Ysgol Bro Ingli

Language, Literacy and Communication Policy

1. Introduction
The Languages, Literacy and Communication Area of Learning and Experience (Area) addresses fundamental
aspects of human communication. It aims to support learning across the whole curriculum and to enable
learners to gain knowledge and skills in Welsh, English and international languages as well as in literature.
The four statements that express what matters in this Area should be addressed holistically. This means that
different languages should be explored in relation to one another, so too the skills of listening, speaking,
reading and writing. It also means that learning about and through literature should be seen as contributing
to all aspects of learning about languages. The statements support and complement one another and
together they contribute to realising the four purposes of the curriculum.

Learning and experience in this Area aims to enable learners to communicate effectively using Welsh, English
and international languages. It aims to encourage learners to transfer what they have learned about how
languages work in one language to the learning and using of other languages.

This multilingual and plurilingual approach is intended to ignite learners’ curiosity and enthusiasm and
provide them with a firm foundation for a lifelong interest in the languages of Wales and the languages of
the world; and thus to make them ambitious, capable learners, ready to learn throughout their lives.

This readiness to learn is further supported since effective language skills help learners to make sense of
concepts across the curriculum, for example by enabling them to articulate their reasoning when solving
problems and analysing information. Effective multilingual skills deepen this ability as they enable learners
to respond in many more contexts.

Given that a key aspect of effective language learning is the willingness to experiment and take risks in trying
out new structures, sounds and patterns, learning and experience in this Area can empower learners to be
creative and to persevere when facing challenges. Together, these skills can build learners’ confidence to
grasp new opportunities and to adapt to different roles which in turn can develop them as enterprising,
creative contributors, ready to play a full part in life and work.

In this Area, languages are seen as a key to social cohesion, which can promote better local, national and
global understanding. The aim is to encourage learners to engage critically with languages and literature in
order to help them develop not only their own sense of identity, but also an understanding of the
relationship between their own cultures and communities and those of other people. This understanding
can be deepened as learners are afforded opportunities to learn multiple languages. This linguistic
knowledge and these skills are needed to participate confidently and empathetically in society, which
contributes to developing learners as ethical, informed citizens of Wales and the world.

Engaging with this Area also helps learners to become healthy, confident individuals, ready to lead fulfilling
lives as valued members of society as the skills promoted through languages, literacy and communication
are key to enabling learners to express themselves effectively, to be open to other people’s points of view
and to develop positive relationships.
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2. Statements of what matters
Languages connect us.
Languages connect us with people, places and communities. This Area is designed to equip learners, as
citizens of a bilingual Wales in a multilingual world, with the ability to use Welsh, English and other languages
in a plurilingual context. Meaningful language learning experiences go hand in hand with learning about
one’s own cultural identity as well as the cultural identities of others. Engagement with this Area can
therefore foster in learners’ pride in their sense of identity and belonging to Wales as well as the world.
By raising an awareness of the diversity of languages from a young age, the aim is to enable learners to
recognise similarities between languages and to embrace the differences between them. Learning and
experience in this Area can support learners to develop an understanding of the origins, evolution and
features of a range of languages. This provides them with opportunities to develop their creativity, as well
as a set of skills such as mediation, adaptability and empathy.

Understanding languages is key to understanding the world around us.

Languages and literacy are fundamental to human communication. They enable us to make sense of what is
heard, read and seen, and thus to develop our understanding, empathy and our ability to respond and
to mediate effectively.
This Area aims to provide learners with opportunities to experience languages, as well as images, in a range
of forms and genres. The rich and varied nature of these experiences can improve learners’ ability to become
creative and enterprising in their use of a range of languages in a plurilingual context. They can also help
learners to develop the skills to become unbiased and critically-aware interpreters of what they hear, read
and see in order to interact as capable, informed citizens of Wales and the world.

Expressing ourselves through languages is key to communication.

Clear and effective communication through language is an important life skill. It calls for the ability to use
and adapt languages in a range of roles, genres, forms, media and styles and in a suitable register. In a
bilingual and multilingual context, this also calls for the ability to choose an appropriate language and to
mediate.
In this Area, learners should be given opportunities to use languages in order to be effective as they interact,
explore ideas, express viewpoints, knowledge and understanding and build relationships. The learning and
experience supports them to develop an awareness of how they use a range of languages to express
themselves for different purposes and audiences. For Welsh or English this includes both speaking and
writing.

