{"id":295,"date":"2015-05-26T08:26:11","date_gmt":"2015-05-26T08:26:11","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/re\/bridgeofweirprimary\/?page_id=295"},"modified":"2017-11-04T12:12:41","modified_gmt":"2017-11-04T12:12:41","slug":"literacy-and-languages","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/curriculum\/literacy-and-languages\/","title":{"rendered":"Literacy"},"content":{"rendered":"<p><strong><u>Gallowhill Primary School<\/u><\/strong><\/p>\n<p><strong><u>Curriculum Policy Statement for: Literacy<\/u><\/strong><\/p>\n<p>We are following the guidelines of A Curriculum for Excellence to ensure that all children are having access to a curriculum that has:<\/p>\n<ul>\n<li>Breadth<\/li>\n<li>Depth<\/li>\n<li>Challenge<\/li>\n<li>Progression<\/li>\n<li>Coherence<\/li>\n<li>Challenge and enjoyment<\/li>\n<li>Personalisation and choice<\/li>\n<\/ul>\n<p>Within the subject area of Literacy children have relevant experiences of appropriate Learning Outcomes which are carefully matched to their ability.<\/p>\n<p>A variety of teaching strategies are employed to deliver this curricular area, including<\/p>\n<ul>\n<li>active learning opportunities<\/li>\n<li>cooperative learning strategies<\/li>\n<li>AifL strategies<\/li>\n<li>Formal traditional teaching methods<\/li>\n<\/ul>\n<p>Appropriate resources are used to support the learning which include published core resources, in addition to IT interactive materials, other published resources and teacher-produced materials.<\/p>\n<p><u>Reading<\/u><\/p>\n<p>The teaching of Reading should follow the <strong>3 Sharings<\/strong> approach and all new reading should be taught in class then practised at home.<\/p>\n<p><em>3 Sharings: likes\/dislikes<\/em><\/p>\n<p><em>Puzzles \u2013 what confuses you<\/em><\/p>\n<p><em>Connections \u2013 to other books or own experiences<\/em><\/p>\n<p><em>We have added in inferential questioning too.<\/em><\/p>\n<p>Agreed components of an excellent Reading programme for Gallowhill Primary should include:<\/p>\n<ul>\n<li>Differentiation<\/li>\n<li>Structured approach using graded published resources to develop understanding and fluency<\/li>\n<li>Regular and relevant reading experiences-fiction and non-fiction<\/li>\n<li>Opportunities to discuss reading<\/li>\n<li>Personalisation and Choice for readers<\/li>\n<li>Systematic approach to phonics and spelling including syllabification and rhyme<\/li>\n<li>Developing skills \u2013 <strong>Reading Detectives<\/strong> * being adopted throughout the school to ensure consistency of approach and to develop a systematic approach to note-taking skills<\/li>\n<li>ICT should be used regularly to enhance, support and motivate learning<\/li>\n<\/ul>\n<p>*<u>Reading Detectives:<\/u><\/p>\n<p>P1 \u2013 Word Finder role introduced and taught to whole class<\/p>\n<p>P2 \u2013 Question Master role introduced and taught to whole class; revise P1 Role<\/p>\n<p>P3 \u2013 FeelingsWatcher role introduced ; previous roles reinforced<\/p>\n<p>P4 \u2013 Summariser role introduced and all other roles reinforced<\/p>\n<p>P5-7 \u2013 All roles used weekly with a weekly homework task issued<\/p>\n<p><u>Writing<\/u><\/p>\n<p><strong>Big Writing <\/strong>is used throughout the school to ensure consistency of approach to the teaching and assessment of Writing. Thursday is the preferred day for every class to engage in the formal writing task.Formal assessment is done 4 times per school session \u2013 Baseline in early September and thereafter in November, February and final one at end of May.<u>\u00a0<\/u><\/p>\n<p><u>Talking and Listening<\/u><\/p>\n<p>Talking and Listening opportunities should be varied, allowing personal talks(prepared), individual expression of ideas,group discussions and whole class discussions.<\/p>\n<p>Updated August 2017<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Gallowhill Primary School Curriculum Policy Statement for: Literacy We are following the guidelines of A Curriculum for Excellence to ensure that all children are having access to a curriculum that has: Breadth Depth Challenge Progression Coherence Challenge and enjoyment Personalisation and choice Within the subject area of Literacy children have relevant experiences of appropriate Learning &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/curriculum\/literacy-and-languages\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Literacy<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":4493,"featured_media":0,"parent":246,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-295","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/pages\/295","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/users\/4493"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/comments?post=295"}],"version-history":[{"count":5,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/pages\/295\/revisions"}],"predecessor-version":[{"id":795,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/pages\/295\/revisions\/795"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/pages\/246"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/gallowhill\/wp-json\/wp\/v2\/media?parent=295"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}