Language in the Primary Years

Programme

Beliefs and values in language

“Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning.”
- David Corson, Language Policy in Schools: A Resource for Teachers and Administrators (1999)

The need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and
enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the
number and nature of our social interactions and relationships.
The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday
lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as
learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of
these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are
so inextricably linked they are best not thought of as discrete processes.
Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support
conceptual development and critical thinking. In the PYP, it is recognized that the teaching of language should be in response to the
previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering
language. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be
able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts.
Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being
presented with the learning of language as an incremental series of skills to be acquired.
 The structure of the PYP language scope and sequence

The complexity and diversity of language provision, and the range of individual language profiles that are represented in PYP schools
throughout the world, present a unique challenge. Some of the variables that exist in PYP schools include students learning in:

 a programme with one dominant language of instruction, which may be the students’ mother tongue or an additional language for
them
 a bilingual programme where, most often, one of the languages of instruction is the student’s mother tongue
 a programme that offers support for students who are new to the language(s) of instruction; and additional mother-tongue support.
Acknowledging that learning language is a developmental process, this scope and sequence document presents a set of developmental
continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring
students’ development throughout the primary years. Consideration of the range of language learning situations that exist in PYP schools is reflected
in this document. It is intended to inform and support all teachers, as all teachers are teachers of language.

Language strands
What do we want students to know?
The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with
each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and
constructing meaning, and expressive aspect—creating and sharing meaning. The learner’s ability to understand language and use it effectively varies
in different situations and from one individual to another. For this reason, it is important to distinguish between these two modes of learning and the
demonstrated proficiencies associated with them. For example, a learner may listen attentively and reveal understanding through written or visual
representations, but may require support to communicate ideas orally in the classroom. The strands of oral, visual and written language have been
described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing.

Oral language—listening and speaking

Listening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences.
Almost all children arrive at school with an impressive command of their home and family languages. However, the expectations and approach to
language development in school is often very different from the successful learning environment the child has previously experienced. In the
transition from home to school, or from one school to another, it is important to acknowledge the language profile of the individual and build
on previous learning in ways that are positive and productive.
Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and
for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners
and speakers. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around
them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the
language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving
instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).

Visual language—viewing and presenting

Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes
(viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning
except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and
presenting. These processes involve interpreting, using and constructing visuals and multimedia in.
a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language
interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously
constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are:
advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations,
graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.

Written language—reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
reading, the reader’s prior knowledge and experience, and the text itself. The most significant contribution parents and teachers can make to
success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm
and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting,
informative, intriguing and creative reading materials.
Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure,
interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing
texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to
become competent, motivated, independent readers.

Written language—writing
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of
young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express
themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the
message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s
intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar,
plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her
intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing
meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the
process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.
 Key concepts in the PYP: What do we want students to understand about language?
Central to the philosophy of the PYP is the principle that guided inquiry is a powerful vehicle for learning that promotes meaning and
understanding, and challenges students to engage with significant ideas. Hence in the PYP there is also a commitment to a concept-driven
curriculum as a means of supporting that inquiry. There are clusters of ideas that can usefully be grouped under a set of overarching concepts,
each of which has major significance within and across disciplines, regardless of time or place.
The following table explains each concept from both the generic perspective and the language perspective.

Concept Generic perspective Language perspective

Form Everything has a form with recognizable Every language has a form and a structure that
What is it like? features that can be observed, identified, makes it unique. Form may vary according to
described and categorized. whether language is written or spoken.
Function Everything has a purpose, a role or a way The type of language we use varies depending
How does it work? of behaving that can be investigated. on the circumstances, purpose, audience and genre.
Causation Things do not just happen. There are causal Language is fundamental to human activity.
Why is it like it is? relationships at work, and actions have Many factors affect the development of language.
consequences.
Change Change is the process of movement from Language is not static; it changes constantly.
How is it changing? one state to another. It is universal and
inevitable.
Connection We live in a world of interacting systems in Language is a major connecting system within,
How is it connected to which the actions of any individual element between and among all societies.
other things? affect others.
Learning continuum for oral language—listening and speaking
Phase 1 Phase 2 Phase 3 Phase 4

