Current Language Development Policy 2013-14

readingLiteracy and English are at the core of education in Milngavie Primary School, central to our understating of our world, the development of expression, emotions, learning and personal identity. Fundamental acquisition of literacy skills allows pupils to unlock access to the wider aspects of learning through their lives, our aim is to build upon pupils’ prior knowledge and develop a framework for learning which encompassed the following:Development of knowledge and understanding;development of skills and the development of attributes needed for now and their future lives. The literacy framework in Milngavie Primary School addresses: Listening and talking:Reading (variety of text types) and Writing

Learning and Teaching

readingThe Literacy programme in Milngavie Primary School in line with the Curriculum for Excellence uses a variety of learning approaches which address progression, breadth, challenge, choice and enjoyment throughout the school.

These are set out in Language planners for each year group.  Regular reflections using summative and formative assessment, evaluation and moderation of current learning, allow for continued development and modification of the programmes to meet learners needs.  Planning of termly and weekly learning activities allow coherent progressive tailored learning, meeting individual learner’s needs.

Enjoy the Little Things, for one day you may look back and realise they were the big things. 

Robert Brault

readingEarly and First Level

Pre reading skills are encouraged by exposure to a variety of print experiences, through stories and extended communication opportunities. Phonics is developed through the use of Phonic Bug Club and active literacy sessions prepared and tailored to suit needs by the class teachers. Oxford Reading Tree is used as the core reading scheme supplemented with additional reading texts provided by Rigby Star books providing fiction and non-fiction in the Infant department to extend the development of reading. Books cover a variety of fiction and nonfiction.

Early and First Level continued

Reading texts are book banded and reading once established is taught in groups using book banding to guide progression through the levels.  Depth and understanding of reading is encouraged through book specific reading cards based on higher order thinking skills (Bloom’s Taxonomy).

Big books are used throughout P1 to P3 to enhance use of reading strategies using a whole class and group approach, to allow more indepth discussion of text using higher order thinking skills.  In P3 SRA is introduced to allow a broadening of the reading experience and encourage greater independent working.

Ability and reading groups are reviewed regularly to ensure pace and challenge, and to identify pupils who may require additional support.  Pupils needing support at both ends of the ability spectrum are referred to the Senior Management Team.  Group discussion, thereafter, allow tailored programmes to be established   to meet individual needs, using a variety of resources.First and Second Level

readingOxford Reading Tree reading scheme is used as the core reading supplemented by Essential Fiction texts (P4-7).  As pupils develop their reading skills reading groups are gradually replaced with whole class teaching of reading skills.

A variety of teaching approaches and texts are used to broaden the reading experience, to promote enjoyment and choice whilst continuing to work on higher order reading skills and to ensure progression throughout P4 to P7, an example is given below:


Term 1

Term 2

Term 3

Term 4





Reading Scheme / SRA


Key Comprehension / SRA



Reciprocal Reading with

Shared Text


Novel Study




Reading Scheme


Novel Study







Poems / Shared Text







Comprehension Texts

Fiction & Non-fiction





Shared Text


Essential Fiction


Novel Study




Novel Study

Class Silver

Reading Award




Reciprocal Reading


Novel Study


Shared Text

 Teachers employed reciprocal reading, questioning based on higher order thinking skills and think, read and respond strategies to develop a ‘can do’ attitude, effective problem solving skills and a range of different approaches to understanding texts.

Extended Reading,  a whole school approach

Each class and upper and lower school buildings have libraries.  Pupils are encouraged to read a variety of text types and games.  ICT is used to allow pupils access to a variety of texts through different media.

Media studies, in-depth analysing of visual text also broadens pupils’ appreciation and knowledge of language, developing and understanding of language based cultures.


A broad progressive approach to writing is taken through the school.  Emergent writing is encouraged by provision of exciting resources in all areas of our nursery; this is continued through active language in primaries 1, 2 and 3.

Pupils are encouraged to write for a purpose in difference genres. ‘Give it a Go’ in association with the learning support teacher is started in P1 to develop early writing skills and creativity.

As pupils progress up the school the Ros Wilson Big Writing approach is used to target vocabulary, connectives, openers and punctuation (VCOP).

Writing is supported by Nelsons Spelling Scheme (P2 onwards).  Nelson Handwriting Scheme (P2 onwards), Nelson Grammar Scheme (P2 onwards), and KISS Grammar (Keeping Important Skills Sharp, P4 onwards).

readingTalking and Listening

Pupils from Nursery onwards are exposed and engaged with a wide variety of oral and auditory stimuli.   Pupils work in groups or individually with a variety of contexts and learning approaches to gain age appropriate talking and listening skills.  Pupils throughout the school years are given opportunities to perform to various audiences to allow continual improvements and practices of learned skills.

readingActive Language

Active language is imbedded in all year groups throughout the school.  This multi sensory approach is used to supplement the core framework of teaching and learning in reading, writing, talking and listening.  Co operative learning is a key feature, and teachers tailor each learning experience to allow pupils to explore, discuss and create in their language.


Throughout the school tailored homework to meet the appropriate age and stage of literacy development.   This is varied to address the needs of the curriculum and to allow enjoyment, choice, progression and depth of understanding