Welcome to the Examples of children's language learning and development page. The Examples were developed by teachers and children, and show children’s language learning and development across the three strands and across a range of school contexts. These Examples are linked to Learning Outcomes and Progression Continua, and are presented as short videos.
The Examples are organised according to the Progression Milestones (a-h). Using the left-hand navigation bar, you can filter by language and by strand. More Examples will be added over the coming weeks and months.
The Primary Language Toolkit includes a range of Examples of children's language learning and development in L1 and L2. Annotated by teachers, these Examples illustrate how individual learning events can provide teachers with rich information about children’s language learning in the two languages and support them in planning for the next steps in learning. The Examples also provide focused information to children and their parents on how well children are doing in their language work. In the case of each Example, details are given on
· Progression Milestone—what the Example shows and tells about where the child is in his/her language learning journey
· Learning Outcomes—the broad outcomes the teacher focused on in the language experience
· Context—a brief summary of how the Example was created
· Progression Steps—what the Example shows and tells about what the child has achieved and can do
· Teaching and learning prompts—what the teacher plans to do next to support further learning.
The Examples are developed by teachers in the three school contexts, in both the L1 (T1) and L2 (T2) of the school and are presented in print, audio and video formats in the Primary Language Curriculum online. The number of Examples will be increased over time to provide teachers with a rich bank showing children’s language learning and development across the three strands in primary classes.
The Progression Continua and Examples of children’s language learning and development help teachers guide children’s progress in learning at a pace that is developmentally appropriate for each child. The Progression Continua accommodate children’s different starting points in their language learning and development and their different rates of progress. Some children progress fairly quickly on the Progression Continua, while other children need more time and more opportunities to experience particular aspects of language before mastering a specific skill. Differentiated teaching is therefore fundamental to ensure that all children can make progress. Figure 6 shows an Example of children's work annotated by teachers using the Progression Milestones.