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There are two aspects of the languages area of the curriculum.
The first covers experiences and outcomes in the language a young person needs in order to engage fully in society and in learning – whether that is English, Gaelic or, for young people who need additional support, the means of communication which enables them to communicate most effectively.
The second covers experiences and outcomes in additional languages.
Language is at the core of thinking. We reflect, communicate and develop our ideas through language. Literacy offers an essential passport to learning, helping children and young people to achieve to the full and be ready for active involvement in society and work. Literature opens up new horizons, and a love of reading can be an important starting point for lifelong learning. As we communicate increasingly through digital technologies, we need to be able to interpret and convey information in new ways and to apply discernment. Scotland has a rich diversity of language, including Scots and the growing number of community languages such as Urdu, Punjabi and Polish. This diversity offers rich opportunities for learning. Learning other languages enables children and young people to make connections with different people and their cultures and to play a fuller part as global citizens.
Learning through the languages area of the curriculum enables children and young people to:
- develop their ability to communicate their thoughts and feelings and respond to those of other people
- develop the high level of skills in listening, talking, reading and writing which are essential for learning, work and life
- use different media effectively for learning and communication
- develop a secure understanding of how language works, and use language well to communicate ideas and information in English and other languages
- exercise their intellectual curiosity by questioning and developing their understanding, and use creative and critical thinking to synthesise ideas and arguments
- enhance their enjoyment and their understanding of their own and other cultures though literature and other forms of language
- develop competence in different languages so that they can understand and communicate including, for some, in work settings.
- Our Language Programme
- Our language programme in Chapelhall Primary School encompasses Talking and Listening, Reading and Writing.
- Talking and Listening
- We encourage fluent speech and careful listening as children are taught to express their opinions and ideas on a range of subjects throughout their curriculum.
- Primaries 1-3
- We follow the North Lanarkshire Active Literacy Programme which aims to provide children with more hands on and practical experiences across their literacy curriculum.
- Phonics
- Our phonics programme is taught in an interactive method which includes using magnetic boards, working closely with a partner and reinforcing the sounds through many other strategies. The weekly ‘sound’ is introduced at the beginning of the week and the children complete structured activities each day which helps to reinforce their taught sound. Class teachers continually assess and revise sounds in order to monitor pupil’s progression.
- Reading
- Reading is also taught through the Active Literacy approach with children being encouraged to take ownership and independence over their work. Children will be introduced to new texts by the teacher who will teach all tricky and unfamiliar words in the text. Children will then read independently, with a partner and as a group. The teacher will listen closely during these sessions in order to monitor children’s progress, whilst giving all pupils the opportunity to read more extensively in class.
- Our reading programme includes three reading schemes; PM Gems, Storyworlds and Literacy Links.
- Primaries 4-7
- Similarly to the infant stages, Primary 4-7 are in the process of integrating the Active Literacy Approach throughout their language programme. Novel studies are being implemented at all stages, including books specifically aimed at reluctant readers, to try to encourage all children to read more consistently. The novel study approach helps to develop children’s ability to read a prolonged text for a sustained time. Other chapter books and non-fiction books are graded according to colour bands and are selected in a systematic manner to ensure children are progressing and experiencing a wide variety of genres.
- Writing
- We adopt the three jotter policy for writing as advised by North Lanarkshire Council. One for storywriting, which is a taught lesson the children receive weekly which focuses on particular targets for developing the children’s writing ability. The second is a daily writing jotter which the children write in each day. This may be an activity linked to their reading book, an event that has happened that day in school or something the children have experienced outside. This is a short piece of writing but it has been suggested that writing each day improves the children’s confidence and skill in the writing process. The third jotter is a Cross-Curricular jotter which is used for writing from other subject areas. For example, children may write a letter or report related to their topic or complete research based on a country or aspect of society. They may also write up findings from science or maths investigations.
- Modern Languages
- French is taught as part of the language curriculum to Primary 1 to Primary 7 children.
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