L3 Specialist Support for Teaching and Learning in Schools
- Submitted by: samio84
- Views: 121
- Category: Other
- Date Submitted: 04/23/2016 08:31 AM
- Pages: 2
- Report this Essay
Unit 13- Provide Literacy and Numeracy Support
1. Be able to identify pupils’ needs for literacy and numeracy support
1.1. Literacy
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. Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum. Because of this, all teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further. Literacy skills are required for everything. If a learner has a difficulty with literacy then they will find it difficult to read work and also may have a problem with writing.
The aims of the Literacy curriculum are that pupils are able to explore different ways in which language works so that they can use this knowledge in different situations and scenarios. The primary 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. In a typical literacy lesson, pupils should take part in a whole-class activity which could involve discussions, shared reading or a writing activity. They could also be given a partner to work with and discuss their ideas before being moved into groups to focus on specific areas of need. By the end of the session...
1. Be able to identify pupils’ needs for literacy and numeracy support
1.1. Literacy
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. Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum. Because of this, all teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further. Literacy skills are required for everything. If a learner has a difficulty with literacy then they will find it difficult to read work and also may have a problem with writing.
The aims of the Literacy curriculum are that pupils are able to explore different ways in which language works so that they can use this knowledge in different situations and scenarios. The primary 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. In a typical literacy lesson, pupils should take part in a whole-class activity which could involve discussions, shared reading or a writing activity. They could also be given a partner to work with and discuss their ideas before being moved into groups to focus on specific areas of need. By the end of the session...