Respect and Responsibility
Promoting values in education
Curriculum Mapping - English
Mapping is broken up into:
English Early Stage 1
| Syllabus links |
Opportunities for learning |
Talking and Listening
Students mix and talk
informally with peers …They … interact effectively in the classroom and in
groups. They express ideas clearly, demonstrating an emerging awareness of
how people use spoken language for different purposes.
TES1.1, TES1.2, TES1.3 |
- Students discuss with their grandparents what life was like at
school when they were young. Dress up as children from their
grandparents’ era and role play in small groups the games and activities
that reflect the period. Teacher assists students to discuss what they
enjoyed about the experience, and share their understanding of the various
cultural backgrounds, as well as how times have changed.
Dimensions of respect
and responsibility:
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Reading
Students develop reading,
viewing and comprehension skills and strategies using context … word usage …
in short predictable printed texts on familiar.
RES1.5, RES1.7 |
- Students bring in postcards that they have received from family
and friends who have been on holiday. They participate in shared reading
of postcards from around the world sent by these travellers. Students
are asked to look for clues to identify the origin of the card and how
the person writing the postcard feels about the place visited. They
explore their feelings when receiving postcards in the mail and discuss.
Students design their own postcards to send to family members or friends
from a chosen destination. Discuss reasons for choosing the destination.
Dimensions of respect
and responsibility:
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Writing
Students write with an
increasing awareness of the nature, purpose and conventions of written
language. They produce simple texts that demonstrate an awareness of the
basic grammar and punctuation needed.
WES1.9, WES1.13 |
- Construct a class recount based on a cultural experience, eg a
visiting performance group, Harmony Day. Students work with older
students to write and illustrate their work.
Dimensions of respect
and responsibility:
|
English Stage 1
| Syllabus links |
Opportunities for learning |
Talking and Listening
Students communicate … on
familiar and introduced topics to achieve a variety of purposes.
TS 1.1, TS 1.2, TS 1.3 |
- Students work in pairs, sharing a family experience,
eg wedding, name day, picnic. Students retell the news to different partners.
The class discuss being confident when sharing stories about personal
experiences and how to be supportive and encouraging of their peers.
They
reinforce the importance of being an active listener.
Dimensions of respect
and responsibility:
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Reading
Students read, interpret and discuss texts, including visual and multimedia
texts.
RS
1.5, RS 1.7 |
- Students gather pictures, brochures, images from
a variety of visual and multimedia sources, eg images of the Eiffel Tower,
Uluru, Pyramids, Great Wall of China. Students create a global collage using
these images.They reflect on the end result, sharing their interests and new
understanding.
Dimensions of respect
and responsibility:
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Writing
Students
write simple … factual texts on familiar topics for known readers by
planning and reviewing their writing. Students spell using knowledge of sight
words, letter correspondence and other strategies.
WS
1.9, WS 1.13 |
- Students formulate questions for a survey to gather
data about the different cultural groups in Years K–2. They collate the
information in a table. Students share findings, sharing the information they
have gained about their peers. In peer support groups, students further
explore their findings ensuring each member is given the opportunity to
explain and share their data.
Dimensions of respect
and responsibility:
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English Stage 2
| Syllabus links |
Opportunities for learning |
Talking and Listening
Students proficiently communicate ideas and
information in classroom, school and social situations for a range of purposes.
They explore a range of roles when interacting in pairs and groups using
various listening strategies to gather ideas from conversations, reports or
spoken presentations.
Students identify the effect of purpose and
audience on spoken texts and present their ideas accordingly.
TS21, TS2.2, TS2.3 |
- Students formulate interview questions to conduct interviews
with students from a range of different cultural backgrounds. The
interviews focus on gaining information about the students’ countries of
origin, favourite food, festivities celebrated and celebrations at home.
Students share their findings with the class and discuss how language
can be used to support and encourage others and the importance of being
active listeners.
- Discuss the use of names, nicknames and terms of endearment. Students
have nicknames they may be called and ask when, where and why the
nickname is used. Discuss the appropriateness of using names and titles
for particular occasions and/or audiences. They discuss the
appropriateness of name calling and how what we say can be used to
include/exclude others.
Dimensions of respect
and responsibility:
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Reading
Students independently read and view familiar and
challenging texts. Students recognise and explore the relationship between
writers and readers and how writers use language to … achieve a range of
purposes
RS2.5, RS2.7 |
- Students collect and read recipes from other cultures. In
groups, they identify common words and details in the recipes. They
gather recipes to make a three course meal from a particular country. In
groups they choose their favourite recipe, organise to bring in the
required ingredients and follow the directions to make the dish. Each
group share their dish with the class. The class discuss what they have
learned about using recipes and sharing the experience of eating what
they have made.
- Students read a range of children’s stories from a variety of
cultures. They identify recurring character types and their traits and
talk about similarities and differences of the setting, themes and
issues to those that are familiar to them.
Dimensions of respect
and responsibility:
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Writing
Students write well-structured literary… texts in
terms of topic, purpose, audience and language by drafting, revising and
proofreading.
WS2.9, WS2.13 |
- Students read myths or legends from other countries.
Students choose a myth and write a different ending for the story. Class vote
on their favourite story ending which is then published in the school
newsletter.
- Students write limericks/poems based on different
countries and cultures of children in the class. They make a book of
limericks/poems to put on the school and/or local library/website. Students
discuss the varying responses others have when listening to or reading the
book.
Dimensions of respect
and responsibility:
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English Stage 3
| Syllabus links |
Opportunities for learning |
Talking and Listening
Students listen attentively to gather specific
information and ideas, recognising and exploring how spoken and written
language differ and how spoken language varies according to context.
TS3.1, TS3.2, TS3.3 |
- Invite people from different cultural backgrounds to talk about
their lives when they were young. Students question guest speakers about
their oral histories.
- Students research countries in which English is the major
language spoken. They record /tape voices of people from non-English
speaking backgrounds, eg family members, friends. Students play
identification games to try and recognise the speakers’ countries of
origin. Discuss the importance of respecting the right of people to
speak their own language and that it is important to understand that
English can be spoken with different accents.
Dimensions of respect
and responsibility:
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Reading
Students independently read and view an extensive
range of complex texts and visual images … They respond to themes and issues
within texts, recognise points of view and justify interpretations … Students
identify, critically analyse and respond to techniques used by writers to
influence readers …
RS3.5,RS3.7 |
- Students review and select articles from various sources that
cover a specific subject matter such as a contemporary cultural issue. Students
discuss the writers’ viewpoints and compare and contrast the issues
being discussed/reviewed. The class then writes a letter to ‘the editor’
highlighting an aspect of identified cultural bias.
- Find visual images depicting students' interpretation of the
theme ‘respect and responsibility’. They create a visual display using
the caption. Students display posters around the school and in the local
community.
Dimensions of respect
and responsibility:
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Writing
Students write well-structured and well-presented
literary and factual texts for a wide range of purposes and audiences … They
write well- structured sentences, effectively using a variety of grammatical
features. They use a fluent and legible style to write and employ computer
technology to present written texts effectively in a variety of ways for
different purposes and audiences.
WS3.9,WS3.13 |
- Students make picture books for Early Stage 1 and
Stage 1 students, writing about accepting difference and how to be a good
friend.
- Visit a local restaurant offering varying national
cuisines for a traditional meal, eg Yum Cha, Pide, Paella.
- In groups students write a restaurant review and
add information about the country of origin and how this came through in the
menu, service and how decor reflects cultural background.
Dimensions of respect
and responsibility:
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