Conceptual understandings Conceptual Conceptual Conceptual

 Spoken words connect us with understandings understandings understandings
others.  The sounds of language are a  Spoken language varies  Taking time to reflect on what
 People listen and speak to symbolic way of representing according to the purpose and we hear and say helps us to
share thoughts and feelings. ideas and objects. audience. make informed judgments and
 People communicate using  People interpret messages form new opinions.
 People ask questions to learn
from others. different languages. according to their unique  Thinking about the
  Everyone has the right to experiences and ways of perspective of our audience
speak and be listened to. understanding. helps us to communicate more
 Spoken communication is effectively and appropriately.
different from written  The grammatical structures of
 Communication — it has its a language enable members of
own set of rules. a language community to
communicate with each other.

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

Learners: Learners: Learners: Learners:
 use gestures, actions, body  listen and respond in small or  listen attentively and speak  listen appreciatively and
language and/or words to large groups for increasing appropriately in small and responsively, presenting their
communicate needs and to periods of time large group interactions own point of view and
express ideas  listen to and enjoy stories read  listen to a variety of oral respecting the views of others
 listen and respond to picture aloud; show understanding by presentations including  listen for a specific purpose in
books, showing pleasure, and  responding in oral, written or stories, poems, rhymes and a variety of situations
demonstrating their visual form reports and respond with  identify and expand on main
understanding through  memorize and join in with increasing confidence and ideas in familiar oral texts
gestures, expression and/or poems, rhymes and songs detail  listen reflectively to stories
words
 follow classroom instructions,  pick out main events and read aloud in order to identify
 name classmates, teachers and showing understanding relevant points in oral texts story structures and ideas
familiar classroom and  follow multi-step directions
playground objects  retell familiar stories in
sequence
 Phase 1 Phase 2 Phase 3 Phase 4
 interact effectively with peers  describe personal experiences  anticipate and predict when  understand that ideas and opinions
and adults in familiar social  obtain simple information listening to text read aloud can be generated, developed and
settings from accessible spoken texts  use language for a variety of presented through talk; they work
 tell their own stories using  distinguish beginning, medial personal purposes, for in pairs and groups to develop oral
words, gestures, and objects/ and ending sounds of words example, invitations presentations
artifacts with increasing accuracy  express thoughts, ideas and  argue persuasively and defend a
 repeat/echo single words  follow two-step directions opinions and discuss them, point of view
 use single words and two-  predict likely outcomes when respecting contributions from  explain and discuss their own
word phrases in context listening to texts read aloud others writing with peers and adults
 join in with poems, rhymes,  use language to address their  participate in a variety of  begin to paraphrase and
songs and repeated phrases in needs, express feelings and dramatic activities, for summarize
shared books opinions  example, role play, puppet  organize thoughts and feelings
 understand simple questions  ask questions to gain theatre, dramatization of before speaking
and respond with actions or information and respond to familiar stories and poems  use a range of specific vocabulary
words inquiries directed to  use language to explain, in different situations, indicating
 follow classroom directions themselves or to the class inquire and compare an awareness that language is
and routines, using context  use oral language to  recognize patterns in influenced by purpose, audience
cues communicate during language(s) of instruction and and context
 realize that people speak classroom activities, use increasingly accurate  realize that grammatical structures
different languages conversations and imaginative grammar can be irregular and begin to use
 use the mother tongue (with play  begin to understand that them appropriately and
translation, if necessary) to  talk about the stories, writing, language use is influenced by consistently
express needs and explain pictures and models they have its purpose and the audience  use oral language appropriately,
ideas created  understand and use specific confidently and with increasing
 realize that word order can  begin to communicate in more vocabulary to suit different accuracy
purposes  verbalize their thinking and
 change from one language to than one language  hear and appreciate explain their reasoning
another  use grammatical rules of the differences between  recognize that different forms of
 use own grammar style as part language(s) of instruction languages. grammar are used in different
of the process of developing (learners may overgeneralize contexts
grammatical awareness. at this stage).  appreciate that language is not
always used literally; understand
and use the figurative language of
their own culture.
Visual language—viewing and presenting
Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing)
and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to
the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These
processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences.
They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper,
electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing
them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs,
logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and
use different media, are invaluable life skills.

