Apart from general considerations that apply to the planning of every area of learning, particular attention should be paid to a number of issues when developing the school plan for English. Among the more important of these are the following:
The principles of language learning in the curriculum
The principles that inform the English curriculum have been discussed in Section 1. They are:
- the integration of oral language, reading and writing in a coherent language process
- the complementary outcomes of language learning and learning through language
- the central place given to oral language throughout the curriculum
- the development of reading skills through language experience and a range of word identification strategies, and the use of a wide range of reading material to satisfy children's reading needs
- a concentration in the writing process on helping the children to become independent writers.
All of these have implications for school planning and require decisions in a number of crucial areas.
The language needs of children
The language needs of children in any particular school will be influenced by their social, cultural and economic backgrounds. These can vary greatly within the school and from school to school and will constitute the starting point for a discussion on the school's approach to language learning. The language ability children bring with them to school will influence greatly the level and intensity of oral language activity they need to experience not just in the early years but throughout the primary school. It may, for instance, help to dictate the particular emphases that the school needs to place on different aspects of oral language activity (for example on vocabulary extension or developing the listener/speaker relationship).
Because the approach to reading is based on children's general language experience and ability, decisions should be taken on the nature, quality and extent of language activity that is needed to support the introduction of reading.
An integrated language process
Oral language, reading and writing are not discrete language activities in the language learning process. It is important, therefore, that school planning for English takes account of this in practice as well as in principle. The consideration that all three aspects of language—oral language, reading and writing—have a role to play in developing each of the strands of the curriculum will affect many of the decisions taken in relation to language learning activities. For example, in writing, the aim of promoting children's cognitive development through language will have considerable influence on the topics chosen and audiences for whom they write.
Oral language in the integrated language process
The pivotal role that has been given to oral language, both for its own sake and as a crucial integrating factor in the English programme, has considerable implications for curriculum planning. Although some of the activities suggested presuppose their own time allocation, much oral language activity can be accomplished by integrating it with other activities both in the language programme and in the curriculum generally.
At this level of planning serious consideration should be given to three issues:
- maximising the use of oral language in developing children's comprehension and reader response skills, which would entail a much greater use of oral language as an alternative to written exercises
- a consideration of how oral language activity can be used as a basis for writing
- the use of oral language activity as teaching strategy in every area of the curriculum.
The approach to reading
An effective approach to the teaching of reading will require comprehensive planning at school level. This will involve such considerations as
- fostering an approach to reading that is based on children's general language development
- the central role of phonological and phonemic awareness in the acquisition of word identification strategies
- the use of reading schemes
- the development of school and class libraries
- the planning of book-related events, such as book fairs and book weeks
- the use of alternative reading material, including textbooks from other areas of the curriculum
- the involvement of parents in children's reading
- the approach to assessment and remediation.
The approach to writing
The approach to writing outlined in the curriculum presupposes a gradual development of the child's ability to write through the actual process of writing. If the child is to become an effective writer and attain autonomous control of factors such as grammar, punctuation and spelling the school needs to develop an approach to writing that involves a consistent use of drafting, editing and redrafting. In order to become an independent writer the child needs to attain, progressively, mastery of conventional spelling. Progress in spelling is most likely to be achieved if it is taught systematically using a multi-dimensional approach (as is outlined in Section 5, Approaches and methodologies).
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| Children learn to write through the process of writing |
It is important, too, that the school plans and develops a style of penmanship that will enable the children to write in an acceptable, legible style. From their earliest school experience, children should be encouraged to learn to grip the pencil appropriately and to adopt a comfortable writing posture as a matter of habit. In the junior infant class they should have plenty of experience in pre-writing scribbling and pattern work. The early style of handwriting that is most accessible to children will be based on the print style of their reading material.
However, from the start they should be encouraged to form letters in a way that will facilitate the introduction of a cursive script later on. A good cursive style of handwriting has a number of advantages. It will ultimately improve the speed and fluency of writing, which in turn will assist the child's written expression. It can also have a significant influence in improving spelling since letter strings are connected when the child is writing a word.
The role of Information and Communication Technologies should be given particular consideration. Word processing is especially valuable in the process of editing and redrafting, and, as with good handwriting, can enhance the quality of the final presentation and so constitute both an incentive and a source of pride to the child.
Language across the curriculum
One of the principles of the curriculum is that children learn through language. Language is crucial in the acquisition of knowledge and in the development of concepts. Oral language activity has a particularly important role to play in learning, and the use of talk and discussion is seen as a powerful learning strategy in every curriculum area. It is important that the principal and staff are continually aware of the close relationship between language and learning and that they identify the ways in which language can be used to maximise children's learning.
Assessment
Assessment is complementary to the learning and teaching process. In planning the English curriculum at school level, therefore, consideration needs to be given to the place that assessment will have in mediating the curriculum most effectively to the children. Promoting and valuing the contribution that assessment has to make to the teaching and learning of language is an important aspect of the development of the school's assessment policy. The curriculum statement summarises the formative, diagnostic, summative and evaluative roles of assessment. Their combined purpose is to help the teacher to enhance the learning experiences of the children.
Assessment in English can
- show how children are progressing in the different strands of the English curriculum
- identify children who are performing significantly better or worse than their peers
- isolate areas of difficulty in order to facilitate diagnosis and intervention
- show the progress children make from year to year
- make communication about children's progress easier between teachers
- assist in making decisions about curriculum programmes and teaching strategies
- provide the basis for reporting to parents
- provide summative information about children when they are transferring to other schools.
A range of assessment tools
The curriculum suggests a range of tools that can facilitate this assessment process. In planning for assessment in the English curriculum, the staff should decide on the particular combination of tools that it feels would be of most benefit in the teaching and assessment of the English curriculum.
A common understanding of assessment
Although some allowance should be made for teachers' professional discretion in the use of assessment, the overall approach should be consistent throughout the school. This will ensure a common reference against which children's progress, ability and needs are measured and promote consistency in recording and reporting. It will also provide for the gradual and unbroken development of the child.