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Poetry and Curriculum for Excellence

The Literacy and English Experiences and Outcomes…through poetry


A perspective on the role of poetry, by the Scottish Poetry Library
Literacy and English Experiences and Outcomes…through poetry
A perspective on the role of poetry, by the Scottish Poetry Library

Poetry and the English and literacy experiences and outcomes

The opening page of the Literacy and English Experiences and Outcomes states the following experiences, which can be readily achieved through an active
engagement with poetry:
The development of literacy skills plays an important role in all learning.
I develop and extend my literacy skills when I have opportunities to:
• communicate, collaborate and build relationships
• reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others
1
• engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT
• develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages
2
• explore the richness and diversity of language , how it can affect me, and the wide range of ways in which I and others can be creative
• extend and enrich my vocabulary through listening, talking, watching and reading.
In developing my English language skills:
• I engage with a wide range of texts and am developing an appreciation of the richness and breadth of Scotland’s literary and linguistic heritage
• I enjoy exploring and discussing word patterns and text structures.

Reading, writing, listening to and talking about poetry all provide a rich medium through which many of the experiences and outcomes for literacy and language can
be fulfilled. Through regular reading and sharing of poetry with your pupils you will create an environment where discussion flourishes and an understanding of the
ways in which language can be used creatively will grow. These shared poems can form models for pupils to create their own work, alone, in pairs or in groups, and
they can also learn much by interpreting and presenting them as performances. Poems can be analysed, dissected or simply enjoyed, prior to pupils gathering their
own and others’ ideas in order to create new poems which can then be shared and further explored – offering a never-ending circle of creative possibilities.

Through all of this, word and language play, which feature so sparsely in the documentation, should not be seen as a creative extra, but rather a fundamental
opportunity to really deepen the language experience, allowing important discoveries about possibilities and boundaries for vocabulary, syntax, structure and
meaning, and ways in which language can be creatively harnessed to good effect. This in turn can engender a confidence and curiosity about language which might
not readily occur elsewhere. The new vocabulary and creative techniques gathered through creative engagement with poetry can then be applied to other forms of
reading and writing, for example to enhance attempts at characterisation or to portray mood or atmosphere or point of view. Make poetry a core part of your English
and literacy teaching and you will not be disappointed by the results.

1
Texts are defined in the principles and practice paper. They will include texts which are relevant to all areas of learning, and examples of writing by Scottish authors which
relate to the history, heritage and culture of Scotland. They may also include writing in Scots, and Gaelic in translation.
2
The languages of Scotland will include the languages which children and young people bring to the classroom and other settings.

Literacy and English: experiences and outcomes…through poetry 2


The Literacy and English Experiences and Outcomes…through poetry
A perspective on the role of poetry, by the Scottish Poetry Library

Poetry across all learning


Poetry offers enormous potential for delivering the Curriculum for Excellence, providing a variety of learning experiences and tangible outcomes at all levels, not just
in Literacy in English, Scots or Gaelic, but across the curriculum. Poetry provides a wealth of resources for inter-disciplinary and cross-arts working. It provides a
means of engagement and reflection in all subject areas, lends itself to different ways of working, in groups and individually, and provides a variety of options for
presentation. Poetry is a powerful means of making connections between different topics and experiences, and demonstrating relevance of both texts and subject
matter to pupils’ lives and the world around them.

As an integral tool for learning, poetry is stimulating, engaging, fun, and benefits creative thinking, expression, memory, understanding and interpretation and
confidence. As a format for expressing and presenting ideas and findings, it offers a variety of options in text, spoken word and performance, and can be used
creatively in conjunction with other artforms and media. Different forms, as well as subject matter for poems, can be effective tools for learning in different subjects,
linking concepts in a way that is mutually supportive and beneficial or providing rhythmic mnemonics. Poems can help pupils to focus on detail, or provide empathy
with others, enabling both learning skills and engagement with historical, environmental or global topics.

The cross-curricular connections for poetry are endless. Poems to explore weather, historical character or buildings or events, political happenings, geographic
locations, environmental issues, music, art, food, design, science – there isn’t really an area of the curriculum which could not be represented by already published
works or be explored as a topic for pupils to develop and present their own poetry. Poems often add a new and unexpected perspective, and we recommend
considering their use in all subject areas.