Overall expectations
Phase 1
Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond
to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2
Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different
purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3
Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual
information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent
information.
Phase 4
Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about
the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.
Learning continuum for visual language—viewing and presenting
 Phase 1 Phase 2 Phase 3 Phase 4

Conceptual Conceptual Conceptual Conceptual

understandings understandings understandings understandings
 Visual language is all around  People use static and moving  Visual texts can expand our  Visual texts have the power to
us. images to communicate ideas database of sources of influence thinking and
 The pictures, images, and and information. information. behavior.
symbols in our environment  Visual texts can immediately  Visual texts provide alternative  Interpreting visual texts
have meaning. gain our attention. means to develop new levels involves making an informed
 We can enjoy and learn from  Viewing and talking about the of understanding. judgment about the intention
visual language. images others have created  Selecting the most suitable of the message.
helps us to understand and forms of visual presentation  To enhance learning we need
create our own presentations. enhances our ability to express to be efficient and constructive
ideas and images. users of the internet.
 Different visual techniques
produce different effects and
are used to present different
types of information.

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

Learners: Learners: Learners: Learners:
 attend to visual information  attend to visual information  view visual information and  view, respond to and describe
showing understanding showing understanding show understanding by asking visual information,
through play, gestures, facial through discussion, role play, relevant questions and communicating understanding
expression illustrations discussing possible meaning in oral, written and visual form
 reveal their own feelings in  talk about their own feelings in  discuss their own feelings in  describe personal reactions to
response to visual response to visual messages; response to visual messages; visual messages; reflect on
 presentations, for example, by show empathy for the way listen to other responses, why others may perceive the
showing amusement, curiosity, others might feel realizing that people react images differently
surprise  relate to different contexts differently  understand and explain how
 observe visual cues that presented in visual texts  realize that visual information visual effects can be used to
indicate context; show according to their own reflects and contributes to the reflect a particular context
understanding by matching experiences, for example,  understanding of context
 Phase 1 Phase 2 Phase 3 Phase 4
 recognize familiar signs, labels  locate familiar visual texts in  recognize and name familiar  recognize and name familiar
•

