New Literacy Framework –ICT Elements by Year
Year 1
Strand Unit Technology Description Link
http://www.standards.dfes.gov
Narrative Unit 1 Still images Take photographs to use as a story plan. .uk/primaryframeworks/literac
y/planning/Year1/Narrativesto
ries/unit1/
http://www.standards.dfes.gov
Poetry Unit 1 Presentation Annotated images are put together to form a class display, book or ICT presentation. .uk/primaryframeworks/literac
y/planning/Year1/Poetry/unit1/
software teaching/003
http://www.standards.dfes.gov
Poetry Unit 1 Text and email Working in pairs or small groups children discuss and then describe a particular experience of their adding words or .uk/primaryframeworks/literac
y/planning/Year1/Poetry/unit1/
phrases to another patterned poem structure. Children could work on paper or use a wordprocessor. teaching/004
http://www.standards.dfes.gov
Non-fiction Unit 3 Still images teacher and children listen to each other's recounts and make a series of pictures or a simple time line to order .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
events. This could be modelled using digital photographs on an interactive whiteboard (IWB) nit3/
http://www.standards.dfes.gov
Narrative Unit 3 Audio Encourage children to explore characters using the role-play area. Create the setting from a familiar traditional tale .uk/primaryframeworks/literac
y/planning/Year1/Narrativesto
and provide costumes and props to encourage children to take on particular roles. Provide a tape recorder or digital ries/unit3/teaching/003
sound recorder for children to talk into while in role and writing materials for them to write messages and letters in
role.
http://www.standards.dfes.gov
Non-fiction Unit 4 Still images Children write their own page for an information book, using digital photographs to support the writing and illustrate .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
text. nit4/
http://www.standards.dfes.gov
Non-fiction Unit 4 Research In shared reading, use information books (or ICT sources) to find answers .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
nit4/
http://www.standards.dfes.gov
Non-fiction Unit 4 Still images Use talk for writing, with digital pictures to remind children of content, and practise composing sentences orally in .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
the style of the text. Children write their own page for an information book, using digital photographs to support the nit4/
writing and illustrate text.
http://www.standards.dfes.gov
Narrative Unit 4 Still images Children create two contrasting fantasy settings, based on their drawings and discussions with response partners. .uk/primaryframeworks/literac
y/planning/Year1/Narrativesto
The illustrations can be created using art materials, collage or paint programs on the computer. ries/unit4/teaching/002
http://www.standards.dfes.gov
Narrative Unit 4 Research Compare, contrast and discuss a range of fantastic settings from a variety of paper and ICT sources (films, .uk/primaryframeworks/literac
y/planning/Year1/Narrativesto
paintings, picture books, photographs). Themes could include jungles, outer space or under water. ries/unit4/teaching/002
http://www.standards.dfes.gov
Narrative Unit 4 Presentation Children work on their own narratives planning their sentences orally, using the visual text as support, and then .uk/primaryframeworks/literac
y/planning/Year1/Narrativesto
software writing or typing their sentences underneath the image. ries/unit4/teaching/004
http://www.standards.dfes.gov
Narrative Unit 4 Still images Children work on their own narratives following the writing sequence modelled in the shared session, using their .uk/primaryframeworks/literac
y/planning/Year1/Narrativesto
own ideas. Tablet PCs, graphics tablets or the mouse could be used by children to draw their resolutions onto the ries/unit4/teaching/004
fantasy backgrounds.
http://www.standards.dfes.gov
Non-fiction Unit 4 Research Using another curriculum area as a starting point, for example,history, model how to pose questions and encourage .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
children to ask their own questions. In shared reading, use information books (or ICT sources) to find answers, nit4/
exploring how to use index and alphabetical order. Use dictionaries and glossaries to find definitions of words from
reading. Discuss differences between fact and fiction. Give children practical opportunities to develop knowledge
and understanding of the curriculum area under focus, for example by comparing old and new toys and discussing.
Use digital cameras to record and illustrate differences.
