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History ICT Cross Curricular Links and the Literacy Hour Extracts – use the attached flier to order extra copies of the complete document Essex Literacy Team Art Geography CROSS CURRICULAR LINKS AND THE LITERACY HOUR The concept of making cross-curricular links as a way of managing a broad and balanced curriculum is not new. With the advent of the Literacy hour cross-curricular work has become an issue for several reasons. To begin with teachers felt that they were spending more time on Literacy at the expense of other subjects. In fact the 5 hours dedicated to Literacy is a minimum entitlement, but there is still a feeling that with the Literacy hour and daily Mathematics lesson time for other subjects is scarce. Resourcing the Literacy hour necessitates using a wide range of texts, many of which relate to other curriculum areas. Many schools borrow texts from other subjects to use in their Literacy hours. In small schools especially it is useful to choose texts which can be used in a cross-curricular way because of budgetary constraints. Working in this way has several benefits. Making links with subjects outside of the Literacy hour can give a meaningful context for the work. For example working on prepositions such as above, below and between can be reinforced during PE lessons. Texts used within the hour to teach a concept about Literacy can be worked on again outside the hour when the content of the text may become more important. Making links between subjects can make the curriculum more cohesive. The purpose of this document is to give practical ideas to support a cross-curricular approach. We include the subjects Art, ICT, History and Geography as a starting point. While each subject is tackled separately we are aware of the interrelationships between other curriculum areas. The team of Literacy consultants, English Advisers and School based advisers worked collaboratively to produce this document. Many of the activities have been tried and tested by the school- based advisers who are full time teachers in Essex schools. The document consists of an introduction to each subject, an overview of objectives from the Literacy framework, curriculum 2000 and QCA schemes of work. Sample activities are also included which we hope you will be able to use as the basis for your own work with children. Cross-Curricular links – Literacy and ICT Section 1 – Foundation stage Writing Composition The objectives set out in the NLS framework for the reception year are in line with the Early Learning Goals for language and literacy. Carefully planned activities will provide opportunities for role play. TL 12 “The office” or “The Shop” can include computer keyboards for taking orders etc. to experiment with writing in a variety of play, exploratory and role play situations The “home” role play area can include a television set with on/off buttons and remote control, telephone Further drama/role activities and tape recorder. to write their own name Classroom writing areas can include keyboards for „play‟ and eventually children can use „real‟ word processing to write their names and also to develop their emergent writing skills. Children can identify letters on a keyboard which uses lower case letter stickers on the keys. Some to write labels and captions for pictures and children may be able to identify capital letters on the keyboard. drawings Children can use a conventional keyboard to type and print off a hard copy of classroom labels and to to write sentences to match pictures write sentences for their pictures or displays. consider the use of a concept keyboard for these activities. or sequences of pictures Understanding of Print writing There are a number of commercially produced programs to support these objectives. Children click on TL11 the first word and the sentence appears word by word. to track the text in the right order understand how writing is formed directionally word at a time The letter appears in the correct formation to understand how letters are formed eg. Letterland Software - Collins Edition Reading comprehension TL 7 Programmable toys such as “Roamer” can be decorated as a character from a well known story and programmed to visit, castles and cottages or to find his way through the woods to use knowledge of familiar texts to re- enact or re-tell to others, recounting the as the story is re-told. main points in correct order eg. Oxford Reading Tree Talking Stories – Sherston Nursery Rhyme Time - Sherston Reading understanding of print TL1 to track text in the right order Cross-Curricular Links – Literacy and Geography Year 5 Term 3 NLS Objectives Y5 T3 Links with National Links with QCA SOW Literacy Hour Activities Range : Persuasive writing to put or Curriculum Geography argue a point of view. Programme of Study Text Level Geographical enquiry and skills Unit 12 Shared Reading – Non 1. In undertaking geographical Fiction. 