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The NLS is advising schools to use the English Framework objectives to guide
the development of literacy across the curriculum with particular emphasis
on the highlighted objectives - those English objectives which are seen
as more significant and thus need to be revisited throughout the year to
ensure full coverage. This, of course, is to assume that the objectives
for teaching English and the objectives for delivering literacy across the
curriculum are one and the same, which many would argue is not the case
because the audience and purpose of the objectives are not the same.
Sensibly, the NLS is recommending that, "schools focus their energies
on a small and memorable number of cross-curricular literacy priorities
in each year. They can do this by choosing four of the key objectives highlighted
in the Framework for teaching English, based on the school's audit of standards
and the results of OFSTED inspection findings. If you have not completed
an audit, listed below are four key objectives for each year which you could
use. Ideally, however, it is up to the school to make sure that the objectives
reflect local need."
Year 7 Cross-Curricular Priorities
Year 8 Cross-Curricular Priorities
Year 9 Cross-Curricular Priorities
However, when you look at the wording of Year 7 objective 3 below, it would
be more comprehensible to all curriculum areas if it was reworded as follows:
Year 7 objective 3: Establish which types of non-fiction reading
and writing are central to your curriculum area and reinforce the stylistic
conventions of these text types:
- information
- recount
- explanation
- instructions
- persuasion
- discursive writing
Top tip: Establish your priorities as suggested by the NLS above
and, if necessary, reword the objectives so they communicate clearly to
a cross-curricular audience.
Year 7 Cross-Curricular Priorities
Year 8 Cross-Curricular Priorities
Year 9 Cross-Curricular Priorities
Year 7 Cross-Curricular Priorities
1. Recognise and record personal errors, corrections, investigations, conventions,
exceptions and new vocabulary.
2. Recognise the cues to start a new paragraph and use the first sentence
effectively to orientate the reader, eg when there is a shift of topic,
viewpoint or time.
3. Revise the stylistic conventions of the main types of non-fiction:
- information
- recount
- explanation
- instructions
- persuasion
- discursive writing
4. Use appropriate reading strategies to extract particular information,
eg highlighting, scanning
Year 8 Cross-Curricular Priorities
1. Explore and compare different methods of grouping sentences into paragraphs
of continuous text that are clearly focused and well developed, eg by chronology,
comparison or through adding exemplification.
2. Learn complex, polysyllabic words and unfamiliar words which do not conform
to regular patterns.
3. Combine clauses into complex sentences, using the comma effectively as
a boundary signpost and checking for fluency and clarity.
4. Use talk to question, hypothesize, speculate, evaluate, solve problems
and develop thinking about complex issues and ideas.
Year 9 Cross-Curricular Priorities
1. Compare and use different ways of opening, developing, linking and completing
paragraphs.
2. Synthesize information from a range of sources, shaping material to meet
the reader's needs.
3. Write with differing degrees of formality, relating vocabulary and grammar
to context, eg using the active or passive voice.
4. Discuss and evaluate conflicting evidence to arrive at a considered viewpoint.
(Source: pages 5/6 Literacy across the curriculum - NLS)
Year 7 Cross-Curricular Priorities
1. Spelling and vocabulary: Build students' ability to spell accurately
by reinforcing spelling conventions and recognition of exceptions related
to the vocabulary of your subject area. Students should record personal
errors and corrections and new vocabulary.
2. Paragraphing: Help familiarise students with the language pattern
of typical paragraphs for your subject area. Help students recognise the
cues to start such paragraphs and how to use the first sentence effectively
to orientate the reader, eg when there is a shift of topic, viewpoint or
time.
3. Text: Establish which types of non-fiction reading and writing
are central to your curriculum area (information; recount; explanation instructions;
persuasion; discursive) and reinforce the stylistic conventions of these
text types.
4. Reading and note taking: Help students use appropriate reading
strategies to extract particular information, eg highlighting, scanning
Year 8 Cross-Curricular Priorities
1. Spelling and vocabulary: Help students' learn complex, polysyllabic
words and unfamiliar words relating to your subject which do not conform
to regular patterns.
2. Paragraphing: Help students develop their ability to construct
effective paragraphs that are clearly focused and well developed, eg by
chronology, comparison or through adding exemplification.
3. Sentences: Help students to develop the ability to write clear
effective complex sentences through manipulating clauses, using the comma
effectively to divide the clauses.
