Progression in information texts (on page and on screen)
As well as the specific progression in comprehending and composing different types of non-fiction texts (recounts, instructions, reports, explanations, persuasion and discussion texts), there is a generic progression in using research skills and creating information texts. This matrix shows progressively what children can do independently at the end of each year. It assumes that within the year there will be a progression in which the teacher demonstrates and models before children‟s independent attempts. In many instances, children will have had oral experience before being asked to write. Setting success criteria and evaluating own work is also inherent in this matrix.
The area of research skills has five inter-related components:
; determining the existing knowledge base and the specific area for research
; sourcing and evaluating the reference material
; using alphabetically ordered materials
; locating the information within the identified page or screen
; note-making
Cross curricular links
Across the age phases many opportunities for purposely applying and developing research skills and creating information texts occur in all other of areas of the curriculum. Much of children‟s learning about research skills
and information texts will occur in these contexts. It is important for the curriculum choices to reflect diversity.
Links to key aspects of learning
Reading and writing information texts will involve children in using elements from all of the cross curricular, key aspects of learning explored in Learning and Teaching in the Primary Years - creative thinking,
communication, empathy, enquiry , evaluation, information processing, managing feelings, motivation, problem solving, reasoning, self awareness and social skills. In researching and creating information texts, children will particularly use communication and
; Information processing
Example Y2: Scan texts to find specific sections, e.g. key words or phrases, subheadings and skim-
read title, contents page, illustration, chapter headings and sub-headings to speculate what a book
might be about
; enquiry
Example Y5: Routinely prepare for factual research by reviewing what is known, what is needed,
what is available and where one might search.
; evaluation
Example Y6: Evaluate the language, style and effectiveness of examples of non-fiction writing
Primary Framework for literacy and mathematics
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Children with Special Educational Needs and/ or Learning Difficulties/ Disabilities
Learning objectives should be chosen which are related to the aspect on which the whole class is working. If with appropriate access strategies and support a child can not work towards the same learning objective as the rest of the class, teachers may want to track back to an earlier objective. The structure and the new electronic format of the renewed frameworks for literacy and mathematics support multi-level curriculum
planning, and allow teachers to easily track back through a progression strand to locate earlier learning objectives. It also makes direct links to a wealth of other useful materials which will help to plan teaching and children‟s learning. Further guidance and principles on tracking back can be found in
Including all children in the literacy hour and daily mathematics lesson: management guide ( Ref: 0466). Further useful references for children working significantly below age related expectations can be found in the QCA/DfES documents Planning, teaching and assessing the curriculum for pupils with learning difficulties (QCA/01/736 www.nc.uk.net/ld and the QCA DVD 'Using the P scales' QCA/05/1589.
Planning for individual children or groups of children based on assessment for learning will be informed by knowledge of their priorities. For the majority of the time it will be appropriate for children to work on objectives that are similar and related to the whole class. However, at other times you will also have to consider whether the children have other priority needs that are central to their learning, for example a need to concentrate on some key skills.
For further guidance on planning for children with SEN/LDD see the library section and
Learning and teaching for children with special educational needs in the primary years (ref: 0302/2004 G) Teaching the literacy hour and daily mathematics lesson in special settings.
Teaching the daily mathematics lesson for children with severe or profound and multiple learning difficulties (ref 0033/2003)
Children who are gifted and talented
Children who are working well above the overall level of their class or group will benefit from planning that may:
; add breadth (for example enrichment through a broader range of content, tasks and resources)
; increase depth (for example extension through complexity)
; accelerate the pace of learning by tracking forward to later objectives within or across key stages
The structure and the new electronic format of the renewed frameworks for literacy and mathematics support multi-level curriculum planning, and allow teachers to easily track forward through a progression strand to locate later learning objectives. It also makes direct links to a wealth of other useful materials which will help to plan teaching and children‟s learning.
For further guidance on planning for gifted and talented children see the library section and www.nc.uk.net/gt/general/05_environment.htm.
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Children learning English as an additional language (EAL)
Children learning EAL must be supported to access curriculum content while also developing cognitive and academic language within whole-class, group and independent contexts. With the exception of children learning EAL who also have SEN, it is critical to maintain a level of cognitive challenge which is consistent with that of the rest of the class. Children who are /have become conversationally fluent will continue to require explicit attention to the development of the academic language associated with the subject and of specific aspects within the subject. Planning should identify the language demands of the objectives and associated activities and making sure EAL learners know and can use the language demanded by the curriculum content of the unit/lesson then becomes an additional objective. In order to identify the language demands, teachers and practitioners should consider the language children will need to understand in order to access this activity, and the language they will need to be able to produce, either oral or written, in order to demonstrate success in achieving the learning intentions.
