Literature
Literature
Embedded Files
Literature fires the imagination.
As one of the four SOWM for LLC, the high status afforded to literature in CfW is undisputed.
Engaging and stimulating literature is central to language development and wider curriculum purposes, such as the development of empathy, creativity and cultural understanding. An inspiring example of this is described by Wenda Davies and the learners at Coastlands when they describe how poetry is threaded through their weekly learning experiences in their Poetry Pathway.
Strategic and sustained support from, and collaboration with, partners, such as Empathy Lab, can support clusters in making informed choices regarding curriculum choices, to complement a literature-rich culture that all learners should enjoy and broaden and deepen their understanding of themselves and others. The use of texts such as The Arrival and The Soup Movement in YHT inspire transdisciplinary work and social action.
Literature can provide windows into worlds within and beyond our own lives, supporting cross-cutting themes of RSE; local, national and international contexts; careers and work-related experiences; human rights education and UNCRC; and diversity. These themes can then be considered through the lens of our own cynefin.
Key considerations
§ Recognise the role of literature in firing the imagination, and as a window into many worlds, both within and beyond the students' own experiences. Well-chosen literature supports a deeper understanding of themes such as Relationships and Sex Education (RSE), local, national, and international contexts, careers, human rights education, and diversity.
§ Promote a visibly literature-rich culture that encourages learners to enjoy, broaden and deepen their understanding of themselves and others.
§ Encourage learners to consider these themes through the lens of their own cynefin or personal context, fostering a deeper connection to literature created by others and themselves, and its relevance to, and enhancement of, their lives.
§ Strategic and sustained support from and collaboration with partners, such as Empathy Lab, can support clusters in making informed choices regarding curriculum choices.
A Poetry Pathway at Coastlands School.mp4Coastlands CP School describe how their Poem of the Week whole school approach fires imaginations, engages critical and creative thinkers, develops meaningful communication skills with a broadening vocabulary, amongst other benefits.
Partneriaeth Literacy conferences (to view recordings you may need to request access to Team if not already a member)
KS2 – KS3 Literature firing, literacy bridging
An opportunity to model how we can use literature to fuel and bridge literacy along the learning continuum. A look at a plan based on a novel about Welsh history. Welsh medium.
Following her time as a primary school teacher and language coordinator for primary schools in Conwy, Sian Vaughan has been a member of the Conwy Welsh Language Advisory Team for 18 years. She now supports primary schools to implement Cwricwlwm i Gymru and Literacy. She has produced Language Immersion resources and guides and trains nationally on successful methods to raise standards of oracy and increase understanding of reading through text discussion. She is also Vice Chair and a national trainer for Language and Literacy for CYDAG.
Presentation alongside and link to session recording here: Llenyddiaeth yn tanio
Cyflwyniad Dysgu Drwy Lenyddiaeth.pptxWider resources
KS3 Poetry Anthology - Theme of Change.pdfMany schools in Pembrokeshire use The Lost Words as a wonderful collection of poems of rich, evocative language. Not just joyful to discuss and recite, but also supporting understanding of important issues of sustainability and stewardship. These poems can form the spine of a spiral curriculum of poetry across a cluster, woven and revisited across the years.
Alongside is an example of wider resources available to supplement the teacher notes developed by Eva John.
Poem by the first President of Senegal, Léopold Sédar Senghor.
Recently, a mum explained that, in school, an adult referred to her black son as a 'boy of colour'. The speaker found this quite curious and reminded him of this poem: Cher frère blanc
Dear White Brother (English translation)
When I was born, I was black,
When I grew up, I was black,
When I am in the sun, I am black,
When I am sick, I am black,
When I die, I will be black.
While you, white man,
When you were born, you were pink,
When you grew up, you were white,
When you go in the sun, you are red,
When you are cold, you are blue,
When you are scared, you are green,
When you are sick, you are yellow,
When you die, you will be grey.
So, between you and me,
Who is the coloured man?
Page updated
Report abuse