A.
INTRODUCTION
The
Department of Chemistry recognises that it has important roles to play in the
overall development of literacy. It aims to provide opportunities for the
students to enhance their literacy skills.
A
literate person as defined by NEELB is "one who can utilise language to
communicate fluently through":
(1)
Talking
(2)
Listening
(3)
Reading
(4)
Writing
B.
OPPORTUNITIES TO ENHANCE LITERACY IN CHEMISTRY.
Teachers
in the Department should be cognisant of where they have opportunities to
utilise and enhance these modes of learning. The key opportunities have been set
out below:
1.
READING TO:
·
Learn.
·
Expand upon class work.
·
Assist and improve understanding.
·
Develop critical skills.
·
Develop skill of locating information.
·
Answer questions.
·
Prepare to undertake practical work and plan
investigations.
·
Improve spelling.
2.
WRITING TO:
·
Record learning experiences:
communicated
by the teacher.
read
from a text.
obtained
in practical investigations.
obtained
from ICT resources.
·
Explain their understanding.
·
Formulate scientific hypotheses.
·
Analyse data.
·
Argue different viewpoints and reflect upon the
influences of science in society.
·
Organise and classify information.
·
To plan practical and investigative activities in a
logical and safe manner.
·
Present their findings and conclusions resulting from
investigative work.
3.
TALKING TO:
·
Ask and answer questions.
·
Present evidence of learning and understanding.
·
To obtain assistance during practical work.
·
Clarify work that has been set.
·
Read aloud.
·
Form predictions and hypotheses.
·
Argue a particular viewpoint, particularly in respect
of SOCEET aspects.(Social Economic
Environmental and Technological
Aspects).
·
Describe observations and tasks carried out.
·
Discuss aspects of practical and investigative work:
(planning, obtaining evidence and interpretation and evaluation.)
·
Transform ideas in respect to planning investigative
work and issues surrounding SOCEET aspect.
·
Present information to teachers.
·
Collaborate and agree how to proceed with group
aspects.
·
Take part in inter-school quizzes.
4.
LISTENING
TO:
·
Learn knowledge and improve understanding.
·
Follow instructions in a logical and safe manner.
·
Receive information and take direction from the teacher
in respect of home works, course works, etc.
·
To develop their own thought processes.
·
Assimilate knowledge.
·
Reflect upon SOCEET aspects received from listening to
the teacher and ICT resources.
C.
STRATEGIES USED TO ENHANCE LITERACY IN CHEMISTRY
Teachers
will: -
·
strive to involve the pupils in all four modes of
learning. In particular, teachers will look to identify worthwhile learning
activities that enhance reading and talking.
·
insist upon good pronunciation, grammar and spelling.
Poor grammar and spelling will be penalised in school tests.
·
help the pupils to understand scientific jargon and
encourage its effective use when talking and writing.
·
help the pupils to make effective and efficient use of
written resources, (to include using the list of contents and index in texts).
·
nurture a fast, neat and accurate style of note making.
·
seek to have every child talk out (at least
occasionally) during:
Questions
and answers.
Class
discussions.
Group
activities.
·
provide opportunities to encourage the pupils to think
independently and to critically evaluate the Influences of Science in Society.
·
occasionally have pupils read aloud. The content and
volume of what is read will be matched to the ability and confidence of the
pupil.
·
nurture group skills where the opportunities to develop
talking and listening are particularly good. Such group work will be well
planned with clearly defined tasks and time limits. Attention will be paid to
how the groups are comprised to enhance the development of all involved.
·
vary the types of homework exercises given in order to
incorporate talking and listening exercises from time to time.
·
encourage the pupils to use a wide range of written
materials to access information eg. books, (including library books), magazines,
CD ROMS, Internet etc.
A
level pupils are asked to make use of the following periodicals, made available
in CL1:
Chemistry
Review.
Education
in Chemistry.
Chemistry
in Action.
Chemistry
Matters.
Chemistry
News.
Q.
U. CHEM NEWS.
·
provide pupils in Year 11 with the handout
"Putting method into your Chemistry Revision and Exams". They will use
this to explain the importance of understanding the key verbs in questions and
how to present answers that are clear and to the point.
·
devote 2 periods early in Year 13 (in conjunction with STUDY
SKILLS DAY) to developing the skills associated with note making, mind
mapping and preparation for exams in general.
Chemistry Department: Loreto College, Coleraine.