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NLS Framework for teaching

The structure of the Framework

The overall structure of the Framework is as follows:

YEAR/ TERM 1 1
Range: Fiction and Poetry Non-Fiction
Word level work: Phonics, spelling and vocabulary Pupils should be taught:	Sentence level work: Grammar and punctuation Pupils should be taught:	Text level work: Comprehension and composition Pupils should be taught:

Each term's work is focused on a particular range of reading and writing. Reading and writing objectives are closely linked throughout, using the texts pupils are reading to provide structure for their writing.

There are three 'strands' to the work:

• word level

• sentence level

• text level

The strands are closely interrelated. Each strand is essential to the work in every term. Each term the range of work to be covered is listed in a box at the head of the page. You are expected to select texts and writing tasks within this range and each term's objectives have been written to reflect this except for Year R where, because children enter school at different ages, the 'year' is not divided into terms.

A minimum of 75% of the term's reading and writing should be within the designated range, to ensure that pupils have sufficient experience of working within the range while providing scope for other reading and writing.

The objectives are sub-divided for each term. The sub-divisions vary slightly between Year R and Key Stages 1 and 2, mainly to reflect changes in the progression of word level work. The sub-divisions are as follows:

Word level	Sentence level	Text level
Reception year Phonological awareness, phonics and spelling Word recognition, graphic knowledge and spelling Vocabulary extension Handwriting	Grammatical awareness	Understanding of print Reading comprehension Writing composition
Key Stage 1 Phonological awareness, phonics and spelling Word recognition, graphic knowledge and spelling Vocabulary extension Handwriting	Grammatical awareness Sentence construction and punctuation	Fiction and poetry Reading comprehension Writing composition Non-fiction Reading comprehension Writing composition
Key Stage 2 Revision and consolidation from Key Stage 1 (to the end of Y3) Spelling strategies Spelling conventions and rules Vocabulary extension Handwriting (to the end of Y4)	Grammatical awareness Sentence construction and punctuation	Fiction and poetry Reading comprehension Writing composition Non-fiction Reading comprehension Writing composition

The Key Stage 2 objectives are built on an expectation that pupils will have attained a basic level of reading fluency. By the start of Year 3 the majority should be able to read simple narrative and information texts confidently and independently. They should have sufficient fluency to read aloud accurately with expression and to read silently with understanding. Their attainment needs to be carefully assessed so that pupils who have not achieved this basic standard can revise and consolidate the Key Stage 1 work.

Throughout Year 3 pupils may still need to cover or reinforce the word level objectives from Key Stage 1. There are objectives in the word level column in Years 3 and, again in Year 4, to remind teachers of this.