CROSS CURRICULAR LINKS AND THE LITERACY HOUR by dfhrf555fcg

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									      History                                                               ICT




Cross Curricular Links and the Literacy Hour
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                            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 * *
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