Secondary School Librarians

1
Secondary School Librarians LRC Managers
Network Meeting18th November 2008
2
Agenda

• NYR Update
• Berkshire Book Festival 2009
• KS3 4 Curriculum

3
Update
4
Up-date

• Reading Connects
• Monthly Themes ideas for November December
• NYR Research
• Words of Welcome (photo competition)
• Wikireadia
• Autumn Challenge (OUP)
• Volunteering Guide

5
Monthly Themes

• November screen reads
• Film vs the book debate (primary and
  secondary)The book vs the film is a fun way for
  pupils to compare and review a book and the film
  that was made from that book. Reading Connects
  has produced a downloadable resource to accompany
  this activity. Visit www.literacytrust.org.uk/read
  ingconnects/resourcesnyr.html.
• Reading zone (primary and secondary)Does your
  school have a school website? If it does, why not
  develop a reading zone area as part of the
  website? In school you will probably have some
  pupils who have the skill to develop some fun
  interactive elements on the website, including
  games, puzzles, as well as book reviews and
  reading recommendations.
• December write the future
• New Year reading resolutions (primary and
  secondary)What would pupils like to read in
  2009? Do they have any interests they would like
  to explore further? My 2009 reading resolutions
  is a perfect way of tying in the end of the year
  with the seasons activities and getting pupils
  to pledge to read more in 2009. Reading Connects
  has produced a resource to accompany this
  activity. Visit www.literacytrust.org.uk/readingco
  nnects/resourcesnyr.html.

6

• Reading into the future (primary and
  secondary)Develop a reading display featuring
  books, short stories, magazine and newspaper
  articles and graphic novels set in the future.
  For example authors, Ray Bradbury and Aidan
  Chambers work well in secondary schools. Dr Who
  is a popular hook for many primary and secondary
  school pupils.
• Text speak in the future (KS2 and secondary)Text
  speak evolves very quickly. Get children and
  young people to discuss current and potential
  future trends for texting. Can they think of some
  new words or abbreviations? With older students
  this might be a good warm-up for a discussion
  about the impact of text speak on communication
  in society.
• Reading and writing in the future (primary and
  secondary)How we communicate, including how we
  read and write, has changed greatly over the last
  15 years. Discuss what has changed and challenge
  the pupils to describe what communication will be
  like in ten years time.  You may want to keep
  the most interesting ideas and see if they turn
  out to be accurate.

7
NYR Research

• Research commissioned by the NYR to increase
  understanding of particular target audiences
  information - now all on wikireadia.
• TheNational Survey which benchmarks C2DE families
  and their attitudes to reading and reading
  behaviours
• http//www.yearofreading.org.uk/wikireadia/index.p
  hp?titleNational_Survey_Main_reasons_for_reading
  
• Reseach on the impact romance fiction has on
  women who are emergent readers, young mothers,
  Pakistani women, Bangladeshi women and Eastern
  European women
• http//www.yearofreading.org.uk/wikireadia/index.p
  hp?titleRomance_gets_people_reading_Findings_fro
  m_research_commissioned_by_NYR
• Research on white working class boys
• http//www.yearofreading.org.uk/wikireadia/index.p
  hp?titleSummary_of_TGI_research_around_white_work
  ing_class_boys
• What do teens read? Read UpFed Up
• http//www.yearofreading.org.uk/wikireadia/index.p
  hp?titleRead_up_fed_up_research_findings

8
Up-date

• Reading Connects
• Monthly Themes ideas for November December
• NYR Research
• Words of Welcome (photo competition)
• Wikireadia
• Autumn Challenge (OUP)
• Volunteering Guide

9
Links

• Autumn Challenge
• http//www.yearofreading.org.uk/index.php?idautum
  nchallenge
• Enjoying Reading
• http//www.theirreadingfutures.org.uk/bestPractice
  /enjoyingReading/
• Reading Connects
• http//www.literacytrust.org.uk/readingconnects/in
  dex.html
• Volunteering Guide
• http//www.yearofreading.org.uk/index.php?idvolun
  teering
• Wikireadia
• http//www.yearofreading.org.uk/wikireadia/index.p
  hp?titleMain_Page
• Words of Welcome
• http//www.yearofreading.org.uk/index.php?idwords
  ofwelcome

10
Berkshire Book Festival2009
11
Berkshire Book Festival 2009

• Networking Meeting on Monday 19th Jan Twilight
  Session at EHP Education Centre 4.15-5.30pm
• Author Event to be announced shortly!
• Book Cover Competition for upper KS2, KS3 and KS
  4
• E-books for Y8
• Quiz for Y7 - 50 questions from ELS for all
  schools (schools free to organise regional
  competitions if they wish)