We can help you to harness poetry’s potential!


Contact SPL if you would like further advice and support – we’re dedicated, experienced and enthusiastic poetry people who aim to inspire, nurture and enthuse. We
have a wealth of experience of working with teachers and young people, and can help with ideas, approaches, finding poems on particular themes, specialist guidance
on forms and terms, indeed anything that will help pupils and teachers make the most of poets and poetry.

To find out more about who we are and what we can offer, email education@spl.org.uk or visit our teachers’ web pages:
http://www.scottishpoetrylibrary.org.uk/learn/teachers where you can download this document and a wide selection of additional classroom resources for poetry.

This document draws attention to the potential for poetry to meet many of the desired English and literacy experiences and outcomes for pupils. Major opportunities
for a focus on poetry are highlighted in green; particular opportunities to explore oral performances and presentations of poetry are in blue.

Literacy and English: experiences and outcomes…through poetry 3


Listening and talking…through poetry
Early First Second Third Fourth

Enjoyment and I enjoy exploring and I regularly select and listen to or watch texts which I I regularly select and listen to or watch texts for enjoyment
choice playing with the enjoy and find interesting, and I can explain why I prefer and interest, and I can express how well they meet my
patterns and sounds certain sources. needs and expectations, and I can give reasons, with
of language, and can evidence, for my personal response.
– within a motivating and use what I learn.
3
I regularly select subject, purpose, format and resources
challenging environment, LIT 0-01a / LIT 0-11a / to create texts of my choice. I can regularly select subject, purpose, format and
developing an awareness LIT 0-20a LIT 1-01a / LIT 2-01a resources to create texts of my choice, and am developing
of the relevance of texts my own style.
in my life I enjoy exploring and LIT 3-01a / LIT 4-01a
choosing stories and
SPL says: Listening to other texts to watch,
and talking about poetry read or listen to, and
can definitely be can share my likes
challenging – but that is and dislikes.
no reason to shy away LIT 0-01b / LIT 0-11b
from it! Contact SPL for
advice about selecting
I enjoy exploring
texts and ways to get
events and characters
your pupils talking about
in stories and other
them.
texts, sharing my
SPL says: Playing with thoughts in different
the patterns and sounds ways.
of language should be a LIT 0-01c
life-long experience, a
valuable source of
enjoyment and learning
not just for the early
stages.

3
The literacy experiences and outcomes which are the responsibility of all teachers are shown in italics.
Literacy and English: experiences and outcomes…through poetry 4
Listening and talking…through poetry (continued)

Early First Second Third Fourth

Tools for listening As I listen and talk in When I engage with When I engage with others, I When I engage with others, I When I engage with others I
and talking different situations, I others, I know when can respond in ways can make a relevant can make a relevant
am learning to take and how to listen, appropriate to my role, show contribution, encourage contribution, ensure that
– to help me when turns and am when to talk, how that I value others’ others to contribute and everyone has an opportunity
interacting or presenting developing my much to say, when to contributions and use these acknowledge that they have to contribute and encourage
within and beyond my awareness of when to ask questions and how to build on thinking. the right to hold a different them to take account of
place of learning talk and when to listen. to respond with LIT 2-02a opinion. others’ points of view or
LIT 0-02a / ENG 0-03a respect. alternative solutions.
SPL says: These
LIT 1-02a I can respond in ways
outcomes would apply appropriate to my role and I can respond in ways
where pupils are use contributions to reflect appropriate to my role,
planning and developing on, clarify or adapt thinking. exploring and expanding on
oral presentations and LIT 3-02a contributions to reflect on,
performances of poems, clarify or adapt thinking.
alone, in pairs or in LIT 4-02a
groups. If you haven’t
yet tried choral speaking I am exploring how I can recognise how the Having explored and Having explored and
as a way of interpreting a pace, gesture, features of spoken language analysed the features of analysed the features of
poem, you don’t know
expression, emphasis can help in communication, spoken language, I can use spoken language, I can use
what you are missing!
and choice of words and I can use what I learn. these, adopting an these independently,
Approach it as a
are used to engage appropriate register to suit adopting and sustaining an
problem-solving activity
for a group, giving each
others, and I can use I can recognise different my purpose and audience. appropriate register to suit
a verse or a few lines to what I learn. features of my own and ENG 3-03a my purpose and audience.
interpret and present ENG 1-03a others’ spoken language. ENG 4-03a
using voices, echoes, ENG 2-03a
repeats, sound effects,
etc.

