Primary School Literacy Competition
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
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
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
understanding of impersonal formal language and the ability
to appraise a text quickly will be important in producing a
reading and review of texts will also be important
writing the programme style, tense and paragraph construction
will all be covered as part of the final programme.
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