12
KS 3 4 Curriculum
13
KS3 4 Curriculum

• Overview
• more rounded
• (more than statutory expectations)
• more partnership
• more flexibility
• more process
• more integration
• more personalisation
• more support

14
The Big Picture
15
New focus on aims and skills

• The curriculum should enable all young people to
  become
• successful learners who enjoy learning, make
  progress and achieve
• confident individuals who are able to live safe,
  healthy and fulfilling lives
• responsible citizens who make a positive
  contribution to society.
• These aims, which incorporate the five outcomes
  of Every Child Matters, have been the starting
  point for all the changes to the secondary
  curriculum.
• The new curriculum continues to recognise the
  importance of subjects while at the same time it
  places emphasis on the development of skills for
  life and work.

16
Greater flexibility and coherence

• To give schools greater flexibility to tailor
  learning to their learners needs, there is less
  prescribed subject content in the new programmes
  of study. Pupils will still be taught essential
  subject knowledge. However, the new curriculum
  balances subject knowledge with the key concepts
  and processes that underlie the discipline of
  each subject.

17
Revised Programmes of study

• The revised programmes of study share a common
  format
• Importance statement why the subject matters
  and how it can contribute to the aims
• Key concepts identifies the big ideas that
  underpin the subject
• Key processes identifies the essential skills
  of the subject
• Range and content outlines the breadth of
  subject matter from which teachers should draw to
  develop knowledge, concepts and skills
• Curriculum opportunities identifies
  opportunities to enhance and enrich learning,
  including making links to the wider curriculum

18
Curriculum and Librarians

• Components
• Events
• Extended hours
• Learning outside the classroom
• Approaches to learning
• Whole curriculum dimensions
• Link to school specialism

19
The Big Picture
20
Curriculum Organisation

• General requirements
• Including all learners
• Personalisation
• Use of language across the curriculum
• Use of information and communication technology
  across the curriculum

21
Language across the Curriculum

• Writing
• In writing, pupils should be taught to use
  correct spelling and punctuation and follow
  grammatical conventions. They should also be
  taught to organise their writing in logical and
  coherent forms.
• Speaking
• In speaking, pupils should be taught to use
  language precisely and cogently.
• Listening
• Pupils should be taught to listen to others, and
  to respond and build on their ideas and views
  constructively.
• Reading
• In reading, pupils should be taught strategies to
  help them read with understanding, to locate and
  use information, to follow a process or argument
  and summarise, and to synthesise and adapt what
  they learn from their reading.
• Pupils should be taught the technical and
  specialist vocabulary of subjects and how to use
  and spell these words. They should also be taught
  to use the patterns of language vital to
  understanding and expression in different
  subjects. These include the construction of
  sentences, paragraphs and texts that are often
  used in a subject.

22
Use of ICT across the curriculum

• Pupils should be given opportunities to apply and
  develop their ICT capability through the use of
  ICT tools to support their learning in all
  subjects.
• Pupils should be given opportunities to support
  their work by being taught to
• find things out from a variety of sources,
  selecting and synthesising the information to
  meet their needs and developing an ability to
  question its accuracy, bias and plausibility
• develop their ideas using ICT tools to amend and
  refine their work and enhance its quality and
  accuracy
• exchange and share information, both directly and
  through electronic media
• review, modify and evaluate their work,
  reflecting critically on its quality, as it
  progresses.

23
Skills

• Functional skills
• Personal, learning and thinking skills (PLTS)

24
Functional Skills

• core elements of English, mathematics and ICT
  that provide individuals with the skills and
  abilities they need to operate confidently,
  effectively and independently in life, their
  communities and work
• functional skills standards are embedded in the
  revised programmes of study for English,
  mathematics and ICT. However, functionality
  within the curriculum is not limited to these
  subjects. The curriculum opportunities in the
  programmes of study for all subjects encourage
  working beyond the school and making links with
  other subjects and many key processes have the
  potential for functional skills development.

25
PLTS Framework

• Six groups of skills
• independent enquirers
• creative thinkers
• reflective learners
• For each group of skills, a focus statement sums
  up the range of skills and qualities involved.
  This is accompanied by a set of outcome
  statements that describe the relevant skills,
  behaviours and personal qualities.
• Each group of skills is distinctive and coherent.
  The groups are also interconnected and learners
  are likely to encounter skills from several
  groups in any one learning experience To develop
  independence, learners need to apply skills from
  all six groups in a wide range of contexts.

team workers self-managers effective participants
26
PLTS Framework cont.
27
Assessment

• Assessment across subjects
• Assessment beyond the classroom
• Assessing skills

28

• The National Curriculum website
• http//curriculum.qca.org.uk/key-stages-3-and-4/in
  dex.aspx