DEVELOPING A SCHEME
OF WORK
FOR LITERACY
Curriculum Advisory & Support Service
Supporting Learning
Curriculum Advisory & Support Service
Supporting Learning
Introduction - Using this Guidance
Please note
This guidance is not definitive but it does provide the main elements of
Language and Literacy that need to be covered in your scheme. The
examples given are simply that, examples, and are given to clarify
statements or to indicate progression.
Schools should have a structured, systematic phonics scheme in place so
there will be no need to rewrite it. The same goes for handwriting, the
requirement being that children will ‘produce handwriting which is accurately
formed and consistent in size’ by Level 3.
When drawing up a scheme of work the following need to be referenced:
 The NI Curriculum Document
 The Levels of Progression
 Language and Literacy in the Foundation Stage (The purple box)
 Literacy schemes the school uses
The following should also be considered:
 The classroom environment
 Making connections across the three modes of language
 Teaching and learning – strategies, experiences and activities
 Poetry
 Use of ICT
 Assessment
The Classroom Environment
Is it a place where
- there is a positive risk-taking climate where efforts are valued and
problem-solving encouraged
- children are encouraged to take ownership of their learning
- children are given choices eg times when they can choose what they read;
what they choose to write about
- children have opportunities to work as individuals, in pairs, as part of a
group or whole class
- children have opportunities to cooperate and work collaboratively
- the classroom is attractive and set out in a way that enhances teaching
and learning
- resources are relevant, age-appropriate, attractive and accessible
Making Connections
‘Good writers are thieves’ (Pie Corbett)
So where do writers steal from? - from listening to others, sharing and
expressing thoughts and ideas and from reading a wide range of texts. The
reverse is also true; good language skills are developed through reading and
writing.
So it is important that the teaching and learning is connected, without being
contrived, across the three modes where at all possible.
Connections also need to be made across the curriculum so that learning is
set in relevant meaningful contexts and to allow for learning to be transferred.
Teaching and Learning
The core teaching strategies and approaches are set out in the guidance and
need to be agreed and implemented by all staff. Ensure that there is a shared
understanding of the terms ‘modelled’, ‘shared’ and ‘guided’.
The learning experiences and activities need to be relevant, meaningful and
age-appropriate. The active learning strategies that were explored in the
Revised Curriculum training apply in Language and Literacy as in other areas
of learning.
Poetry
There is currently no guidance on developing poetry in this document, not
because we do not consider it to be of no importance but quite the opposite; in
fact it deserves a document of its own!
Poetry is such a wonderful resource for exploring feelings, emotions and
concepts. The sheer beauty of language and how it is used should be
explored right from the start. It is important that children read and hear read a
wide range of poems and have opportunities for writing their own. Simple
activities such as writing string poems can encourage and inspire the most
reluctant writers. Encourage children to work in pairs or groups and model and
share writing poems of all kinds. Keep a book of poetry on the table so that
odd moments can be filled with a short poem or even just one verse.
There is a huge range of excellent poetry books available so that a poem for
every occasion can be found.
Use of ICT
It is a given that ICT (in all its forms) will be used to enhance teaching and
learning in Language and Literacy. In this guidance the term ‘texts’ covers all
forms of texts eg books, magazines, brochures and includes digital texts.
Assessment
Assessment is an on-going process and how and when it will be carried out
should be agreed by all staff. Strategies for assessing progress include;
- Observation (planned and spontaneous)
- Running records
- Analysing samples of work
- Questioning
- Talking to the children about their work
- Standardised tests
- INCAs
- End of Key Stage assessment
This guidance has been cross-referenced with the Levels of Progression.
Setting out the Scheme
When drawing up your scheme of work you must ensure that the curriculum,
as set out in ‘The Gold Book,’ is covered and that there is clear continuity and
progression within it.
The scheme of work should set out the following in broad terms:
 learning intentions
 teaching strategies/approaches
 learning experiences/activities
 resources where appropriate
Yr 3 Talking and Listening
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Yr 3 Reading
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
 Conventions of talking and listening
- Turn taking
- Listening and sharing ideas and
experiences in pairs/small groups
- Listening to more complex/longer
stories
- Responding to others by linking to
own experience
- Contributing to discussion

range of fiction and non-fiction
texts – how and where (inc crosscurricular) they will be used

which genre and forms to be
developed and whether the genre
are to be introduced (exposure to)
or taught

