OUR LITERACY TRAINER HAS

• 30 years teaching experience and have worked in all areas of the Primary classroom and different types of schools.
• worked as a Literacy Development Officer at Education Scotland for a number of years with the opportunity to hone and develop literacy skills. This role included working alongside HMI to support inspections and provide guidance and next steps for schools, as well as creating workshops and delivering training across Scotland.
• post of DHT at a school with multiple deprivation.
• won Education Scotland National Literacy Award for excellence in literacy: promoting a reading and writing culture across the four contexts of learning.
• lead pedagogy Officer for the LA as well as the LA lead for the Regional Collaborative, creating reading, writing and listening and talking targets and assessments, focusing on current research and pedagogy. I have had the opportunity to share good practice at Cluster, Authority, Regional, National and International Events. I am passionate about literacy and English and I firmly believe ‘One book, one pen, one child, and one teacher can change the world’ (Malala Yousafzai)

 

Stephen Graham, National Literacy Advisor, Australia says

WRITING – Did you know ? “Research tells us that children in Secondary Schools spend 93% of time reading and writing non-fiction texts and only 7% of time reading and writing fictional texts.”

In recognition of this statistic our writing CPD will focus on

• teaching a more extensive range of genres in writing in order to equip learners for Secondary Schools and indeed the World of Work.
• up skill and teach the literacy of the genres to include genre structures, language features and grammar
• clearly define and teach the composition of different texts in a meaningful, exciting way that provides clear frameworks for learners.

Stephen Graham, National Literacy Advisor, Australia says “In reading we deconstruct the text and teach the literacy of the genres. These are the building blocks we need to teach writing. In writing, we construct the text, using the genre markers we have been taught to create a new text”

With this in mind our second  CPD session will focus on the inextricable link between reading and writing and demonstrate how to teach the genres, linking these to reading, writing, listening and talking

• provides opportunity to explicitly teach grammar using the same text type and how this is presented in a progressive manner
• demonstrate how to link these to genre targets and plan and assess moderation of writing across the four contexts of learning – share a plan for the year, which allows teachers to teach all of the text types and moderate writing across the school and across the cluster if required.
• This presentation will provide you with visual supports to enable learners at first and second level to self and peer assess their writing. This pedagogy is evidenced based, firmly rooted in current research.(EEF) It has had a significant impact on the teachers and learners