Poetrys Place in the Curriculum

Denman (1988) poetry is the most neglected component in the language arts curriculum
resulting in children receiving less and less exposure to it. Swanger (1983) rationalisation of art
subjects.
Pupils used to being presented with accessible, entertaining poems in context of a wider topic
area.
Concerns have been raised about positioning of childrens literature and its use.
Ray (1999); Benton (1999, 2000) poetry is weaker than other aspects of English inspected,
suggesting it may be underdeveloped.
Benton 1978 poetry is a Cinderella subject. 1999 a rainbow in the English curriculum. 2000 a
conveyor belt deleterious effects of the pressures within the English curriculum upon poetry
pedagogy.
Argue for a more centralised position of poetry in the English curriculum
Poetry being squeezed out and constrained.
Teachers suggest learning to read properly threatens creativity (Blunkett, 1999)
A space in the curriculum which cultivates growth of self and language use.
Risk that some teachers relish pupils playfulness with and control over language.
Benton (1999) far from facilitating pupils learning and engagement with poetry, teachers feel
constrained to adopt strategies which they feel has hindered it even though teachers value a
response based approach.
Mroz et al. (2002) based on subject knowledge and content in the curriculum rather than
pedagogy, so teaching styles are only officially addressed.
Teaching becomes delivery of a curriculum, no longer an engagement with other minds.

Poetrys Place in the Curriculum

DfE, 2013

Goswami (1990) important poetry is used effectively throughout the primary curriculum.
Subsequently more successful in reading, writing, speaking and listening.

Key Stage 1:
Yr1/2 comprehension: listening to and discussing a wide range of poems; learning to appreciate
rhymes and poems and recite some by heart
Listen frequently to poems that cannot be read for themselves. Pupils should begin to
understand how written language can be structured.
Yr2 sooner pupils can read well and frequently, the sooner they will be able to access
vocabulary, comprehension and vocabulary across the curriculum.
listening to, discussing and expressing views about a wide range of contemporary and classic
poetry
recognising simple recurring literary language in stories and poetry
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting
some, with appropriate intonation to make the meaning clear
participate in discussion
explain and discuss their understanding of poems they listen to and that they read themselves
writing poetry
Develop their understanding and enjoyment of poetry

Poetrys Place in the Curriculum

DfE, 2013

Key Stage 2:
Yr3/4
Listening to and discussing a wide range of poetry
Preparing poems to read aloud and perform showing understanding through intonation, tone,
volume and action
Recognising some different forms of poetry e.g. free verse/narrative
Pupils should continue to have opportunities to listen frequently to poems
Reading, re-reading and rehearsing poems for presentation/performance gives pupils
opportunities to discuss language , including vocabulary, extending their interest in the meaning
and origin of words. Pupils should be encouraged to use drama approaches to understand how to
perform poems to support their understanding of the meaning. Provide them with an incentive to
find out what expression is required feeding into comprehension.
Yr5/6

Should be able to read a wider range of poetry written at an age appropriate level of interest
with accuracy and at a reasonable speaking pace
Pupils knowledge of language from poetry support their increasing fluency as readers, facility
as writers and their comprehension.
Continue to discuss and read an increasingly wide range of poetry
Learn a wider range of poetry by heart