I feel that you would know a child had met the outcomes for ‘Listening and Talking’ if they often request to watch films and videos, particularly ones that have been played in the classroom previously. I believe that this outcome is particularly simple in the 21st century because of our easy access to technology and video streaming platforms such as YouTube and Netflix. I think it’s highly likely that children will be having these experiences outside of the classroom too on their personal devices due to the vast amount of child-friendly resources available online. It is also obvious that humans are inherent listeners, however perfecting the art of truly listening is an entirely different matter. Almost every child knows how to listen, it’s just the want to listen that can be missing. The best way to encourage children to want to listen is to make content interesting and engaging.
In terms of the ‘Reading’ outcomes, my experiences in primary school myself definitely met them. We had, on average, monthly visits to the local library during which every child would select a book of their own to loan from the library and read both at school and at home until returning it at the next visit in return for a new one. The class was also split into reading groups by ability so those who excelled could progress through the assigned reading at an accelerated rate, and those who struggled could move at a slower, more concentrated pace. As well as reading books, we would talk about them and evaluate what we felt about the stories by writing regular book reports. One way in which I feel schools may have improved since my early education however, is the range of themes in books and a wider inclusivity of minority groups or differing living situations. This is because a large quantity of the reading materials my school could provide in my time featured straight individuals, white characters, and ‘nuclear’ families. This is a topic that has also been addressed in the recent Health & Wellbeing lectures.
Learning to write is one of the most important skills a child can hope to take from their early years education. Letter formation, spelling, punctuation, grammar, and more all play into the learning and teaching of writing. A child has achieved the ‘Writing’ outcomes if they can write legible, punctuated sentences, paragraphs and stories that have a point. They may also feature a clear and concise beginning, middle and end.
In my personal experience of language in primary school, I loved to read and write and so excelled in those areas. As I grew up, I have become more involved with the ‘Listening and Talking’ side of things. Thus, my passion for reading has gone unfulfilled for some years. The introduction of technology in the middle of my childhood, I believe, contributed to the decline in frequency of my reading as the lure of playing games and beating high scores was rarely weaker than the fun of reading. Despite this, reading is something I hope to get back into the the years to come as I feel I got so many benefits from reading so confidently as a child.