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Literacy And Numeracy Across The Subject Areas Assignment Sample

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Introduction: Literacy And Numeracy Across The Subject Areas

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Literacy strategy is purposefully and strategically aligned to the curriculum and learning intentions.

The importance of literacy in high school is cardinal to shaping every student's future. Lessons taught in high schools are designed to develop analytical and critical thinking skills (Hu et al. 2018). These skills are formed by education thus literacy in high schools is considered to be very important for all the students in a high school.

Activating is a literacy strategy where incidents experienced by the students are used to grasp the nuances of a particular lesson. Students may find ways to picturisethe texts to remember the structure by heart (Gerdeet al. 2018). Pictorial depictions are used to express different lessons and notes to grasp a proper understanding of the statement.

The description that is given in a text is broken down by the readers. In this case, proper images are kept in the mind of the readers to understand the theory of every chapter. The strategy clearly helps the learners to see the lessons that are taught in their minds (Hardy, 2018). The mental images, therefore, become helpful in composing proper notes related to a study. These pictures are created on the basis of different experiences gained by every student (Sentell, Vamos&Okan, 2020). Therefore, the answer gained after visualising a note is not considered to be right for every student.

The benefit of this strategy that is gained after implying them in a practical field includes several benefits. For example, reading comprehension requires visualising to properly understand the story (Kirsten, 2019). By taking the help of this strategy, all the students are able to see the verses unfold in front of their eyes. The details of a story or any other lesson are not missed by the readers in this context. The aspects of the texts are attached to the factors of developing a character. The properties of this strategy help every reader to clearly understand the story and feel the characters develop. Thus, they are able to design the properties used to compose the story in a way that becomes easier for them to understand. A simplified version of the complex comprehension aids the students to express their understanding in oral or written format.

The readers tend to develop a sense of activeness and alertness on a higher standard. These properties aim to tutor all the elements that are found in the story. The readers in these instances (Fazal& Bryant, 2019) understand different factors that compose a story. All the stories come with a proper summary, which can be composed only after using the visualising strategy. The final benefit of this strategy in teaching lessons to a student is to shape the students with a sense of accuracy. These benefits are taken to be accurate when the students need to make inferences or frame proper compositions of the notes given in the class.

Teachers commonly arrange for some activities in the classroom to help a batch of students visualise the story (Grapin, 2019). One such activity is simply to help the students make a graphic organiser. The tool used for visual thinking is solely responsible for using texts and images to help the learners guide their thoughts. In this activity, every learner presents his or her process of thinking with a tone of creativity.

A resource, which describes the strategy, how it aims to build relevant skills and understandings

The process of understanding all the basic nuances of designing a poster can be described by relying on an effective strategy. This is a strategy, which has been considered to help the students develop a skill to visualise the concept in a simple manner. In this strategy, all the basic details are developed using credible images that help in the formation of proper contexts. A resource is called the flowchart, which develops a process of designing posters on the basis of simple steps.

The methods used to design a poster are stated in a chart. These methods come with a flow until a poster is completely designed. The process of designing posters is very simple and barely requires a flowchart to explain the process (Gibbs et al. 2019). The flowchart clearly describes every step in a simple form to decode the methods necessary for the composition of a poster. The resources are very effective in developing an organised approach to keep the process under the firm control of the teacher. The forms are usually applied to help every student present in the batch develop a keen sense of understanding to analyse and critically think about the process. Thus, they are able to fisnally execute the task with accuracy and authenticity on every scale.

The flowchart is a resource which has been accredited for the development of different skills. These are the skills that are used by the learners to add some of the most important credentials in the process of learning. The students in a batch who are exposed to this common type of learning methodology develop some of these skills -

  • The skill to organise different types of data is considered to be the first skill given by the flowchart. The process of designing a poster is very cumbersome for a common reason. The designer has to remember a large number of aspects to obtain that perfect stature (von Hippel, Workman & Downey, 2018). In this case, a flowchart is a resource used to explain the processes required to design the poster. The use of this resource gives a proper skill to organise the important data.
  • The second skill is to chalk the outlines for managing a project from the primary stages. The task of designing the posters is considered to be a project in this case. These learners develop managerial skills when they employ a simple flowchart to highlight the process of designing the flowchart.
  • The students are able to become an expert in managing the entire amount of time given to design the poster. The flowchart is going to break down the steps that have to be achieved before moving over to the next one (Usher et al. 2019). These steps are supposed to take a little time until their final completion. Therefore, the steps are made with a definite timestamp. By letting the batch of students follow the timeline they are going to learn about the ways of managing time as a skill.
  • The final skill that a student can learn is to communicate the steps to their team. The steps used by learners are able to design the process that is clearly conveyed to the ones who are going to draw the poster Whitten, Labby& Sullivan, 2019). Thus, they can develop good communication skills.

Knowledge of literacy learning

The lessons that are learned by students in a high school are able to help them in a long range of ways. These necessities are very important to help the batch of students build a focus in their lessons and improve their keens sense of understanding properties (Susperreguyet al. 2018). These senses are very common to shape a personality and use them to develop a healthy life. Education on all levels and especially in high schools let the students analyse and think on a broader spectrum.

Visualisation and organisation strategy is a common method that is used to literate students on complex subject matters. These strategies simplify the process and reduce the time usually taken by students of the same age to understand such complex methods.

