DEVELOPING A SCHEME
OF WORK
FOR LITERACY
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 / Yr 3 Reading / Yr 3 Writing
IDENTIFY HOW AND WHERE THE FOLLOWING WILL BE ADDRESSED
- Conventions of talking and listening
-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
- Oral language skills
- 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
- Develop/expand vocab eg use of barrier games
- Identify the range of fiction, non-fiction, poetry, drama and media texts – where and how they are to be used
- 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
- range of fiction and non-fiction texts – how and where (inc cross-curricular) they will be used
- Understanding of different features of 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
- Developing oral and written comprehension
-Retelling
-Predicting
-Questioning
-Giving reasons for predictions
- Associated skills
-Finding information eg using a contents page or simple index
-Recording responses
- Phonics - Refer to school scheme for Phonics
- Developing fluency and expression
- which genre and forms to be developed and whether the genre are to be introduced (exposure to) or taught
- The teaching process
- Skills for writing
-jointly constructing prompts to support pupil planning
-Using a given form appropriately eg list, letter
-Through modelled and shared demonstrate choosing or changing a word to improve the writing
-Using success criteria to make some changes
- Language features
-vocab appropriate to the genre/form
- Grammar
-Using time connectives
-Varying sentence beginnings
- Punctuation
-Using commas in a list
-Understanding use of speech marks and apostrophesthrough reading
- Spelling
- Handwriting
Yr 4 Talking and Listening / Yr 4 Reading / Yr 4 Writing
IDENTIFY HOW AND WHERE THE FOLLOWING WILL BE ADDRESSED
- Conventions of talking and listening
-Responding to others by linking to own experience and understanding
-Contributing to discussion and responding to others contributions appropriately
- Oral language skills
- 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
- Identify the range of fiction, non-fiction, poetry, drama and media texts – where and how they are to be used
- Telling and re-telling
- 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
-Devising own instructions as part of a topic or theme eg how to make a model
- Talk for learning
-Beginning to talk about what they might do next
- Drama/role play
- range of fiction and non-fiction texts –how and where (inc cross-curricular) they will be used
- Understanding of different features of texts
-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
- Developing oral and written comprehension
-Retelling
-Predicting
-Questioning
-Giving reasons for predictions
-Expressing opinions using evidence from texts
- Associated skills
-Finding and selecting information for a specific purpose eg.using a contents page or index
-Identifying key points eg using highlighters
-Recording responses
- Phonics - Refer to school scheme for Phonics
- Developing fluency and expression
-using natural phrasing in texts / IDENTIFY HOW AND WHERE THE FOLLOWING WILL BE ADDRESSED
- which genre and forms to be developed and whether the genre are to be introduced (exposure to) or taught
- The teaching process
- Skills for writing
-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
- Language features
-vocab appropriate to the genre/form
- Grammar
-Agreement between pronouns and verbs
-Using time connectives
-Varying sentence beginnings
- Punctuation
-Using commas
- understanding use of speech marks and apostrophesthrough reading
- Spelling
- Handwriting
Yr 5 Talking and Listening / Yr 5 Reading / Yr 5 Writing
IDENTIFY HOW AND WHERE THE FOLLOWING WILL BE ADDRESSED
- Conventions of talking and listening
-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
- Telling and re-telling
- Finding information eg listening for and finding specific info
- Givingopinions and explaining reasons
- Skills of discussion eg turn taking, following and contributing to the main points
- Questioning – extending understanding eg how and why
- Giving/following instructions
- Talk for learning eg talking about their learning in a more organised way
- Drama/role play eg maintaining a role
- range of fiction and non-fiction texts – how and where (inc cross-curricular) they will be used
- Understanding of different features of texts(develops understanding for writing in genre)
-language features
-vocabulary
-comparing and contrasting different texts
- Use of modelled shared, guided and independent approaches
- Developing oral and written comprehension
-retelling
-summarising
-predicting, inferring and deducing
-questioning
-giving a reason for an opinion
- Associated skills
-using contents, index etc
-skimming and scanning
-reviewing and recalling
-recording responses
- Phonics - Refer to school scheme for Phonics
- Developing fluency and expression eg use of appropriate inflection; developing silent reading
- which genre and forms to be developed and whether they are to be introduced (exposure to), taught, maintained or developed further
- The teaching process
-understanding audience and purpose
- Skills for writing
-using a given form appropriately
-improving writing eg proof reading; making changes relevant to success criteria
- Language features
-vocab appropriate to the genre/form
-exploring use of paragraphs in genre where they are obvious eg reports
-using paragraphs in eg reports
- Grammar
-using conjunctions
-varying sentence beginnings
- Punctuation
-understanding use of speech marks and apostrophes through modelled shared and guided reading
- Spelling
- Handwriting
Yr 6 Talking and Listening / Yr 6 Reading / Yr 6 Writing
IDENTIFY HOW AND WHERE THE FOLLOWING WILL BE ADDRESSED
- Conventions of talking and listening
-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
- 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
- Range of fiction and non-fiction texts – how and where (inc cross-curricular) they will be used
- Understanding of different features of texts (develops understanding for writing in genre)
-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
-retelling
-summarising
-predicting, inferring, deducing, empathising
-questioning
-discussing (with peers and in groups)
-giving reasons for supporting opinions
- Associated skills
-using different waysof 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
- Phonics - Refer to school scheme for Phonics
- Developing fluency and expression
-developing more extended periods of silent reading / 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
-Understanding audience and purpose
- Skills for writing
-using a range of forms appropriately
-Improving writing eg proof and editing
- Language features
-vocab appropriate to the genre/form
-exploring use of paragraphs in narratives and recounts through modelled shared and guided reading
-beginning to use paragraphs
- Grammar
-using conjunctions
-varying sentence beginnings
-using longer more complex sentence structures
- Punctuation
-using speech marks, apostrophes
- Spelling
- Handwriting
Yr 7 Talking and Listening / Yr 7 Reading / Yr 7 Writing
IDENTIFY HOW AND WHERE THE FOLLOWING WILL BE ADDRESSED
- Conventions of talking and listening
-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
- Developing/expandingvocab eg investigating word derivations and roots; using appropriate vocab for effect
- The range of fiction, non-fiction, poetry, drama and media texts – where and how they are to be used
- 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
- Drama/role play eg taking on different roles and adding ideas to develop character, use of body language
- Range of fiction and non-fiction texts – how and where (inc cross-curricular) they will be used
- Understanding of different features of texts (develops understanding for writing in genre)
-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
- Use of modelled shared, guided and independent approaches
- Developing oral and written comprehension
-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
- Phonics - Refer to school scheme for Phonics
- Developing fluency and expression
-developing more extended periods of silent reading / 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
-audience and purpose
- Skills for writing
-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
- Language features
-using vocab appropriate to the genre/form
-adding detail to aid meaning
-using paragraphs
- Grammar
-using conjunctions
-varying word order
-using longer more complex sentence structures
- Punctuation
-using speech marks, apostrophes
- Spelling
- Handwriting
Introduction - Tracking Genre