International Matches
Primary School Literacy Competition

Teaching Considerations

Areas for Research:
West Indies, Zimbabwe, Local Area, School, Durham County CricketClub, England Cricket Team, Riverside Pavilion.

Location, Weather, Industry, Sports, Activities, Environment, Local Entertainment, Buildings, History, Things of Specific Interest.

The content of each section can cover any aspect of interest to the children and link to other areas of study e.g. farming.

?Year 5 Term 3 – Range – Non-Fiction (i) persuasive writing to put or argue a point of view: , leaflets to persuade, support, (ii) Dictionaries, thesauruses, including I.T. sources.

A number of Text level goals can be met by this competition.
There is a large requirement to read and evaluate a number of texts, magazines, brochures, newspaper articles and websites.
Analysis of their format and persuasiveness, clarity and quality of information will be required.
Notetaking will form part of this research stage as well as a great deal of understanding.
Drafting and editing will be required to produce the final document
Construction and evaluation of an argument would also be covered by the programme theme.

At Word level work cricket terminology provides and interesting tool to explore transform words (e.g. bowl – bowled – bowling – bowler) see appendix.
Vocabulary extension can also be offered by cricketing terms (e.g. LBW, Ct etc on a score card) and via technical terms (fielding positions, equipment, terms - Howzat)

Year 6 Term 3 – Range – Non-Fiction: (I) explanations linked to work from other subjects; (ii) Non chronological reports linked to work from other subjects (iii) reference texts, ?, including IT Sources.

Some Sentence level work can be met by producing the programme specifically construction and punctuation goals. The programme should be written as a factual report as in a tourist brochure.

Text level work goals in the Non-Fiction section are covered by the competition.

  1. An understanding of impersonal formal language and the ability to appraise a text quickly will be important in producing a programme.
  2. Skim reading and review of texts will also be important
  3. When writing the programme style, tense and paragraph construction will all be covered as part of the final programme.

The method of producing the programme is up to the individual school and teacher. The only regulation is that we can only accept one entry per school per year group. Each entry will be judged separately and prizes distributed appropriately. The programme can be hand written or word processed depending on individual preference.

As a guide we would recommend splitting the programme into five sections; front and back cover, contents and about the school/local area, Caribbean, Zimbabwe, England cricket/DCCC and Chester-le-Street. Children could then work on each section in pairs. From this a number of programmes could be formed, a composite programme could then be formed from the best sections those 10 children would then represent the school and come to the International Match.

The method of selection of the children is dependent on the school we can only offer 10 child places per school due to pressure for tickets.

Introduction Competition Outline
Prizes Cricket Activities
Classroom Activities Design of Programme
Teaching Considerations Online Register

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