Growing up with Loch Leven: exploring literacy across learning

In August 2008, Perth and Kinross Council embarked on a case study for Learning and Teaching Scotland to develop learning linked to the experiences and outcomes for literacy and English which, at that time, were in their draft format.

Kinross High School and six associated primary schools worked on a range of projects related to an existing 'Growing Up with Loch Leven' initiative. This initiative involved developing interdisciplinary topics with a focus on learning about the local Kinross area and the natural habitat of Loch Leven.

Using this context, schools aimed to develop literacy skills, in particular writing across learning, and to increase learners’ engagement and motivation in writing through the use of active learning and teaching approaches.

The aims of this project were closely linked and complementary to the Perth and Kinross guidance contained within its ‘Improving Learning – Improving Literacy’ strategy.

Authority: Perth and Kinross

Establishments: Cleish Primary, Blairingone Primary, Fossoway Primary, Kinross High School, Kinross Primary, Milnathort Primary, Portmoak Primary

Learners’ stage: upper primary, S1/S2

Practitioners: Primary and secondary teachers

Collaboration

Participating schools ranged from a large high school to a single teacher primary school and projects involved 17 secondary and primary teachers working in small groups.

Partnerships between schools were established, and teaching staff from both the primary and secondary sectors met and held initial planning meetings to establish links between schools, decide on areas of joint working and familiarise themselves with the new literacy experiences and outcomes.

Six interdisciplinary studies were then identified: Birds, Creativity, Industry and the Victorians, Pollution, Geology and Tourism.

Here we feature three of these projects:

• Birds
• Creativity
• Industry and the Victorians

Planning

Each project was planned using the experiences and outcomes from the literacy and English framework in conjunction with other curriculum areas. Pupil input was encouraged and incorporated in the planning process.

Underpinning each project was the development of the skills outlined in the opening statements from the literacy and English framework, most notably:

I develop and extend my literacy skills when I have opportunities to:

• communicate, collaborate and build relationships
• reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide feedback for others
• engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT
• explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative
• extend and enrich my vocabulary through listening, talking, watching and reading.

Notable features of this study

• The interdisciplinary nature of the overall project, linking literacy with science, expressive arts, social studies and technologies
• The use of the expertise of partners in the community, for example, the RSPB, a local artist and a local poet
• The opportunity for local schools to plan together across sectors
• Learners’ involvement in active learning, working collaboratively and making choices
• The opportunity for learners to lead in aspects of the project and to self and peer assess.

Thanks to all those involved in this case study for their hard work, time and commitment.

Contents of case study

To find out more about the different aspects of this case study please explore the links below: