Modeligo National School English Policy

Introduction

This Languages whole school plan was re-reviewed by the staff of Modeligo National School during the academic year 2022–23. It is designed to complement the Primary Languages Curriculum (PLC), introduced in September 2019 and continuing to work towards presenting the curricula for Gaeilge and English in an interlinked, pedagogical format.

Rationale

In Modeligo National School, we are committed to the holistic development of all pupils. We see the development of their fluency in languages as being central to this process. We believe that the ability of our pupils to communicate fluently, confidently and effectively will contribute greatly to the development of their self-esteem and their personal growth. We also believe that their academic progress depends to a large extent on their ability to communicate orally and through the written word. In our school, therefore, we attach a high priority to giving pupils a good command of both English and Gaeilge.

Broad Objectives, Content and Methodologies

The broad objectives, content and methodologies for the teaching and learning of oral language, reading and writing are detailed in the new Primary Languages Curriculum (PLC) document and its associated support documents. These reflect best current practice and pedagogy and acknowledge the organic nature of how we acquire languages.

Language shapes who we are.
Language learning is a developmental process.
Language learning is an integrated process.
Children learn language through interactions.
Children learn language in different school contexts.

(PLC p6–10, 2019)

Aims of the Languages Policy

To recognise children as communicators, readers, writers and thinkers.
To enable all pupils to speak, read and write independently and effectively.
To foster an enjoyment in and appreciation of both English and Gaeilge.
To ensure that the primary classroom is a place where children are encouraged to progress at their own pace in environments and through relationships that are supportive, engaging and inclusive.

(PLC p12, 2019)

The PLC is structured as follows:

Three core strands of Oral Language, Reading and Writing
Within each strand, the Learning Outcomes are presented through the three core elements of: Communicating, Understanding, Exploring and Using Language.
Language learning is further described in terms of the concepts, skills and dispositions that pupils will acquire.
Learning is further supported by the Primary Language Toolkit which provides examples of children's language learning and support material for teachers.

Oral Language

Broad Objectives

To enable children to:

Gain pleasure and fulfilment from language activity
Develop the capacity to express intuitions, feelings, impressions, ideas and reactions in response to real and imaginary situations through talk and discussion, and the development of ideas
Develop fluency, explicitness and confidence in communication
Develop listening skills, language conventions, vocabulary, aesthetic response and language manipulation

Reading

Broad Objectives

To enable children to:

Develop print awareness, phonemic awareness, word identification strategies and sight vocabulary
Develop their comprehension and analytical strategies
Expand their understanding and usage of grammar, syntax and punctuation
Develop their appreciation of the richness and diversity of reading material
Experience the pleasure and fulfilment to be gained from reading

Class Novels

Class novels may be used from Rang 3 to Rang 6. There are several sets of novels currently available in the school. When selecting a class novel, the following issues will be considered:

Suitability for reading level/age of pupils
Suitability of content/subject
Teacher's own interest in a particular novel
Interests of a particular class

The class novels are currently banded according to class level. If teachers wish to use a novel other than those on their own class band, they are asked to source a new title rather than using a novel from a different band.

Use of Dictionaries

Dictionaries will be used from Third Class up. Formal time will be devoted to teaching the children how to use a dictionary correctly. For this purpose, a child friendly dictionary will be selected. Rang 5 and Rang 6 will also have some class copies of a more sophisticated dictionary and an appropriate thesaurus, and pupils will be encouraged to use these, as well as similar online resources.

Phonics & Spelling

Phonics — General Principles

This programme is initially/broadly based on Jolly Phonics. A systematic phonic programme with daily instruction is recommended. An ideal lesson should follow these steps:

Review of sight words containing the sound (e.g. shop, ship)
Isolation and identification of the sound: sh
Blending of the sound with known endings (e.g. sh-ape, sh-ade)
Spelling the new words
Activities (e.g. word building: sh_______)

In building up a sight vocabulary, pupils should be introduced to the major phonic elements within each word (e.g. stand = st sound + nd sound).