4. Speaking, listening and thinking: Help students to use talk to
question, hypothesize, speculate, evaluate, solve problems and develop thinking
about complex issues and ideas.
Year 9 Cross-Curricular Priorities
1. Paragraphing: Help students develop their ability to write about
your subject using different ways of opening, developing, linking and completing
paragraphs.
2. Writing: Help students synthesize information from a range of
sources, bearing in mind the audience they are writing for and shaping material
to meet the reader's needs.
3. Writing: Help students write with the appropriate degree of formality
given the nature of the writing task, relating vocabulary and grammar to
context, eg using the active or passive voice.
4. Speaking, listening and thinking: Help students to discuss and
evaluate conflicting evidence to arrive at a considered viewpoint.
The cross-curricular objectives that aren't highlighted
A further complication is that there are seven
objectives within the framework that can only be delivered across the
curriculum because they refer to all subject areas but only one of these
- the cross-curricular spelling objective for year 9 - is highlighted.
Whatever happened to the Langauge for Learning
objectives?
To make matters even more complicated, for many years the Qualifications
and Curriculum Authority has been encouraging secondary schools to take
a whole-school approach to the development of language so Use of language:
a common approach - a series of pamphlets offering practical guidance
for all curriculum areas - was circulated to schools in the mid 1990s. This
was superceded in 2000 by Language for Learning at Key Stage 3, another
very practical publication, which was designed to facilitate the integration
of literacy skills into schemes of work and sought to establish shared expectations
for the assessment of literacy in each year. It included Language for Learning
objectives for each year of Key Stage 3 for writing, reading and speaking
and listening which many schools began to implement. However, the arrival
of the National Literacy Strategy English Framework has meant that the Language
for Learning objectives have been shelved in favour of the NLS approach.
Thus the QCA's latest document Language at work in lessons - Literacy
across the curriculum at key stage 3 does not refer to the objectives
in Language for Learning but rather relates all its practical examples
to the objectives in the English framework.
Schools which had already started to use the QCA's objectives which were
written with the specific purpose of helping deliver literacy across the
curriculum may find it useful to use the following chart that shows you
how these relate to the NLS English Framework. NLS highlighted objectives
are indicated.
Year 7
Year 8
Year 9
Years 7,8 & 9
|
| QCA's Language for Learning objectives |
NLS English Framework objectives
|
|
Year 7 WRITING
|
| Introduce, develop and conclude pieces of
writing appropriately 7W1 |
organise ideas into a planned and coherent
sequence of paragraphs, introducing, developing and concluding then
appropriately 7Sn12 |
| Group sentences into coherent paragraphs,
with sub-headings as appropriate 7W2 |
recognise how sentences are organised in
a paragraph in which the content is not chronological, eg by comparison
or through sub-headings 7Sn10 |
| Plan and develop ideas and lines of thinking
in continuous text 7W3 |
develop ideas and lines of thinking in continuous
text and explain a process logically, highlighting the links between
a cause and effect 7Wr12 |
| Join ideas within sentences using links of
time (then, later, meanwhile) and cause (so, because, since)
7W4 |
expand the range of link words and phrases
used to signpost texts, including links of time (then, later, meanwhile)
and cause (so, because, since) 7W20 |
| Use punctuation correctly to mark sentences
(full stops, capital letters, question/exclamation marks) and
clarify meaning 7W5 |
use punctuation to clarify meaning, particularly
at the boundaries between sentences and clauses 7Sn3 |
| Make notes, summaries, etc. to clarify ideas
and thinking which can be used later 7W6 |
make brief, clearly-organised notes of key
points for later use 7R4
collect, select and assemble ideas in a suitable planning format
eg flow chart, list, star chart 7Wr2 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives |
| Ask questions to gain clarification and further
information (why, how, what then) 7S1 |
use talk as a tool for clarifying ideas
eg by articulating problems or asking pertinent questions 7S&L1 |
| Answer questions using relevant evidence
or reasons 7S2 |
answer questions pertinently, drawing on
relevant evidence or reasons 7S&L7 |
| Organise, sequence and link what they say
so listeners can follow it 7S3 |
tailor the structure, vocabulary and delivery
of a talk or presentation so that listeners can follow it 7S&L3 |
| Identify the main points of a talk, TV programme
etc 7S4 |
listen for and recall the main points
of a talk, reading or television programme, reflecting on what has
been heard to ask searching questions, make comments or challenge