Literature fires imagination and inspires creativity.

Literature expands horizons. In all its forms it can inspire and motivate us, while also helping us to learn more
about language and communication.
This Area provides learners with literary experiences that can engage them as listeners, viewers, readers,
narrators and creators. These experiences support them to appreciate a creator’s craft as well as develop
their own creative skills. They should be encouraged to experience and respond to a variety of diverse
literature that gives them insight into the culture, people and history of Wales as well as the wider world.
Through this, as their understanding of their own and other people’s experiences, beliefs and cultures is
enhanced, learners can develop their ability to demonstrate empathy. This in turn can contribute to their
emotional and mental well-being. In all, the literary experiences offered aim to spark learners’ imagination
and creativity and help to build a lifelong love of literature.

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 3. Principles of progression
Learners will have varying proficiencies in their languages and, to ensure a robust foundation for second and
subsequent languages, early steps (such as grapheme-phoneme correspondence) are revisited in each
language.
Increasing effectiveness as a learner
As they move along the continuum of learning, learners will build on basic linguistic skills to develop a
capability that enables them to overcome a range of communicative challenges successfully. These include,
for example:
 asking increasingly sophisticated questions
 finding information independently
 making evaluative and critical judgements about the ideas and viewpoints and the means of communication
in what they hear, read, and view
 using language effectively to convey their own ideas and viewpoints on various topics.
They will develop the language skills necessary to discuss and evaluate their learning in languages.

Increasing breadth and depth of knowledge

Progression in this Area is represented as a coherent continuum. The learner grows holistically in their
understanding and purposeful use of languages, literacy and communication when listening and reading,
when speaking and writing and when interacting and mediating in a wide range of contexts.
Learners develop an increasingly sophisticated understanding of linguistic concepts that support the more
conscious and self-aware development of skills to communicate effectively through speech, writing,
gestures, images or other media.

They also progress in their breadth and depth of conceptual knowledge by encountering ideas in languages
and literature, initially in more personal and local contexts and moving as they progress to connect with
more complex communications in a multilingual world. Learners thus acquire a gradually more nuanced
understanding of different viewpoints and increasing command of the skills needed to interpret, evaluate,
articulate and respond to differing perspectives.

Deepening understanding of the ideas and disciplines within Areas

Progression in this Area is a continuum of increasingly complex engagement with ideas and communicative
purposes and of development of language awareness. These are demonstrated in:

 responding to communications when listening, reading, or receiving language in other ways

 producing them when speaking and writing or through other means of communication.
Drawing on a learner's whole linguistic repertoire – however uneven that may be – enables them to progress
in all languages. Understanding linguistic concepts in the language of instruction, for example, can be applied
to learning a new language, which facilitates progression in that language as well as improving understanding
of the way in which their own languages work. While learners may be at different points of progression in
different languages, a focus on plurilingualism allows them to call upon their knowledge of a number of
languages to make sense of a spoken or written text, whatever their command of that language, and to
increasingly understand and learn from the relationships between different languages.

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Refinement and growing sophistication in the use and application of skills
Progression in the refinement and sophistication of skills moves from literal and simple communicative
purpose to more abstract, inferred or implied and nuanced levels of meaning with more complex purposes.
Oral language precedes and underpins pre-literacy skills. Learners gradually develop greater awareness of
language and more sophistication in using this awareness to achieve intended purposes in interpreting and
producing communications in speech or writing or through other means.
For younger learners the acquisition of language follows the same sequence as for older learners, although
the speed at which it does so can vary considerably. As learners experience, engage with, understand and
apply increasingly complex ideas and language awareness, accuracy and fluency in using communication
skills grow.
Progression in this Area is also seen in the production of language. As learners become more accomplished,
they can adapt and manipulate language to communicate effectively to a range of different audiences. This
allows learners to form and develop strong relationships and the confidence to use their voice in society.
Second language learners may use formulaic language with few mistakes initially and, as they progress and
when being more ambitious and spontaneous in their use of language, they may appear to make more
mistakes. This intrinsic part of successful language learning leads to becoming more fluent and accurate
language users. Second language or bilingual learners may not necessarily show the same pattern of
linguistic progression as first language learners.
Making connections and transferring learning into new contexts
Progression in this Area has a significant inter-relationship with the learning in all other areas. The learner
moves forward along the progression continuum partly through exposure to rich challenges and resources
offered by other Areas. The thinking needed to understand and to communicate all learning is closely
related to that which enables learners to develop receptive, interpretive and expressive language skills.
They progress in the languages, literacy and communication set out in this Area alongside the development
of disciplinary literacy in the other curriculum Areas.