Literacy and English: experiences and outcomes…through poetry 5


Listening and talking…through poetry (continued)

Early First Second Third Fourth

Finding and using I listen or watch for As I listen or watch, I As I listen or watch, I can As I listen or watch, I can: As I listen or watch, I can:
information useful or interesting can identify and identify and discuss the • identify and give an • clearly state the purpose
information and I use discuss the purpose, purpose, main ideas and accurate account of the and main concerns of a
– when listening to, this to make choices key words and main supporting detail contained purpose and main text and make inferences
watching and talking or learn new things. ideas of the text, and within the text, and use this concerns of the text, and from key statements
about texts with
LIT 0-04a use this information for information for different can make inferences • compare and contrast
increasingly complex a specific purpose. purposes. from key statements different types of text
LIT 1-04a LIT 2-04a • identify and discuss • gather, link and use
ideas, structures and
specialist vocabulary similarities and information from different
differences between sources and use this for
SPL says: Encourage different types of text different purposes.
pupils to pick out • use this information for LIT 4-04a
favourite words, different purposes.
sounds, lines, images LIT 3-04a
as they listen to poems,
making notes where
appropriate and using As I listen or watch, I As I listen or watch, I can As I listen or watch, I can make notes and organise these to
this information to am learning to make make notes, organise these develop thinking, help retain and recall information, explore
inform new work or to notes under given under suitable headings and issues and create new texts, using my own words as
help with presentations headings and use use these to understand appropriate.
or the making of these to understand ideas and information and LIT 3-05a / LIT 4-05a
decisions about the what I have listened to create new texts, using my
poems they are or watched and create own words as appropriate.
exploring. new texts. LIT 2-05a
LIT 1-05a

I can select ideas and I can select ideas and I can independently select ideas and relevant information for
relevant information, relevant information, different purposes, organise essential information or ideas
organise these in a organise these in an and any supporting detail in a logical order, and use suitable
logical sequence and appropriate way for my vocabulary to communicate effectively with my audience.
use words which will purpose and use suitable LIT 3-06a / LIT 4-06a
be interesting and/or vocabulary for my audience.
useful for others. LIT 2-06a
LIT 1-06a

Literacy and English: experiences and outcomes…through poetry 6


Listening and talking…through poetry (continued)

Early First Second Third Fourth

Understanding, To help me I can show my I can show my understanding I can show my understanding I can show my understanding
analysing and understand stories and understanding of what of what I listen to or watch by of what I listen to or watch by of what I listen to or watch by
other texts, I ask I listen to or watch by responding to literal, commenting, with evidence, giving detailed, evaluative
evaluating questions and link responding to and inferential, evaluative and on the content and form of comments, with evidence,
what I am learning with asking different kinds other types of questions, and short and extended texts. about the content and form of
– investigating and/or what I already know. of questions. by asking different kinds of LIT 3-07a short and extended texts.
appreciating texts with LIT 0-07a / LIT 0-16a / LIT 1-07a questions of my own. LIT 4-07a
increasingly complex ENG 0-17a LIT 2-07a
ideas, structures and
specialist vocabulary for
different purposes To help me develop an To help me develop an To help me develop an To help me develop an
informed view, I am informed view, I can informed view, I am learning informed view, I can identify
SPL says: the more learning to recognise distinguish fact from opinion, about the techniques used to some of the techniques used
poems the children the difference between and I am learning to influence opinion and how to to influence or persuade and
read and explore, the fact and opinion. recognise when my sources assess the value of my can assess the value of my
more confident they LIT 1-08a try to influence me and how sources, and I can recognise sources.
will become in delving useful these are. persuasion. LIT 4-08a
into them to consider LIT 2-08a LIT 3-08a
what makes them tick,
drawing on previous
examples and
experience to generate
questions (and
answers) of their own;
the less they do this,
the more likely they
are to find it
challenging and even
daunting.

