In addition to these curriculum expectations ESF has developed an essential agreement for language that stresses the need to provide a BALANCED programme:
“Although there is no set amount of time specified for explicit English Language teaching, it is understood that all students should be: reading and writing, speaking and listening and viewing and presenting on a daily basis. Schools should provide a BALANCED English Language program that includes a range of different approaches to learning and supports students ‘learning English Language, learning about English Language and learning through English Language’. As part of units of inquiry students are expected to have opportunities to learn through modeled, shared, guided and independent practice. Schools should seek authentic, real-life and creative opportunities to learn language in the context of transdisciplinary units, but must also provide time for direct instruction and inquiry into explicit language concepts.”
(ESF Essential Agreement for Language 2015)
Five teachers (Cathy Boon PS, Katie Trethewy and Katie Jackson QBS,Jeff Moore KS and Loretta Romano DC), together with an ESFC mentor (Jason Boon), used the “Compass of Inquiry Process” to establish dreams, wonderings, actions and evidence of impact linked to the idea of balance within their reading programs.