New Literacy Framework –ICT Elements by Year 1
http://www.standards.dfes.gov
Non-fiction Unit 4 Still images Record activities using a digital camera. .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
nit4/teaching/
http://www.standards.dfes.gov
Unit 5 Video and The outcome for the unit is children creating a stop-frame animation of the life cycle of a seed .uk/primaryframeworks/literac
y/planning/Year1/Nonfiction/u
animation nit5/
Year 2
Strand Unit Technology Description Link
http://www.standards.dfes.gov.
Non-fiction Unit 1 Audio Teach children a new game, for example in physical education. Gradually build up the number of instructions, uk/primaryframeworks/literacy/
planning/Year2/Nonfiction/unit
recapping for children as you go. Encourage children to ask questions about sequence, details, etc. Using either 1/teaching/
written methods or a tape recorder or digital sound recorder, record the final version of the instructions for future
reference, leaving out some key language features for editing later.
http://www.standards.dfes.gov.
Narrative Unit 2 Presentation Create a digital text combining words, images and sounds using presentation software uk/primaryframeworks/literacy/
planning/Year2/Narrativestorie
software s/unit2/
http://www.standards.dfes.gov.
Narrative Unit 3 Research Demonstrate how to find out about the author, for example by reading the book blurb or looking for websites, and uk/primaryframeworks/literacy/
planning/Year2/Narrativestorie
make notes to add to the display. s/unit3/teaching/
http://www.standards.dfes.gov.
Non-fiction Unit 4 Text and email Working in their previous groups, children write their own section of a non-chronological report directly onto the ICT uk/primaryframeworks/literacy/
planning/Year2/Nonfiction/unit
template using laptops or a computer suite. 4/teaching/teaching3
http://www.standards.dfes.gov.
Non-fiction Unit 4 Research Identify the main text features of a non-chronological report, including grammatical features and key vocabulary. uk/primaryframeworks/literacy/
planning/Year2/Nonfiction/unit
During shared reading, demonstrate how to locate specific information using the contents and index sections (or 4/teaching/
New Literacy Framework –ICT Elements by Year 2
Strand Unit Technology Description Link
search engines if using an ICT text).
http://www.standards.dfes.gov.
Non-fiction Unit 4 Research After a practical activity or undertaking some research in books or on the web in a foundation subject, lead a uk/primaryframeworks/literacy/
planning/Year2/Nonfiction/unit
discussion on generalising from repeated occurrences or observations so that the children can distinguish between 4/
a description of a single member of a group and the group in general, for example a particular dog, and dogs in
general
Year 3
Strand Unit Technology Description Link
http://www.standards.dfes.gov.
Non-fiction Unit 1 Research The teacher demonstrates research and note-taking techniques using information and ICT texts. Children learn how uk/primaryframeworks/literacy/
planning/Year3/Nonfiction/unit
to locate and note the main points in a text. 1/
http://www.standards.dfes.gov.
Non-fiction Unit 1 Research Demonstrate how to read and navigate an ICT text. Compare the way information is presented and identify different uk/primaryframeworks/literacy/
planning/Year3/Nonfiction/unit
presentational devices. Compare the use of punctuation in ICT texts with paper-based texts. 1/teaching/
http://www.standards.dfes.gov.
Narrative Unit 1 Text and email Independent writing: children write their own setting. Descriptions could be wordprocessed using laptops or PCs in a uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
computer suite. s/unit1/teaching/teaching3
http://www.standards.dfes.gov.
Narrative Unit 1 Still images Use a digital camera to capture the statues and project onto an IWB for group or class discussion of how effective uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
these were in conveying emotion or atmosphere. Demonstrate how to manipulate a photograph to achieve different s/unit1/teaching/teaching3
effects
http://www.standards.dfes.gov.
Non-fiction Unit 2 Research If using a TV programme, download from the programme website an instructional fact sheet for the item viewed. uk/primaryframeworks/literacy/
planning/Year3/Nonfiction/unit
Compare the class draft with the online version, identifying similarities and differences in form. 2/teaching/
New Literacy Framework –ICT Elements by Year 3
Strand Unit Technology Description Link
http://www.standards.dfes.gov.
Non-fiction Unit 2 Video and Children plan a logical sequence for the activity and orally rehearse and refine the detail of instructions. Record the uk/primaryframeworks/literacy/
planning/Year3/Nonfiction/unit
animation activity with a digital video camera for reference. 2/teaching/teaching2
http://www.standards.dfes.gov.