The ability to transfer existing knowledge and skills into new contexts is an integral part of progression in
this Area. This includes the social and cultural aspects of language. As learners develop an understanding of
additional languages, patterns of language use are identified, adapted and applied in new contexts. Modes
of communication are adapted for different audiences, and to different disciplinary contexts. Skills in
learners’ first and second languages enable learning in subsequent languages. As learners progress, they
will be able to make links within and between ways of communicating, making good choices about
effective methods of communication.

4. Designing your curriculum

Cross-curricular skills and integral skills

A curriculum must embed the mandatory cross-curricular skills and the integral skills that underpin the
four purposes of the curriculum. The following are some key principles which settings/schools should
consider when designing learning and teaching in the Languages, Literacy and Communication Area of
Learning and Experience (Area).

Cross-curricular skills
Literacy
Literacy should be at the heart of this Area, across all statements of what matters. Literacy skills should be
explicitly taught in this Area. These can allow learners to express themselves, to understand and interpret

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written and spoken language and to articulate meaning. Settings and schools should plan for the application
and development of learners’ literacy skills across the curriculum at every progression step.
The descriptions of learning for this Area are broad in scope and provide reference points for progression.
More detail about progression in literacy across the curriculum is provided in the National Literacy
Framework.

Numeracy
In this Area there are often opportunities to use literacy and numeracy skills together, for example when
working out worded problems. There should also be opportunities to explore numeracy in different
languages which can consolidate conceptual understanding.

Digital competence
Learning in this Area should provide opportunities to use different methods of digital communication.
Learners should learn how to compose clear and appropriate messages tailored for particular audiences,
sharing, collaborating, editing and adapting, as required. Opportunities should also be offered for them to
collaborate locally and globally through digital platforms in order to increase awareness and understanding
of different languages and cultures. Using technology when learning about literature can help learners
deepen their understanding beyond the text in front of them.

Integral skills
Creativity and innovation
Learning in this Area should provide opportunities to experiment with and use languages creatively in order
to give learners the confidence to take risks, to express opinions and to generate ideas across languages that
can lead to innovative outcomes. They can develop their creativity through opportunities to create and
perform literature. Creative expression can enhance learners’ understanding of the key concepts as well as
the method of expression itself.

Critical thinking and problem-solving

In this Area listening, reading, speaking and writing should underpin the development of critical thinking and
problem-solving. These skills can be honed by communicating with others in order to understand situations
and articulate ideas and to develop responses to problems.

Personal effectiveness
Learners should develop their personal effectiveness and self-awareness when learning and using their
languages, which will in turn support learning across the whole curriculum. Providing a language-rich
environment should support all learners to reflect on their own strengths in language use, and identify their
own areas of development in order to continuously enhance their language and communication skills.

Planning and organising

Learning in this Area should enable learners to develop the skills to select and use appropriate sources and
information. This should allow them to organise ideas, to create effective plans and to develop creative
works. Given the opportunity to use literacy skills to present plans and implement solutions with clarity,
learners can reflect on their work and plan and implement further improvements.
Specific considerations for this Area
The four statements of what matters in this Area refer to Welsh, English and international languages. The
four statements should be considered holistically when designing the setting/school’s curriculum. They are
interdependent, with each one supporting the development of the other three. All methods of
communication including listening, reading, speaking and writing can be developed through literature and

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through exploring the links between languages, culture and identity. Each statement recognises that learning
skills and knowledge in one language can strengthen the knowledge and learning of those skills in all
subsequent languages.

Considerations for curriculum development

When designing your curriculum in your school, consideration should be given to the nature of your language
provision as well as the range of linguistic and cultural experiences you offer your learners. Schools should
also plan for skills development in all the languages on offer and ensure breadth and depth when selecting
literature.
Learners should have the opportunity to experience and to learn about literature and creators of literature
which have made a significant contribution, be that in Wales (in Welsh/English), other nations in the United
Kingdom, and/or the wider world (including English literature and literature in learners’ international and
home languages). This contribution might be in terms of a field of literature, in terms of the language, or in
terms of culture and heritage.

