Northern Ireland

Skills available for Northern Ireland primary 6 English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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The Northern Ireland Curriculum: Key Stage 2, Primary 6 The Northern Ireland Curriculum: Key Stage 2, Primary 6

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Print curriculum

Reading

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

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
- Identify the purpose of a text (5-C.1)
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
- Choose reasons to support an opinion (5-R.3)
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

Northern Ireland

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Actions

Reading

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

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