Understand Current National and Organisational Policies and Practices for Literacy Development

Topics: Reading, Teacher, Language Pages: 5 (1538 words) Published: May 30, 2013
Understand current national and organisational policies and practices for literacy development

1.1, Explain the aims and importance of learning provision for literacy development The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level. The literacy curriculum is for pupils to explore and expand on how language works and to gain knowledge of various genres and situations. The Primary Framework for Literacy is to support and increase all children’s access to excellent teaching, leading to exciting and successful learning. I am currently working in KS2 (year 4). My teacher will set the lesson for each day in accordance with the National Curriculum. The lesson is broken down and put on to a daily lesson plan. Prior to the lesson she will go over the plan in more detail with me and give me ample time to prepare any resources required. For the lesson, the class are divided on to tables so that children of the same ability are placed together. I am usually put with the lower able children as they are in need of the extra support. In a typical lesson in class, the teacher will teach the whole class activity. This gives the children the opportunity to put forward and share their ideas. The teacher then gives the work to the groups which will depend on their ability. In my setting, literacy lessons are conducted every other day whilst a reading and writing based lesson, called Read, Write Ink, is provided every day in small groups (usually about 12) where the children are of similar ability. Teaching assistants are responsible for their own group and follow the plans issued by the author of the lessons. The literacy format in class varies from week to week whereas Read, Write, Ink follows the same format for five days at a time but refers to a different story book each week. Read, Write, Ink was brought into the school to assist the children in their phonic knowledge as this was found to be lacking throughout the school. It is the responsibility of the teachers that children are placed in certain ability groups and they also track their progress. Children have talk partners to sound out their ideas before moving onto independent work in both literacy and Read, Write, Ink. At the end of both sessions, children are brought back to whole class discussions to talk about what they worked on or wrote. Early Years or Foundation children must develop their oral skills so that they can go on to access the National Curriculum. Dressing up and drama play a huge role for them to expand their language, listening skills and imagination. As they get older and move into KS2, their oral skills progress to speaking and/or presenting to the rest of the class. My school also involve support assistants in taking intervention classes. We daily take a group of 6 children out of the class to work on comprehension, reading and punctuation. This is to improve their grades and levels. Each week spelling tests are set for the older pupils of the school. Children with English as their second language are also given...
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