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 4 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
Biography and
Pupils should be enabled to:
Pupils should be enabled to:
autobiography
 listen and respond to a range of
 participate in modelled, shared, paired
fiction, poetry, drama and media
and guided reading experiences
texts through the use of traditional
 read, explore, understand and make
and digital resources
use of a wide range of traditional and
 participate in group and class
digital texts
discussions for a variety of
 represent their understanding of texts
curricular purposes
in a range of ways, including visual, oral,
 know, understand and use the
dramatic and digital
conventions of group discussion
 justify their responses logically, by
 share, respond to and evaluate
inference, deduction and/or reference to
ideas, arguments and points of view
evidence within the text
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,
Unit 2
Journalistic
writing
and use evidence or reason to justify
opinions, actions or proposals
 participate in a range of drama
activities across the curriculum
 prepare and give a short oral
presentation to a familiar group,
showing an awareness of audience and
including the use of multimedia
presentations
 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
 read aloud to the class or teacher from
prepared texts, including those composed
by themselves, using inflection to assist
meaning
including that which they have
composed digitally
 express thoughts, feelings and
opinions in imaginative and factual
writing
 use a variety of skills to spell words
correctly
 develop increasing competence in
the use of grammar and punctuation to
create clarity of meaning
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
 participate in a range of drama
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
 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
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
Unit 3
Argument
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
 read aloud, inflecting
appropriately, to express thoughts and
feelings and emphasise the meaning of
what they have read
events in different ways
 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
opinions in imaginative and factual
writing
 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
spoken and written language
 develop increasing competence in
the use of grammar and punctuation to
create clarity of meaning
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
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
 represent their understanding of texts
in a range of ways, including visual, oral,
dramatic and digital
 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
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
and use evidence or reason to justify
opinions, actions or proposals
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
 prepare and give a short oral
presentation to a familiar group,
showing an awareness of audience and
including the use of multimedia
presentations
 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
Unit 4
Talking and Listening
Formal/impersonal Pupils should be enabled to:
writing
 listen and respond to a range of
fiction, poetry, drama and media texts
through the use of traditional and
digital resources
 participate in group and class
discussions for a variety of curricular
purposes
 know, understand and use the
conventions of group discussion
writing
 use a variety of stylistic features to
create mood and effect
 develop increasing competence in
the use of grammar and punctuation to
create clarity of meaning
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
 represent their understanding of texts
in a range of ways, including visual, oral,
dramatic and digital
 justify their responses logically, by
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
Unit 5
Revision
 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
 identify and ask appropriate
questions to seek information, views
and feelings
 talk with people in a variety of
formal and informal situations
 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
 recognise and discuss features of
spoken language, including formal and
informal language, dialect and
colloquial speech
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
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 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
 develop increasing competence in
the use of grammar and punctuation to
create clarity of meaning
 develop a swift and legible style of
handwriting
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
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
 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
 describe and talk about real
experiences and imaginary situations
and about people, places, events and
artefacts
 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
digital texts
 use traditional and digital sources to
locate, select, evaluate and communicate
information relevant for a particular task
 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
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 features to create
mood and effect
 develop increasing competence in
the use of grammar and punctuation to
create clarity of meaning
 develop a swift and legible style of
handwriting
STAGE 4 Essential Fiction Teaching and Planning Guide
LW Unit
Revised NI Primary Curriculum
Language and Literacy
Key Stage 2
Unit 1
Talking and Listening
Reading
Fiction
Pupils should be enabled to:
Pupils should be enabled to:
genres
 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 digital  read, explore, understand and make use
resources
of a wide range of traditional and digital
 tell, retell and interpret stories based texts
on memories, personal experiences,
 represent their understanding of texts in
literature, imagination and the content
a range of ways, including visual, oral,
of the curriculum
dramatic and digital
 participate in group and class
 justify their responses logically, by
discussions for a variety of curricular
inference, deduction and/or reference to
purposes
evidence within the text
 know, understand and use the
 use a range of cross-checking strategies
conventions of group discussion
to read unfamiliar words in texts
 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
 describe and talk about real
experiences and imaginary situations and
about people, places, events and
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 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
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
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
Unit 2
Extending
narratives
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
 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
 read aloud, inflecting appropriately,
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
 represent their understanding of texts in
a range of ways, including visual, oral,
dramatic and digital
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 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
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
to express thoughts and feelings and
emphasise the meaning of what they
have read
Unit 3
Authors and
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
 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
 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
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
 use traditional and digital sources to
locate, select, evaluate and communicate
information relevant for a particular task
 consider, interpret and discuss texts,
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
 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
 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
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning

emphasise the meaning of what they
have read
Unit 4
Stories with
flashbacks
Unit 5
Classic
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
 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
emphasise the meaning of what they
have read
 recognise and discuss features of
spoken language, including formal and
informal language, dialect and colloquial
speech
Talking and Listening
Pupils should be enabled to:
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
 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
 use a range of cross-checking strategies to
read unfamiliar words in 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
 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
 understand the differences between
spoken and written language
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
Reading
Pupils should be enabled to:
Writing
Pupils should be enabled to:
drama
Unit 6
Revision:
narrative
and plays
 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
 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
 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
 recognise and discuss features of
spoken language, including formal and
informal language, dialect and colloquial
speech
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
 participate in modelled, shared, paired
and guided reading experiences
 read, explore, understand and make use
of a wide range of traditional and digital
texts
 consider, interpret and discuss texts,
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
 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
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 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
 understand the differences between
spoken and written language
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
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
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
Unit 7
The power
of imagery
 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
 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
 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
texts
 justify their responses logically, by
inference, deduction and/or reference to
evidence within the text
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
 understand the differences between
spoken and written language
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
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
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
Writing
Pupils should be enabled to:
 participate in modelled, shared,
guided and independent writing,
including composing on-screen
 discuss various features of layout in
Unit 8
Finding a
voice
 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
 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
texts
 consider, interpret and discuss texts,
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
 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
texts and apply these, as appropriate,
within their own writing
 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
 express thoughts, feelings and
opinions in imaginative and factual
writing
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
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 a range of drama
activities across the curriculum
 improvise a scene based on
experience, imagination, literature,
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
 consider, interpret and discuss texts,
exploring the ways in which language can be
manipulated in order to affect the reader or
engage attention
 reconsider their initial response to texts
in the light of insight and information which
emerge subsequently from their reading
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
media and/or curricular topics
 describe and talk about real
experiences and imaginary situations and
about people, places, events and
artefacts
 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
Unit 9
Revision:
poetry
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
 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
 formulate, give and respond to
digitally
 express thoughts, feelings and
opinions in imaginative and factual
writing
Reading
Pupils should be enabled to:
 participate in modelled, shared, paired
and guided reading experiences
 consider, interpret and discuss texts,
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
 reconsider their initial response to texts
in the light of insight and information which
emerge subsequently from their reading
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
guidance, directions and instructions
 identify and ask appropriate questions
to seek information, views and feelings
 develop increasing competence in the
use of grammar and punctuation to
create clarity of meaning
 develop a swift and legible style of
handwriting