Literacy Links

National Curriculum 2014 – Y5/6 
‘Comprehension
maintain positive attitudes to reading and understanding of what they read by: 
  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously 
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary 
  • provide reasoned justifications for their views.'

'Composition 
Pupils should be taught to: 
  • plan their writing by: 
  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own 
  • noting and developing initial ideas, drawing on reading and research where necessary'

Teachers could take one story during each phase, starting with The Story of Abraham in Phase One and following it with one story from each faith.
Note: Archaeological evidence of the culture of the time shows that it was common practice to have children by one’s handmaid. There are some suggestions below but there are many more online and in children’s books about the three religions that could be utilised.

Teachers could begin by exploring any of the stories with the class through drama (Freeze Frame) and/or Hot Seating or Patch Work Thinking. Then groups / pairs of pupils could look at each story from a different view point using one of the strategies below .Pupils should be encouraged to select different strategies for each story so they experience speaking and listening, written and drama opportunities.

  • Retell from another character view
  • Cartoon
  • Play
  • Group drama
  • Tell it orally – using storytelling techniques
  • Retell the story in a modern context
  • Write a newspaper report about the main incident in the story
  • Write the script and perform a TV / Radio news report about the story
  • Sequence the story on a story board
  • Patch work thinking

Freeze Frame
This is a device to be used where upon a given signal from the teacher (clap, bell, etc.), children "freeze" in position. This enables exploration of what characters may be thinking, which can inform the continuing action. Children could discuss how many frames are needed to tell a story, which could inform a subsequent piece of writing. If children are asked to add a single phrase to the freeze frame, this encourages them into being selective about dialogue.

Patchwork Thinking
  • Explore the story further by identifying connections between key words/ phrases of the story

Choose your story
  • Generate 16 key words/ phrases from the story
  • Arrange the 16 key words/ phrases into a 4x4 ‘thinking quilt’ 

Challenge your children to link the patches of the quilt (the key words/phrases from the story, either discussing their reasons or writing them between the patches.

Phase One
Abraham was a descendant of Noah’s son, Shem, Christians and Jews believe Jesus is a descendant of Abraham, through his son Isaac, while Muslims believe that Muhammad was a descendant of Abraham, through his other son, Ishmael.

Phase Two
Instructions to play the simple game of chance using the top can be found at Dreidel – the game.
Pupils could then be challenged to write the rules in a simple form for younger children to read and understand.

Phase Three

Phase Four

Phase Five
  • Choosing and refining a sample of literacy work for the class exhibition / presentation