Planning an English programme

Using Strands

Although the strands for English are presented here in isolation, they will in practice be integrated in a language-rich environment. For example, the knowledge and imaginative insight gained through reading written texts can be further explored and clarified through discussion, and then presented in oral or dramatic form. In planning their programmes teachers will take account of this interdependence.

Teachers' decisions on the relative balance of the strands will be influenced by a range of factors. Reading and writing will be of central importance in all English programmes at all levels. The needs of the learner will invariably be a starting point for planning and will also suggest the relative emphasis to be placed on the strands.

When planning their programmes over the course of the year, teachers should incorporate all three strands, recognising that:

• oral language supports and strengthens all language learning;
• reading and writing are of central significance in language growth;
• visual language is important in everyday communication;
• written, oral, and visual strands each support and extend the others.

In planning their programmes teachers will also need to consider a range of other factors. These include:

• the topic or focus for learning, which may be derived from students' needs, concerns, or experiences;
• the achievement objectives for the strand or strands which are most relevant to the focus and purpose for learning;
• the policies and guidance provided by the school or department scheme;
• the activities and resources which will enable students to work effectively towards the achievement objectives;
• the teaching strategies (including individual and group work, learning through drama, research-based learning, and integrated studies) which will enable students to achieve the objectives that are appropriate for their stage of development;
• the assessment procedures to be used to monitor students' progress, based on the achievement objectives which are relevant to the students' needs.

The teaching, learning, and assessment examples in this document provide some starting points for this type of planning. Some examples from each strand which relate clearly to other strands have been identified to assist teachers in the planning process.

The library

The most valuable resource for the English curriculum is the library, which is a centre for personal reading, independent learning, critical thought, and the development of information-processing skills. Well planned use of the school and other libraries is essential for the fulfilment of the objectives of the English curriculum.