Understanding of different features
of texts

The teaching process
- Use of familiarisation, problemsolving, modelled shared guided
and independent approaches
 Oral language skills
- speaking clearly to a range of
audiences
- using appropriate pace, tone and
pitch when retelling familiar stories
eg The Three Billy Goats Gruff
-
 Contexts and Strategies for pupils
to plan their talking and listening
Eg what they are going to say when
telling news or recounting a familiar
story

Distinguishing between fiction and
non-fiction texts
Beginning to identify some main
features of some genre eg
narrative, recount, procedural
Developing understanding of
‘blurb’ and its purpose
Use of modelled shared, guided
and independent approaches
Yr 3 Writing
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED

Skills for writing
- opportunities for pupils to plan their
writing eg talk for writing
- jointly constructing prompts to
support pupil planning
- Using a given form appropriately eg
list, letter
Yr 3 Talking and Listening
 Develop/expand vocab eg use of
barrier games

 Identify the range of fiction, nonfiction, poetry, drama and media
texts – where and how they are to be
used
Yr 3 Reading
Developing oral and written
comprehension
-
Sequencing
Retelling
Predicting
Questioning
Giving reasons for predictions
-

Language features
- text organisation/layout specific to
the genre or form
- vocab appropriate to the genre/form

Grammar
- Using nouns, verbs, adjectives and
adverbs appropriately
- Using time connectives
- Varying sentence beginnings

Punctuation
 Telling and re-telling
 Finding information eg listening for
specific information

 Give opinions and explain reasons
 Skills of discussion eg turn taking,
contributing to the main points
 Questioning –asking and answering
questions eg ‘how’ and ‘why’
 Giving/ following instructions eg
playing games, making models
 Talk for learning eg talk about what
they are doing and what they have
learnt
 Drama/role play
- taking on a role eg hot seating


Associated skills
- Using range of cues for reading
and checking for meaning
- Finding information eg using a
contents page or simple index
- Recording responses
Phonics - Refer to school scheme
for Phonics
-
Developing fluency and expression
-
Yr 3 Writing
Through modelled and shared
demonstrate choosing or changing a
word to improve the writing
Using success criteria to make some
changes
-
using punctuation eg exclamation
marks, commas
Using capital letters, full stops,
question marks and exclamation
marks.
Using commas in a list
Understanding use of speech marks
and apostrophes through reading

Spelling
Make links with phonics scheme

Handwriting
Yr 4 Talking and Listening
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Yr 4 Reading
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED


Conventions of talking and
listening
-
-


Beginning to adapt language for
different situations
Responding to others by linking to
own experience and
understanding
Contributing to discussion and
responding to others contributions
appropriately

-
-


which genre and forms to be
developed and whether the genre
are to be introduced (exposure to)
or taught

The teaching process
- Use of familiarisation, problemsolving, modelled shared guided
and independent approaches

Skills for writing
- opportunities for pupils to plan their
writing eg talk about what they are
going to write and how they will do
it
- jointly constructing frameworks,
charts etc to support pupil planning
- Using a given form appropriately eg
a thank-you letter, a simple recipe
- Beginning simple proof reading and
editing in relation to success criteria
Understanding of different features
of texts
-
Oral language skills
- speaking clearly to a range of
audiences
- using appropriate pace, tone and
pitch when recounting an
experience or giving a
presentation
Contexts and Strategies for pupils
to plan their talking and listening
- Using prompts or simple chart to
plan a prese
range of fiction and non-fiction
texts –how and where (inc crosscurricular) they will be used
- Widening range within genre eg
playscripts, exploring poetry
Yr 4 Writing
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Identifying main features of some
genre eg narrative, recount,
procedural, report
Exploring features specific to
genre eg setting and characters in
narratives
Developing understanding of
‘blurb’ and its purpose
Use of modelled shared, guided
and independent approaches


