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Literacy Curriculum (literacy + curriculum)
Selected AbstractsPoetic Experience: Found or Made?ENGLISH IN EDUCATION, Issue 3 2002Andrew Stables Abstract This article considers the arguments for seeing work rather than response as key to poetic experience, and therefore to the development of such experience in the classroom. This is worth exploring not only in terms of the 1iterature/literacy curriculum, but with respect to the curriculum as a whole, since poetry is often invoked as an important, and under exploited, resource for the development of both cross-curricular learning and responsible and sustainable citizenship. However, there is a danger of the poetic being reduced in such arguments to a vague and philosophically suspect notion of self-expression grounded in ,response'. This can be exacerbated by the adherence to the notion of a pre-existing Romantic Ego that often characterises ,personal growth' approaches to Englis/language teaching. [source] Learning, Literacy and ICT: What's the Connection?ENGLISH IN EDUCATION, Issue 3 2000Richard Andrews Abstract This article takes the form of a keynote address to delegates at the ,Raising Standards through Literacy and ICT across the Curriculum at Key Stages 3 and 4 conference', held at Middlesex University, London in July 2000. It sets out by defining the terms ,learning', ,literacy' and ,ICT' and then proceeds to make connections between the areas they denote. The main connections are seen to be the increased reciprocity of reading and writing, the contiguity of the verbal and visual in contemporary communication and the re-establishment of composition at the heart of the literacy curriculum. Central to all of these is the importance of transformation in learning, not only in theory but also in the day-to-day practices of classrooms. Recent research into ICT and literacy is reviewed, practical possibilities for cross-curricular collaboration are offered, and implications for the future are considered. [source] "Busting with blood and gore and full of passion": the impact of an oral retelling of the Iliad in the primary classroomLITERACY, Issue 1 2007David Reedy Abstract This paper describes the impact of an oral retelling of Homer's Iliad on pupils' learning in Key Stage 2 classrooms (children aged 9,11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the Iliad as an integral part of the literacy curriculum. [source] Putting literature at the heart of the literacy curriculumLITERACY, Issue 1 2006Deborah Nicholson Abstract This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9,11-year-olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer (Barrs and Cork, 2001). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. [source] | ||||||||||