English Language and Literacy

At LIS, the children follow the curriculum guidelines based on the CIPP (Cambridge International Primary Programme).  This curriculum framework is based on the National Curriculum and the National Literacy Strategy that has been implemented in England, but has been designed specifically for teachers and students in the international context.

The English Curriculum Framework (CIPP) is organised into six stages (1 to 6) beginning with Pre-School 3 through Grade 5.  Each stage reflects the teaching targets for a year group in the primary phase.  The framework covers the first year of primary, when students are approximately 5 years old (stage 1) to the final year of primary, when students are approximately 11 years old (stage 6).

The curriculum framework is divided into four strands as shown below

  • Usage
  • Phonics: We use a programme called Letterland. This programme begins by introducing the letters and sounds in Pre-School 1&2, and then is used mainly in Pre-School 3 – Grade 2 to aid in letter-sound learning.
  • Spelling: We use a programme called Spelling Made Easy, which begins in Grade 2, as well as using sight words and Letterland strategies.
  • Vocabulary: We teach new vocabulary throughout all subject areas.
  • Grammar and punctuation: Research shows that EAL (English as an Additional Language) students learn best when the grammar and punctuation is taught within the context of learning. (See writing section)
  • Reading: We use the Oxford Reading Tree scheme to aid in the teaching of reading skills. If you are interested in good quality children’s literature to purchase, please see the classroom teacher for suggestions.
  • Writing: We teach writing, as well as grammar and punctuation, through genre based learning. Below is a chart of the genres taught in each grade.

English Language and Literacy curriculum

Grade Genre Writing unit
PS 3 Information Texts (Non-Fiction)

Nursery Rhymes (Poetry)		 Traditional Stories (Fiction)

Recounts (Non-Fiction)		 Patterned Stories (Fiction)

Modern Rhymes (Poetry)
1 Everyday Stories (Fiction)

Signs and Labels (Non-Fiction)

Instructions (Non-Fiction)

Poetry 		Fairy Tales / Traditional Stories (Fiction)

Reports (Non-Fiction)
 
Stories From Around the World (Fiction)		 Fantasy Stories (Fiction)

Recounts (Non-Fiction)

Poetry
2 Everyday Stories (Fiction)

Dictionaries (Non-Fiction)

Narrative - Stories by the Same Author (Fiction)

Plays and Poetry 		 Traditional Stories (Fiction)

Non-Chronological Reports  (Non-Fiction)

Explanation Texts (Non-Fiction)

Poetry 		 Stories by Significant Authors (Fiction)

Recounts (Non-Fiction)

Instructions (Non-Fiction)

Poetry
3 Stories With Familiar Settings (Fiction)

Instructions (Non-Fiction)

Poetry		 Myths, Legends and Traditional Tales (Fiction)

Letters (Non-Fiction)

Poetry		 Adventure Stories (Fiction)

Non-Chronological Reports (Non-Fiction)

Poetry
4 Historical Fiction (Fiction)

Non-Chronological Reports (Non-Fiction)

Poetry

Plays		 Fantasy Stories (Fiction)

Newspaper Style Reports (Non-Fiction)

Poetry		 Stories that address problems and situations (Fiction)

Explanations and Persuasion (Non-Fiction)

Poetry
5 Narrative Character and Structure (Fiction)

Recounts (Non-Fiction)
 
Persuasive Writing (Non-Fiction)		 Myths and Legends (Fiction)

Non-Chronological Reports (Non-Fiction)

Poetry and Plays		 Novel Study (Fiction)

Biography and Autobiography (Non-Fiction)

Poetry and Plays
  • Speaking and Listening: In this area, we focus on getting the children to listen to each other and respond. This happens in all areas of the curriculum and is a good way to encourage children to learn from each other.

If you would like more information about the progression through the stages, please click here.

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