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S3 Literacy and English
Principles and practice
Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity. Language is itself a key aspect of our culture. Through language, children and young people can gain access to the literary heritage of humanity and develop their appreciation of the richness and breadth of Scotland’s literary heritage. Children and young people encounter, enjoy and learn from the diversity of language used in their homes, their communities, by the media and by their peers.
Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence.
The Literacy and English framework promotes the development of critical and creative thinking as well as competence in listening and talking, reading, writing and the personal, interpersonal and team-working skills which are so important in life and in the world of work. The framework provides, for learners, parents and teachers, broad descriptions of the range of learning opportunities which will contribute to the development of literacy, including critical literacy, creativity, and knowledge and appreciation of literature and culture.
How is the Literacy and English framework structured?
The framework opens with a set of statements that describe the kinds of activity which all children and young people should experience throughout their learning, to nurture their skills and knowledge in literacy and language. Teachers will use them, alongside the more detailed experiences and outcomes, in planning for learning and teaching.
The statements of experiences and outcomes themselves include both literacy and English statements and emphasise that learning is an active process: for example, the outcomes stress making notes, rather than the passive activity implied by taking notes.
The three organisers within the Literacy and English framework are:
Within these organisers there are subdivisions:
Enjoyment and choice: experiences and outcomes highlight the importance of providing opportunities for young people to make increasingly sophisticated choices
Tools: includes important skills and knowledge: for example, in reading it includes such important matters as reading strategies, spelling and grammar
Finding and using information: includes, in reading, critical literacy skills
Understanding, analysing and evaluating: statements encourage progression in understanding of texts, developing not only literal understanding but also the higher order skills
Creating texts experiences and outcomes describe the kind of opportunities which will help young people to develop their ability to communicate effectively, for example, by writing clear, well-structured explanations.
The experiences and outcomes have been written in an inclusive way which will allow teachers to interpret them for the needs of individual young people.
What is meant by Literacy?
The literacy experiences and outcomes promote the development of skills in using language, particularly those that are used regularly by everyone in their everyday lives. These:
Effective learning and teaching in Literacy and English
Throughout their education, young people should experience an environment which is rich in language and which sets high expectations for literacy and the use of language. Young people need to spend time with stories, literature and other texts which will enrich their learning, develop their language skills and enable them to find enjoyment.
Effective learning and teaching in Literacy and English will involve a skilful mix of appropriate approaches including:
The balance between these approaches will vary at different stages and across different sectors and areas of the curriculum. Continuing dialogue about learning and teaching approaches within and across sectors will help to ensure continuity and progression.
Literacy Across Learning
In addition to the opportunities to develop literacy in all aspects of learning, there are strong connections between learning in English and learning in other areas of the curriculum. There are close links, for example, between the expressive arts and creative writing, and social studies and critical literacy. Interdisciplinary studies are likely to involve both research and a strong element of presentation and provide valuable opportunities to extend language skills. In numeracy, information handling outcomes link clearly to the critical literacy outcomes where learners are asked to assess the reliability of information.
Whatever the sector, whatever the subject area, young people will be:
Pupils who complete the S3 CfE English course may progress to National 4 or National 5 in S4 depending on ability.
ENGLISH: NATIONAL QUALIFICATIONS
All the certificated S5/6 courses follow the same pattern, with the differences being in the complexity of the texts studied, and in the levels of responses required.
Reading, Writing and Talking/Listening skills are developed through study of Language and Literature, and assessed internally, through coursework, and externally, through an exam. To complete these courses, students are required to pass the internal assessment of 3 Units of work, and an external exam (all levels).
Unit 1 Close Reading, Writing
Unit 2 Textual Analysis
Unit 3 Personal Study
This course is suitable for students who achieve a Foundation (5) or a General (4/3) award at Standard Grade.
This course is ideal for students who have achieved at Standard Grade a General (3) award which has some Credit elements, or an overall Credit award at Grade 2.
The course can be considered as the first year of a two-year Higher. The Intermediate 2 course is very similar to Higher and provides a good basis for a steady progression to success with Higher skills.
If students make rapid progression at Intermediate 2, and show potential to achieve at Higher level they will be encouraged to do so.
Unit work will then be assessed at Higher and those who pass the internal assessments, and show potential for exam success, will be able to take the Higher exam at the end of the course in S5.
This is a very challenging one-year course designed for students who have achieved Credit Grade 1 at Standard Grade, or a good Pass (A or B) at Intermediate 2 in S5.