Language and Literacy at Key Stage 2

Teachers should enable pupils to develop knowledge, understanding and skills in:

TALKING AND LISTENING

Pupils should be enabled to:

listen and respond to a range of fiction, poetry, drama and media texts through he use of traditional and digital resources, for example, discuss the behaviour and attitudes of a character in a story, discuss responses to a Road Safety TV advertisement;

tell, retell and interpret stories based on memories, personal experiences, literature, imagination and the content of the curriculum, for example, create their own school news bulletin, share their responses to a book or poem they have read;

participate in group and class discussions for a variety of curricular purposes, for example, give and ask for reasons when trying to reach a conclusion in a group activity;

know, understand and use the conventions of group discussion, for example, take turns as speakers, listen to other people’s views, encourage others to participate in group discussions;

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, for example, talk about a dream they have had;

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prepare and give a short oral presentation to a familiar group, showing an awareness of audience and including the use of multimedia presentations, for

example, present to a group their ideas or information about an animal, insect or bird, as part of a study on habitat, using digital technology where appropriate;

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;

talk with people in a variety of formal and informal situations, for example, during educational visits or visitors to the classroom;

use appropriate quality of speech and voice, speaking audibly and varying register, according to the purpose and audience, for example, participate in a class play;

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;

recognise and discuss features of spoken language, including formal and informal language, dialect and colloquial speech.

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;

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, for example, a classification system, a catalogue, list of contents and indices and the internet;

represent their understanding of texts in a range of ways, including visual, oral, dramatic and digital, for example, a labelled diagram, a travel brochure, a local news bulletin, digital presentation or web page;

consider, interpret and discuss texts, exploring the ways in which language can be manipulated in order to affect the reader or engage attention, for example, puns, jokes, slogans, advertisements and word puzzles;

begin to be aware of how different media present information, ideas and events in different ways, for example, compare accounts in different newspapers;

justify their responses logically, by inference, deduction and/or reference to evidence within the text, for example, compare and contrast two characters in a story or history 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, for example, reviewing, recalling, skimming and scanning.

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, for example, heading and sub headings and presentation of text in columns to add emphasis to key points or to create certain effects;

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, for example, compose a poem about their feelings on a special occasion;

use a variety of stylistic features to create mood and effect;

begin to formulate their own personal style;

create, organise, refine and present ideas using traditional and digital means, combining text, sound or graphics, for example, create a digital presentation;

understand the differences between 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;

develop a swift and legible style of handwriting.