English Policy

 

In this policy the following definitions have been applied:


English:  refers to the learning area

Language: refers to knowing about the English language

Literacy: refers to the knowledge and skills

Literature: refers to understanding, appreciating, responding to, analysing and creating literature/texts

 

RATIONALE:

 

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society.

Learning English is about appropriate and effective use of language to convey and discover information, organise, explore and construct ideas and express feelings. It assists students to have a better understanding of themselves, their culture and their world. Learning English is important to personal and social development, employment and further education.

Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. (Ausvels 2012)

 

AIMS:

 

To learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

 

To appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

 

To understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning

 

To develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature

 

IMPLEMENTATION:

 

Provide a minimum 12 hours of literacy per week– Language / Literature / Literacy: Reading and Viewing; Writing and Spelling; Speaking and Listening

 

Provide support to all students by differentiating the curriculum to meet their learning needs, including intervention and extension programs where possible

 

Weekly planning to incorporate a variety of opportunities to use language in different contexts through modelling and real life experiences

 

The use of Wembley’s Literacy consultant [Jim Kinniburgh’s] Literacy courses, to be used in planning and implementation.

 

Provide regular opportunities for students to share, reflect and articulate their learning

 

Term and weekly planning to reflect all aspects of Wembley’s planning and curriculum documents (example Wembley’s Literacy Scope and Sequence)

 

Weekly planning to include the use of ICT to enhance and support literacy learning

 

Classroom teachers to conduct regular individual student reading and writing conferences where goals are set, discussed and recorded

 

Establishment of classroom libraries to support literacy teaching and learning

 

Rotation of classroom library collections in semester two

 

All students are expected to read every night. To support this, classroom structures must include individual student reading logs, teacher monitoring of home reading and reading logs, and provision of a variety of high quality reading materials through the development and maintenance of classroom libraries

 

Teachers to read a range of high quality literature daily to students.

 

Monitoring students using formal and informal assessments according to the yearly ‘Assessment and Reporting Schedule’

 

Classroom and team term planners to be informed by analysis of English data including whole school and class data

 

Using English environment checklists to monitor and promote positive literacy learning environments within classrooms

 

The use of mentor texts is encouraged, enabling teachers to use high quality texts to teach literacy skills

 

During spelling lessons, provide opportunities for students to learn about words, to learn words and to expand their vocabulary

 

Provide ongoing  professional development for teachers in the areas of English

 

EVALUATION:

 

The English Policy is to be reviewed in 3 years using whole school data to inform the success of the policy.

 

APPENDICES:

 

Literacy Scope and Sequence Document

Spelling Policy Document

Assessment Schedule

Publishing policy