Poetry Unit 2 Text and email Demonstrate how to use the facilities of a wordprocessor to create calligrams and encourage children to talk about uk/primaryframeworks/literacy/
planning/Year3/Poetry/unit2/te
the results. aching/
http://www.standards.dfes.gov.
Narrative Unit 2 Misc The interactive map and quest narrative can be shared using the school website or internal network. uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
s/unit2/teaching/teaching3
http://www.standards.dfes.gov.
Narrative Unit 2 Research To create the interactive map children will need to create a file of images on the computer providing details about uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
the characters and objects the hero or heroine meets on the journey. The file should contain images of the settings, s/unit2/teaching/teaching2
perils, monsters and objects the central characters may meet or need and could be assembled using images
sourced online or using the drawings created by children in phase 1. Model making choices about which characters
should be contained in the file. Refer back to the settings discussed in previous sessions to choose characters or
objects that are in keeping with the setting: for example, a Minotaur would be appropriate in an old temple building
but a dragon would probably be more appropriate in the mountains.
http://www.standards.dfes.gov.
Non-fiction Unit 2 Still images Children plan a logical sequence for the activity and orally rehearse and refine the detail of instructions. Record the uk/primaryframeworks/literacy/
planning/Year3/Nonfiction/unit
activity with a digital video camera for reference. 2/teaching/teaching2
http://www.standards.dfes.gov.
Narrative Unit 2 Still images To create the interactive map children will need to create a file of images on the computer providing details about uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
the characters and objects the hero or heroine meets on the journey. The file should contain images of the settings, s/unit2/teaching/teaching2
perils, monsters and objects the central characters may meet or need and could be assembled using images
sourced online or using the drawings created by children in phase 1. Model making choices about which characters
should be contained in the file. Refer back to the settings discussed in previous sessions to choose characters or
objects that are in keeping with the setting: for example, a Minotaur would be appropriate in an old temple building
but a dragon would probably be more appropriate in the mountains.
http://www.standards.dfes.gov.
Narrative Unit 2 Presentation Explain that children are going to create an interactive map of the quest using presentation software. The map will uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
software support their writing by structuring their ideas and will allow a reader with an interactive resource to explore the s/unit2/teaching/teaching2
settings and characters of the myth.
http://www.standards.dfes.gov.
Narrative Unit 3 Presentation Introduce the independent writing task: children will plan and write their own extended adventure stories organised uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
software into paragraphs or chapters. The audience will be other children in the class and finished stories will be available as s/unit3/teaching/teaching3
books or on screen for others to read. Children talk in pairs to develop their story ideas from the mix and match
activity. Children then plan independently, for example by plotting the main events on a mountain shape with a
problem, a series of exciting events leading to the climax and a resolution.
http://www.standards.dfes.gov.
Non-fiction Unit 3 Research Assemble several different sources of information on a particular subject including reference books and ICT uk/primaryframeworks/literacy/
planning/Year3/Nonfiction/unit
sources. Use language of classification and secure the use of appropriate determiners. 1/teaching/
http://www.standards.dfes.gov.
Poetry Unit 3 Text and email Children then work in pairs or groups to devise their own poems and write them on screen. They can then share uk/primaryframeworks/literacy/
planning/Year3/Poetry/unit3/
these with the class, with other classes or, via email, with children in another school.
http://www.standards.dfes.gov.
Narrative Unit 3 Text and email Introduce the independent writing task: children will plan and write their own extended adventure stories organised uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
into paragraphs or chapters. The audience will be other children in the class and finished stories will be available as s/unit3/teaching/teaching3
books or on screen for others to read. Children talk in pairs to develop their story ideas from the mix and match
activity. Children then plan independently, for example by plotting the main events on a mountain shape with a
problem, a series of exciting events leading to the climax and a resolution.
New Literacy Framework –ICT Elements by Year 4
Strand Unit Technology Description Link
http://www.standards.dfes.gov.
Narrative Unit 4 Research Read background information about the author, for example through research on the internet, using book blurbs. uk/primaryframeworks/literacy/
planning/Year3/Narrativestorie
Discuss and make notes about what you have learned. Ask children to compose questions they would like to ask s/unit4/teaching/
the author about the author's writing.
