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NewsWise and your national curriculum
NewsWise lessons and resources are planned by literacy, PSHE and news literacy experts. We make sure that everything we do is aligned with the national curricula of all four UK nations.

This page outlines the relevant curriculum areas and objectives that each of our units of work meet. Every lesson plan from both of our units of work include the specific curriculum links as well.
England
Northern Ireland
Scotland
Wales

England

Spoken language

Ages 7-11 (Y3-6)

  • ask relevant questions to extend their understanding and knowledge 

  • articulate and justify answers, arguments and opinions

  • participate in discussions, presentations, performances, role play, improvisations and debates

  • consider and evaluate different viewpoints, attending to and building on the contributions of others

Reading

Ages 7-9 (Y3-4)

  • identifying themes and conventions in a wide range of [texts]

  • discussing words and phrases that capture the reader’s interest and imagination

  • asking questions to improve their understanding of a text

  • drawing inferences

  • identifying main ideas drawn from more than one paragraph and summarising these

  • identifying how language, structure, and presentation contribute to meaning

  • retrieve and record information from non-fiction

Ages 9-11 (Y5-6)

  • reading [texts] that are structured in different ways and reading for a range of purposes

  • identifying and discussing themes and conventions in and across a wide range of writing

  • checking that the [text] makes sense to them, discussing their understanding and exploring the meaning of words in context

  • asking questions to improve their understanding

  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

  • identifying how language, structure and presentation contribute to meaning

  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

  • distinguish between statements of fact and opinion

  • retrieve, record and present information from non-fiction

  • provide reasoned justifications for their views

Writing

Ages 7-9 (Y3-4)

  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

  • organising paragraphs around a theme

  • in non-narrative material, using simple organisational devices

  • assessing the effectiveness of their own and others’ writing and suggesting improvements

  • proof-read for spelling and punctuation errors

  • read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Ages 9-11 (Y5-6)

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

  • noting and developing initial ideas, drawing on reading and research where necessary

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

  • using further organisational and presentational devices to structure text and to guide the reader

  • assessing the effectiveness of their own and others’ writing

  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

  • proof-read for spelling and punctuation errors

  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

PSHE*

Ages 7-11 (Y3-6)

Health

  • a varied vocabulary to use when talking about feelings; about how to express feelings in different ways H19

  • strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations H20 

  • what to do if frightened or worried by something seen or read online H42

Relationships

  • to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own R33

  • how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with R34

Living in the wider world

  • how to assess the reliability of sources of information online L12

  • about some of the different ways information and data is shared and used online, including for commercial purposes L13

  • about how information on the internet is ranked, selected and targeted at specific individuals and groups L14

  • about how text and images in the media and on social media can be manipulated or invented; strategies to evaluate the reliability of sources and identify misinformation L16

*Statements are taken from the PSHE Association’s Programme of Study for PSHE Education. These incorporate the Relationships Education, RSE and Health Education statutory guidance.

Computing

Ages 7-11 (Y3-6)

  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create… content

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour

Northern Ireland

Talking and listening

Ages 7-8 (Y4)

  • listen to, interpret and retell, with some supporting detail, a range of oral and written texts

  • tell their own stories based on personal experiences and imagination

  • express thoughts, feelings and opinions in response to personal experiences, imaginary situations, literature, media and curricular topics and activities

  • present ideas and information with some structure and sequence

  • speak audibly and clearly, using appropriate quality of speech and voice

  • devise and ask questions to find information… across the curriculum

  • read aloud from a variety of sources, including their own work, inflecting appropriately to emphasise meaning

Ages 8-11 (Y5-7)

  • tell, retell and interpret stories based on memories, personal experiences, literature, imagination and the content of the curriculum

  • share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals

  • describe and talk about real experiences and imaginary situations and about people, places, events and artefacts

  • prepare and give a short oral presentation to a familiar group, showing an awareness of audience and including the use of multimedia presentations

  • identify and ask appropriate questions to seek information, views and feelings

  • talk with people in a variety of formal and informal situations

  • use appropriate quality of speech and voice, speaking audibly and varying register, according to the purpose and audience

  • read aloud, inflecting appropriately, to express thoughts and feelings and emphasise the meaning of what they have read

Reading

Ages 7-8 (Y4)

  • research and manage information relevant to specific purposes, using traditional and digital sources, and present their findings in a variety of ways

  • use a range of comprehension skills, both oral and written, to interpret and discuss texts

  • explore and begin to understand how texts are structured in a range of genres

  • express opinions and give reasons based on what they have read

  • begin to use evidence from text to support their views

Ages 8-11 (Y5-7)

  • use traditional and digital sources to locate, select, evaluate and communicate information relevant for a particular task

  • represent their understanding of texts in a range of ways, including visual, oral, dramatic and digital

  • consider, interpret and discuss texts, exploring the ways in which language can be manipulated in order to affect the reader or engage attention

  • begin to be aware of how different media present information, ideas and events in different ways

  • 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

Writing

Ages 7-8 (Y4)

  • understand and use a range of vocabulary by investigating and experimenting with language