Yr 4 Talking and Listening
Identify the range of fiction, nonfiction, poetry, drama and media
texts – where and how they are to be
used

Finding information eg listening for
specific information

Giving opinions and explaining
reasons

Skills of discussion eg turn taking
when working in a group, contributing
to the main points

Questioning –asking and answering
questions eg ‘how’ and ‘why’

Giving/ following instructions
-
Listening and following a
sequence of instructions
Devising own instructions as part

Yr 4 Writing
Language features
-
-
Telling and re-telling

Yr 4 Reading
Developing oral and written
comprehension


Sequencing
Retelling
Predicting
Questioning
Giving reasons for predictions
Expressing opinions using
evidence from texts
Associated skills
- Integrating range of cues for
reading and checking for meaning
- Finding and selecting information
for a specific purpose eg.using a
contents page or index
- Identifying key points eg using
highlighters
- Recording responses
text organisation/layout specific to
the genre or form
- vocab appropriate to the genre/form

Grammar
- Using nouns, verbs, adjectives and
adverbs appropriately
- Agreement between pronouns and
verbs
- Using time connectives
- Varying sentence beginnings

Punctuation
-
-
Using capital letters, full stops,
question marks and exclamation
marks.
Using commas
understanding use of speech marks
and apostrophes through reading
Phonics - Refer to school scheme
for Phonics

Spelling
Make links with phonics scheme
Yr 4 Talking and Listening
of a topic or theme eg how to
make a model

Talk for learning
- explaining how and why they
have done something
- Beginning to talk about what they
might do next

Drama/role play
Eg taking on the role of a character in
a drama using appropriate speech
and voice
Yr 4 Reading

Developing fluency and expression
-
using punctuation
using natural phrasing in texts
Yr 4 Writing

Handwriting
Yr 5 Talking and Listening
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED

Yr 5 Reading
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Conventions of talking and listening 
-
listening to others’ views attentively
responding appropriately in a range
of situations
showing an awareness of the
conventions in a formal situation


Oral language skills eg using
appropriate expression

Opportunities for pupils to plan
their talking and listening eg what
they are going to say when talking
with others( eg visits) ; oral
presentations

Develop/expand vocab eg using
stronger verbs for said

The range of fiction, non-fiction,
poetry, drama and media texts –
where and how they are to be used
range of fiction and non-fiction texts
– how and where (inc crosscurricular) they will be used
Understanding of different features
of texts(develops understanding for
writing in genre)
-

Yr 5 Writing
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED

which genre and forms to be
developed and whether they are to be
introduced (exposure to), taught,
maintained or developed further

The teaching process
- use of familiarisation, problemsolving, modelled shared guided and
independent approaches
- understanding audience and purpose

Skills for writing
- opportunities for pupils to plan their
writing eg talk for writing, planning
grids
- using a given form appropriately
- improving writing eg proof reading;
making changes relevant to success
criteria
layout
language features
vocabulary
comparing and contrasting different
texts
Use of modelled shared, guided and
independent approaches

Yr 5 Talking and Listening
Telling and re-telling

Yr 5 Reading
Developing oral and written
comprehension

Yr 5 Writing
Language features
-

Finding information eg listening for
and finding specific info

Giving opinions and explaining
reasons


Skills of discussion eg turn taking,
following and contributing to the main
points

Questioning – extending
understanding eg how and why
sequencing
retelling
summarising
predicting, inferring and deducing
questioning
giving a reason for an opinion
Associated skills
- locating information
- using contents, index etc
- skimming and scanning
- reviewing and recalling
- recording responses
Giving/following instructions

Phonics - Refer to school scheme for
Phonics

Talk for learning eg talking about
their learning in a more organised
way

Developing fluency and expression
eg use of appropriate inflection;
developing silent reading
Drama/role play eg maintaining a
role