  • Literacy gives the ability to the students to focus on one problem at a time. The flowchart is a strategy that aims to remove any distractions a student might face during the class. The flowchart has a common format that relies on the component of simplicity (Kieffer& Thompson, 2018). Therefore, all the students in a high school can gain higher literacy through the use of a flowchart.
  • The skills innate to a memory of a human being are gathered from the use of visualising and organising strategy. The strategy caters to the development of a sharp memory. A resource gained by the use of flowcharts is compact and summarised for all the students (Nickow, Oreopoulos&Quan, 2020). These flowcharts help the students to remember all the methods as they can be easily understood. Thus a skill to memorise important points are developed in the class by understanding the flowchart.
  • A third benefit of graduating high school with literacy is to critically analyse various topics of discussion. The students are able to analyse different subjects just by being literate (Reardon et al. 2018). Therefore, the flowchart has the common property of being precise and compact. These two categories help the learners to understand the necessities of the tutorial. Thus, the flowchart becomes a resource for visualising and organising the lessons to develop analytical skills in a student.
  • The fourth benefit of being literate is having a simple understanding of different incidents that are happening in society. The ability to understand these topics is important as the students are able to criticise those incidents if something is not going in the right direction (Fraillonet al.2020). The ability to develop a critical mindset can be achieved by providing literacy after using a flowchart.

The teaching of the literacy strategy on placement as well as school students’ learning, is critically evaluated using evidence

The students of standards 7 and 8 were considered as the research sample for this study. These students were given some activities in their class and a few set of worksheets for the purpose of solving them. The findings that these teachers were able to gather were the performances of these two grades (Bradbury, 2019). The visualisation and organisational strategy were used to frame the findings conducted by the research. One is able to see a high scale of engagement as in the class of 8th grade. This experiment is done in comparison to the class of 7th grade where the indulgence of every student in their assigned activities was lesser.

The factor that helped the teachers to determine the heavy engagement of the 8th-grade students was the submission of finished assignments. The other component that was used to identify the heavy engagement was the observation of students who answered more questions asked by the teachers in the class (Nguyen & Duncan, 2019). The observation on a larger scale is able to describe that the highest marks scored were accredited to the students of grade 8. These were the marks that were awarded to the students on the basis of all the questions asked in the class and distributed through the worksheets.

The development of good grades by a batch of students from the 8th grade was possible due to the implementation of visualisation and organisation strategies. The most common form of benefit of this particular strategy is to easily help the learners understand any lesson taught in the class (Maasset al. 2019). These are the lessons that are considered to form a common understanding of a specific field. The implication of these visual strategies aims to provide different properties that are considered to help a batch develop some quality skills. The skills that are formed from several quality makes the students of grade 8 a lot better than the students of grade 7.

The result of grade 8 is higher than the batch of grade 7 for the use of that strategy. The benefit of visualisation aims to create the qualities that help to score good grades in class. These qualities include a sharp focus on the subject present at hand (Druga et al. 2019). The rest is a special ability to understand complex lessons in a simplified format. This is the reason behind the factor that is able to show a critical evaluation on the basis of the pieces of evidence obtained from the class.

A reflection on personal learning and future teaching goals is perceptive, analytical and detailed.

 I can come to the conclusion that I have personally learned that understanding from a theoretical perspective is not as simple as a visual draft. In this case, the learners in a class tend to show more interest in learning something new and complex (Sikora, Evans & Kelley, 2019). Thus, with the help of a visual strategy, we are able to help all the children understand the notes taught in the class.

The future of learning is going to be perceptive as the designs of all the lessons will be approachable to the target age of students. The use of this strategy to teach students about different fields is going to deliver the goal of high-end learning. The result for this type of teaching is predicted to be faster and simple for all the students.

The second goal of learning something new in the future is going to be analytical by nature. The factor of analysis is going to help the students learn some of the most complex theoretical matters in a simple and compact manner (Adler-Greene, 2019). This is a high level of simplicity which is going to make a proper platform for any batch of students to understand the topic in a detailed manner. The ability to gain the skill of analysis is going to come in handy for the generations to come as the learners will reflect their knowledge in practical scenarios.

The third goal of learning something new in the future is to describe a lesson to the class in a detailed manner. This is a goal which is derived after making the lessons approachable to all learners. The second factor is to make a heavy analysis of the subject which is closely related to the third goal. Lessons that will be taught in the future will be far more detailed due to the use of this strategy. The learners will be learning every topic in a detailed fashion to make students understand the lessons in an ideal sense.

Thus, I am going to consider these three goals as the future of learning varied topics from a wide spectrum of disciplines. These are the kind of teachings that are going to make a proper experience in terms of learning lessons (Macdonald et al. 2019). The lessons that are taught from primary grades to the grades equivalent to the standards of a high school student are present here.

References

Journals

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Bradbury, A. (2019). Datafied at four: The role of data in the ‘schoolification’of early childhood education in England. Learning, Media and Technology, 44(1), 7-21. Retrieved from: https://discovery.ucl.ac.uk/id/eprint/10057517/3/Bradbury_Datafied%20at%20four%20Bradbury.pdf

Druga, S., Vu, S. T., Likhith, E., &Qiu, T. (2019). Inclusive AI literacy for kids around the world. In Proceedings of FabLearn 2019 (pp. 104-111). Retrieved from: https://dl.acm.org/doi/pdf/10.1145/3311890.3311904

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Websites

asq, (2022), WHAT IS A FLOWCHART?, Retrieved from: https://asq.org/quality-resources/flowchart#:~:text=A%20flowchart%20is%20a%20picture,process%2C%20or%20a%20project%20plan. [Retrieved on: 21st November, 2022]

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