| English Language Policy
Curriculum Area: English Language
Policy Leader :
Mrs. Iris Stewart
We endorse the 5-14 English Language Guidelines and take into account the subsequent H.M.I. Reports entitled Improving Reading at the Early Stages 5-14, Improving Writing 5-14 and Standards of Attainment in Primary and Secondary Schools .
THE LANGUAGE CURRICULUM
We offer a balanced curriculum incorporating reading, writing, listening and talking as recommended in the 5-14 Guidelines.
TEACHING AND LEARNING STRATEGIES.
Pupils’ work in a range of groupings, which may not always be age or ability related. Paired work is used for a range of purposes, particularly to exploit and extend Spoken Language. Ability groups are flexible to allow for specific language needs at different stages of pupils’ development. Pupils regularly work individually. There are opportunities for pupils to talk, write and read for and to others. A group of pupils from more than one class may listen to stories read to them by the teacher or by an older pupil.
Pupils’ language work takes place in contexts which have meaning for them – cross-curricular for instance. Staff are careful to share the purpose of language tasks with pupils and to provide a range of increasingly challenging audiences for talking and writing tasks.Where a pupil has an identified learning need, including more able pupils, steps will be taken to address this through developing an I.E.P. or offering learning support (See Support for Learning Policy).
ASSESSMENT, RECORDING AND REPORTING.
Assessment takes place for the most part in the context of pupils’ day-to-day language activities. Teachers also plan tasks with a specific assessment focus. We aim to involve pupils in the assessment process by collaboration, discussion and review. Through assessment we strive to provide programmes of study which are challenging but non-threatening, and which build on positive aspects of each pupil’s language development. Different contexts are planned to ensure all pupils are seen at their best. Positive features of development are regularly recorded.
Individual teachers keep evidence of pupils’ attainment. A written and an oral report are made each year to consider progress and to share information with parents. These, along with evidence of pupils’ work, are used to promote partnerships with parents and pupils and to allow individuals to develop and progress appropriately.
Parents are welcome to view work on wall displays and in photographs as these provide a record of the current work of our pupils.
RESOURCES
A wide range of resources support and develop spoken and written language. These include toys and games, fiction and non-fiction materials, media packages and programmes, and word-processors.
Pupils are encouraged to use the internet where appropriate.
An inventory of language resources is being compiled during the current session.
SPECIFIC ISSUES
In planning our Language curriculum we take care to ensure that our approaches and resources reflect the multicultural reality of historical and contemporary Scotland. Stories, for instance, are chosen so that there are characters with whom all the children can identify. Similarly we try to avoid having an imbalance of female and male roles in written materials and to make sure that boys and girls participate equally in activities such as class discussions and role-play.
PARENTS AND HOMEWORK
We consider that partnership with parents is essential in promoting pupils’ language skills. A variety of communications and events throughout the year help parents to understand the school’s policy on language, on homework and on correction procedures. Homework tasks may focus on any of the four language components. Parents are helped to understand their role in supervising homework tasks especially in the Early Stages. This is supported by the use of homework diaries for all pupils, in which allocated tasks are recorded.
LANGUAGE ACROSS THE CURRICULUM.
We recognise the importance of a consistent approach to all aspects of language across the curriculum. At present we are raising awareness of this issue. By December 2005 we hope to be implementing a common code of practice.
EVALUATION AND REVIEW.
This policy document is the result of collaboration and discussion of all staff who are involved in the teaching of English Language. The document will be reviewed and updated regularly. The proposed date for review is March 2006.
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