NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Literacy
I’m Great!
Advice and Guidance for
Practitioners
[NATIONAL 4]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
2
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
Contents
Overview of materials
Topic
4
4
Section 1: Exemplification of suggested learner activities
Activity 1: Labels in learner diary
Activity 2: Self-talk
Activity 3: Modelling success
Activity 4: Mindfulness relaxation
5
5
7
8
10
Section 2: Practitioner guidance
Active learning
Using ICT to support teaching
Activity 1: Labels in learner diary
Activity 2: Self-talk
Alternatives to PowerPoint
Interactive PowerPoint
Activity 3: Modelling success
Activity 4: Mindfulness relaxation
Additional suggestions for activities
12
12
13
15
15
17
18
18
19
20
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
3
OVERVIEW OF MATERIALS
Overview of materials
The following support materials are intended to guide those preparing
learners for reading and writing skills in Literacy at National 4 (6 SCQF
credit points).
They focus on confidence building and positive mindset, which are key
factors in advancing literacy skills successfully, particularly in adults.
In addition, although these materials are more relevant to the college sector,
practitioners in schools may find some interesting ideas in them to explore
and develop.
Guidance at this level includes advice for practitioners on approaches to
learning and teaching, and exemplification of learner activities. Learners are
introduced to the notion that developing confidence is a key resource for their
literacy development and the practitioner is invited to use the tools suggested
in this material to encourage relaxation, visualisati on and discussion of
barriers to confidence as part of this process. This material is drawn from
research into neuro-linguistic-processing (NLP) and mindfulness approaches
to teaching. Additionally, the support material and activities are themed
around this topic to reinforce the ‘confidence message’ and as a potential
discussion point and topic for activities and written work.
In order to get the most out of these materials, practitioners are advised to
refer to Section 3: Practitioner guidance before us ing any of the activities in
Section 1.
Topic
The focal theme for these materials is ‘I’m great!’ Here, the focus is on
developing the Curriculum for Excellence key theme of health and wellbeing.
In addition, exemplification will be provided of suggeste d learner activities
that will focus on developing the Curriculum for Excellence capacity of the
learner as a confident individual.
4
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 1
Section 1: Exemplification of suggested learner
activities
Activity 1: Labels in learner diary
Use the PowerPoint presentation ‘Labels’.
In this task, you will think about the idea of labelling people and about how
people’s confidence and motivation change.
1.
Which of these labels would help to motivate someone in a workplace
situation?
2.
Are there any other labels you think could be applied to someone in a
workplace or other setting which you think would help to motivate
them?
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
5
SECTION 1
3.
What positive labels have ever been attributed to you? Who gave you
these labels? Why? Are there any others you want to add?
4.
What labels have others given to your reading and writing skills – if
any? What label would you choose to describe your reading and writing
skills?
6
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 1
Activity 2: Self-talk
In this task, you will look at the way you think about yourself and your own
abilities.
Interior talk
eg ‘I’m really bad at spelling.’
‘No matter what I try, nothing works
out the way I want it to.’
Re-framing
‘I’m studying to become a good
speller.’
‘My efforts at things have sometimes
paid off and I am learning how to
improve.’
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
7
SECTION 1
Activity 3: Modelling success
In this activity you will think about how to feel when you start something
new.
Skillsets: mine and others
Own learning
Skill learned
Examples:
Learned English/other language
Approach used
Learned to drive
Listened to instructions and practised
techniques many times
Learned highway code/driving theory
Read theory book and used online
tests
Learned guitar
Watched examples of people playing
on YouTube
Learned football
Watched others play; got advice from
good players; Dad told me where I
was going wrong; lots of practise
Learned computer games
Practised and took tips from friends
8
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
Watched English TV and listened to
pop lyrics
SECTION 1
Skills of other people
Skill learned
Michael Jordan
Approach used
Einstein
Richard Branson
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
9
SECTION 1
Activity 4: Mindfulness relaxation
This technique will help you to feel good about learning.
Invite learners to sit upright in their chairs with their backs straight against
the back of the seat and their feet placed flat on the ground. Their arms
should be relaxed and their hands resting palm downwards loosely on their
knees. Posture should be upright (slouching causes the sitter to become
drowsy) but not stiff or tense. Invite learners to close their eyes if they wish.
Close your eyes as you lead the relaxation exercise.
‘Now bring your attention into the room. There ’s nothing we have to do for
the next 5/10 minutes except sit and become relaxed and still.