Literacy and English: experiences and outcomes…through poetry 7


Listening and talking…through poetry (continued)

Early First Second Third Fourth

Creating texts Within real and When listening and When listening and talking When listening and talking When listening and talking
imaginary situations, I talking with others for with others for different with others for different with others for different
– applying the elements share experiences and different purposes, I purposes, I can: purposes, I can: purposes, I can:
others use to create feelings, ideas and can exchange • share information, • communicate • communicate detailed
different types of short information in a way information, experiences and information, ideas or information, ideas or
and extended texts with that communicates my experiences, opinions opinions opinions
increasingly complex message. explanations, ideas • explain processes and • explain processes, • explain processes,
ideas, structures and LIT 0-09a and opinions, and ideas concepts or ideas concepts or ideas with
vocabulary clarify points by asking • identify issues raised and • identify issues raised, some relevant
I enjoy exploring questions or by asking summarise main points summarise findings or supporting detail
SPL says: These events and characters others to say more. or findings draw conclusions. • sum up ideas, issues,
outcomes would apply in stories and other LIT 1-09a • clarify points by asking LIT 3-09a findings or conclusions.
where pupils are texts and I use what I questions or by asking LIT 4-09a
planning and learn to invent my others to say more.
developing oral own, sharing these LIT 2-09a
presentations and with others in
performances of imaginative ways.
poems, alone, in pairs LIT 0-09b / LIT 0-31a
or in groups.

As I listen and take I can communicate I am developing confidence when engaging with others within I can communicate in a
part in conversations clearly when engaging and beyond my place of learning. I can communicate in a clear, expressive manner
and discussions, I with others within and clear, expressive way and I am learning to select and when engaging with others
discover new words beyond my place of organise resources independently. within and beyond my place
and phrases which I learning, using LIT 2-10a / LIT 3-10a of learning, and can
4
use to help me selected resources as independently select and
express my ideas, required. organise appropriate
thoughts and feelings. LIT 1-10a resources as required.
LIT 0-10a LIT 4-10a

4
This may include images, objects, audio, visual or digital resources.

Literacy and English: experiences and outcomes…through poetry 8


Reading…through poetry

Early First Second Third Fourth

Enjoyment and I enjoy exploring and I regularly select and read, listen to or watch texts I regularly select and read, I regularly select and read,
choice playing with the which I enjoy and find interesting, and I can explain listen to or watch texts for listen to or watch texts for
patterns and sounds of why I prefer certain texts and authors. enjoyment and interest, and I enjoyment and interest, and I
– within a motivating language and can use LIT 1-11a / LIT 2-11a can express how well they can express how well they
and challenging what I learn. meet my needs and meet my needs and
environment,
LIT 0-01a / LIT 0-11a / expectations and give expectations and give
LIT 0-20a reasons, with evidence, for reasons, with evidence, for
developing an
awareness of the my personal response. my personal response.
I enjoy exploring and
relevance of texts in my choosing stories and 5
life I can identify sources to I can independently identify
other texts to watch, develop the range of my sources to develop the range
read or listen to, and reading. of my reading.
SPL says: How many
can share my likes and LIT 3-11a LIT 4-11a
of our pupils have a
dislikes.
repertoire of favourite
LIT 0-01b / LIT 0-11b
poets, poems or
anthologies that they
could discuss or share
with others? How often
do we encourage them
to read poems in
addition to novels and
factual reading? Do
they know where to go
to find out more about
poets and poems they
like? Is there room for
improvement in our
poetry practice? Could
we be broadening our
pupils’ poetry horizons
a bit further?

5
Sources should be interpreted in the broadest sense, for example, traditional sources such as libraries and also the full range of digital and interpersonal opportunities to
learn about texts.