Grammar
- using nouns, verbs and adjectives
and adverbs appropriately
- using conjunctions
- varying sentence beginnings

Punctuation
-


text organisation/layout specific to the
genre or form
- vocab appropriate to the genre/form
- exploring use of paragraphs in genre
where they are obvious eg reports
- using paragraphs in eg reports
-

using capital letters, full stops,
commas, question marks and
exclamation marks
understanding use of speech marks
and apostrophes through modelled
shared and guided reading
Spelling
Make links with phonics scheme

Handwriting
Yr 6 Talking and Listening
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Yr 6 Reading
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED


Range of fiction and non-fiction texts 
– how and where (inc crosscurricular) they will be used

Understanding of different features
of texts (develops understanding for
writing in genre)
Conventions of talking and
listening
- sustaining a conversation or topic
- showing an awareness of
audience and purpose
- adapting language behaviours for
different situations

Oral language skills eg using
appropriate tone and pitch

Opportunities for pupils’ planning
eg brainstorming and selecting and
organising ideas for presentations,
formal conversations with visitors


Developing/expanding vocab eg
using appropriate vocab to present
ideas, using descriptive language
The range of fiction, non-fiction,
poetry, drama and media texts –
where and how they are to be used
-
audience and purpose
layout
language features
how language can be used to
engage the reader eg similes
vocabulary
comparing and contrasting the work
of a single writer

Use of modelled shared, guided and
independent approaches

Developing oral and written
comprehension
-
sequencing
retelling
summarising
predicting, inferring, deducing,
empathising
Yr 6 Writing
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
which genre and forms to be
developed and whether they are to be
introduced (exposure to), taught,
maintained or developed further

The teaching process
- Use of familiarisation, problemsolving, modelled shared guided and
independent approaches
- Understanding audience and purpose

Skills for writing
- opportunities for pupils to plan their
writing eg plan using grids or prompts
and use the plan for writing
- using a range of forms appropriately
- Improving writing eg proof and editing

Language features
-
text organisation/layout specific to the
genre or form
- vocab appropriate to the genre/form
- exploring use of paragraphs in
narratives and recounts through

Telling and re-telling, and
interpreting texts
-

Finding information eg listening for
and finding specific info, explaining
using own words
-

Giving opinions and explaining
reasons eg using own experience
and knowledge to justify

Skills of discussion eg developing
collaborative working skills

Questioning – extending
understanding, asking about others
points of view




Giving/ following more complex
instructions
Talk for learning eg talk about how
they learn best, what they need to do
next etc
Drama/role play eg improvising a
scene, using appropriate tone of
voice


modelled shared and guided reading
- beginning to use paragraphs
questioning
discussing (with peers and in
groups)
giving reasons for supporting
opinions

Associated skills
- locating information eg use a
number of sources
- using different ways of marking texts
eg highlighting, underlining
- extending different ways of
recording responses eg diagrams,
drama
- using contents, index, sections and

headings
- skimming and scanning
- reviewing and recalling
Grammar
- using nouns, verbs and adjectives
and adverbs appropriately
- using conjunctions
- varying sentence beginnings
- using longer more complex sentence
structures
Phonics - Refer to school scheme for
Phonics

Punctuation
-
using capital letters, full stops,
commas, question marks,
exclamation marks
using speech marks, apostrophes
Spelling
Developing fluency and expression
Make links with phonics scheme
- using appropriate inflection, tone
and pitch
- developing more extended periods
of silent reading

Handwriting
Yr 7 Talking and Listening
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Yr 7 Reading
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED


Range of fiction and non-fiction texts 
– how and where (inc crosscurricular) they will be used

Understanding of different features
of texts (develops understanding for
writing in genre)