the views expressed 7S&L6 |
| Collaborate with others to share information
and ideas, and solve problems 7S5 |
work together logically and methodically
to solve problems, make deductions, share test and evaluate ideas
7S&L13 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives |
| Identify the main points in each paragraph,
distinguishing key points from supporting material 7R1 |
identify the main point in a paragraph, and
how the supporting information relates to it eg as illustration 7Sn9 |
| Follow the sequence of actions, processes
or ideas being described 7R2 |
identify the main points, processes or ideas
in a text and how they are sequenced and developed by the writer 7R7 |
| Spot connections and links between how information
is presented in different forms 7R3 |
compare and contrast the ways information
is presented in different forms eg web page, diagram, prose 7R3 |
| Use skimming, scanning, highlighting and
note-making as appropriate to different texts 7R4 |
use appropriate reading strategies to
extract particular information eg highlighting, scanning 7R2
identify the main points, processes or ideas in a text and how
they are sequenced and developed by the writer 7R7
|
| Find information using contents, index, glossary,
key words, hotlinks etc. 7R5 |
know how to locate resources for a given
task, and find relevant information in them eg skimming use of index,
glossary, key words, hot links 7R1 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives
|
|
|
| Organise facts/ideas/information in an appropriate
sequence 8W1 |
organise and present information, selecting
and synthesising appropriate materialand guiding the reader clearly
through the text, eg a technological process; and information
leaflet 8Wr10 |
| Group sentences into paragraphs that are
clearly focused and well developed 8W2 |
explore and compare different methods
of grouping sentences into paragraphs of continuous text that are
clearly focused and well developed, eg by chronology, comparison
or through adding exemplification 8Sn6 |
| Link ideas and paragraphs into continuous
text which is organised and coherent 8W3 |
develop different ways of linking paragraphs,
using a range of strategies to improve cohesion and coherence, eg
choice of connectives, reference back, linking phrases 8Sn7 |
| Show relationships between ideas by links
which show purpose, (in order to, so that) and reservations
(although, unless, if) 8W4 |
extend the range of prepositions and connectives
used to indicate purpose, eg in order to, so that, or express
reservations, eg although, unless, if 8W10 |
| Use punctuation correctly (full stops, commas,
dashes, brackets, bullet points, colons) to extend and clarify sentences.
8W5 |
make good use of the full range of punctuation,
including colons and semi-colons 8Sn3 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives |
| Discuss and question what they are learning
and how it is relevant in other contexts or when using different variables
8S1 |
recognise their own skills, strategies and
responses as listeners in different situations, eg to lyrics, to
directions, to information 8S&L6 |
| Describe and evaluate how the work was undertaken
and what led to the conclusions 8S2 |
take different roles in discussion, helping
to develop ideas, seek consensus and report the main strands of thought
8S&L12 |
| Listen for a specific purpose, note the main
points and consider their relevance and validity 8S3 |
listen for a specific purpose, paying
sustained attention and selecting for comment only that which is relevant
to the agreed focus 8S&L7 |
| Discuss and respond to initial ideas and
information, carry out the task and then review and refine ideas 8S4 |
use talk to question, hypothesise, speculate,
evaluate, solve problems and develop thinking about complex issues
and ideas 8S&L10 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives |
| Understand information which is not explicitly
stated or that the reader is assumed to understand 8R1 |
identify the ways implied and explicit meanings
are conveyed in different texts, eg irony, satire 8R7 |
| Select relevant information and link to other
information, from a range of sources 8R2 |
combine relevant information from various
sources into one coherent document 8R1 |
| Distinguish facts from hypotheses/ theories/opinions
and how far the information is complete and helpful 8R3 |
recognise bias and objectivity, distinguishing
facts from hypotheses, theories or opinions 8R6 |
| Undertake independent research using knowledge
of how texts, databases, etc, are organised and of appropriate reading
strategies 8R4 |
undertake independent research using a
range of reading strategies, applying their knowledge of how texts
and ICT databases are organised and acknowledging sources 8R2 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives
|
|
|
| Organise content into complete text with
the relationships between points/paragraphs clearly signalled (therefore,
nevertheless) 9W1 |
compare and use different ways of grading,
developing, linking and completing paragraphs 9Sn6 |
| Structure paragraphs to develop points, by