Literacy and English: experiences and outcomes…through poetry 9


Reading…through poetry (continued)

Early First Second Third Fourth

Tools for reading I explore sounds, I can use my Through developing my knowledge of context clues, punctuation, grammar and layout, I can
letters and words, knowledge of sight read unfamiliar texts with increasing fluency, understanding and expression.
– to help me use texts discovering how they vocabulary, phonics, ENG 2-12a / ENG 3-12a / ENG 4-12a
with increasingly work together, and I context clues,
complex or unfamiliar can use what I learn to punctuation and
ideas, structures and help me as I read and grammar to read with
vocabulary within and write. understanding and
beyond my place of ENG 0-12a / LIT 0-13a / expression.
learning LIT 0-21a ENG 1-12a

SPL says: Poetry can


be the ideal place to I am learning to select I can select and use a range I can select and use the Before and as I read, I can
find complexity, and use strategies and of strategies and resources strategies and resources I apply strategies and use
challenge, unfamiliar resources before I before I read, and as I read, find most useful before I resources independently to
structures and read, and as I read, to to make meaning clear and read, and as I read, to help me read a wide variety
vocabulary, but a lot of help make the give reasons for my monitor and check my of texts and/or find the
fun can be had working meaning of texts clear. selection. understanding. information I need.
out these puzzles and LIT 1-13a LIT 2-13a LIT 3-13a LIT 4-13a
exploring and enjoying
their possibilities. The
more exposure pupils
have to such texts,
through creative and
engaging approaches,
the less daunting the
tackling of them will
become.

Literacy and English: experiences and outcomes…through poetry 10


Reading…through poetry (continued)

Early First Second Third Fourth

Finding and using I use signs, books or Using what I know Using what I know about the Using what I know about the features of different types of
information other texts to find about the features of features of different types of texts, I can find, select, sort, summarise, link and use
useful or interesting different types of texts, texts, I can find, select and information from different sources.
– when reading and information and I use I can find, select, sort sort information from a LIT 3-14a / LIT 4-14a
using fiction and non- this to plan, make and use information for variety of sources and use
fiction texts with choices or learn new a specific purpose. this for different purposes.
increasingly complex things. LIT 1-14a LIT 2-14a
LIT 0-14a
ideas, structures and
specialist vocabulary
I am learning to make I can make notes, organise I can make notes and organise them to develop my thinking,
notes under given them under suitable help retain and recall information, explore issues and create
SPL says: There is
plenty of ‘reading
headings and use headings and use them to new texts, using my own words as appropriate.
detective’ work to be them to understand understand information, LIT 3-15a / LIT 4-15a
done with poetic texts, information, explore develop my thinking, explore
and children can enjoy ideas and problems problems and create new
the challenge of having and create new texts. texts, using my own words as
to look and think in LIT 1-15a appropriate.
different ways to LIT 2-15a
discover information,
drawing on their
increasing knowledge
and experience of
poetry.

SPL says: As pupils


investigate poems,
they can make notes
and gather ideas under
particular headings to
help them clarify such
matters as content,
ideas, techniques, new
vocabulary. These
notes can then inform
their own subsequent
writings.

Literacy and English: experiences and outcomes…through poetry 11


Reading…through poetry (continued)

Early First Second Third Fourth

Understanding, To help me To show my To show my understanding To show my understanding To show my understanding


analysing and understand stories and understanding across across different areas of across different areas of across different areas of
other texts, I ask different areas of learning, I can identify and learning, I can: learning, I can:
evaluating questions and link learning, I can identify consider the purpose and • identify and consider the • clearly state the purpose,
what I am learning with and consider the main ideas of a text and use purpose, main concerns main concerns, concepts
– investigating and/or what I already know. purpose and main supporting detail. or concepts and use or arguments and use
appreciating fiction and LIT 0-07a / LIT 0-16a / ideas of a text. LIT 2-16a supporting detail supporting detail
non-fiction texts with ENG 0-17a LIT 1-16a • make inferences from • make inferences from
increasingly complex
key statements key statements and state
ideas, structures and
• identify and discuss these accurately in my
specialist vocabulary for
similarities and own words
different purposes
differences between • compare and contrast
SPL says: Poetry
different types of text. different types of text.
LIT 3-16a LIT 4-16a
provides the ideal
material for the
‘reading detective’, and
pupils should be able to To show my To show my understanding, I To show my understanding, I To show my understanding, I
cover these outcomes understanding, I can can respond to literal, can comment, with evidence, can give detailed, evaluative
in the context of poetry respond to different inferential and evaluative on the content and form of comments, with evidence, on
as readily as they can kinds of questions and questions and other close short and extended texts, the content and form of short
with fiction and factual other close reading reading tasks and can create and respond to literal, and extended texts, and
texts. tasks and I am different kinds of questions of inferential and evaluative respond to different kinds of
learning to create my own. questions and other types of questions and other types of
some questions of my ENG 2-17a close reading tasks. close reading tasks.
own. ENG 3-17a ENG 4-17a
ENG 1-17a