For further guidance on planning for children learning EAL see the overview of planning for each year group, the library section and also Learning and teaching for bilingual children in the primary years: Unit 1 Planning and Assessment for Language and Learning and Unit 2: Creating the Learning Culture, Making it work in the classroom.
Primary Framework for literacy and mathematics
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Research skills Creating information texts
(on page and on screen) (on page and on screen)
Foundation ; Track the words in text in the right ; Distinguish between writing and
Stage order, page by page, left to right, drawing and write labels for pictures
top to bottom and drawings.
; Learn order of alphabet through ; Attempt writing for various purposes,
alphabet books, rhymes and songs using features of different forms, e.g.
lists, stories and instructions
Year 1 ; Pose questions before reading ; Convey information and ideas in
non-fiction to find answers. simple non-narrative forms such as
labels for drawings and diagrams, ; Secure alphabetic letter knowledge
extended captions and simple lists and order and use simplified
for planning or reminding. dictionaries.
; Independently choose what to write ; Initially with adult help and then
about, orally rehearse, plan and independently, choose a suitable
follow it through. book to find the answers by orally
predicting what a book might be
about from a brief look at both front
and back covers, including blurb,
title, illustrations. Read and use
captions, labels and lists. Begin to
locate parts of text that give
particular information, e.g. titles,
contents page, index, pictures,
labelled diagrams, charts, and
locate information using page
numbers and words by initial letter.
; Record information gleaned from
books, (e.g). as lists, a completed
chart, extended captions for
display, a fact file on IT.
Year 2 ; Pose and orally rehearse ; Write simple information texts
questions ahead of writing and incorporating labelled pictures and
record these in writing, before diagrams, charts, lists as
reading. Recognise that non-fiction appropriate.
books on similar themes can give ; Draw on knowledge and experience
different information and present of texts in deciding and planning
similar information in different what and how to write.
ways. ; Maintain consistency in non-
; Use contents pages and narrative, including purpose and
alphabetically ordered texts (e.g.) tense
dictionaries, encyclopaedias, ; Create an alphabetically ordered
indexes, directories, registers. dictionary or glossary of special
Locate definitions/explanations in interest words.
dictionaries and glossaries. ; Design and create a simple ICT text
; Scan texts to find specific sections
(e.g. key words or phrases,
subheadings) and skim-read title,
contents page, illustration, chapter
headings and sub-headings to
speculate what a book might be
about and evaluate its usefulness
for the research in hand.
; Scan a website to find specific
sections e.g. key words or
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phrases, subheadings. Appraise icons, drop down menus and other hyperlinks to speculate what it might lead to and evaluate its usefulness for the research in hand.
; Close read text to gain information, finding the meaning of unknown
words by deducing from text,
asking someone, or referring to a dictionary or encyclopaedia.
; Make simple notes from non-fiction
texts, e.g. key words and phrases, page references, headings, to use in subsequent writing
Year 3 ; Before researching, orally recall to ; Recount the same event in a variety of
mind, existing knowledge on the ways, e.g. in the form of a story, a
subject and reduce the options for letter, a news report.
enquiry by posing focused ; Decide how to present information and questions. Compose questions to make informed choices by using
as k of the text. structures from different text types.
; Have a secure understanding of ; Create alphabetically ordered texts
the purpose and organisation of incorporating information from other
the dictionary (i.e. know the subjects, own experience or derived
quartiles of the dictionary, „m‟ lies from other information books. around halfway mark,„t‟ towards ; Use computer to bring information texts
the end). Use second place letter to published form with appropriate
to locate and sequence in layout, font etc.
alphabetical order. Understand the ; Create multi-media information texts. term definition; use dictionaries to ; Write ideas, messages in shortened learn or check the definitions of forms such as notes, lists, headlines, words and a thesaurus to find telegrams and text messages synonyms. understanding that some words are ; Begin to use library classification to more essential to meaning than others. find reference materials and scan ; Summarise orally in one sentence the indexes, directories and IT sources content of a passage or text, and the to locate information quickly and main point it is making. accurately. Recognise the
differences in presentation
between texts e.g. between fiction and non-fiction, between books
and IT-based sources, between
magazines, leaflets and reference texts.