and logos, for example, magazines, advertising visual texts, for example, visual texts and explain why
pedestrian walking sign, catalogues, and connect them advertising, logos, labels, signs, they are or are not effective, for
emergency exit sign, no dogs with associated products technology iconography example, advertising, logos,
allowed; identify similarities  show their understanding that  observe and discuss familiar labels, signs, billboards
and differences visual messages influence our and unfamiliar visual messages;  interpret visual cues in order to
 make personal connections to behavior make judgments about analyze and make inferences
visual texts, for example, a  connect visual information with effectiveness about the intention of the
picture book about children their own experiences to  discuss personal experiences message
making friends in a new construct their own meaning, that connect with visual images  explain how relevant personal
situation for example, when taking a trip  use actions and body language experiences can add to the
 use body language to  use body language in mime and to reinforce and add meaning to meaning of a selected film/
communicate and to convey role play to communicate ideas oral presentations movie; write and illustrate a
understanding, for example, and feelings visually  select and use suitable shapes, personal response
pointing, gesturing, facial  realize that shapes, symbols and colors, symbols and layout for  identify aspects of body
expressions colors have meaning and presentations; practice and language in a dramatic
 select and incorporate colors, include them in presentations develop writing/calligraphy presentation and explain how
shapes, symbols and images  use a variety of implements to styles they are used to convey the
into visual presentations practice and develop  realize that text and illustrations mood and personal traits of
 show appreciation of handwriting and presentation in reference materials work characters
illustrations in picture books by skills together to convey information,  design posters and charts, using
selecting and rereading familiar  observe and discuss and can explain how this shapes, colors, symbols, layout
books, focusing on favorite illustrations in picture books enhances understanding and fonts, to achieve particular
pages and simple reference books, effects; explain how the desired
commenting on the information effect is achieved
being conveyed
 locate and use appropriate  recognize technology  with guidance, use the internet  discuss a newspaper report and
technology iconography to iconography and follow to access relevant information; tell how the words and pictures
activate different devices, for prompts to access programs or process and present information work together to convey a
example, computer games, CD activate devices in ways that are personally particular message
player, television meaningful  prepare, individually or in
 listen to terminology associated  use appropriate terminology to collaboration, visual
with visual texts and discuss visual texts,  presentations using a range of
understand terms such as color,  for example, logos, font, media, including computer and
shape, size. foreground, background, web-based applications
impact
Phase 1 Phase 2 Phase 3 Phase 4
 through teacher modelling,  view a range of visual language  discuss and explain visual
become aware of terminology formats and discuss their images and effects using
used to tell about visual effects, effectiveness, for example, appropriate terminology, for
for example, features, layout, film/video, posters, drama example, image, symbol,
border, frame  realize that effects have been graphics, balance, techniques,
 view different versions of the selected and arranged to composition
same story and discuss the achieve a certain impact, for  observe and discuss the choice
effectiveness of the different example, the way in which and composition of visual
ways of telling the same story, color, lighting, music and presentations and explain how
for example, the picture book movement work together in a they contribute to meaning and
version and the film/movie performance impact, for example, facial
version of a story  observe and discuss visual expressions, speech bubbles,
 become aware of the use and presentations; make word images to convey sound
organization of visual effects to suggestions about why they effects
create a particular impact, for have been created and what the  realize that visual presentations
example, dominant images creator has been aiming to have been created to reach out
show what is important in a achieve. to a particular audience and
story influence the audience in some
 observe visual images and way; discuss the effects used
begin to appreciate, and be able and how they might influence
to express, that they have been the audience.
created to achieve particular
purposes.
Written language—reading
Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has
the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s
situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process
of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Children learn to read
by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and
information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts,
appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become
competent, motivated, independent readers.

Overall expectations
Phase 1
Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure;
that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They
use visual cues to recall sounds and the words they are “reading” to construct meaning.

Phase 2
Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of
printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the
combination of codes conveys meaning.

Phase 3
Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an
awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of
text conveys meaning.
Phase 4
Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both
real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the
process of reading.
 Learning continuum for written language—reading
Phase 1 Phase 2 Phase 3 Phase 4
• Conceptual understandings • Conceptual understandings • Conceptual understandings  Conceptual understandings
 Illustrations convey meaning.  The sounds of spoken  Different types of texts serve Reading and thinking work
Print conveys meaning. language can be represented different purposes. together to enable us to make
 People read for pleasure. visually.  What we already know enables meaning.
 Stories can tell about imagined  Written language works us to understand what we read.  Checking, rereading and
worlds. differently from spoken  Applying a range of strategies correcting our own reading as
language. helps us to read and understand we go enable us to read new
 Printed information can tell
 Consistent ways of recording new texts. and more complex texts.
about the real world.
words or ideas enable members  Wondering about texts and  Identifying the main ideas in
 There are established ways of
of a language community to asking questions helps us to the text helps us to understand
setting out print and organizing
communicate. understand the meaning. what is important.
books.
 People read to learn.  The structure and organization  Knowing what we aim to
 The words we see and hear of written language influences achieve helps us to select
enable us to create pictures in and conveys meaning. useful reference material to
our minds. conduct research.
•
• • • •