Literacy and English: experiences and outcomes…through poetry 12


Reading…through poetry (continued)

Early First Second Third Fourth

Understanding, To help me develop an To help me develop an To help me develop an To help me develop an


analysing and informed view, I can informed view, I can identify informed view, I am exploring informed view, I can
recognise the and explain the difference the techniques used to recognise persuasion and
evaluating difference between between fact and opinion, influence my opinion. I can bias, identify some of the
(continued)
fact and opinion. recognise when I am being recognise persuasion and techniques used to influence
SPL says: Although
LIT 1-18a influenced, and have assess the reliability of my opinion, and assess the
many of these assessed how useful and information and credibility reliability of information and
statements may seem believable my sources are. and value of my sources. credibility and value of my
directed towards LIT 2-18a LIT 3-18a sources.
fiction, they apply just LIT 4-18a
as well to poetic texts.

I enjoy exploring I can share my I can: I can: I can:


events and characters thoughts about • discuss structure, • discuss and evaluate the • discuss and evaluate the
in stories and other structure, characters characterisation and/or structure, effectiveness of
texts, sharing my and/or setting, setting characterisation and/or structure,
thoughts in different recognise the writer’s • recognise the relevance setting using some characterisation and/or
ways. message and relate it of the writer’s theme and supporting evidence setting using some
LIT 0-19a to my own how this relates to my • identify the main theme supporting evidence
experiences, and own and others’ of the text and recognise • identify how the writer’s
comment on the experiences the relevance this has to main theme or central
effective choice of • discuss the writer’s style my own and others’ concerns are revealed
words and other and other features experiences and can recognise how
features. appropriate to genre. • identify and comment on they relate to my own
ENG 1-19a ENG 2-19a aspects of the writer’s and others’ experiences
style and other features • identify and make a
appropriate to genre personal evaluation of
using some relevant the effect of aspects of
evidence. the writer’s style and
ENG 3-19a other features
appropriate to genre
using some relevant
evidence and
terminology.
ENG 4-19a

Literacy and English: experiences and outcomes…through poetry 13


Writing…through poetry

Early First Second Third Fourth

Enjoyment and I enjoy exploring and I enjoy creating texts of my choice and I regularly I enjoy creating texts of my choice and I am developing my
choice playing with the select subject, purpose, format and resources to suit own style. I can regularly select subject, purpose, format and
patterns and sounds of the needs of my audience. resources to suit the needs of my audience.
- within a motivating and language and can use LIT 1-20a / LIT 2-20a LIT 3-20a / LIT 4-20a
challenging what I learn.
LIT 0-01a / LIT 0-11a /
environment,
LIT 0-20a
developing an
awareness of the
relevance of texts in my
life

SPL says: How many


times a year does
poetry provide the
context for the
fulfilment of the
statements listed here?
Poems are often
shorter texts and
therefore more readily
reflected upon and
honed by pupils as they
consider how well they
are meeting the needs
of their audience.