Reading
At the earliest stages, learning to read is dependent upon the spoken language that learners have.
Developing good listening and speaking skills is therefore vital to success in learning to read.
Young learners may be familiar with storybooks, nursery rhymes and print when they start funded education.
Some will have started to recognise single letters and words. Others, however, will have much more limited
experience of using language, sharing stories, songs and rhymes with adults. In some cases, learners may
have general or specific learning needs. They may also be learning to read in a language that is different from
their spoken language. These different starting points and experiences mean settings and schools need to
make informed decisions about how they will help learners to become successful readers.
Learners should gain early reading skills within a rich language environment, where activities are meaningful,
imaginative and varied. These activities should promote learners’ interest in reading for enjoyment, for
imaginative purposes and for learning.
Research recognises phonological and phonemic awareness as important cognitive skills in learning to read.
Schools should put in place a clear procedure for, and place emphasis on, the systematic development of
learners’ phonological and phonemic awareness. When appropriate for a learner, the teaching
of phonics should be systematic and consistent, and take place with other language activities, which
promote vocabulary-building and comprehension.
Being able to decode words alone is not enough; readers need to be able to make sense of what they read.
Teaching should enable learners to gain a range of skills and to apply different strategies in order to
become fluent readers. This should provide them with a secure basis for developing and extending their
language and literacy skills.

Key links with other Areas

Developing effective communication and literacy skills as well as learning about etymology within this Area
should facilitate progression in all areas of learning and experience by giving learners better access to
information, concepts and terminology.

Expressive Arts
Expressive Arts disciplines can be used as a vehicle for learners to develop languages, literacy and
communication including through visual literacy, creative thinking and creative writing, understanding
audience and purpose and adapting language for audience, performance poetry, drama, film, multimedia,
role play and song. Experiences of literature in all its forms across these two Areas enable the learner to
develop cultural empathy and sensitivity.
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Sign poetry, Deaf theatre, Deaf comedy, Deaf visual arts and visual vernacular can enhance learning in
Expressive Arts as well as in BSL, and can be used to heighten awareness of Deaf culture.

Health and Well-being

These two Areas link together to provide learners with the skills to effectively communicate which in turn
provide a foundation for developing healthy relationships. Physical and cognitive development will impact
on the acquisition of speech and language and the development of fine motor movements, such as
handwriting. Literacy skills allow learners to explore texts related to health and well-being. Reading and
writing for pleasure also provides opportunities to improve the learner’s sense of well-being.
Skills in BSL can allow learners to express themselves effectively, to be open to other people’s points of view
and to develop positive relationships. They enable deaf BSL users’ self-advocacy and can help mitigate the
risk of isolation, exclusion and frustration that deaf people may face.
Learning and teaching in health and well-being can improve both the awareness of Deaf culture and the
understanding of issues surrounding disability rights, minority languages and recognition of BSL.

Humanities
Languages and literature play a vital role in identity and can help to shape and influence the development of
communities and societies. Literature provides valuable evidence for, and can be a focus of, enquiries in
humanities. Learners can explore literature from a range of cultures and societies, in the past and present,
from their locality, Wales and the world.
Learning about the history of BSL and about deaf people in history can help contribute to a better
understanding of Deaf identity and Deaf culture today, locally, nationally and internationally. Learners can
explore the concepts of justice, equality and rights through learning about Deaf culture and BSL.

Mathematics and Numeracy

Songs and rhymes can be used to teach early numeracy in all languages. Finding and applying patterns for
problem-solving is a skill required for progress in these two Areas.
Learning BSL numerals and learning to sign quantities, time and money, for example, can help support and
consolidate conceptual understanding of mathematics. One-handed BSL counting systems can provide
insight into different number bases

Science and Technology

Digital communication and computer languages offer opportunities for links to reinforce learning across
these two Areas. Learners apply literacy skills such as instructional and observational language in Science
and Technology, as well as accessing and producing texts and accurately using technical and scientific
vocabulary. Design communication skills bring these two Areas together both in developing learners’ design
thinking as well as communicating their ideas to others.
Because BSL is a visual language, learning and teaching through it can help support and consolidate learners’
conceptual understanding in science and technology. Digital communication offers opportunities to
reinforce learning in both BSL and science and technology.

ASSESSMENT
Assessment is an integral part of teaching and learning and is a continuous process. It is the responsibility of
the class teacher to assess all pupils in their class.