Conventions of talking and
listening
- sustaining language behaviours in
a range of situations
- understanding and responding to
other points of view
Oral language skills eg pace,
volume, register
-
Opportunities for pupils planning
eg how to keep to the point,
structuring presentations logically
-
-
how structure and main features are
linked to form and purpose
impact of layout and language
vocabulary eg how it can be
manipulated
evaluating texts eg comparing
accounts of the same event in
different newspapers
identifying similarities and
differences in the work of writers
Developing/expanding vocab eg
investigating word derivations and
roots; using appropriate vocab for
effect

Use of modelled shared, guided and
independent approaches
The range of fiction, non-fiction,
poetry, drama and media texts –
where and how they are to be used

Developing oral and written
comprehension
Yr 7 Writing
IDENTIFY HOW AND WHERE THE
FOLLOWING WILL BE ADDRESSED
Which genre and forms to be
developed and whether they are to
be introduced (exposure to), taught,
maintained or developed further.

The teaching process
- use of familiarisation, problemsolving, modelled shared guided
and independent approaches
- audience and purpose

Skills for writing
- opportunities for pupils to use a
range of planning strategies and to
refer to the plan throughout
- selecting from a range of forms and
using appropriately
- write showing awareness of
appropriate audience and purpose
- improving writing eg proof-reading,
editing and redrafting parts to
improve meaning







-
Telling and re-telling, and
interpreting texts
Finding information eg from a range
of sources, summarising
-
Giving opinions and explaining
reasons eg using own experience
and knowledge to justify; listening to
others’ opinions and be willing to
modify own
Skills of discussion eg developing
collaborative working skills, following
on from what has been said, making
comments that widen discussion
-
-
Questioning eg asking a range of
questions to extend understanding,
analyse and explore ideas; asking
more open-ended questions
Giving/ following more complex
instructions
Talk for learning eg talking about
how to improve and identifying the
next steps
identifying main points

summarising
paraphrasing
predicting, inferring, deducing ,
empathising
identifying some implicit meanings
questioning
discussing and analysing
re-assessing initial response in light
of further reading and/or what others 
might say
using evidence from texts to explain
their response
Associated skills
- locating information in a planned
way
- selecting and evaluating relevant
information
- making notes
- using chapters, contents, index,
sections and headings
- reviewing and recalling
- skimming, scanning and selecting

-
using text organisation/layout
specific to the genre or form
using vocab appropriate to the
genre/form
adding detail to aid meaning
using paragraphs
Grammar
- using nouns, verbs and adjectives
and adverbs appropriately
- using conjunctions
- varying word order
- using longer more complex
sentence structures
Punctuation
-


Language features
using capital letters, full stops,
commas, question marks,
exclamation marks
using speech marks, apostrophes
Spelling
Make links with phonics scheme
Phonics - Refer to school scheme for
Phonics

Drama/role play eg taking on
different roles and adding ideas to
develop character, use of body
language

Developing fluency and expression
-
using appropriate inflection, tone
and pitch;
developing more extended periods
of silent reading

Handwriting
Introduction - Tracking Genre
The following documents are exemplars only and can be adapted to suit your school
and the supporting texts that are used.
Only the main ideas are set out to demonstrate the connections between reading
and writing when developing knowledge, skills and understanding of genre.
The main aim of this document is to show how learning to write can be built up
incrementally. There is a whole range of skills and knowledge to be acquired and this
can lead to overload. This can put pressure on the child’s working memory, leading
in turn, to disaffection and failure to make progress.
It is useful to follow what First Steps call the ETM model ie decide where and how
children will be exposed to specific genre and form, where and how they will be
taught and finally where and how they will be maintained. It is important that
maintenance should also include some further development so that the more able
children have opportunities to extend their learning.
Tracking a genre from KS1 into KS2 – Report Exemplar
Year
Reading – through modelled, shared and guided:
3