Literacy and English: experiences and outcomes…through poetry 14


Writing…through poetry (continued)

Early First Second Third Fourth

Tools for writing I explore sounds, I can spell the most I can spell most of the words I can use a range of I can use a range of
letters and words, commonly-used I need to communicate, using strategies and resources and strategies and resources
– using knowledge of discovering how they words, using my spelling rules, specialist spell most of the words I independently and ensure
technical aspects to work together, and I knowledge of letter vocabulary, self-correction need to use, including that my spelling, including
help my writing can use what I learn to patterns and spelling techniques and a range of specialist vocabulary, and specialist vocabulary, is
communicate effectively help me as I read or rules and use resources. ensure that my spelling is accurate.
within and beyond my write. resources to help me LIT 2-21a accurate. LIT 4-21a
place of learning ENG 0-12a / LIT 0-13a / spell tricky or LIT 3-21a
LIT 0-21a unfamiliar words.
SPL says: Poems are LIT 1-21a
often shorter texts and
therefore more readily As I play and learn, I
reflected upon and enjoy exploring I can write In both short and extended As appropriate to my purpose and type of text, I can
honed by pupils as they interesting materials independently, use texts, I can use appropriate punctuate and structure different types of sentences with
consider how well they for writing and different appropriate punctuation, vary my sufficient accuracy, and arrange these to make meaning
are meeting the needs ways of recording my punctuation and order sentence structures and clear, showing straightforward relationships between
of their audience. experiences and and link my sentences divide my work into paragraphs.
feelings, ideas and in a way that makes paragraphs in a way that LIT 3-22a / LIT 4-22a
SPL says: Once again, information. sense. makes sense to my reader.
the exploration of the LIT 0-21b LIT 1-22a LIT 2-22a
ways in which sounds
letters and words work
together need not be Throughout the writing Throughout the writing Throughout the writing Throughout the writing
kept from older process, I can check process, I can check that my process, I can review and process, I can review and
children – this is at the that my writing makes writing makes sense and edit my writing to ensure that edit my writing independently
heart of poetry!
sense. meets its purpose. it meets its purpose and to ensure that it meets its
LIT 1-23a LIT 2-23a communicates meaning at purpose and communicates
first reading. meaning clearly at first
LIT 3-23a reading.
LIT 4-23a

Literacy and English: experiences and outcomes…through poetry 15


Writing…through poetry (continued)

Early First Second Third Fourth

Tools for writing I can present my I consider the impact that I can consider the impact that I can justify my choice and
(continued) writing in a way that layout and presentation will layout and presentation will use of layout and
will make it legible and have and can combine have on my reader, selecting presentation in terms of the
SPL says: The attractive for my lettering, graphics and other and using a variety of intended impact on my
written/visual reader, combining features to engage my features appropriate to reader.
presentation of poetry words, images and reader. purpose and audience. LIT 4-24a
lends itself to creative other features. LIT 2-24a LIT 3-24a
exploration in a variety LIT 1-24a
of forms and media.

Literacy and English: experiences and outcomes…through poetry 16


Writing…through poetry (continued)

Early First Second Third Fourth

Organising and I am learning to use I can use my notes and other I can use notes and other I can use notes and other
using information my notes and other types of writing to help me types of writing to generate types of writing to generate
types of writing to help understand information and and develop ideas, retain and develop ideas, retain
– considering texts to me understand ideas, explore problems, and recall information, and recall information,
help create short and information and ideas, make decisions, generate explore problems, make explore problems, make
extended texts for explore problems, and develop ideas or create decisions, generate and decisions, or create original
different purposes generate and develop new text. develop ideas or create text.
ideas or create new original text.
SPL says: Note-
text. I recognise the need to I can make appropriate and
making and annotation
LIT 1-25a acknowledge my sources I recognise when it is responsible use of sources
can help in the and can do this appropriate to quote from and acknowledge these
exploration of a poem, appropriately. sources and when I should appropriately.
and that poem can LIT 2-25a put points into my own LIT 4-25a
then form the template words. I can acknowledge
for a new piece of my sources appropriately.
writing by the pupil. LIT 3-25a
Preparation for poetry
writing will often
involve gathering Within real and By considering the By considering the type of By considering the type of text I am creating, I can
words and phrases imaginary situations, I type of text I am text I am creating, I can independently select ideas and relevant information for
together, perhaps in 6
share experiences and creating, I can select select ideas and relevant different purposes, and organise essential information or
lists, and then pupils feelings, ideas and ideas and relevant information, organise these ideas and any supporting detail in a logical order. I can use
selecting their information in a way information, organise in an appropriate way for my suitable vocabulary to communicate effectively with my
preferred items and that communicates my these in a logical purpose and use suitable audience.
arranging them in the message. sequence and use vocabulary for my audience. LIT 3-26a / LIT 4-26a
best sequence to LIT 0-26a words which will be LIT 2-26a
convey the strongest
interesting and/or
message, image,
useful for others.
emotion or idea.
LIT 1-26a