Year 4
Strand Unit Technology Description Link
http://www.standards.dfes.gov.
Poetry Unit 1 Audio Children write a poem based on a different model, using similes and other devices to create imagery. Outcomes are uk/primaryframeworks/literacy/
planning/Year4/Poetry/unit1/
shared, discussed and performed or published as a class book, using presentation software or online as a podcast.
http://www.standards.dfes.gov.
Poetry Unit 1 Text and email The ICT medium can provide interesting and engaging ways of demonstrating writing, stimulating and collecting uk/primaryframeworks/literacy/
planning/Year4/Poetry/unit1/
ideas (e.g. on an interactive whiteboard), of recording and sharing performance (e.g. digital video, web casting) and
of publishing outcomes (e.g. multimedia presentation, email or website).
http://www.standards.dfes.gov.
Narrative Unit 2 Research A range of photographs is needed to create children's fantasy settings using photo editing software. Children could uk/primaryframeworks/literacy/
planning/Year4/Narrativestorie
source the images on the Internet or take their own digital photographs using the local environment. s/unit2/teaching/002
http://www.standards.dfes.gov.
Poetry Unit 2 Audio Children assign speaking roles for their poem and, using laptop recording software, record their poem in sections. uk/primaryframeworks/literacy/
planning/Year4/Poetry/unit2/te
aching/teaching2
http://www.standards.dfes.gov.
Poetry Unit 2 Still images The teacher demonstrates using a simple graphics program, for example greyscale, stencil effects, how to uk/primaryframeworks/literacy/
planning/Year4/Poetry/unit2/te
manipulate a photograph taken with a digital camera. aching/teaching2
http://www.standards.dfes.gov.
Poetry Unit 2 Presentation Children work collaboratively to organise, rehearse and present their own poetry presentations created through uk/primaryframeworks/literacy/
planning/Year4/Poetry/unit2/
software presentation software for a chosen audience.
To support children’s writing, photo-editing software is used to create fantasy landscapes. The images are used to
http://www.standards.dfes.gov.
Narrative Unit 2 Still images uk/primaryframeworks/literacy/
planning/Year4/Narrativestorie
plan stories and develop the use of language to create atmosphere s/unit2/
http://www.standards.dfes.gov.
Poetry Unit 2 Presentation Presentations are downloaded onto the school website or internal network for the rest of the school community to uk/primaryframeworks/literacy/
planning/Year4/Poetry/unit2/te
software access. aching/teaching3
New Literacy Framework –ICT Elements by Year 5
Strand Unit Technology Description Link
Publish the work in an appropriate format. Children’s narratives could be wordprocessed with the images created as
http://www.standards.dfes.gov.
Narrative Unit 2 Text and email uk/primaryframeworks/literacy/
planning/Year4/Narrativestorie
part of the planning inserted as illustrations. s/unit2/teaching/003
http://www.standards.dfes.gov.
Non-fiction Unit 3 Text and email Allow time for children to consider the presentation of their explanation and relate this to the audience and purpose uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
of the writing task. Published work may be word processed 3/teaching/003
http://www.standards.dfes.gov.
Non-fiction Unit 3 Research Read and analyse a range of explanation texts. Link the content of these texts to other curriculum areas, for uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
example science, history or geography. Use examples from children's popular culture and their own experience from 3/teaching/
different sources, including websites.
http://www.standards.dfes.gov.
Non-fiction Unit 3 Still images Ask children to freeze in a 'statue' and explore how they feel and what they think they have found. Use a digital uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
camera to capture this process. 3/teaching/002
http://www.standards.dfes.gov.
Non-fiction Unit 4 Audio To support the drafting process: first draft the written text for the voice-over; then compose the sound effects and uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
music; finally create the trailer using presentation software to add and order images, add music, voice-over and 4/teaching/003
sound effects.
http://www.standards.dfes.gov.
Non-fiction Unit 4 Presentation To support the drafting process: first draft the written text for the voice-over; then compose the sound effects and uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
software music; finally create the trailer using presentation software to add and order images, add music, voice-over and 4/teaching/003
sound effects.
http://www.standards.dfes.gov.
