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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:

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:

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:

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:

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:

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:

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:

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:

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:

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:

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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