6
These will include the range of texts and media described in the principles and practice paper.

Literacy and English: experiences and outcomes…through poetry 17


Writing…through poetry (continued)

Early First Second Third Fourth

Creating texts I am learning to use I can engage and/or influence readers through my use of
language and style in a way language, style and tone as appropriate to genre.
– applying the elements which engages and/or
which writers use to influences my reader. ENG 3-27a / ENG 4-27a
create different types of ENG 2-27a
short and extended
texts with increasingly
complex ideas,
structures and I can convey I can convey information, I can convey information, I can convey information and
vocabulary information, describe describe events, explain describe events, explain describe events, explain
events or processes, processes or combine ideas processes or concepts, and processes or concepts,
SPL says: Pupils can share my opinions or in different ways. combine ideas in different providing substantiating
apply the poetic and persuade my reader in LIT 2-28a ways. evidence, and synthesise
stylistic techniques
different ways. LIT 3-28a ideas or opinions in different
they have already
LIT 1-28a / LIT 1-29a ways.
identified through
LIT 4-28a
reading, discussion and
annotation to their own
writing, and compare
the results or consider I can persuade, argue, I can persuade, argue, I can persuade, argue,
the effectiveness explore issues or express an evaluate, explore issues or evaluate, explore issues or
against the criteria opinion using relevant express an opinion using a express and justify opinions
they have identified for supporting detail and/or clear line of thought, relevant within a convincing line of
themselves. evidence. supporting detail and/or thought, using relevant
LIT 2-29a evidence. supporting detail and/or
LIT 3-29a evidence.
LIT 4-29a

Literacy and English: experiences and outcomes…through poetry 18


Writing…through poetry (continued)

Early First Second Third Fourth

Creating texts I can describe and As I write for different I can recreate a convincing I can create a convincing
(continued) share my experiences purposes and readers, I can impression of a personal impression of my personal
and how they made describe and share my experience for my reader, experience and reflect on my
SPL says: although me feel. experiences, expressing sharing my feelings and response to the changing
these outcomes largely ENG 1-30a what they made me think reactions to the changing circumstances to engage my
apply to fiction, they are about and how they made circumstances with some reader.
also applicable to the me feel. attempt at reflection. ENG 4-30a
writing of poetry. Some ENG 2-30a ENG 3-30a
non-specialist teachers
may need additional
support to be aware of I enjoy exploring Having explored the Having explored the Having explored the Having explored and
the many possibilities for events and characters elements which writers elements which writers use in elements which writers use, I experimented with the
form, style, tone and
in stories and other use in different genres, different genres, I can use can create texts in different narrative structures which
convention in the poetic
texts and I use what I I can use what I learn what I learn to create stories, genres by: writers use to create texts in
realm.
learn to invent my to create my own poems and plays with an • integrating the different genres, I can:
Download the SPL
own, sharing these stories, poems and interesting and appropriate conventions of my • use the conventions of
resource ‘A Glossary of with others in plays with interesting structure, interesting chosen genre my chosen genre
Poetic Forms and Terms’ imaginative ways. structures, characters characters and/or settings successfully and/or successfully and/or
from the teachers’ LIT 0-09b / LIT 0-31a and/or settings. which come to life. • using convincing and • create an appropriate
section of the SPL web ENG 1-31a ENG 2-31a appropriate structures mood or atmosphere
site for further support. and/or and/or
• creating interesting and • create convincing
convincing characters relationships, actions
and/or and dialogue for my
• building convincing characters.
settings which come to ENG 4-31a
life.
ENG 3-31a

Literacy and English: experiences and outcomes…through poetry 19