In Ysgol Bro Ingli we are continually assessing our pupils, recording and tracking their progress. Assessment
is an integral part of the teaching process and we strive to make our assessment purposeful and formative,

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allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and
ensuring progress.
Information for assessment will be gathered in various ways: through discussion with the
children, and observing and marking their work. Assessments will be used to plan the way forward.

Teachers and pupils assess their work regularly. Continuity is ensured by assessing pupils at the end of
lessons and by planning carefully. Each child’s progress is monitored by the class teacher and by the maths
co-ordinator. National Numeracy testing takes place in the Summer Term. Scores from these tests are kept
by the class teacher and by the mathematics co-ordinator. Reporting to parents is through the school’s open
door policy and in parental visits with a written report in the summer. Teacher assessment is carried out at
the end of each key stage.
We use INCERTS as an assessment and planning tool.
Assessment is also used to identify and track those pupils who require further intervention to enable them
to reach expected outcomes.

ROLE OF COORDINATOR
The Language, Literacy and Communication Coordinator is responsible for leading the development of
language teaching and learning through the school. This includes:
 ensuring continuity and progression from year group to year group providing all members of staff
with guidelines and a scheme of work to show how aims are to be achieved and how the variety of
all aspects of language is to be taught
 advising on professional development for staff where appropriate. This will be in line with the needs
identified in the School Development Plan.
 advising and supporting colleagues in the implementation and assessment of Literacy across the
Curriculum.
 assisting with requisition and maintenance of resources required for the teaching of language.
The Language, Literacy and Communication Coordinator is responsible for:
 ensuring that cross curricular planning includes Literacy at the correct level in line with the National
Literacy Framework
 ensuring appropriate interventions are in place and monitoring their effectiveness.

ROLE OF CLASS TEACHER

 to ensure progression in the acquisition of language, literacy and communication skills
 to develop and update own skills, knowledge and understanding of language, literacy and
communication
 to identify professional development needs in language, literacy and communication and take
advantage of training opportunities
 to keep appropriate on-going records
 to plan effectively for language, literacy and communication (with year group partners), liaising with
the coordinator when necessary
 to inform parents of pupils’ progress, achievements and attainment

PERFORMANCE INDICATORS
Performance Indicators, which are the criteria for success of the school’s
mathematics policy at Ysgol Bro Ingli are:

 Targets are set for each year group from year 1-6 at the beginning of the year and confirmed by
Governors. These lead the teaching for the year and form the basis of our SDP priority
 All children enjoy language, literacy and communication

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  All children talk confidently about their work in language, literacy and communication
 All children succeed in applying their language, literacy and communication skills in a range of
contexts and reach the expected outcomes, at least for their year group.

EQUAL OPPORTUNITIES
We incorporate language, literacy and communication into a wide range of cross curricular subjects and seek
to take advantage of multi-cultural aspects.
All children have equal access to the curriculum regardless of their gender. This is monitored by analysing
pupil performance throughout the school to ensure that there is no disparity between groups of learners.

Whole school approach

We have a supportive ethos which encourages high self-respect and ensuring that we fulfil the needs of
every child, no matter what the differences in emotional, social, language, cultural, physical or
understanding. Ensuring the needs of all the pupils in school whether they have a learning difficulty or are
able and talented is our priority.

Outcomes for pupils (More able/ALN)

· All pupils making good progress when being assessed against skills taught.
· Pupils with EAL are given additional support with new vocabulary.
· Pupils who are gifted and talented in literacy will be challenged through written work/enquiry using
challenging texts.
· Pupils with ALN will be given support to access learning. These children have IEP which are reviewed
termly.

PARENTAL INVOLVEMENT
At Ysgol Bro Ingli we encourage parents to be involved in their children’s learning by:
 inviting parents into school yearly to discuss the progress of their child. We also have an open door
policy and parents are encouraged to make an appointment to meet with staff if they have any
concerns about their child’s development.
 inviting parents into school in the summer term to discuss the annual report
 inviting parents to curriculum evenings or circulating information via newsletters when significant
changes have been/are made to the language, literacy and communication curriculum
 encouraging parents to support in classrooms
 holding workshops for parents focusing on different areas of literacy
 encouraging parents to help their children with their reading at home along with their homework
tasks

GOVERNING BODY
At Ysgol Bro Ingli we have an identified governor for who visits the school annually to carry out a Learning
Walk and talk with the subject coordinator.
They report back to the Curriculum Committee/Governing Body on a regular basis.