How Has a Literacy Focus Changed Pedagogy across the Curriculum in Sydney Catholic Secondary Schools, 1995-2000?.

Prior to about 1995, few secondary schools teachers outside the English KLA (Key Learning Areas) in Sydney's Catholic schools consciously focused on the development of literacy in their teaching approaches. By the mid-1990s however, a number of educational perspectives (e.g. genre approaches, teaching/learning cycles integrating content with literacy skills, different students' learning styles, explicit methods of teaching literacy) had converged to produce pedagogical approaches that were more concrete and more easily understood than had been the case with the Language Across the Curriculum policies of earlier decades. In particular this has involved teaching writing and reading through an understanding of text types. National Professional Development funding (1994-7) was instrumental in training a large number of school-based facilitators in pedagogical approaches utilizing a number of written text types. After this the Sydney Catholic Education Office developed a Secondary Writing Position Paper outlining the knowledge about text types already possessed by incoming Year 7 students as a result of the new English K-6 Syllabus, and explaining how secondary teachers could develop these further in their specific subjects. A Secondary Literacy Strategy for 1999-2001 was established to provide funding for school-based professional development and assistance in analyzing Year 7 ELLA (English Language and Literacy Assessment) test results and providing follow-up at cohort and individual level. The paper concludes with examples of changed pedagogy in Sydney Catholic secondary schools. (Author/RS) How Has a Literacy Focus Changed Pedagogy Across the Curriculum in Sydney Catholic Secondary Schools: 1995-2000? T. J. McMullen Sydney Catholic Education Office, NSW Paper presented at the AATE/ALEA Joint National Conference in Hobart, 12-15 July 2001 Abstract Prior to about 1995, few secondary teachers outside the English KLA in Sydney Catholic schools consciously focused on the development of literacy in their teaching approaches. By the mid '90s however, a number of educational perspectives (eg genre approaches, teaching/learning cycles integrating content with literacy skills, different students' learning styles, explicit methods of teaching literacy, etc.) had converged to produce pedagogical approaches that were more concrete and more easily understood than had been the case with the Language Across the Curriculum policies of earlier decades. In particular this has involved teaching writing and reading through an understanding of text types. National Professional Development funding (1994-7) was instrumental in training a large number of school-based facilitators in pedagogical approaches utilising a number of written text types. After this the Sydney Catholic Education Office developed a Secondary Writing Position Paper outlining the knowledge about text types already possessed by incoming Year 7 students as a result of the new English K-6 Syllabus, and explaining how secondary teachers could develop these further in their specific subjects. A Secondary Literacy Strategy for 1999-2001 was established to provide funding for school-based professional development and assistance in analysing Year 7 ELLA test results and providing follow-up at cohort and individual level.Prior to about 1995, few secondary teachers outside the English KLA in Sydney Catholic schools consciously focused on the development of literacy in their teaching approaches. By the mid '90s however, a number of educational perspectives (eg genre approaches, teaching/learning cycles integrating content with literacy skills, different students' learning styles, explicit methods of teaching literacy, etc.) had converged to produce pedagogical approaches that were more concrete and more easily understood than had been the case with the Language Across the Curriculum policies of earlier decades. In particular this has involved teaching writing and reading through an understanding of text types. National Professional Development funding (1994-7) was instrumental in training a large number of school-based facilitators in pedagogical approaches utilising a number of written text types. After this the Sydney Catholic Education Office developed a Secondary Writing Position Paper outlining the knowledge about text types already possessed by incoming Year 7 students as a result of the new English K-6 Syllabus, and explaining how secondary teachers could develop these further in their specific subjects. A Secondary Literacy Strategy for 1999-2001 was established to provide funding for school-based professional development and assistance in analysing Year 7 ELLA test results and providing follow-up at cohort and individual level. (see http://schoolsnet.syd.catholic.edu.au/Recsite/extrapages/literacy.htm.) This paper will conclude with examples of changed pedagogy in Sydney Catholic secondary schools. 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