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English

At SJS we believe proficiency in language enables individuals to fulfil their potential as life-long learners and allows intellectual, social and emotional development. Language is the major connecting element across the curriculum. Language learning involves learning language, learning about language and learning through language ‘… as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues.’ (Halliday 1980).

Our scope and sequence for language is determined by the English Schools Foundation (ESF). This policy meets both IBO and ESF standards. The strands of written, oral and visual language have been described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing. The four language continuums have been organised into five developmental phases with each phase building upon and complementing the previous one. The continuums make explicit the conceptual understandingsthat need to be developed at each phase. Bearing in mind the range of individual differences and the diversity of language learning experiences, learners are likely to display understanding and skills from more than one of the developmental phases at a time.Each strand is an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressiveaspect—creating and sharing meaning. While the receptive and expressive aspects are clearly reciprocal, the processes involved in receiving and constructing meaning are different from those involved in creating and sharing meaning.
 
 
 
We are creating a whole school ethos to support English an Additional Language (EAL) learners, identifying their needs and implementing teaching, learning and assessment strategies which cater for EAL students in a supportive learning environment. This is provided in a collaborative approach by teachers, parents, EAL specialists and educational assistants. Parents are encouraged to read, write, speak and listen with and to their children, especially in their native language as these skills will transfer over to their development in English.
 
Children have the right for their language and cultural background to be acknowledged and respected. The language that children learn and use helps them to establish their own personal identity and contributes to an understanding of culture and facilitates international mindedness. We recognise that all members of the school community are teachers of language.