Non-fiction Unit 4 Video and Working in pairs or small groups during independent reading, children repeat the process with a range of trailers uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
animation downloaded onto laptops or PCs in the ICT suite 4/teaching/
http://www.standards.dfes.gov.
Non-fiction Unit 4 Still images Scan the visual images from the story boards into the computer. Insert the images into presentation software. uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
Remind children that the presentation is to be a rough 'pitch' of an idea to a client, not a full trailer; therefore the 4/teaching/003
visual text need not be perfectly rendered.
http://www.standards.dfes.gov.
Non-fiction Unit 4 Research Working in pairs or small groups during independent reading, children repeat the process with a range of trailers uk/primaryframeworks/literacy/
planning/Year4/Nonfiction/unit
downloaded onto laptops or PCs in the ICT suite. Do the texts conform to the same conventions identified in 4/teaching/
previous sessions? Note-taking techniques should be used where appropriate. (A wide range of film trailers can be
downloaded from film websites or as podcasts. Alternatively, use the DVD software on the computers to watch the
trailers found at the beginning of popular children's DVDs.)
New Literacy Framework –ICT Elements by Year 6
Year 5
Strand Unit Technology Description Link
http://www.standards.dfes.gov
Non-fiction Unit 1 Misc This document could be saved in HTML format and uploaded to the school website or learning platform, thus .uk/primaryframeworks/literac
y/planning/Year5/Nonfiction/u
providing online, interactive help. Speaking and listening skills could be extended through providing support for nit1/teaching/teaching4
fellow children in other classes (or adults in the school) using the interactive help file.
http://www.standards.dfes.gov
Narrative Unit 1 Research Explore the idea of a 'significant author' by researching information about the author you are reading in class. Pose .uk/primaryframeworks/literac
y/planning/Year5/Narrativesto
questions for research, for example: What do we enjoy about this author's books? How popular are they in this ries/unit1/teaching/003
class/school? How long have they written for and how many books have they written? Have they won book awards
or written best-sellers? What do the experts say? Discuss ways to find the information, for example surveys, letters
to publishers or the Internet.
http://www.standards.dfes.gov
Non-fiction Unit 1 Text and email Through modelled, shared and guided writing, develop language features of the genre in order to write a manual .uk/primaryframeworks/literac
y/planning/Year5/Nonfiction/u
and produce a set of instructions, which may be created in presentation software in a non-linear approach. nit1/
http://www.standards.dfes.gov
Non-fiction Unit 1 Text and email Model inserting hyperlinks to turn the wordprocessed document into an interactive text by adding hyperlinks to aid .uk/primaryframeworks/literac
y/planning/Year5/Nonfiction/u
navigation. The whole class discusses how to make a decision on which areas they will link to in the document. nit1/teaching/teaching4
http://www.standards.dfes.gov
Non-fiction Unit 1 Text and email While the 2-week teaching sequence is undertaken by children, a second ICT lesson will be used to ensure that .uk/primaryframeworks/literac
y/planning/Year5/Nonfiction/u
they have a clear understanding of how to take images from online help texts to include in their own writing in a nit1/teaching/teaching3
wordprocessor. The intended outcome of the session will be for children to be able to take screen shots of the whole
screen using the PrtSc key (or equivalent) or to take screen shots from the active window using Alt+PrtSc. They will
also be required to then paste the image into an application, cropping and resizing it to required proportions.
http://www.standards.dfes.gov
Poetry Unit 2 Presentation Digital cameras and digital sound recorders are also used to support and enhance performances .uk/primaryframeworks/literac
y/planning/Year5/Poetry/unit2/
software
http://www.standards.dfes.gov
Narrative Unit 2 Research Prepare for reading by identifying what children already know and what they need to find out. Use the IWB and a .uk/primaryframeworks/literac
y/planning/Year5/Narrativesto
range of stimuli (images of castles, non-fiction texts, digital images from educational visits, Internet) to support ries/unit2/teaching/002
activation of children's prior knowledge.
http://www.standards.dfes.gov
Poetry Unit 2 Presentation Allow the groups time to explore the poem and select stanzas for performance. It may be appropriate to place .uk/primaryframeworks/literac
y/planning/Year5/Poetry/unit2/
software children's dramatic images into presentation software to support children's decision-making process. Allow children teaching/003
to practise, record and listen to their oral performances in order to evaluate and improve them.