We’re just going to let go of all the noise in our heads. Forget all the
planning, and all the thinking, and all the anticipating and just be here in this
room.
Notice that you’ve stopped. It’s very rare to get a moment like this. A
moment where it’s quiet and you’ve nothing to do. Just enjoy the sensation of
being relaxed. Notice the sounds of the room and let them drift around you at
the back of your awareness – not really tuning into them or pushing them
away, just noticing that they’re there. Notice the temperature of the room and
the feeling of just sitting with your feet flat on the ground. And feel very
relaxed.
Now bring your attention to your breathing. You don’t have to do anything to
your breathing. Just notice the rise and fall of your stomach as you breathe.
Notice the sensation of an in-breath as it enters at your nostrils and follow it
all the way until you need to breathe out. And then follow the whole of the
out-breath until its very end. Just sit and not ice your breathing like this for a
few moments.
If you find yourself getting distracted by thinking or noises in the room, just
go back to your breathing and enjoy the sensation of calming breathing in and
out.
Now notice any stress that might be there. Bring your attention to the muscles
in your face. Imagine the skin of your scalp becoming loose and the tension
around your jaw relaxing. Let go of all the tension in your face.
10
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 1
Breathe into your neck and shoulders and let all the tension in your shoulder s
release so that your shoulders become light and relaxed.
Now follow your breath into your heart: notice the speed of your heart beat
and see if you can slow it down. Your heart works hard all day responding to
your every thought, feeling and action. Now, we’re just going to let it rest.
And feel your breath flowing down into your stomach. Emotions often cause
us to grip the muscles of our stomach so see if you can release the muscles in
your stomach so that you can feel its rise and fall when you breathe.
Breathe down through your spine and into your legs and feet, releasing all of
your worries, your tiredness out through the soles of your feet.
Notice how your breathing has slowed down and become deeper. This is the
feeling of your body when it is calm.
The ability to become calm and quiet like this is always there – and you can
come back to this state whenever you want, just by tuning into your breathing
and bringing your attention into your body.
Let’s take a minute just to sit and enjoy being quie t and peaceful before we
stop the practise.
When you’re ready just slowly open your eyes and sit quietly while we come
out of sitting.
And the end of a short practice like this, it’s useful to ask learners what they
felt, if they noticed any changes in breathing, if they felt calmer, etc. If
feedback is positive, it can be useful to begin classes with a very short 5 minute breathing exercise on a regular basis.
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
11
SECTION 2
Section 2: Practitioner guidance
Active learning
Does it take longer to teach like this than with traditional practitioner-led
lessons?
Yes, but:
 Once learners start thinking independently and working collaboratively
this time is made up.
 Learners have a more secure grasp of concepts – learning is more securely
anchored.
 Learners are more confident about making suggestions, predictions and
corrections.
 It becomes evident to learners and practitioners how learning is
progressing so they can work together to make improvements .
What improves?
 Learner confidence, motivation and therefore behaviour (all engaged as all
have a contribution to make that is valued).
 Practitioner enthusiasm.
 Teaching quality.
 Quality of learning experience.
12
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 2
Using ICT to support teaching
This table suggests some ideas for using ICT. The corresponding online
tutorials demonstrate how to access/download materials to use in the
classroom.
Note: You should follow your centre’s e-safety guidelines and protocols
regarding the use of YouTube and social networks.
Resource
name
Interactive
white board
Wiki
Smartphone
What is it?
Tutorial
An interactive
whiteboard
(IWB) is a large
interactive
display that
connects to a
computer and
projector. Users
control the
computer using
a pen, finger,
stylus or other
device.
Website that
anyone can alter
Tutorial (10 min):
http://www.youtube.co
m/watch?v=757UqTy040
A smartphone is
a mobile phone
built on a
mobile
computing
platform, with
advanced
computing
ability and
connectivity
Download or start using it
Tutorial (2 min):
http://www.wikispaces.
com/site/tour
Uses (10 min):
http://www.youtube.co
m/watch?v=aXt_de2HBE&feature=relatedd
PDA wiki:
http://pdaglasgowmet.pbworks
.com/
Sign up and create:
http://www.wikispaces.com/
A significant number of
learners have access to a
smartphone
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
13
SECTION 2
Flip
Toon Doo
Xmind
Small video
camera with
integrated USB
to charge and
transfer video
Cartoon strips
and books
Mind map
Tutorial (3 min):
http://www.youtube.co
m/watch?v=mh6s9gNo
Fro
Demonstration (1 min)
http://www.youtube.co
m/watch?v=7aiRzX2L
O7Y
Demonstration (2 min)
http://www.youtube.co
m/watch?v=aKYmxOs
ddoY
14
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
Information:
http://www.theflip.com/engb/products/mino.aspx#/simpl
e
Sign up and create:
www.toondoo.com
Download and create:
http://www.xmind.net/
SECTION 2
Activity 1: Labels in learner diary
Materials
Use the PowerPoint ‘labels’, which you can personalise to your own
experience. Classroom tables are set up with sticky notes and pens.
