Learning in Literacy



Speaking, listening, group discussion and drama activities are integrated into our teaching across the curriculum and are seen as fundamental to learning and teaching.  In Literacy we use and adapt the Primary Framework teaching sequences which place a strong emphasis on speaking, listening, discussion and drama.


We provide a wide variety of reasons and purposes for writing and in the Early Years provide many opportunities for child initiated and role-play writing.As soon as children are able to form most letters correctly and have a good pencil grip, we teach a fully cursive handwriting style. We also teach children the keyboard skills necessary for word processing.We encourage children to ‘have a go’ at writing as soon as possible and to use their phonic skills and knowledge to spell.Teachers regularly model writing in Shared Writing sessions and we provide regular opportunities for children’s writing to be shared, displayed, published and celebrated.


From Primary 2 children are encouraged to learn spellings on a weekly basis. Spelling word lists are differentiated according to ability. Words may be linked to IPC themes, taken from the children’s own work, found in the Spelling Banks within the Literacy Framework, taken from “Spelling for Literacy” by Andrew Brodie or linked to phonics learning. Children are encouraged to use a “look, say, cover, write, check” approach when learning words. We use the National Strategy Letters and Sounds materials and teach phonics daily in Early Years and Milepost 1. 


Time allocation

We use the Revised National Literacy Framework and every class has at least five hours of Literacy a week.  This may be spread across the day and the week as appropriate.  In the Early Years Communication Language and Literacy is carefully planned, using the IPC so that it permeates all aspects of the child’s day.