New Literacy Framework –ICT Elements by Year 7
Strand Unit Technology Description Link
http://www.standards.dfes.gov
Narrative Unit 2 Video and Record the groups' retelling of the legend using microphones, digital sound recorders or video cameras so that they .uk/primaryframeworks/literac
y/planning/Year5/Narrativesto
animation can be reviewed and evaluated. ries/unit2/teaching/003
http://www.standards.dfes.gov
Narrative Unit 2 Audio Record the groups' retelling of the legend using microphones, digital sound recorders or video cameras so that they .uk/primaryframeworks/literac
y/planning/Year5/Narrativesto
can be reviewed and evaluated. ries/unit2/teaching/003
http://www.standards.dfes.gov
Non-fiction Unit 2 Video and The presentation can be a newspaper report, radio report, TV report, for example using video cameras with simple .uk/primaryframeworks/literac
y/planning/Year5/Nonfiction/u
animation digital editing programs, magazine article, e-report or web page (consider hyperlinking from or to the school nit2/teaching/003
website). Possibly compile group recounts into a class newspaper, TV-style news programme, etc.
http://www.standards.dfes.gov
Poetry Unit 3 Audio ICT media, such as podcasting, can provide a wider audience for such performances .uk/primaryframeworks/literac
y/planning/Year5/Poetry/unit3/
http://www.standards.dfes.gov
Poetry Unit 3 Video and A simple digital video camera, which itself can be operated by children, provides an excellent way of recording and .uk/primaryframeworks/literac
y/planning/Year5/Poetry/unit3/
animation reviewing children's own live performances,
http://www.standards.dfes.gov
Narrative Unit 5 Presentation Develop a story board for the narrative by capturing and importing key images into a presentation program. Children .uk/primaryframeworks/literac
y/planning/Year5/Narrativesto
software write their own version of The Piano, organising writing into paragraphs, and create a multimodal presentation of this ries/unit5/
version including images, voice-over, soundtrack and written text.
New Literacy Framework –ICT Elements by Year 8
Year 6
Strand Unit Technology Description Link
http://www.standards.dfes.gov
Narrative Unit 1 Text and email Polish and 'publish' the story outcomes (remembering electronic possibilities such as Internet posting, podcasting, .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
alongside paper publication and wall displays). ries/unit1/teaching/003
http://www.standards.dfes.gov
Non-fiction Unit 1 Presentation In groups, children prepare and make a short oral presentation to the rest of the class, possibly using visual support .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
software - an interactive whiteboard (IWB), presentation software, etc., providing an answer to the key question based on nit1/teaching/teaching2
evidence and reasoned conclusions.
http://www.standards.dfes.gov
Narrative Unit 1 Text and email Present and share to other children in the school (or beyond the school via email, the Internet, etc.). .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
ries/unit1/teaching/
http://www.standards.dfes.gov
Poetry Unit 1 Audio Select, organise, perform and publish some of the poems, remembering electronic possibilities, for example Internet .uk/primaryframeworks/literac
y/planning/Year6/Poetry/unit1/
posting, podcasting, alongside paper publication and wall displays. teaching/teaching4
http://www.standards.dfes.gov
Non-fiction Unit 2 Research Explore journalistic examples from a range of media: TV news, interactive TV and teletext, radio and Internet sites. .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
Again, these could include different versions of the same story, or versions of the story as presented in paper nit2/teaching/
reports. Consider the way different communication modes are used by different media, and with what impact or
effect.
