Literacy World and the Revised Northern Ireland Primary Curriculum
The Essential Fiction and Non-fiction Teaching and Planning Guides have been fully updated in 2007 to reflect the latest
curriculum guidance across the UK.
The tables below demonstrate how the Teaching and Planning Guides cover the Revised Northern Ireland Primary Curriculum for
Language and Literacy.
Note: there are some objectives which we feel will be achieved either outside structured lesson time, or over a longer period as
the culmination of a year’s literacy work. These include the reading objectives ‘engage in sustained, independent and silent
reading for enjoyment and information’, ‘extend the range of reading and develop their own preferences’ and the writing
objectives ‘begin to formulate their own personal style’ and ‘develop a swift and legible style of handwriting’. Finally, the talking
and listening objective ‘talk with people in a variety of formal and informal situations’ is partly covered within the structured
work, but as the example ‘during educational visits or visitors to the classroom’ suggests, this should also be covered in real
world situations if possible.
STAGE 2 Essential Non-fiction Teaching and Planning Guide
LW Unit
Revised NI Primary Curriculum
Language and Literacy
Key Stage 2
Unit 1
Talking and Listening
Reading
Recounts
Pupils should be enabled to:
Pupils should be enabled to:
 listen and respond to a range of
 participate in modelled, shared, paired
fiction, poetry, drama and media texts
and guided reading experiences
through the use of traditional and
 read, explore, understand and make use
digital resources
of a wide range of traditional and digital
 tell, retell and interpret stories based
texts
on memories, personal experiences,
 engage in sustained, independent and
literature, imagination and the content
silent reading for enjoyment and
of the curriculum
information
 participate in group and class
 represent their understanding of texts in a
discussions for a variety of curricular
range of ways, including visual, oral,
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 use the skills of planning, revising and
purposes
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 identify and ask appropriate questions
to seek information, views and feelings
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
Unit 2
Information
texts
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 describe and talk about real
dramatic and digital
 consider, interpret and discuss texts,
exploring the ways in which language can
be manipulated in order to affect the
reader or engage attention
 begin to be aware of how different media
present information, ideas and events in
different ways
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 reconsider their initial response to texts in
the light of insight and information which
emerge subsequently from their reading
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
 use a range of cross-checking strategies to
read unfamiliar words in texts
 use a variety of reading skills for different
reading purposes
Reading
Pupils should be enabled to:
 participate in modelled, shared, paired
and guided reading experiences
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 engage in sustained, independent and
silent reading for enjoyment and
information
 use traditional and digital sources to




redrafting to improve their writing,
including that which they have
composed digitally
express thoughts, feelings and opinions
in imaginative and factual writing
create, organise, refine and present
ideas using traditional and digital
means, combining text, sound or
graphics
use a variety of skills to spell words
correctly
develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
experiences and imaginary situations
and about people, places, events and
artefacts
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
Unit 3
Explanation
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
locate, select, evaluate and communicate
information relevant for a particular task
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 consider, interpret and discuss texts,
exploring the ways in which language can
be manipulated in order to affect the
reader or engage attention
 begin to be aware of how different media
present information, ideas and events in
different ways
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 use a range of cross-checking strategies to
read unfamiliar words in texts
 use a variety of reading skills for different
reading purposes
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 use traditional and digital sources to
locate, select, evaluate and communicate
information relevant for a particular task
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 reconsider their initial response to texts in
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 create, organise, refine and present
ideas using traditional and digital
means, combining text, sound or
graphics
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 express thoughts, feelings and opinions
in imaginative and factual writing
 develop increasing competence in the
Unit 4
Persuasive
texts
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 participate in group and class
discussions for a variety of curricular
purposes
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 prepare and give a short oral
presentation to a familiar group,
the light of insight and information which
emerge subsequently from their reading
use of grammar and punctuation to
create clarity of meaning
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 consider, interpret and discuss texts,
exploring the ways in which language can
be manipulated in order to affect the
reader or engage attention
 begin to be aware of how different media
present information, ideas and events in
different ways
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 create, organise, refine and present
ideas using traditional and digital
means, combining text, sound or
graphics
 understand the differences between
spoken and written language
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
 use a variety of stylistic features to
create mood and effect
Unit 5
Evaluating
instructions
showing an awareness of audience and
including the use of multimedia
presentations
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read
Talking and Listening
Pupils should be enabled to:
 participate in group and class
discussions for a variety of curricular
purposes
 formulate, give and respond to
guidance, directions and instructions
 participate in a range of drama
activities across the curriculum
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
 use a variety of reading skills for different
reading purposes
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired,
and guided reading experiences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
STAGE 2 Essential Fiction Teaching and Planning Guide
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
LW Unit
Unit 1
Stories with
historical
settings
Revised NI Primary Curriculum
Language and Literacy
Key Stage 2
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 participate in group and class
discussions for a variety of curricular
purposes
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 formulate, give and respond to
guidance, directions and instructions
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 extend the range of their reading and
develop their own preferences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 consider, interpret and discuss texts,
exploring the ways in which language can
be manipulated in order to affect the
reader or engage attention
 begin to be aware of how different media
present information, ideas and events in
different ways
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 use a range of cross-checking strategies to
read unfamiliar words in texts
 use a variety of reading skills for different
reading purposes
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 understand the differences between