Task
The practitioner can enquire about what labels have been used to describe
individuals in the class in the past. The practitioner’s own slide can include
positive and negative labels: ‘lazy’, ‘clever’, ‘funny’, ‘boring’ etc. The point
here is:
1.
2.
3.
to illustrate that we have all received positive labels for some things, eg
‘gifted’ (at playing guitar) but ‘lazy’ (at sports), showing that
intelligence is not a fixed entity but made up of a variety of different
skill sets
to demonstrate that the practitioner has both strengths and weaknesses
and therefore that learning progress is made by developing a range of
skills
to suggest that labels do not say something intrinsic about us, but
simply describe different responses to different environments.
Learners are invited to use sticky notes to write down some labels that they
have been given in the past.
Discussion can encourage the notion that labels are not fixed but can be
accepted or rejected. Focus can be drawn to positive labels and the kinds of
experiences that led to positive feedback.
Activity 2: Self-talk
Suggested approach
PowerPoint presentation ‘Self-talk’ and other self-talk materials.
Task
Potentially following on from the last activity, learners are introduced to the
idea of ‘self-talk’: the way that we speak to ourselves and about ourselves
inside our own heads. Invite learners to write down some of the things that
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
15
SECTION 2
they habitually say to themselves about their reading, spelling and writing,
and about life in general, using the self-talk materials.
Using the PowerPoint ‘Self-talk’, the class can be introduced to the basic idea
that the way we say things influences how our mind and body responds to
them.
Following class discussion, learners are invited to reframe their negative self talk into more positive constructions following t he simple examples in the
PowerPoint.
16
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 2
Alternatives to PowerPoint
1. Prezi


Free.
Click the arrow to navigate round the Prezi
presentation in the demonstration (2 min) at
http://prezi.com/hgjm18z36h75/why-shouldyou-move-beyond-slides/
2. MindMap
See video demonstration
(5.5 min) at
http://www.smartdraw.com/
specials/mindmapping.asp
3. Xmind


Free.
See video demonstrations
at:
XMIND Demo Part 1, Basic
Operations (2 min) at
www.youtube.com/watch?v
=7aiRzX2LO7Y
XMIND Demo Part 2,
Structures (2 min) at
www.youtube.com/watch?v
=gUMUwcMbTz0
www.qwiki.com
Type in a topic or subject. The website immediately generates a PowerPoint
with subtitles, audio and pictures.
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
17
SECTION 2
Interactive PowerPoint
1.
Video of how to use the template for PowerPoint quizzes:
www.youtube.com/watch?feature=iv&v=kOElFeSuGMs&annota tion_id
=annotation_53135
2.
Template for PowerPoint quizzes (you need to log in first , but it is
free):
www.slideshare.net/davidcriniti/interactive-powerpoint-template
3.
Lots of interactive PowerPoint games with downloadable templates and
video demonstrations to show you how to use them (horse race, car
race, who wants to be a millionaire etc):
http://people.uncw.edu/ertzbergerj/ppt_games.html
Activity 3: Modelling success
Materials
Skill-set materials.
Tasks
This exercise is intended to suggest to learners that the intimidation that we
often feel when encountering new tasks causes us to forget all the times in the
past when we’ve managed to master a new skill. It also seeks to give
examples of people from popular culture who have been willing to fail and
make mistakes in order to learn and develop new skills.
The intention is to get learners thinking about the transferable skills they
have already developed from their own learning which can build their
confidence in literacy (the first time they did metalwork, learned the four
times table, dyed hair, used Microsoft Word, achieved level 10 on a computer
game, learned to reverse park, etc). It also aims to show that success and
failure are not clear-cut: many people who have succeeded have had to fail to
get there.
Learners could use the skill-set materials to note down examples of skills that
they have learned in the past. In the second column they can think of any
tools that they used in order to learn that skill – this can help them apply
these approaches to literacy. Examples on the sheet are suggestions that can
be included.