4



5




6



Read and talk about the differences between fiction
and non-fiction texts
Read and talk about range of non-fiction texts and
begin to identify key features
Use and index, contents page
Talk about how reports are set out
Read texts that are appropriate to topic being
developed in class eg as part of World Around Us or
activity-based learning
Talk about how texts are organised eg chapters,
headings, glossary
Talk about how ideas are organised into
sections/paragraphs
Show how information can be located quickly by using
key topic words
Show how to select main ideas
Show how to use a range of resources to access
information
Demonstrate skimming and scanning
Talk about what is known about a topic and what further
information is required
Use KWL grid to record findings
Read and talk about different forms of reports eg
newspapers
Identify and talk about features eg columns, headlines
Writing – through modelled, shared and guided (NB
familiarisation and problem solving carried out in Reading
and discussion):
 Use knowledge of texts to draw up (with the teacher)
simple planning formats eg talk for writing, lists,
prompts
 Generate ideas for writing through brainstorming,
tapping into prior knowledge, contributing to class
planning board
 Use prompts to write a simple report on a familiar topic



Develop planning eg jointly constructed frameworks,
charts
Make a record of information read in a chart
Write a simple report setting it out using jointly
constructed framework


Begin to use grids eg KWL to plan
Use paragraphs to set out a report following the
framework

Maintain learning eg
- plan own report and use the plan for writing
- write simple newspaper report on a familiar topic eg







Use contents, index etc to locate information
Use of connectives in texts
Compare and contrast different forms of reports eg
magazine articles, radio and TV
Compare and contrast the same event reported in
different newspapers
Explore use of language in reports
Develop skimming and scanning skills
Develop skills in selecting and evaluating information
a school football match, a school play

Develop learning further eg.
- Explore digital reports eg news bulletins,
documentaries
- Plan, draft, edit and redraft reports for newspaper ,
radio or TV
- Paragraph reports appropriately
- Plan, ie make notes, for oral presentation of reports
Tracking a genre from KS1 into KS2 – Recount Exemplar
Year
Reading - through modelled, shared and guided :
3




4




5



Read and talk about the differences between oral
and written recounts
Begin to identify key features eg the 5 Ws
Talk about how recounts are set out
Read texts that are appropriate to children’s
experience or a topic or theme being developed
in class
Writing - through modelled, shared and guided (NB familiarisation
and problem solving carried out in Reading and discussion):
 Use knowledge of texts to draw up (with the teacher)simple
planning formats eg talk for writing, prompts
 Generate ideas for writing through brainstorming, tapping into
prior knowledge, contributing to class planning board
 Use prompts to write a simple recount of a personal
experience
Read and talk about how ideas are organised into
sections
Read and talk about information needed for the
setting of a recount
Read and discuss use of time connectives,
identifying words other than ‘then’ in the text
Talk about how events are ordered chronologically


Read and talk about use of descriptive language
in recounts
Explore endings which provide evaluative
comments
Read and discuss how the writer’s feelings can
enhance the recount



Develop planning eg. jointly constructed frameworks, charts
Write a recount setting it out using jointly constructed
framework
Order the recount appropriately
Use some of the identified time connectives appropriately
Maintain learning eg
- use a range of adjectives and adverbs
- add detail to the setting and main characters
- maintain past tense
- write a conclusion which indicates how the writer feels
6/7
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
Read and talk about different forms of recounts eg 
diaries, blogs, letters, biographies
Talk about how the use of dialogue can affect your
interpretation eg ‘Stop that at once!’ shouted Dad
Compare and contrast different forms of recounts
Compare and contrast the same event recounted
by different writers eg experiences on the Titanic
Explore use of language to elaborate events and
characters
Distinguish between fact and opinion when
reading recounts
Maintain and develop learning eg
- plan own recount and use the plan for writing
- write a recount which sustains the theme throughout
- provide relevant background information
- use paragraphs
- include personal reflections
- use dialogue to enhance writing
- write a biography of someone as part of a topic or theme
- edit and redraft where appropriate
- plan, ie make notes, for oral presentations of recounts in
drama or role play
Tracking a genre from KS1 into KS2 - Explanation Exemplar
Year
Reading - through modelled, shared and guided
3



