Lipson The Co-operative Academy

Lipson Co-operative Academy

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Academic Literacy and Numeracy 2015/16

 

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April 26th 2016

Our team has been encouraging students to see the links between Mathematics and other curriculum areas.

Penny has produced a poster to hang in the food area with key concepts highlighted. (INSERT FOOD POSTER.PNG) There will be a focus in food lessons on improving these key numeracy skills by referring to the poster. We are hoping that having a large copy of the poster in the classroom will keep these key numeracy skills at the forefront of the students' minds. The poster is currently in production.

Communications have also been made with Design Technology Teachers to create a poster which highlights the key numeracy features within the subject. (INSERT DT.PNG) This poster focuses on measuring using a ruler, scale drawing and plans which are incredibly important skills not only in D&T.

Music have also put forward the concept of where musical notes are worth different fractions of amounts. (INSERT MUSIC POSTER.PNG).

Our team is currently in the process of creating other posters for use in other subject areas which can then be printed and displayed in classrooms and around the Academy in order to raise the profile of numeracy and its cross curricular importance.

Our team consists of Claire, Penny, Tammy & Wendy. If you have any suggestions or recommendations for posters please can you pass them our way.

April 26th 2016

After looking at the Sutton Trust Toolkit and at what strategies had high impact, I decided to focus on oral rehearsal.

Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom.

They are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both. The oral language approaches I chose to investigate include:

1. Explicitly extending pupils’ spoken vocabulary

2. The use of structured questioning to develop reading comprehension

I am using these strategies with a group of year 10 engineering students with low literacy skills. The students are working on an assignment involving a large amount of extended writing.

Each task in the assignment is drafted first and quite heavily scaffolded. During the writing of the draft I have made the point (and reinforced it a lot) the point that all writing should be orally rehearsed first. At this point, students are saying the sentences to themselves before writing them down.

Additionally, during class discussions and through questioning, I ask students to give me a response in full sentence form.

At the moment the work produced using scaffolding and oral rehearsal is of a higher standard and more detailed than work produced without it, which was poor.

Next steps are to bring in more structured discussion and presentation of ideas to others although currently confidence / motivation levels might make this difficult.