http://www.standards.dfes.gov
Narrative Unit 2 Misc Following a teacher model, children in groups create story boards and story maps to identify possible routes through .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
the text and where they lead. (Mind-mapping software may be very useful to support this). ries/unit2/teaching/002
http://www.standards.dfes.gov
Non-fiction Unit 2 Audio When the scripts and news articles are written, provide opportunities for children to rehearse them. Use hand-held .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
sound recording devices or computers with microphones to record and play back performances. nit2/teaching/teaching4
http://www.standards.dfes.gov
Poetry Unit 2 Audio Select, organise, perform and publish some of the poems or sequences of poems, remembering electronic .uk/primaryframeworks/literac
y/planning/Year6/Poetry/unit2/
possibilities; for example Internet posting, podcasting, alongside paper publication and wall displays. teaching/teaching3
http://www.standards.dfes.gov
Non-fiction Unit 2 Text and email Introduce the first news item. Link this to a real event. It may be introduced through email, displayed on the IWB, or .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
by asking a member of staff to arrive with notes (prepared in advance) that have just arrived from the news agency nit2/teaching/teaching4
http://www.standards.dfes.gov
Narrative Unit 2 Misc The unit also has considerable potential for collaborative writing between children in different classes, schools or .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
locations linked via the Internet. ries/unit2/
http://www.standards.dfes.gov
Non-fiction Unit 2 Research Begin to explore radio news programmes in more depth. (As well as through conventional broadcast, these can now .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
be accessed as streaming media from various news organisations' websites or via podcast services). nit2/teaching/teaching2
http://www.standards.dfes.gov
Non-fiction Unit 2 Audio Begin to explore radio news programmes in more depth. (As well as through conventional broadcast, these can now .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
be accessed as streaming media from various news organisations' websites or via podcast services). nit2/teaching/teaching2
http://www.standards.dfes.gov
Narrative Unit 2 Presentation Over a period, groups work on writing different text sections of the adventure, interspersed with teacher modelling, .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
software work with response partners, class plenary and review of progress, etc. The different collaborative contributions are ries/unit2/teaching/003
linked to make each adventure. Continue to build the class adventure to model stages and processes before
children reach them. (If working on a multimodal text, children also, for example, take digital images and videos,
create sound clips, to integrate with their work. ICT skill consolidation or development will need to run in parallel with
this so that children know, for example, how to import pictures or hyperlink pages).
New Literacy Framework –ICT Elements by Year 9
Strand Unit Technology Description Link
http://www.standards.dfes.gov
Non-fiction Unit 2 Audio Set up the writing task by explaining the audience and purpose. Children will work in small groups to write a radio .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
news article based on the event introduced and explored in phase 2. These articles will be recorded as part of a nit2/teaching/teaching4
simulated radio news programme. (As an alternative to more conventional recording and playback, the radio news
articles could be saved digitally into a media library application and broadcast via the Internet, or published as
podcasts for children and others to listen to on personal music players).
http://www.standards.dfes.gov
Non-fiction Unit 3 Research Assemble a wide variety of texts and other materials that express or explore views on a particular controversial .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
issue, for example news articles, letters, books, websites, TV or radio clips. Ensure that these cover a range of for, nit3/teaching/
against and balanced views. The issue could be selected to relate to work in other curriculum areas. A particularly
engaging text, for example a children's TV news item, film clip or website, can be read or viewed and then discussed
as an introduction.
http://www.standards.dfes.gov
Narrative Unit 3 Misc Use a wide variety of strategies for this, including writing and the use of other communication media, for example .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
writing and recording a rap song to explore a character's emotions, writing (possibly simulated) letters or emails to ries/unit3/teaching/003
the author or characters (perhaps with another child or teacher responding in role - a kind of electronic hotseating),
taking digital images of freeze-frame enactment, then creating a slide-show and captioning, participating in an online
discussion forum.
http://www.standards.dfes.gov
Narrative Unit 3 Text and email Use examples from the novels to introduce, explore and discuss the idea of a log or journal, and a range of types of .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
entries. These can be compared with logs and journals in other media, particularly those on screen, for example ries/unit3/teaching/?version=1
weblogs. Introduce the idea of a reading journal. Briefly show and discuss examples of how a reading journal can be
used. Again, these can include on-screen as well as paper journals, weblogs, etc.
http://www.standards.dfes.gov
Narrative Unit 3 Research Select an author. Read a linked series of books and/or short stories by the chosen author. Have other texts .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
available for independent reading. Research the author using the internet and other sources. Describe and evaluate ries/unit3/
author's style, identify common themes and compare different works.