It is desirable that the phonic programme should be integrated with the spelling programme.

Spelling

Regular class time will be timetabled for the teaching of spelling strategies. The convention of spelling will be achieved progressively through a multi-dimensional approach. This will include:

Linking spelling with the development of phonological and phonemic awareness
Use of onset and rime
Building up a bank of commonly used words
Having a rich experience of environmental print
Compiling personal word banks (e.g. personal names, local place names, seasonal words)
Using dictionaries and thesauruses
Using strategies such as:
- Predict, look, say, cover, write, check
- Music
- ICT
- Mnemonics
- Rhythm and rhyme
- Creation of word searches
- Aide memoires
- Spelling buddies
- Breaking words into syllables
- Exaggeration of the word
Becoming familiar with common spelling rules
Accepting approximate spelling in creative writing

Glossary of Terms

Term	Definition
Phonic method	An approach to reading instruction where the emphasis is placed upon the sound value of letters as a means of word recognition
Analysis	Breaking down a word into its individual letter sounds (e.g. ship = sh+i+p)
Blending	Linking together the individual sounds to form the whole word (e.g. sh+ee+p)
Digraph	Two letters, vowel or consonant, which combine to make one sound (e.g. chin, meat)
Diphthong	Two vowels blending to make one sound (e.g. oil)

Writing

Broad Objectives

The aim of this plan is to provide a structured and sequential programme for teachers to enable children to:

Write clearly, correctly and fluently
Use a wide range of vocabulary
Use grammar and punctuation appropriately
Write in a wide variety of genres encompassing differing styles, purposes, audiences and level of formality
Experience opportunities to develop presentation, editing and publishing skills
Engage in collaborative writing experiences
Develop a high standard of penmanship

Handwriting — General Principles

To enable pupils to:

Develop fine motor control, fluency and confidence in handwriting, using an agreed, joined script, now being introduced from Junior Infants
Be able to write legibly and fluidly, in order to express themselves coherently

Within the PLC, Handwriting comes under the Writing Strand, Element Three: Exploring & Using.

Left Handed Pupils

Children's hand dominance will not be influenced. Children will be encouraged to find a pencil grip that is comfortable and allows good writing.

Children will progress from pencil to pen as appropriate, typically in 3rd Class.

Grammar — General Principles

Grammar traverses all aspects of language and will be taught both as regular, dedicated lessons but also as discrete moments of learning/clarification, as necessary. Within the PLC, Grammar comes under the Oral Language Strand, Element Two: Understanding the Content/Structure of Language. Supporting documents from the PDST/published schemes may also outline the specific requirements at each class stage.

Assessment

Trinity 2R Test — towards end of Senior Infants (replacing MIST)
Drumcondra Summative Reading Attainment Tests — end of academic year
Drumcondra Spelling Test — administered mid year; 1st–6th class inclusive
Informal teacher assessment of knowledge of letters/word structure/Tricky Words/rhyme — ongoing
Regular writing conferencing/assessments with individuals
Dyslexia Scanner licence & ten tests yearly for specific pupils presenting with reading concerns, to help define technical issues involved/if dyslexia tendencies present; course of action to follow from there

Assessment & The PLC Document

Teachers have access to the Progression Continuum from the original PLC document. These continua are a series of Progression Milestones A–H (which can be further broken down into Progression Steps). The Milestones outline the expected development process for Oral Language, Reading & Writing and can be particularly useful for Writing Assessment.

The appendices which follow offer more detailed guidance on all aspects of teaching and learning across all classes in the primary school range, both from the PLC and earlier documents.

This policy will be subject to periodic review/amended as required, following professional/updated advice.

This policy was ratified by the Board of Management on 12 October 2023.

Principal: E. Pedley Chairperson, BoM: S. Casey