• Learning outcomes • Learning outcomes • Learning outcomes • Learning outcomes

• Learners: • Learners: • Learners: • Learners:

 enjoy listening to stories  select and reread favourite texts  develop personal preferences,  read a variety of books for
 choose and “read” picture for enjoyment selecting books for pleasure pleasure, instruction and
books for pleasure  understand that print is and information information; reflect regularly
 locate and respond to aspects of permanent, for example, when  read texts at an appropriate on reading and set future goals
interest in self- selected texts listening to familiar stories, level, independently,  distinguish between fiction and
(pointing, examining pictures notices when the reader leaves confidently and with good non-fiction and select books
closely, commenting) out or changes parts understanding appropriate to specific
 show curiosity and ask  participate in shared reading,  recognize a range of different purposes
questions about pictures or text posing and responding to text types, for example, letters,  understand and respond to the
 listen attentively and respond to questions and joining in the poetry, plays, stories, novels, ideas, feelings and attitudes
stories read aloud refrains reports, articles expressed in various texts,
showing empathy for
characters
• Phase 1 • Phase 2 • Phase 3 • Phase 4
 participate in shared reading,  participate in guided reading  identify and explain the basic  recognize the author’s purpose,
joining in with rhymes, refrains situations, observing and structure of a story— for example, to inform,
repeated text as they gain applying reading behaviors and beginning, middle and end; entertain, persuade, instruct
familiarity interacting effectively with the may use storyboards or comic  understand that stories have a
 make connections to their own group strips to communicate elements plot; identify the main idea;
experience when listening to or  listen attentively and respond  make predictions about a story, discuss and outline the
“reading” texts actively to read- aloud based on their own knowledge sequence of events leading to
 begin to discriminate between situations; make predictions, and experience; revise or the final outcome
visual representations such as anticipate possible outcomes confirm predictions as the story  appreciate that writers plan and
symbols, numbers,  read and understand the progresses structure their stories to achieve
 technology iconography, letters meaning of self-selected and  realize that there is a difference particular effects; identify
and words teacher-selected texts at an between fiction and non-fiction features that can be replicated
 recognize their own first name appropriate level and use books for particular when planning their own
 use meaning, visual, contextual purposes, with teacher stories
 express opinions about the guidance
meaning of a story and memory cues, and cross-  use reference books,
check cues against each other,  recognize and use the different dictionaries, and computer and
 show empathy for characters in when necessary (teacher parts of a book, for example, web-based
a story monitors miscues to identify title page, contents, index  applications with increasing
 distinguish between pictures strategies used and strategies to  understand sound–symbol independence and
and written text, for example, be developed) relationships and apply reliable responsibility
can point to a picture when  read and understand familiar phonetic strategies when
asked  know how to skim and scan
print from the immediate decoding print texts to decide whether they
 indicate printed text where the environment, for example,  use a range of strategies to self- will be useful, before
teacher should start reading signs, advertisements, logos, monitor and self-correct, for attempting to read in detail
 handle books, showing an technology iconography example, meaning, context,  as part of the inquiry process,
understanding of how a book  make connections between rereading, reading on, cross- work cooperatively with others
works, for example, cover, personal experience and checking one cue source to access, read, interpret, and
beginning, directional storybook characters against another evaluate a range of source
movement, end  understand sound–symbol  discuss personality and materials
relationships and recognize behavior of storybook  identify relevant, reliable and
familiar sounds/symbols/ words characters, commenting on useful information and decide
of the language community reasons why they might react in on appropriate ways to use it
• Phase 1 • Phase 2 • Phase 3 • Phase 4 • Phase 5
 realize that the  instantly recognize  discuss their own  access information  distinguish between fact and
organization of on-screen an increasing bank experiences and from a variety of opinion, and reach their own
text is different from how of high- frequency relate them to fiction texts both in print conclusions about what
text is organized in a book and high-interest and non-fiction texts and online, for represents valid information
 join in with chants, words, characters or  participate in example,  use a range of strategies to
poems, songs, word symbols collaborative newspapers, solve comprehension
games and clapping  have a secure learning magazines, journals,  problems and deepen their
games, gaining familiarity knowledge of the experiences, comics, graphic understanding of a text
with the sounds and basic conventions of acknowledging that books, e-books,
blogs, wikis  consistently and confidently
patterns of the language the language(s) of people see things use a range of resources to
of instruction. instruction differently and are  know when and how find information and support
 in printed text, for entitled to express to use the internet their inquiries
example, orientation, their point of view and multimedia
resources for  participate in collaborative
directional  wonder about texts learning, considering
movement, layout, and ask questions to research
multiple perspectives
spacing, punctuation try to  understand that the
internet must be  and working with peers to
 participate in  understand what the co-construct new
learning author is saying to used with the
approval and understanding
engagements the reader.
involving reading supervision  use the internet responsibly
aloud—taking roles  of a parent or and knowledgeably,
and reading teacher; read, appreciating its uses and
dialogue, repeating understand and sign limitations
 locate, organize and
refrains from the school’s cyber- synthesize information from
familiar stories, safety policy. a variety of sources
reciting poems. including the library/media
centre,
 the internet, people in the
school, family, the
immediate community or the
global community.
Written language—writing
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of
young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves
and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the
desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been
achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character,
punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and
share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful
communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing
their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