spoken and written language
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Unit 2
Stories set
in imaginary
worlds
 identify and ask appropriate questions
to seek information, views and
feelings, for example, plan and carry
out an interview with adults well
known to them
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read, for example, talk about an
idea they have
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 formulate, give and respond to
guidance, directions and instructions
 participate in a range of drama
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 extend the range of their reading and
develop their own preferences
 use traditional and digital sources to
locate, select, evaluate and communicate
information relevant for a particular task
 use traditional and digital sources to
locate, select, evaluate and communicate
information relevant for a particular task
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 consider, interpret and discuss texts,
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 use a variety of stylistic features to
create mood and effect
 create, organise, refine and present
ideas using traditional and digital
means, combining text, sound or
graphics
 understand the differences between
Unit 3
Stories from
other
cultures
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
 identify and ask appropriate questions
to seek information, views and
feelings
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 participate in group and class
discussions for a variety of curricular
purposes
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
exploring the ways in which language can
be manipulated in order to affect the
reader or engage attention
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
spoken and written language
 use a variety of skills to spell words
correctly
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 extend the range of their reading and
develop their own preferences
 use traditional and digital sources to
locate, select, evaluate and communicate
information relevant for a particular task
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 consider, interpret and discuss texts,
exploring the ways in which language can
be manipulated in order to affect the
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 express thoughts, feelings and opinions
in imaginative and factual writing
 use a variety of stylistic features to
actions or proposals
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 identify and ask appropriate questions
to seek information, views and
feelings
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read
Unit 4
Stories
which raise
issues
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 participate in group and class
discussions for a variety of curricular
purposes
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 participate in a range of drama
reader or engage attention
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 reconsider their initial response to texts in
the light of insight and information which
emerge subsequently from their reading
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
 use a variety of reading skills for different
reading purposes
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 extend the range of their reading and
develop their own preferences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
 use a range of cross-checking strategies to
create mood and effect
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 express thoughts, feelings and opinions
in imaginative and factual writing
 use a variety of stylistic features to
create mood and effect
 create, organise, refine and present
Unit 5
Plays
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read
Talking and Listening
Pupils should be enabled to:
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 formulate, give and respond to
guidance, directions and instructions
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 read aloud, inflecting appropriately,
to express thoughts and feelings and
read unfamiliar words in texts
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
ideas using traditional and digital
means, combining text, sound or
graphics
 use a variety of skills to spell words
correctly
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
texts and apply these, as appropriate,
within their own writing
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 create, organise, refine and present
ideas using traditional and digital
emphasise the meaning of what they
have read
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
Unit 6
Creating
images
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 participate in group and class
discussions for a variety of curricular
purposes
 know, understand and use the
conventions of group discussion
 formulate, give and respond to
guidance, directions and instructions
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 consider, interpret and discuss texts,
exploring the ways in which language can
be manipulated in order to affect the
reader or engage attention
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
 use a variety of reading skills for different
reading purposes
means, combining text, sound or
graphics
 understand the differences between
spoken and written language
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
 develop a swift and legible style of
handwriting
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 experiment with rhymes, rhythms,
verse structure and all kinds of word
play and dialect
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 use the skills of planning, revising and
redrafting to improve their writing,
including that which they have
composed digitally
 use a variety of stylistic features to
create mood and effect
 use a variety of skills to spell words
correctly
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
 develop a swift and legible style of
handwriting
Unit 7
Exploring
form
experience, imagination, literature,
media and/or curricular topics
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
 identify and ask appropriate questions
to seek information, views and
feelings
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read
Talking and Listening
Pupils should be enabled to:
 listen and respond to a range of
fiction, poetry, drama and media
texts through the use of traditional
and digital resources
 tell, retell and interpret stories based
on memories, personal experiences,
literature, imagination and the
content of the curriculum
 know, understand and use the
conventions of group discussion
 share, respond to and evaluate ideas,
arguments and points of view and use
evidence or reason to justify opinions,
actions or proposals
Reading
Pupils should be enabled to:
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 participate in modelled, shared, paired
and guided reading experiences
 represent their understanding of texts in a
range of ways, including visual, oral,
dramatic and digital
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 experiment with rhymes, rhythms,
verse structure and all kinds of word
play and dialect
 write for a variety of purposes and
audiences, selecting, planning and
using appropriate style and form
 use a variety of stylistic features to
create mood and effect
 create, organise, refine and present
ideas using traditional and digital
means, combining text, sound or
 participate in a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
media and/or curricular topics
 prepare and give a short oral
presentation to a familiar group,
showing an awareness of audience and
including the use of multimedia
presentations
 use appropriate quality of speech and
voice, speaking audibly and varying
register, according to the purpose and
audience
 read aloud, inflecting appropriately,
to express thoughts and feelings and
emphasise the meaning of what they
have read
meaning
graphics
 use a variety of skills to spell words
correctly
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
 develop a swift and legible style of
handwriting