http://www.standards.dfes.gov
Non-fiction Unit 4 Audio Drawing on the models explored in phase 1, and working with their researched content, children discuss and plan .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
their tour, deciding on which elements need to be included and how they will be organised. They will need to plan nit4/teaching/teaching3
substantial amounts of writing, but also what photographs and videos to take or make, for example what sound
needs to be sourced or recorded. They should be encouraged to explore fully the communication possibilities of
combining different modes and media, and making their presentation interactive for the user or reader.
http://www.standards.dfes.gov
Narrative Unit 4 Text and email Provide time for individuals to alter their sentences. Organise children into pairs to work as writing response partners .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
and offer feedback on the use of sentences to convey the narrative. A wordprocessor's change tracking facility will ries/unit4/teaching/teaching3
support revision and enable children to accept or reject the different options.
http://www.standards.dfes.gov
Narrative Unit 4 Presentation Model inserting the images into the presentation software, ensuring that the image remains for the appropriate .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
software length of time indicated by the musical phrases. Return to the original planner and the notes made on potential ries/unit4/teaching/teaching3
visual clues to indicate shifts between past and present. Demonstrate adding different edits and fades to the text to
explore the impact of different styles on the reader.
http://www.standards.dfes.gov
Non-fiction Unit 4 Presentation Using computers in an ICT suite or other suitable location, together with appropriate software packages, children .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
software draft, write or create and improve their virtual guided tour for the chosen location (or other form of guide where nit4/teaching/teaching4
appropriate).
New Literacy Framework –ICT Elements by Year 10
Strand Unit Technology Description Link
http://www.standards.dfes.gov
Non-fiction Unit 4 Still images Drawing on the models explored in phase 1, and working with their researched content, children discuss and plan .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
their tour, deciding on which elements need to be included and how they will be organised. They will need to plan nit4/teaching/teaching3
substantial amounts of writing, but also what photographs and videos to take or make, for example what sound
needs to be sourced or recorded. They should be encouraged to explore fully the communication possibilities of
combining different modes and media, and making their presentation interactive for the user or reader.
http://www.standards.dfes.gov
Narrative Unit 4 Video and Model inserting the images into the presentation software, ensuring that the image remains for the appropriate .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
animation length of time indicated by the musical phrases. Return to the original planner and the notes made on potential ries/unit4/teaching/teaching3
visual clues to indicate shifts between past and present. Demonstrate adding different edits and fades to the text to
explore the impact of different styles on the reader.
http://www.standards.dfes.gov
Non-fiction Unit 4 Video and Drawing on the models explored in phase 1, and working with their researched content, children discuss and plan .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
animation their tour, deciding on which elements need to be included and how they will be organised. They will need to plan nit4/teaching/teaching3
substantial amounts of writing, but also what photographs and videos to take or make, for example what sound
needs to be sourced or recorded. They should be encouraged to explore fully the communication possibilities of
combining different modes and media, and making their presentation interactive for the user or reader.
http://www.standards.dfes.gov
Non-fiction Unit 4 Research Assemble a number of different guides for a particular location, for example a historic house, nature trail, theme .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
park, preferably one that children can safely visit. These could include a guide book or pamphlet, an audio guide, a nit4/teaching/
self-guided trail, a children's guide or a website virtual tour, preferably as well as children experiencing a live guided
tour.
http://www.standards.dfes.gov
Narrative Unit 4 Audio Working in pairs, children create their own paragraph planner using the IWB frame. Use headphones on the .uk/primaryframeworks/literac
y/planning/Year6/Narrativesto
computer to enable children to listen repeatedly to the music in MP3 format and gauge the length of each phrase. ries/unit4/teaching/teaching2
(Aquarium is approximately the same length as the music used in The Piano and has a similar number of phrases,
though the lengths within the piece differ.)
http://www.standards.dfes.gov
Non-fiction Unit 4 Research Children research and discuss the possible attractions of their chosen location in preparation for creating their virtual .uk/primaryframeworks/literac
y/planning/Year6/Nonfiction/u
guided tour. This will probably include paper-based, electronic (including the Internet) and live research, depending nit4/teaching/teaching3
on the location selected.
New Literacy Framework –ICT Elements by Year 11