of poetic conventions and understanding how these have been used

studying setting, plot, and characterisation, and the effects of theseunderstanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play

making critical comparisons across texts

studying a range of authors, including at least two authors in depth each year

And specifically…..

We also know

That in all subjects

Teachers expect students to be capable of some degree of writing

This could be anything

Non-fiction

oEvaluations

oAccounts

oDescriptions

oRecords

oExperiment write-ups

oAnalysis

oLetters (persuasive, informative)

oShort answers using technical vocabulary

oEssays

The O wordOfsted are likely to make reference to their 2012 document

‘Moving English Forward’

The following slides are taken and adapted from an original presentation by kind permission of

Dave Woodhouse

http://www.ofsted.gov.uk/resources/moving-english-forward

Ofsted now analyse the performance of different groups

of students in the school. The groups include:-

Boys v girls

Non FSM v FSM

EAL

Vulnerable children (CLA plus FSM)

SEN

There are two cross-curricular aspects that

Ofsted look at:-

SMSC (Spiritual, Moral, Social and Cultural)

aspects of school life

Literacy (Reading, Writing, Communication)

and Numeracy

Benefits of Reading for Enjoyment

Improves students’ reading ages

Improves students’ vocabulary

Improves students’ confidence and self esteem that they are readers

Improves students’ general knowledge

Contributes to students’ emotional development - SMSC

Assessing Reading• Higher order reading skills and knowledge,

such as inference, appreciation of style and summary

• How familiar pupils are with a range of textsand authors

• Pupils’ attitudes to, and enjoyment of,

reading

So...

How can we use these specific references to information literacy skills and reading non-fiction/information texts to our advantage in school libraries?

2011

2012

2013

Rationale

Opportunities for Library

Info Literacy

skills

Way into the curric-ulum

Voting opens 18 June

&

ends 18 September

Winners announced

at Bath Literature

Festival –

30 September

2014

Pembroke School:The IBA in practice...

Welsh Education agenda

Skills Framework for 3-19 Year-Olds in Wales (2008)

revised National Curriculum for Wales (2008)

Focus on the learner Reduced subject content Increased focus on skills development,integrated into the curriculum

Underpins revised curriculum Thinking, Communication, ICT, Number Specific information literacy skills included

But - not statutory!Skills explicitin lesson plans

IBA 2011 & 2012

Lyned – Science teacher

“Judging the IBA is ideal as it enables a scientific

analysis of the book, developing pupils’

analytical and investigative skills to

examine how the information is presented

and written.”

“IBA judging engages pupils in

a collaborative reading activity,

which gives context for the

work on NF texts done in class.”

Catherine – English teacher

2012:The Year of the LNFNational Literacy & Numeracy Framework Wales

http://www.bbc.co.uk/news/world-asia-16589052

Introduced in 2012 Statutory curriculum requirement since September 2013 Statutory assessment requirement from September 2014All subjects expected to include literacy & numeracy elements to SoWs

Aim: to improve literacy & numeracy levels in Wales

Literacy strands: Reading; Writing & Oracy across the curriculum

National Literacy & Numeracy Framework Wales

National Literacy & Numeracy Framework Wales

IBA 2013

Mindmap of ideas for qualities of an effective information book

Notes frame to record thoughtsWWW / EBW format

IBA 2014

Lesson Starter :Parts of an Information Book Marketplace activity Blutack activity

English: Year 8Non-Fiction Reading SoW

September 2014

“Fun, motivating

and purposeful!”

Revised lesson plan LNF explicit

Sîan – Y7 Skills teacher

IBA 2014

More scaffoldedresponse mat to record thoughts, keepingWWW / EBW element

Over to you...

What’s your experience of the Information Book Award?

How can we demonstrate student progress in skills

development?

Questions Blue Task

Here is the answer.

Daffodils are yellow.

Ways to assess

Here is a question.

What colour are daffodils?

Links

• http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_curriculum_ks3.pdf

• WELSH ASSEMBLY GOVERNMENT (2008). Skills Framework for 3-19 Year-Olds.

Cardiff: Welsh Assembly Government.

• http://wales.gov.uk/dcells/publications/curriculum_and_assessment/arevisedcurriculu

mforwales/skillsdevelopment/SKILLS_FRAMEWORK_2007_Engli1.pdf?lang=en

• http://www.educationscotland.gov.uk/Images/literacy_experiences_outcomes_tcm4-

539998.pdf

• https://www.gov.uk/schools-colleges/curriculum-qualifications

• http://www.literacytrust.org.uk/assets/0001/9202/Curriculum_Review_and_Pla

nning_Tool.pdf

• http://ofqual.gov.uk/documents/summary-on-reforms-to-gcses-from-2015/

Lin Smith Liz Smith

Liz SmithLibrarianPembroke School

Email: liz[at]lizsmith.infoTwitter: @psliz(personal)/ @pslib (Library)

Lin SmithLibrarianEcclesbourne School

Email: liblintra[at]gmail.com

Twitter: @smith_lin