Language Policy

Language Practices

  1. Organization of language support inside and outside the classroom:

Throughout the primary years, the class teacher provides the main bulk of language support to students. In all grades, the class teacher manages all of the children’s language development and assesses each child‘s needs.  Tasks are differentiated by the teacher according to the specific needs of each child.

Library skill lessons are given by the school Librarian to encourage a reading culture among the children and a greater awareness of how to use a library appropriately and efficiently.

Outside the classroom, children are encouraged to use language positively, especially when addressing each other. They are encouraged to exhibit the Learner Profile and attitudes through their use of language for social purposes.

 

  1. Language and the programme of Inquiry:

As far as possible, language should be taught within a unit of inquiry.

Teachers across age ranges identify elements of their language scope and sequence documents which can be taught through their units of inquiry. Teachers need to ensure that the different language strands are covered through the units and that the students are aware of which language skills they are using/ practicing.

 

  1. Identifying the language needs of each student:

At the start of the academic school year, a general assessment is carried out to determine the language proficiency of the language of instruction (English/ Arabic). Recommendations are then made by teachers for intervention(English and Arabic enhancement program)

 

  1. Differentiation in Language learning:

Differentiation should occur across language strands. A teacher may decide to differentiate by creating groups of similar abilities for some activities, such as reading. In written work, students can be supported by the use of writing frames which provide varying degrees of support. Some ways of differentiating language learning are through students’ interest, through outcome, through task or through mode of expression.

 

  1. Parental involvement with language development:

Parents are encouraged to listen daily to their child reading and to record this in their child’s reading record log book. This area needs to be built on, perhaps at a parents’ conference, by giving parents different strategies for promoting their child’s language learning in ‘Fun’   ways.

 

  1. Professional development in language teaching:

Staff meetings are devoted to professional development. In these meetings, there have been ‘model’ language lessons and the staff is encouraged to exchange ideas and good teaching practices.

 

  1. Identifying resources:

The scope and sequence Language documents are the programme of inquiry are reviewed regularly and appropriate resources are selected from a variety of local and international suppliers. This is done once a year. Class teachers may make suggestions throughout the year, but the bulk of the ordering is done once a year.

About Rand

At Rand International school we aim to give every child the very best start possible to their education through vibrant and engaging teaching, enabling the children to become active learners and by using an exciting, broad and balanced curriculum.

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