; Within a text, routinely locate
information using contents, index, headings, sub-headings, page
numbers, bibliographies,
hyperlinks, icons and drop down menus. Find and mark the key idea in a section of text.
; Make clear notes by identifying key words, phrases or sentences in reading and making use of simple
formats to capture key points, e.g. flow chart, „for‟ and „against‟ columns, matrices to complete in
Primary Framework for literacy and mathematics
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writing or on screen. Make a
simple record of information from
texts read, e.g. by listing words,
drawing together notes from more
than one source.
; Begin to use graphic organisers as
a tool to support collection and
organisation of information.
Year 4 ; Prepare for factual research by ; Fill out brief notes into connected
reviewing what is known, what is prose.
needed, what is available and ; Present information from a variety of
where one might search. sources in one simple format, e.g.
chart, labelled diagram, graph, ; Routinely use dictionaries and
thesaurus and use 3rd and 4th matrix.
place letters to locate and ; Begin to use graphic organisers as a
sequence words in alphabetical tool to support writing up of
order. information
; Scan texts in print or on screen to ; Develop and refine ideas in writing
locate key words or phrases, using planning and problem-solving
headings, lists, bullet points, strategies
captions and key sentences (to ; Edit down and reword a sentence or
appraise their usefulness in paragraph by deleting the less
supporting the reader to gain important elements, e.g. repetitions,
information effectively. Collect asides, secondary considerations
information from a variety of and explain the reasons for the
sources. editorial choices.
; Identify how paragraphs are used
to organise and sequence
information. Mark and annotate
headings, key sentences and
words in printed text or on screen.
; Make short notes, e.g. by
abbreviating ideas, selecting key
words, listing or in diagrammatic
form.
Year 5 ; Routinely prepare for factual ; Convert personal notes into notes
research by reviewing what is for others to read, paying attention to
known, what is needed, what is appropriateness of style, vocabulary
available and where one might and presentation.
search. ; Create plans for information texts ; Use dictionaries and other drawing on knowledge of text types
alphabetically ordered texts to decide form and style for different
efficiently. elements.
; Appraise potentially useful texts ; Create an information text with a
quickly and effectively. Evaluate variety of elements, e.g. labelled
texts critically by comparing how explanatory diagram, reporting chart,
different sources treat the same recount.
information. Begin to look for ; create multi-layered texts, including
signposts that indicate the use of hyperlinks, linked web pages
reliability of a factual source. ; Record and acknowledge sources in ; Locate information in a text in print own writing.
or on screen confidently and ; Summarise a passage, chapter or
efficiently through using contents, text in a specific number of words.
indexes, sections, headings +IT ; Read a passage and retell it “in your equivalent; skimming to gain own words” overall sense of text; scanning to locate specific information; close
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reading to aid understanding.
; Sift through passages for relevant
information and present ideas in
note form that are effectively
grouped and linked. Use simple
abbreviations while note taking.
Understand what is meant by „in
your own words‟ and when it is
appropriate to copy, quote and
adapt. Make notes for different
purposes, e.g. noting key points as
a record of what has been read,
listing cues for a talk.
Year 6 ; Having pooled information on a ; In writing information texts, select topic, construct and follow a plan the appropriate style and form to suit for researching further information. a specific purpose and audience, Routinely appraise a text quickly, drawing on knowledge of different deciding on its value, quality or non-fiction text types.
usefulness. Evaluate the status of ; Establish, balance and maintain source material, looking for viewpoints
possible bias and comparing ; Use the conventions and language different sources on the same of debate when orally rehearsing a subject. Recognise (when listening balanced argument.
or reading) rhetorical devices used ; Revise own non-fiction writing to to argue, persuade, mislead and reduce superfluous words and sway the reader. phrases.
; Evaluate the language, style and ; Discuss and explain differences in effectiveness of examples of non-the use of formal language and fiction writing such as periodicals, dialogue reviews, reports, leaflets. ; Listen for language variations in ; Read examples of official language formal and informal contexts such as consumer information and ; Identify the ways spoken language legal documents. Identify varies characteristic features of layout
such as use of footnotes,
instructions, parentheses,
headings, appendices and
asterisks. Understand the way
standard English varies in different
contexts, e.g. why legal language
is necessarily highly formalised,
why questionnaires must be
specific.
Primary Framework for literacy and mathematics
Primary National Strategy ? Crown copyright 2006