Classroom activities such as stories, poetry, novels, news-time, tapes, TV/radio/video programmes, visiting speakers, etc provide on-going listening opportunities at each stage.

The whole curriculum offers a wide range of talking opportunities, organised in a relevant and structured way, in order to ensure that National Guidelines are being met. In the Infant Department talking is done both on a one-to-one situation and in groups using a variety of media - stories, poems, role-play, TV/radio/computers, etc. Scholastic Speaking and Listening Level C-E in school for use.

Progression, extension and enrichment of oral skills in subsequent stages of middle and upper school are developed through group/class discussion correct grammatical use of language, pronunciation, sequence of events, etc.

The implementation of the talking strands and programmes of study as laid down in the 5-14 National Guidelines, is encouraged at each stage.

In the implementation of the strands and programmes of study of the 5-14 Guidelines, the main types of writing, Functional, Personal and Imaginative are identified and encouraged and the technical skills of spelling, punctuation and structure, handwriting and presentation and knowledge about language are developed using contextualised situations wherever possible. In order to further develop the writing process and extend children’s writing at each level, a variety of teaching techniques, strategies and practices are used.

The Core Language Scheme throughout the school is "Nelson English". The phonic awareness scheme used for letter-formation is "Fast Phonics First". In the middle stages phonic awareness is further developed through the use of Collins Spelling workbooks and blackboard work. In the Middle and Upper stages, other supplementary activity sheets, devised by the teacher are provided for consolidation purposes. Language Extension sheets from "Nelson English Teacher’s Resource Book" are also used for consolidation of comprehension and technical skills. The use of dictionaries and reference books is constantly encouraged. Dictionary workbooks are used in P2 and P3.

At the Infant stages writing skills are formally developed through structured activities. Pupils then move on to writing their own stories using word lists and dictionaries. The technical skills of simple punctuation and presentation are introduced from an early stage.

At the middle stages, consolidation work continues using core text books. The three main types of writing are encouraged and understanding is developed through exercises in syntax and punctuation.

By middle and upper primary, drafting and redrafting are a regular feature of the writing programme.

The Core Spelling Scheme in P2-7 is Nelson Spelling supplemented by structured prepared lists, word banks, topic displays.

Children are encouraged to check and identify personal mis-spellings through proof reading. Spellmasters are widely used by the children to aid their spelling.

Handwriting skills are promoted constantly so that neat and legible presentation of work becomes the norm from an early age. The Nelson Handwriting Scheme is the core scheme for all stages in the school. Lined handwriting jotters are used for formal handwriting lessons in P2. Towards the end of P3, linked script is introduced which in turn is further developed from P4 – P7.

Frequent use of the word processor helps to reinforce a wide range of language skills. This serves as an aid to pupil’s ability to correct mistakes in the original draft of writing.

In order to achieve the outcomes and strands of the 5-14 Language Document, our reading programme is as follows:

Reading is taught through a balanced blend of look and say and phonics. The Core Reading Scheme is "Link Up". Class Library provides additional graded reading material.

In order to enhance higher order reading skills in P3-7, the Core Reading Scheme is "Angus Maciver Readers. Library Boxes and class library provide supplementary material. An extensive range of library fiction/non fiction books from class library and Resource Centre Library are available to the upper school. All pupils are expected to spend some time each day on reading activities and to take more responsibility for their own personal reading, but with overall teacher supervision. During the course of the year, the older pupils are expected to complete book reviews on some of the books they have read. A simpler format of book review is undertaken by P4 pupils.

Throughout the school we endeavour to read a class novel each session. Reading for Enjoyment and Information are encouraged throughout the school using personal, class, corridor or centralised school library stock, Resource Centre Boxes or Public Library facilities. Library Stock is enhanced as finance permits.

A corridor book display is readily available for reading at intervals.

The School is involved with the Scholastic Book Club from which pupils are free to order books at varying times throughout the session.

An audit of language resources for each stage within the school is appended to this document.

The principles used for assessment reflect those set down in the 5-14 National Guidelines Document for Assessment. Cognisance is taken of the fact that assessment and recording should be positive and acknowledge pupil achievement and of the fact that the form of assessment must match the aims of the teaching and learning process. Assessment will therefore be recorded in a variety of ways depending on task, eg content, observation, presentation, National Testing Criteria, self/peer group assessment and careful monitoring of progress and needs. Reports are issued to parents twice a year.

This policy was reviewed and updated in October 2002.