FOI Request - Literacy and Numeracy - Primary Schools

Request 101000179403

(1)  What methods are used to teach literacy in primary schools and what resources are used to support these methods, in particular what reading and phonetic schemes are used?

(2)  What methods you use to teach numeracy in primary schools and what resources are used to support these methods, including any textbooks used?

(3)  Tell me what other methods and resources you have used to teach (a) literacy and (b) numeracy in the past ten years and the reasons for discarding these methods and resources.

(4)  Do you have any plans to change the methods or resources you use to teach (a)  literacy and (b) numeracy in the future?

(5)  If the answer to question (4) is yes please indicate what methods and resources you intend to replace and what you intend to replace them with and the reasons for the change and the timescale for these changes.

Response 03-09-2013

(1) Phonetic Scheme:

The majority of primary schools in Moray are using a synthetic scheme to teach phonics. This is primarily Jolly Phonics but it is often supplemented with other schemes such as; Fast Phonics First, North Lanarkshire Active Literacy, Smart Phonics.  These are supported by Moray Council’s Education Support Officer (Literacy).  This support takes the form of a whole day once a year where the synthetic approach is explained to teachers and many activities are shown that support the approach.  This information is available to teachers through Glow.

Reading schemes:

The schools in Moray use a huge amount of reading schemes.  The top few would be Oxford Reading Tree, Ginn 360, Jolly Readers, Tree tops.  However as children become fluent readers they often move away from formalised reading schemes and read novels.

Schools are supported in teaching reading by the support provided by Literacy Officer.  We follow the synthetic phonic approach throughout the school and introduce reciprocal reading and book detectives as children become ready for these.

(2) This information is not held centrally, and it would be up to each individual school to decide.

(3a) North Lanarkshire writing was used to teach writing and this has changed to Moray’s own writing packs or Pie Corbett.  This was because North Lanarkshire was focused on the context and not the skill of developing writing, especially in functional writing where pupils were needed to know about the features of the different genres of writing.

Foundations of writing was used in the infants stages – this has now been overtaken by synthetic phonics.

Lots of analytical phonics schemes were used, these have now, in most cases been replaced with synthetic phonic resources.

Many of the workbooks that accompanied reading schemes are not purchased anymore as they only tested and asked children to reflect on knowledge and understanding and did not request the children to use any higher order thinking skills.

(b) This information is not held centrally, and it would be up to each individual school to decide.

(4) I believe that to keep up with educational research we need to be continually changing our methods to do the best for the learners.

The biggest change I see if using more 21st Century texts with children and young people.

This change will be ongoing.

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