1. PGDE SECONDARY CROSS-
CURRICULAR PLANNING IN LITERACY
ACROSS LEARNING
A Shared Responsibility
Kenny McIntosh, University of Aberdeen
Detective Superintendent Willy MacColl, National Drugs Co-ordinator, Scottish
Crime and Drugs Enforcement Agency (SCDEA)

2. 574
Drug Related
Deaths
2052 Alcohol 60000-70000
Related Deaths CAPSM
in 2004
13000
Smoking Cost =
Related £5 bn p.a.
Deaths
52000
Problematic
Drug Users

3. Majority do not abuse
drugs
There are risk factors
for individual
Alcohol and cannabis
Encourage Healthy
Alternatives

6. Aligning
with
Curriculum
for
Excellence
Using Cross
Technologies Curricular
Opportunities Better
Training for
Encouraging Professionals
Positive and & Visitors
Healthy
Lifestyles
Greater
Emphasis Developing
on Resources
Normative
Education

7. Community
Impact
Harms to
Cross Individuals
Curricular & Families
The Future?
A working
example
Aligned Environmental
with Impact
Shared
Curriculum Responsibility
for
Excellence
Platform for
Teaching – Working with
Lesson Notes Colombian
& Government
Technologies

8. OVERVIEW
• cross-curricular
PLANNING • inter-agency
PROCESSES
• dispositions and approaches
• knowledge and understanding
of substance misuse
CONTEXTS • CfE
• located in subject contexts
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

9. LITERACY ACROSS
LEARNING:
one approach in UoA’s School of
Education
AIMS
Partnership
Collaborative
Experience of approaches to
planning of a
cross-curricular literacy across
relevant,
and inter-agency learning (and
coherent and
planning for a health and well-
progressive
notional S1 being across
sequence of
class learning) within
lessons
subject contexts.
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

10. SELECTED DESIGN PRINCIPLES
(CfE): RELEVANCE
Children and young people should understand
the purposes of their activities. They should
see the value of what they are learning and its
relevance to their lives, present and future.
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

11. SELECTED DESIGN PRINCIPLES
(CfE): COHERENCE
There should be clear links between the
different aspects of children's and young
people's learning, including opportunities or
extended activities which draw different
strands of learning together.
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

12. SELECTED DESIGN PRINCIPLES
(CfE): PROGRESSION
 Progression in learning will depend on learners
having adequate opportunities to participate in
higher-order learning activities and to develop
breadth of learning through practice and
application across a range of contexts, rather
than on rapid movement through levels
 Along with the learner, teachers will use their
professional judgement and a range of evidence
to evaluate progress and discuss with learners the
next steps that are most appropriate for them.
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

13. PROGRESS TO DATE
EVOLUTION
• Year 1: PGDE S only: English, Gaelic and MFLs– planning
collaboratively; focusing on coherence and relevance; theme
of substance misuse
• Year 2: PGDE S only: English, MFLs, Gaelic and Science –
planning collaboratively through shared needs and purposes
within literacy; focusing on coherence, progression and
relevance; theme of substance misuse
MATERIALS
• From SCDEA and Colombian Government
• SCDEA purpose; Choices for Life
• CfE Experiences and Outcomes for subjects, H & WB,
Literacy
ACTIVITIES
• In cross-curricular groups of up to 7; common outcome of at
least a 9-frame storyboard; non-fiction and fiction combined
• As above but in Year 2 sharpening the focus on practical
issues relating to progression in cross-curricular planning.
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

14. SCDEA CORE PURPOSE
• “Substance misuse education should be
part of a broad curriculum which supports
the promotion of positive and healthy
What is lifestyle choices. It should give children
the and young people accurate and credible
purpose information about a variety of substances,
of whoever facilitates the classroom activity”
substanc (SCDEA).
e misuse
education • “Children and young people should gain
? knowledge of substances and their effects
and learn and practice skills for decision
making and coping strategies around risk
• taking behaviour” (SCDEA).
“Learners develop their understanding of
What is the use and misuse of a variety of
meant by
„substance substances including over the counter and
s‟? prescribed medicines, alcohol, illegal
drugs, tobacco and solvents” (SCDEA).
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

15. ‘CHOICES FOR LIFE’
„Choices for Life‟ is a 2 hour multi media event to which all
primary 7 children within Scotland are invited. An annual
event, it takes place at venues across the country and aims
to complement ongoing substance misuse education within
schools and homes.
In line with Curriculum for Excellence it supports positive
healthy lifestyle choices. The event has live drama, video
drama, and a quiz interspersed with live music.
Supporting materials for use within the classroom pre and
post event are also available through
www.choicesforlife.com.
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

16. LEARNING:
THROUGH SHARED NEEDS AND
PURPOSES
“Hi all,
Myself and (Student S) were looking at the possibility of the
media aspect and were looking at perhaps focusing on
music and drugs and how it is glamorised in the media. Just
a few newspaper articles here, but we were maybe looking
at a lesson, something like:
- Overview of media- what it is.
- Reference to and linking up with, science lessons they
have covered, explaining that in English, we will be
examining whether media glamorise drugs…”
(From Student K, 12th Feb. ‟10)
STEC – April „10 - Literacy Across Learning: K McIntosh & W
MacColl

17. PLANNING LITERACY ACROSS
LEARNING: THROUGH SHARED
NEEDS AND PURPOSES
“Hi All,
I can see it being difficult to base the content of a storyboard purely
on the survey results (as we cannot predict the answers). Perhaps
we could provide pupils with various 'case studies' similar to the
ones we get as TDAs (e.g. Sarah is 14, she drinks 10 units of cider
most weekends, her boyfriend is 16 and drinks 15 units of strong
lager..). They would then have to storyboard what they think could
happen to her physically in the long and short term (with a frame
showing her internal organs), socially and psychologically. They
would need to draw on their research work in English and
Science classes but I cannot quite see how to incorporate
Spanish – [student P addressed by name here]?
Now where did I leave the chardonnay…”
(From Student M, 3rd March ‟10)
STEC – April „10 - Literacy Across Learning: K McIntosh &
W MacColl

18. PARTNERSHIP PLANNING IN
PGDE: PROGRESSION
Based on:
 Shared knowledge and understanding of learning
intentions for pupils (as far as possible at the level of
the individual pupil) in each relevant lesson across each
subject, as opposed to what pupils will do in each subject
A desire to provide breadth and depth to individual
pupils‟ learning by building on relevant inputs and
activities in other subjects.
To share very up-to-date information on individual
pupils‟ progress through the sequence of lessons
(workApril „10 - Literacy Across Learning: K McIntosh & W
STEC – in progress)
MacColl