Overall expectations
Phase 1
Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys
meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Phase 2
Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use
of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can
describe the factual or the imagined world.
Phase 3
Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to
enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from
readers. They can tell a story and create characters in their writing.

Phase 4
Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an
understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to
improve the quality of their writing.
Learning continuum for written language—writing
 Phase 1 Phase 2 Phase 3 Phase 4
Conceptual Conceptual Conceptual Conceptual
understandings understandings understandings understandings
 Writing conveys meaning.  People write to communicate.  We write in different ways for  Writing and thinking work
 People write to tell about their  The sounds of spoken language different purposes. together to enable us to express
experiences, ideas and feelings. can be represented visually  The structure of different types ideas and convey meaning.
 Everyone can express (letters, symbols, characters). of texts includes identifiable  Asking questions of ourselves
themselves in writing.  Consistent ways of recording features. and others helps to make our
 Talking about our stories and words or ideas enable members  Applying a range of strategies writing more focused and
pictures helps other people to of a language community to helps us to express ourselves purposeful.
understand and enjoy them. understand each other’s so that others can enjoy our  The way we structure and
writing. writing. organize our writing helps
 Written language works  Thinking about storybook others to understand and
differently from spoken characters and people in real appreciate it.
language. life helps us to develop  Rereading and editing our own
characters in our own stories. writing enables us to express
 When writing, the words we what we want to say more
choose and how we choose to clearly.
use them enable us to share our
imaginings and ideas.