12. to read and evaluate letters, eg. from enquiry, pupils should be taught newspapers, magazines, intended to to: Should the high street be Examples of Persuasive texts closed to traffic? eg. newspaper articles, letters, inform, protest, complain, persuade, d. identify and explain different advertisements, fliers linked to considering views that people, including Geography theme/topic. Focus (i) how they are set out themselves, hold about topical on structure, purpose, (ii) how language is used, eg. to again geographical issues ( for audience, language features. attention, respect, manipulate; example, views about plans to build an hotel in an overseas Unit 20 Continue in Guided Reading. 13. to read other examples, eg. newspaper locality) comment, headlines, adverts, fliers. e. communicate in ways Local traffic – an Shared Writing Compare writing which informs and appropriate to the task and persuades, considering, eg. audience (for example, by environmental issue Model text types drawing out conventions and features. the deliberate use of ambiguity, half writing to a newspaper about a Create a writing frame for a truth, bias; local issue, using e-mail to persuasive text eg. letter of how opinion can be disguised to seem exchange information about the complaint to a newspaper like fact; locality with another school). 14. to select and evaluate a range of texts, 2. In developing geographical in print or other media, for skills, pupils should be taught: Continue in Guided Writing persuasiveness, clarity, quality of d. to use secondary sources of information; information, including aerial photographs (for example, 15. from reading, to collect and stories, information texts, the Unit 16 investigate use of persuasive devices: eg. internet, satellite images, words and phrases: eg. ‘surely’, „it photographs, videos) wouldn’t be difficult…‟; persuasive What’s in the news? definitions, eg. ‘no-one but a complete Breadth of study idiot…‟, „every right-thinking person 6. During the key stage, pupils would…‟ „the real truth is…‟, rhetorical should be taught the Drama Activities: questions ‘are we expected to…?‟ „where Knowledge, skills and in role, prepare and present will future audiences come from…?; understanding through the study opposing points of view to pandering, condescension, concession of two localities and three an issue. etc.; „Naturally, it takes time for local themes: conduct a decision making residents…‟, deliberate ambiguities, eg. d. how settlements differ and exercise eg. how can we „probably the best…in the world’ „know change, including why they reduce traffic congestion? to cure all…’ ‘the professionals’ choice’; differ in size and character (for hold formal/informal example, commuter village, meetings to discuss an 16. notemaking: to fillet passages for seaside town), and an issue issue eg. the implications relevant information and present ideas arising from changes in land use of closing the high street. which are effectively grouped and linked; (for example, the building of new housing or leisure Prepare in group time and 17. to draft and write individual, group or complex) present in Plenary class letters for real purposes, eg. put a e. an environmental issue, point of view, comment on an emotive caused by change in an issue, protest; to edit and present to environment (for example, finished state; increasing traffic congestion, hedgerow loss, drought), and 18. to write a commentary on an issue on attempts to manage the paper or screen, (eg. as a news editorial, environment sustainably (for leaflet), setting out and justifying a personal view; to use structures from example, by improving public reading to set out link points, eg. transport, creating a new nature numbered lists, bullet points; reserve, reducing water use). 19. to construct an argument in note form or full text to persuade others of point of view and: present the case to the class or a group; evaluate its effectiveness. Sentence Level 2. to understand how writing can be adapted for different audiences and purposes, eg. by changing vocabulary and sentence structures; National Literacy Strategy * * Literacy Publications Update * * Additional copies of the following booklets can be secured by completing the order form below. “Promoting Writing in the Literacy Hour” “Literacy and Cross Curricular Links” Both are priced at £3.00 per copy. …………………………………………… ………… I would like to order the following: - Promoting Writing in the Literacy Hour…………………………..copies. Literacy & Cross Curricular Links………………………………………….copies. Signed………………………………………………………………………… ………….. . Headteacher School Name:………………………………………………………………………… …………. DfEE No:…………………………………………………………….. I wish to pay by: Journal transfer OR Cheque (payable to Essex CC) - attached OR Please invoice the school (PLEASE INDICATE) PLEASE RETURN YOUR COMPLETED ORDER TO: The Literacy Team, Wickford Curriculum Development Centre, Alderney Gardens, Wickford, SS11 7JZ.
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