4


5



6/7


Read explanations and talk about their
purpose
Identify how explanations are set out eg
glossary, flow chart, cyclical diagram. Title,
sequence, illustrations
Identify key features of language- cause
and effect
Read various explanatory texts appropriate to
curricular area and talk about layout and
organisation eg. Title, definition, sequence,
application
Identify cause and effect words eg. because,
makes, results in
Identify use of present tense and paragraphs
Read various explanatory texts appropriate
to curricular area eg letter,and identify use of
generalisations, objective language, passive
verbs, subject specific language
Identify further cause and effect words eg
if…then
Read explanatory texts noting text, sentence and
word level characteristics
Note evaluation section
Writing - through modelled, shared and guided (NB
Familiarisation and problem solving carried out in reading
and discussion

Make class glossary of special interest words eg
linked to cross curricular topics

Use knowledge of texts to draw up (with the
teacher) simple planning formats eg talk for writing,
prompts,

Produce simple flow charts or diagrams that
explain a process eg life cycle
 Develop planning eg jointly constructed frameworks
 Use jointly constructed framework to write explanation
 Set out and sequence appropriately using paragraphs
 Use present tense and some cause and effect words

-
Maintain learning eg.
Refine planning
Write explanations following a framework to include
key features identified from reading
-
Maintain/Develop learning further eg.
Plan own explanatory text and use plan for writing
Use appropriate layout
Sequence correctly eg title, definition,
components/parts, operations, applications,

-
evaluation
Use paragraphing
Clearly demonstrate the relationship of cause and
effect
Use appropriate vocabulary, passives, linking words
and maintain generalisation throughout
Use illustrations/ diagrams to support text
Edit, refine as necessary
Focus on clarity, conciseness and impersonal style
Tracking a genre from KS1 into KS2 - Procedural Exemplar
Year
Reading - through modelled, shared and guided
3
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4
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5
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
Read and talk about the differences between oral
and written instructions
Talk about how instructions are set out - eg
numbers, illustrations, arrows
Identify key features eg title/ aim, method/steps in
sequence; action verbs to begin each sentence,
linking words eg First, Next…
Read and follow instructions that are appropriate
to curricular area eg making a model in WAU/
recipe for pancakes etc.
Read various procedural texts appropriate to
curricular area and talk about the organisation of
written instructions eg sections, paragraphs, bullet
points,
Identify use of present tense
Identify how adverbs clarify the instruction eg
Quickly stir…..
Read various procedural texts appropriate to
curricular area and talk about the purpose,
advantage of written instructions
Identify key features-aim/goal, requirements,
steps in sequence, headings, sub headings
Identify language features-imperative verbs, link
phrases
Writing - through modelled, shared and guided (NB
Familiarisation and problem solving carried out in reading
and discussion
 Use knowledge of texts to draw up (with the teacher)
simple planning formats eg talk for writing, lists,
prompts, simple flow charts
 Draw and label the steps involved in a procedure
 Use prompts to write a set of simple instructions on a
familiar procedure eg washing hands

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Develop planning eg jointly constructed frameworks,
Use jointly constructed framework to write procedure
Set out and order appropriately
Use a range of linking words
Use some adverbs

Maintain learning eg
- refine planning
- write procedure following a framework to include
key features identified from reading
6/7
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Identify how all relevant information is included to
meet the needs of the audience
Identify use of adequate detail and precise
terminology/ vocabulary
Identify supporting strategies eg diagrams,
Read and evaluate a range of instructional texts in
terms of their purposes, organisation and layout,
clarity and usefulness

Develop learning further eg
- plan own procedural text and use the plan for writing
- use appropriate layout including headings
- sequence correctly with detailed information on how
each step is to be completed
- use diagrams, photos, illustrations etc. to support
text
- test out written instructions and evaluate
- make suggestions as to how text might be improved
Tracking a genre from KS1 into KS2 – Narrative Exemplar
Year
Reading - through modelled, shared and guided :
3

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4
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5

