Coventry Language Policy Framework

Teaching and learning across the curriculum are mediated through language, shaping how knowledge is constructed, communicated, and understood within each subject. Supporting language development is therefore not an additional aspect of teaching, but a core part of how learning is planned and delivered.

Access, Provision and Progression

Learners engage with teaching at different stages of English proficiency, and this shapes how they participate in learning and assessment. Each subject uses language in specific ways to construct and communicate knowledge, including particular forms of vocabulary, grammar, and expression. Access to the curriculum therefore depends on access to this subject-specific language. Teaching ensures that all learners can access the curriculum at an appropriate level of challenge, without lowering expectations. This involves taking account of the language demands of tasks, how these are presented, and how learners are supported to engage with them, drawing on both formative assessment within lessons and summative assessment at key points.

Schools provide coherent support for multilingual learners using English as an Additional Language at different stages of English development, giving consideration to how learners are supported on arrival, the balance between targeted support and mainstream classroom learning, and the role of peer and pastoral support. Provision is reviewed over time to ensure it remains appropriate and supports progression.

All learners are expected to engage with language learning opportunities across the curriculum, building the curiosity and language capacity that opens doors whatever their linguistic starting point. Schools actively support progression in language subjects to GCSE and beyond, recognising that gaps in take-up often reflect systemic barriers rather than learner interest or ability, and ensure the availability of home language qualifications either through normal channels or alternative routes where possible. Qualification routes should reflect a learner's own named home language; a linguistically related but distinct language should not be offered as a substitute without the learner's and family's agreement.

Support and guidance for schools in implementing this section, including case studies and practical resources, is available through EMAS.

Language Beyond the Classroom

Language development is shaped by experiences beyond the classroom as well as within it. Schools recognise the role of home, community, and wider social contexts in shaping learners' language use and identity. This includes supporting opportunities for learners to develop and gain accreditation in home and community languages, recognising the contribution of community language provision, and considering how language connects to future pathways, including further education, employment, and participation in the wider community.