using evidence/additional facts. 9W2 |
evaluate to their ability to shape ideas
rapidly into cohesive paragraphs 9Sn5 |
| Write closely-argued text where precise links
and connections are made within sentences. 9W3 |
explain the precise connections between ideas
with clarity and an appropriate degree of formality 9Wr10 |
| Understand the effect of different aspects
of formality (passive verbs, 3rd person, abstract nouns) 9W4 |
write with differing degrees of formality,
relating vocabulary and grammar to content and intention, eg using
the active or passive voice 9Sn3 |
| Use punctuation correctly to clarify and
emphasis meaning for a reader (full stops, commas, brackets, semicolons,
dashes) 9W5 |
use the full range of punctuation to clarify
and emphasise meaning for a reader 9Sn2 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives |
| Ask different sorts of questions to extend
thinking and refine ideas (does that imply that.? Does that means
that.? Would we need to.?) 9S1 |
develop interview techniques which include
planning a series of linked questions responding and extending the
responses 9S&L3 |
| Discuss and evaluate conflicting evidence
to arrive at a considered viewpoint 9S2 |
discuss and evaluate conflicting evidence
to arrive at a considered viewpoint 9S&L9 |
| Follow an argument, demonstration,
etc, making notes which are then used in another task 9S3 |
increase the speed and accuracy
of note-making skills and use notes for re-presenting information
for specific purposes 9R3 |
| Solve a problem, consider alternatives, structure
plans and organise group activity 9S4 |
contribute to the organisation of group activity
in ways that help to structure plans, solve problems and evaluate
alternatives 9S&L10 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives |
| Identify what information is needed, and
draw together information from different sources. 9R1 |
synthesise information from a range of
sources, shaping material to meet the reader's needs 9R2 |
| Appraise texts quickly and effectively for
their usefulness. 9R2 |
evaluate the relevance, reliability and validity
of information available through print, ICT and other media sources
9R4 |
| Recognise the author's standpoint and how
it affects the meaning 9R3 |
analyse how an author's standpoint can affect
meaning in non-literary and literary texts 9R11 |
| Evaluate how effectively information is presented
in whole texts, web pages, databases, etc 9R4 |
analyse and discuss the use made of rhetorical
devices in a text 9R12 |
|
|
| QCA's Language for Learning objectives |
NLS English Framework objectives
|
|
|
| Read and use accurately vocabulary which
relates to key concepts in the subject |
read accurately and use correctly vocabulary
which relates to key concepts in each subject distinguishing between
everyday uses of words and their subject specific use eg energy, resistance
7W21 |
| Appreciate the precise meaning of specialist vocabulary for each
school subject, and use specialist terms apply in their own writing
8W9 |
distinguish between everyday uses of words
and their subject specific use V2 |
| Recognise links between words related by
word families and roots V3 |
draw on analogies to known words, roots,
word families, morphology and familiar spelling patterns 7W10 |
| Recognise links between words related by word families and roots
8W7a |
apply knowledge of word, origins, families and morphology 9W4b |
| Understand and use correctly terms of qualification
(fully, slightly, similarly, mostly) and comparison (less, fewer,
more, most, .er/est) V4 |
understand and use correctly terms of qualification
(eg fully, slightly, similarly, mostly) and comparison (eg
less, fewer, more, most, .er/est) 7W18
recognise how lines of thought are developed and signposted through
the use of connectives, eg nonetheless, consequently, furthermore
9W8
|
| Learn and spell subject specific key words
correctly V5 |
revise, consolidate and secure the spellings
of each subject 7W7
secure the spelling of key terms of new words from across the curriculum
8W5
spell accurately all high frequency words and new terms from
all subject areas 9W2
|
| Use their knowledge of spelling patterns
and sentence grammar to avoid errors and confusions V6 |
recognise and record personal errors,
corrections, investigations, conventions, exceptions and new vocabulary
7W8
review all aspects of spelling and contrive to improve their
spelling by applying knowledge of spelling conventions 9W1
|
| Use strategies to attempt, find and check
spellings V7 |
sound out the word phonemically and by syllables
7W9
draw on analogies to known words, roots, derivations, word families,
morphology and familiar spelling patterns 7W10
identify words which pose a particular challenge and learn them by
using mnemonics, multi-sensory reinforcement and memorising critical
features 7W11
use the quartiles of a dictionary and find words beyond the initial
letter 7W12
make effective use of a spellchecker, recognising where it might
not be sufficient or appropriate 7W13 (See also 8W6, 9W3,
9W4 and 9W5)
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