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Teachers' views on the introduction and implementation of literacy tasks in the Year 7 Science scheme of learning

  • Rebecca Daw
  • University of Bedfordshire
Research Output:
Contribution to journal
Article
 Peer-review

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Abstract

The importance of literacy has continued since the publication of the Bullock Report in 1975 (Bullock, 1975) where schools are recommended to have a coherent approach for the effective teaching of reading and writing. Yet the Rose Report (Rose, 2006) found 16% of 11 year olds did not reach level 4 in reading at Key Stage 2. This case study looks at teacher views on the implementation of a literacy focus in the Year 7 Science scheme of learning within one school. The school is a mixed comprehensive located in a large town within Cambridgeshire with 1197 students on roll. The school has seen a local increase in the number of students with low literacy levels, level 3 or below at Key Stage 2 (KS 2). Within the cohort entering the school in September 2011, 188 students in total, 31.9% were judged by their KS2 tests to be level 3 or below in English. A mixed method approach was applied with document analysis of the Earth and Space scheme of learning to ensure tasks were embedded and a staff questionnaire was administered to gauge their views on the effectiveness of the strategies used, including the embedding of these within the scheme. Overall, teachers believe literacy is important in the teaching of science and that specific activities designed to develop literacy can also be useful in aiding scientific understanding. The designed curriculum was found to contain a literacy focus but with an emphasis on key words and discussion. Several other literacy strategies were absent from the scheme bringing to the fore the struggle between teaching science and teaching literacy.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 3.0, Issue 1.0)

Publication milestones

  • Published - 03/2013

Publication status

Published - 03/2013

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/335944

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