Curriculum Starting Points

What the Programme of Study says:

Key stage 2:
Listening

  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Reading

  • read carefully and show understanding of words, phrases and simple writing

appreciate stories, songs, poems and rhymes in the language

Key stage 3:
Reading

  • read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
  • read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture

What the draft GCSE criteria suggest:
develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken

'encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.' suggests that we avoid using English texts in translation

students will be expected to understand different types of written language,
including relevant personal communication, public information, factual and literary texts, appropriate to this level

'literary texts can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources, subject to copyright'

'be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge' - should we consult English teacher colleagues to make sure that, aside from their language learning, students are offered the right level of challenge?

Reading:
• deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
• recognise and respond to key information, important themes and ideas in more extended written text and authentic sources, including some extracts from relevant abridged or adapted literary texts

GCSE Listening: recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.
What does this imply?

Some questions to discuss with colleagues:

What sort of Literature is relevant to our pupils at different ages?
Traditional verses, rhymes, songs?
Simple stories?
Poems?
Extracts from stories, novels, longer texts?

Why are they relevant?

What aspects of these texts could we exploit?

What other sorts of authentic texts should we introduce our learner to?
Songs?
Adverts?
TV clips?
Magazine articles?
News articles?
Etc.?

Why are they relevant?

What aspects of these texts could we exploit?

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