18
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 2
Activity 4: Mindfulness relaxation
Mindfulness techniques can be particularly useful for learners who
experience anxiety around learning, and they can be adapted for any
situation. For some learners presenting the technique as a way of managing
nerves makes it accessible. The text given is a template script that the
practitioner can use to guide a basic mindfulness relaxation session: small
groups are best and learners may wish to volunteer their participation, since
not all may be comfortable sitting in this way amongst peers.
Practitioners can join with the learners by reading through the script in a
calm and gentle voice, leaving about 40 seconds or so between each
paragraph, or using the audio file as a guided practice.
Mindfulness is a practice whereby individuals learn to develop an awareness
of their actions, thoughts and feelings in any given moment. It is particularly
useful for the often busy and sometimes emotionally charged environment of
the learning space. Both practitioners and learners need to be able to
recognise when they have become overwhelmed, caught up, frustrated, bored
or upset. This awareness is cultivated in order that practitioners and learners
can ‘ground themselves’ in simple calming activities such as following the
flow of the breath or counting slow walking steps. This creates a ‘space’
wherein it is possible to step back from actions that may be unhelpful
(arguing with a learner, persevering with an unproductive task) or feelings
such as frustration or anger that may get the better of us.
There is not the space here to describe, at length, mindfulness techniques for
the classroom. However, a few simple techniques may be of use for both
practitioners and learners:
 Download a calming sound (for example a bell or bar of music) to your
computer. This can be used to remind learners to stop, take a moment out
and decide whether or not to continue with a task. Discuss with learners
how the sound should be used. For example, the practitioner may need to
set the calming sound to go off automatically or it may be set off in a
particular situation.
 Choose to do actions that don’t require speed slowly, such as walking
across the room or wiping the whiteboard, co -ordinating this with calm
breathing.
 Notice when your voice has become loud, high -pitched or tense, and
deliberately slow down and speak more softly.
 Maintain a gentle awareness of your breath and posture while listening to
others speak. This is particularly useful if what is being said is causing
unpleasant feelings.
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
19
SECTION 2
 Take 5 minutes of any break to sit with your eyes closed just listening to
the sounds around you and watching the flow of your breathing .
Additional suggestions for activities
Activity 1: Fearless spelling
Relaxation techniques can be used to assist learners anxious about spelling.
The intention here is to replace negative associations about spelling with
positives ones. Current research suggests that the reason we find it difficult to
remember names from other cultures is because we can ’t visualise the word.
By seeing a name written down and associating it with the visual recall of a
face, we are better able to remember it. We can use this strategy to practise
all spelling.
Use a series of word cards.
1.
2.
3.
4.
5.
‘Are you ready to practise spelling?’ – discuss any objections to
beginning until learners are ready to begin in a positive frame of mind.
‘I’m going to give you a word.’ Hold the word card up to learners’
upper left-hand side for them to look at for a short period: 30 seconds
or so.
‘Now think of an image to associate with that word. A s soon as an
image appears look down here’: place hand or click fingers to learners’
lower right-hand side. Wait until learners get a feeling of familiarity
between the word and image.
Begin with simple words.
Have learners spell words in reverse from their visual recall.
Activity 2: Goal-setting and skills scaling
Materials
Go to:
http://www.goal-setting-guide.com/goal-setting-tutorials/smart-goal-setting.
Task
These exercises can be included at the beginning of the programme of
activities or to begin a new outcome. Learners might like to think of
successes from past learning and to what extent having a clear goal in mind
assisted them (‘I want to learn to drive so I can leave my small town’, ‘I want
to beat my brother at the latest X-box game’, etc).
20
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
SECTION 2
1.
Before setting goals learners might also wish to make an assessment of
their own level of skill at particular tasks ( eg spelling, writing,
speaking to groups etc). This can be done prior to instruction and again
at the end of the outcome or unit in order to obtain self-assessment of
development in skills.
2.
The short article ‘SMART goals’ describes why having specific and
achievable goals is better than having vague ones. Learners may read
this for literacy practice then have a go at creating their own SMART
goals.
Examples
 I want to improve my spelling.
 I want to pass the BBC spelling test
( http://www.bbc.co.uk/apps/ifl/schools/gigaquiz?path=ks2revisewise/rw_en
g17&infile=rw_eng17).
 I will achieve the basic level set by my practitioner.
 I want to be able to write professional emails accurately.
 I will achieve the recommended targets over the course of this programme
of work.
I’M GREAT! (NAT 4, LITERACY)
© Crown copyright 2012
21