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
Explore the difference between oral and written
stories
Retell stories
Identify the features of narrative texts viz setting,
problem, ending (resolution),characters
Read and talk about stories with different settings
Talk about what makes stories interesting and
engaging ie the idea of a problem in a story
Talk about characters and their traits eg beautiful
princesses, wicked witches etc
Develop understanding of setting eg use of stronger
verbs and adjectives
Read and talk about features of different narratives
eg traditional tales, fables, adventures
Talk about the language used in different types of
stories eg adventures use words that build up
tension and excitement
Talk about the recurring characters in stories eg
‘goodies’ and ‘baddies’
Read and talk about different types of narrative eg
science fiction/fantasy
Talk about the language used
Compare and contrast settings
Writing - through modelled, shared and guided (NB
familiarisation and problem solving carried out in Reading and
discussion):
 Use knowledge of stories to plan writing with the
teacher/others eg talk for writing, prompts,
 Use knowledge of setting to begin a story
 Develop description of characters by writing character
profiles, ‘wanted’ posters
 Write own versions of familiar stories
 Begin to write stories that have some features of narrative
eg settings, characters and plot






Write settings for places children know and for familiar
stories
Develop planning eg using story boards, jointly constructed
frameworks
Extend descriptions of characters to include some
behaviours or ‘traits’ rather than just what they look like
Write own versions of familiar stories changing setting
characters or ending (text innovation)
Use knowledge of stories read to write an adventure,
developing setting and characters
Maintain learning eg refine planning
- use knowledge to write a different type of narrative eg
science fiction/fantasy story
- refine use of descriptive language
- begin to write longer stories which have all the key
6
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
7
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

features of narrative
Maintain learning eg
- plan writing and use the plan for writing
- refine characterisations
- refine language in stories
- begin to use paragraphs
- write familiar stories from another point of view
- begin to use dialogue
Identify and talk about setting, problem, resolution in
familiar stories
Develop understanding of how characters are
presented and how they relate to each other
Explore use of dialogue in stories
Explore different versions of the same story eg the
wolf’s view in The Three Little Pigs
Identify paragraphs in stories – problem-solve why
and where they occur

Compare and contrast narrative in digital and text
form eg Babe and The Sheep Pig
Talk about how paragraphs are organised
Compare and contrast the work of a single author –
talk about the writer’s ‘style’
Talk about how writers create mood and effect

Maintain learning eg.
- use story boards to construct a story
- plan, draft, edit and redraft where appropriate

Develop learning further eg.
- use paragraphs
- use dialogue
- use language to create mood and effect
- begin to develop own style
Tracking a genre - Exposition (Persuasive) Exemplar
NB A lot of oral work should be done in KS1 in preparation for persuasive writing eg for and against
Year
Reading - through modelled, shared and guided :
4/5

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6
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7

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
Read and talk about the purpose of persuasive
texts
Read and talk about common forms eg
advertisements , posters
Identify key features of layout and language
Writing - through modelled, shared and guided (NB familiarisation
and problem solving carried out in Reading and discussion):
 Design a poster or advert for a familiar event eg the school
play
Read and talk about a range of forms of
expositions eg leaflets, brochures, flyers
Identify some persuasive techniques used eg
words and phrases such as, ‘probably’, ‘surely you
would agree’
Identify how information is presented logically
Read and talk about the importance of a
conclusion which sums up the whole argument


Read and evaluate how arguments are presented
eg newspaper articles and /or letters which are
intended to inform , persuade or complain
Distinguish between fact and opinion and identify
instances where there is ambiguity
Identify the features of balanced arguments eg
summarising both sides of the argument
Identify supporting evidence for the arguments

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





Develop planning eg a jointly constructed framework
Write an article intending to persuade the reader – setting out
personal view
Maintain point of view
Write a letter (as a group or as an individual) on an issue that
is meaningful eg road safety at the school
Plan oral expositions on a familiar topic or theme
Plan (in groups or pairs) and carry out class debates on a
familiar topic or theme
Plan, draft, edit and redraft expositions
Use a range of verbs, some in the passive eg ‘Children are
killed every day on our roads’
Paragraph appropriately
Write a balanced exposition on a topic that allows for differing
views