Up and Away - National Council for Curriculum and Assessment

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Introduction
This section is intended to provide support for pupils who must develop literacy later in the primary cycle.
For pupils who have already developed reading and writing skills in another script (e.g. Arabic, Russian,
etc.) the concept of literacy is familiar. However, some pupils, due to difficult circumstances, may have
experienced considerable interruptions to their education and, as a consequence, have not successfully
gained literacy in any language. Clearly, the latter situation presents a greater challenge to the language
support teacher.
Teachers working with pupils in this situation sometimes perceive that the teaching of basic literacy skills is
based on a methodology different to their own. This is not the case. The approach for developing the basic
literacy skills of newcomer pupils should, therefore, mirror that used for their classmates in the mainstream.
Speaking precedes writing
The first step is to develop pupils’ oral skills. A bank of oral vocabulary is the basis for the subsequent
development of word recognition skills and an understanding of sound-symbol correspondence.
Therefore, you will find the phonics schemes very useful or a combination of phonics with letter
recognition activities.
As literacy skills develop, pupils are able to record in writing what they are learning in class and this study
skill supports further language development.
Integrating the skills
The cycle of learning in the primary classroom starts with oral communication and moves towards words
on the page. This integrated approach where speaking supports reading supports writing forms the
underlying dynamic in literacy learning.
Activities to develop literacy skills
The activities in this section highlight an integrated approach. The initial activities are located in two
cycles of learning which contain the following stages:
Stage 1 – Speaking
Stage 2 – Speaking and reading
Stage 3 – Towards writing
These stages, although not stated explicitly, are also an identifiable feature of the ‘Model activities’ – see
below.
The activities are for use with newcomer pupils at different points in their literacy development.
Cycle 1 (page 189) – Names and countries
For pupils with no English and very basic literacy needs. These pupils may have no previous experience of
formal schooling.
Cycle 2 (page 210) – What is this?
For pupils with very little English and basic literacy needs. These pupils may have some previous
experience of formal schooling and may have some existing level of literacy.
Sample activities for pupils with A1 level speaking skills (page 215)
The activities can be used to develop a range of literacy needs.