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Reading and writing

The APP reading and writing AFs are based on the National Curriculum ATs for reading and writing and relate to the Primary Framework.

National Curriculum - Reading

National Curriculum - Writing

In the Primary Framework you will find that learning objectives are grouped under the three main headings that correspond to the organisation of the National Curriculum:

  • speak and listen for a wide range of purposes in different contexts
  • read a wide range of texts in print and on screen
  • write a wide range of texts on paper and on screen.

Teaching should be planned in relation to learning objectives, not the AFs. Combinations of learning objectives work together to provide evidence for certain AFs.

Under each heading, the learning objectives are customised for each year group and indicate how, using a range of texts and different opportunities for writing, curriculum content can be taught. There are 12 strands: three for reading, five for writing and four for speaking and listening. The different strands and associated learning objectives may be given particular emphases depending on your planning and the links you make between them. The Primary Framework emphasises the importance of creativity, independence and enjoyment. Reading strand 8, Engaging and responding to texts, and writing strand 9, Creating and shaping texts, are particularly important in this respect. Planning for a broad curriculum, with units of work developed over several weeks, will make effective use of pupils' abilities in a range of work and enable teachers to structure and pace the learning experience to make it more enjoyable and challenging. Good planning and teaching, based on the Primary Framework learning objectives, will yield a wide range of evidence on which broad periodic judgements, using the assessment focuses and criteria, can be based.

The day-to-day work produced by pupils following teaching to your school's scheme of work will provide evidence of attainment that is broadly based. This is the basis for using the AFs to make periodic judgements of your pupils' attainments. The AFs give you a framework for looking selectively at what pupils have learned and how well they have learned it.

Connections between learning objectives for literacy and the AFs for reading and writing

Strand 5: Word recognition: decoding (reading) and encoding (spelling)

Most children learn to:

Relevant AFs for this overall learning objective:

AF1 (reading) and AF8 (writing)

  • read fluently and automatically by using phonic knowledge of grapheme-phoneme correspondences and the skills of blending as their prime approach for decoding unfamiliar words, and thereby:
    • build up a store of words that are instantly recognised and understood on sight
    • segment words into their constituent phonemes and understand that spelling is the reverse of blending phonemes into words for reading.

Writing

Strand 6: Word structure and spelling

Most children learn:

Relevant AFs for this overall learning objective:

AF8 (writing)

  • that segmenting words into their constituent phonemes for spelling is the reverse of blending phonemes into words for reading
  • to spell words accurately by combining the use of grapheme-phoneme correspondence knowledge as the prime approach, and also morphological knowledge and etymological information
  • a range of approaches to learn and spell irregular words.

Reading

Strand 7: Understanding and interpreting texts

Most children learn to:

Relevant AFs for this overall learning objective:

AF2, AF3, AF1, AF4, AF5

  • retrieve, select and describe information, events or ideas
  • deduce, infer and interpret information, events or ideas
  • use syntax, context, word structures and origins to develop their understanding of word meanings
  • identify and comment on the structure and organisation of texts
  • explain and comment on writers' use of language, including vocabulary, grammatical and literary features.

Strand 8: Engaging and responding to texts

Most children learn to:

Relevant AFs for this overall learning objective:

All AFs, especially AF6, AF3, AF7

  • read independently for purpose, pleasure and learning
  • respond imaginatively, using different strategies to engage with texts
  • evaluate writers' purposes and viewpoints, and the overall effect of the text on the reader.

Writing

Strand 9: Creating and shaping texts

Most children learn to:

Relevant AFs for this overall learning objective:

All AFs, especially AF1, AF2, AF7

  • write independently and creatively for purpose, pleasure and learning
  • use and adapt a range of forms, suited to different purposes and readers
  • make stylistic choices, including vocabulary, literary features and viewpoints or voice
  • use structural and presentational features for meaning and impact.

Strand 10: Text structure and organisation

Most children learn to:

Relevant AFs for this overall learning objective:

AF3, AF4

  • organise ideas into a coherent structure including layout, sections and paragraphs
  • write cohesive paragraphs linking sentences within and between them.

Strand 11: Sentence structure and punctuation

Most children learn to:

Relevant AFs for this overall learning objective:

AF5, AF6

  • vary and adapt sentence structure for meaning and effect
  • use a range of punctuation correctly to support meaning and emphasis
  • convey meaning through grammatically accurate and correctly punctuated sentences.

Strand 12: Presentation

Most children learn to:

Aspects of this learning objective are taken account of in the assessment of writing at levels 1 to 3

  • develop a clear and fluent joined handwriting style
  • use keyboard skills and ICT tools confidently to compose and present work.