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

Learners: Learners: Learners: Learners:
 experiment with writing using  enjoy writing and value their  engage confidently with the  write independently and with
different writing implements own efforts process of writing confidence,
and media  write informally about their  write about a range of topics  demonstrating a personal voice
 choose to write as play, or in own ideas, experiences and for a variety of purposes, using as a writer
informal situations, for feelings in a personal journal literary forms and structures  write for a range of purposes,
example, filling in forms in a or diary, initially using simple modelled by the teacher and/or both creative and informative,
 pretend post office, writing a sentence structures, for encountered in reading using different types of
menu or wish list for a party example, “I like …”, “I can  use graphic organizers to plan structures and styles according
 differentiate between …” writing, for example, Mind to the purpose of the writing
 Phase 1 Phase 2 Phase 3 Phase 4
 use their own experience as a  read their own writing to the  organize ideas in a logical  show awareness of different
stimulus when drawing and teacher and to classmates, sequence, for example, write audiences and adapt writing
“writing” realizing that what they have simple narratives with a appropriately
 show curiosity and ask written remains unchanged beginning, middle and end  select vocabulary and
questions about written  participate in shared and  use appropriate writing supporting details to achieve
language guided writing, observing the conventions, for example, desired effects
 participate in shared writing, teacher’s model, asking word order, as required by the  organize ideas in a logical
observing the questions and offering language(s) of instruction sequence
 teacher’s writing and making suggestions  use familiar aspects of written  reread, edit and revise to
suggestions  write to communicate a language with increasing improve their own writing, for
 listen and respond to shared message to a particular confidence and accuracy, for example, content, language,
books (enlarged texts), audience, for example, a news example, spelling patterns, organization
observing conventions story, instructions, a fantasy high- frequency words, high-  respond to the writing of others
story interest words sensitively
 of print, according to the
language(s) of instruction  create illustrations to match  use increasingly accurate  use appropriate punctuation to
their own written text grammatical constructs support meaning
 begin to discriminate between
letters/characters, numbers and  demonstrate an awareness of  write legibly, and in a  use knowledge of written code
symbols the conventions of written text, consistent style patterns to accurately spell
for example, sequence,  proofread their own writing high-frequency and familiar
 show an awareness of sound– spacing, directionality
symbol relationships and begin and make some corrections and words
to recognize  connect written codes with the improvements  use a range of strategies to
sounds of spoken language and  use feedback from teachers and record words/ideas of
 the way that some familiar reflect this understanding when
sounds can be recorded other students to improve their increasing complexity
recording ideas writing
 write their own name  realize that writers ask
 form letters/characters  use a dictionary, a thesaurus questions of themselves and
independently. conventionally and legibly, and word banks to extend their identify ways to improve their
with an understanding as to use of language writing, for example, “Is this
why this is important within a
 language community  keep a log of ideas to write what I meant to say?”, “Is it
 discriminate between types of about interesting/relevant?”
code, for example, letters,  over time, create examples of  check punctuation, variety of
numbers, symbols, words/ different types of writing and sentence starters, spelling,
characters store them in their own writing presentation
 write an increasing number of folder  use a dictionary and thesaurus
frequently used words or ideas  with teacher guidance, publish to check accuracy, broaden
independently written work, in handwritten vocabulary and enrich their
 illustrate their own writing and form or in digital format. writing
contribute to a class book or  work cooperatively with a
collection of published writing. partner to discuss and
 improve each other’s work,
taking the roles of authors and
editors
 work independently, to produce
written work that is legible and
well-presented, written either
by hand or in digital format.
 Resources
1. https://bilingualkidspot.com/2019/06/11/esl-english-learning-books-for-kids-beginners/
2. https://learnenglishkids.britishcouncil.org/
3. https://www.bbc.co.uk/learningenglish/english/features/childrens-stories/
4. https://www.fredisalearns.com/
5. https://makingenglishfun.com/
6. http://en.childrenslibrary.org/
7. https://pbskids.org/
8. https://www.gamestolearnenglish.com/
9. https://www.kidsworldfun.com/learn-english/
10. Vocabulary-Cambridge English Dictionary
11. https://dictionary.cambridge.org/dictionary/english/
12. For translating words to English https://www.wordreference.com/
13. https://learnenglishkids.britishcouncil.org/category/level/level-1
14. https://www.natgeokids.com/uk/teacher-category/english/
15. https://www.primaryresources.co.uk/english/english.htm
16. https://www.cambridgeenglish.org/learning-english/free-resources/
17. https://www.rong-chang.com/kids.htm
18. https://elt.oup.com/parents-hubs-resources/english_at_home?cc=global&selLanguage=en