National and local guidance places the expectation on all schools to deliver Curriculum for Excellence (CfE).
This expectation includes the following: intended learning, anticipated stages for intended learning, capacities children should develop, contexts to be used for learning and manner in which teachers should design learning opportunities for children in their class.
Our Literacy and languages curriculum provides pupils with learning opportunities in each of the three Literacy organisers: listening and talking, reading and writing.
The modern language taught at Bargarran Primary is French. All children from Primary 1 to 7 are taught French. The Scottish government have plans to introduce a second modern language by 2020. We are liasing with our cluster high school, Park Mains, to identify the second language children will be introduced to in primary school.
As a school, we understand that all our pupils are individuals who learn differently and, as a result, respond to a range of methods of teaching.
The intended learning in Literacy and languages is outlined in the experiences and outcomes documents that can be viewed by clicking on the links below.
The anticipated stages for intended learning are as follows:
Early Level – Nursery and Primary 1; but later for some.
First Level – Primary 2, 3 and 4: but earlier or later for some.
Second Level – Primary 5, 6 or 7; but earlier or later for some.
Delivery of the experiences and outcomes should enable all children to develop certain capacities in accordance with their own personal interests, strengths and needs. The capacities we aim for all of our children to develop are : successful learners, confident individuals, responsible citizens and effective contributors.
Teaching staff use the experiences and outcomes in Literacy and languages to develop and deliver programmes of work using the following seven design principles: breadth, challenge and enjoyment, coherence, depth, personalisation and choice, progression and relevance.
Our pupils experience learning activities in Literacy and languages through a variety of different contexts. These contexts are: discrete curricular areas, interdisciplinary learning, ethos and life of the school and opportunities for wider achievement.