  • talk about and plan what they are going to write

  • write for a variety of purposes and audiences

  • organise, structure and present ideas and information using traditional and digital means

Ages 8-11 (Y5-7)

  • discuss various features of layout in texts and apply these, as appropriate, within their own writing

  • 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

Personal Development and Mutual Understanding

Ages 7-8 (Y4)

Personal understanding and health

  • Self Awareness: beginning to recognise, name and manage their own feelings and emotions and that they are a natural, important and healthy part of a human being

  • Keeping Safe: knowing what to do or from whom to seek help when feeling unsafe

Mutual understanding in the local and wider community

  • being aware of who and what influences their views and feelings and behaviour at home/school

Ages 8-11 (Y5-7)

Personal understanding and health

  • Self Awareness: knowing how to confidently express their own views and opinions in unfamiliar circumstances

  • Self Awareness: examining and exploring their own and others’ feelings and emotions

  • Self Awareness: knowing how to recognise, express and manage feelings in a positive and safe way

Mutual understanding in the local and wider community

  • exploring and examining what influences their views, feelings and behaviour

  • recognising that people have different beliefs which shape the way they live

  • understanding that differences and similarities between people arise from a number of factors including cultural, ethnic/racial and religious diversity, gender and disability

  • exploring how the media present information

Digital Literacy/Computing*

Ages 7-11 (Y4-7)

  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create… content

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour

*Statements are taken from Using information and communications technology across the curriculum.

Scotland

Listening and talking

Ages 7-8 (P4)

  • When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

  • I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a

  • To help me develop an informed view, I am learning to recognise the difference between fact and opinion. LIT 1-08a

  • When listening and talking with others for different purposes, I can… clarify points by asking questions or by asking others to say more. LIT 1-09a

Ages 8-11 (P5-7)

  • When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

  • I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a

  • To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are. LIT 2-08a

  • When listening and talking with others for different purposes, I can… clarify points by asking questions or by asking others to say more. LIT 2-09a

Reading

Ages 7-8 (P4)

  • I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a

  • Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

  • To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. LIT 1-16a

  • To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. LIT 1-17a

  • To help me develop an informed view, I can recognise the difference between fact and opinion. LIT 1-18a

Ages 8-11 (P5-7)

  • I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a

  • Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

  • To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

  • To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. LIT 2-17a

  • To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have assessed how useful and believable my sources are. LIT 2-18a

Writing

Ages 7-8 (P4)

  • I can write independently… and order and link my sentences in a way that makes sense LIT 1-22a

  • Throughout the writing process, I can check that my writing makes sense. LIT 1-23a

  • By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a

  • I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a

Ages 8-11 (P5-7)

  • In both short and extended pieces I can… divide my work into paragraphs in a way that makes sense to my reader LIT 2-22a

  • Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a

  • I recognise the need to acknowledge my sources and can do this appropriately. LIT 2-25a

  • By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

  • I am learning to use language and style in a way which engages and/or influences my reader. LIT 2-27a

  • I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a

  • I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a

Health and wellbeing

Ages 7-11 (P4-7)

Mental and emotional wellbeing

  • I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 1-01a / HWB 2-01a

  • I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 1-02a / HWB 2-02a

  • I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 1-03a / HWB 2-03a

Social wellbeing

  • As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 1-09a / HWB 2-09a

  • Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 1-13a / HWB 2-13a

Digital literacy/Computing

Ages 7-8 (P4)

  • I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

Ages 8-11 (P5-7)

  • [I can] use digital technologies to search, access and retrieve information and am aware that not all of this information will be credible. TCH 2-02a

  • I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a

Wales
These statements taken from the Curriculum for Wales cover two of the areas of learning and experience (Health and Well-being, and Languages, Literacy and Communication). The statements have been organised into the subjects of oracy, reading, writing, and health and wellbeing for ease of reference. Digital competence statements are taken from the Digital competence framework.

We have taken statements from progression steps two and three which broadly relate to the age groups that NewsWise caters for. However, we recognise that children progress at different rates, so there may be statements from other progression steps which NewsWise lessons and resources also meet.

Oracy

Progression step 2

Understanding languages is key to understanding the world around us

  • I can listen to, understand and communicate the general meaning of what I hear.

  • I can listen to, understand and later recall what I have heard.

  • I can listen to others and understand that they may have a different perspective from my own.

Expressing ourselves through language is key to communication

  • I can speak clearly, varying expression and gestures to communicate my ideas.

  • I can communicate using an increasingly varied and precise vocabulary.

  • I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.

  • I can use spoken language for different purposes.

  • I can ask and answer questions and exchange ideas and information.

  • I can explain information and share ideas, opinions and feelings using relevant vocabulary.

Literature fires imagination and inspires creativity

  • I can respond to what I hear, read, and view, asking questions and showing my understanding.

Progression step 3

Understanding languages is key to understanding the world around us

  • I can listen to, understand and later recall in greater detail the general meaning of what I have heard.

  • I can listen to and understand information about a variety of topics, summarising the main points.

  • I can listen empathetically to different people’s viewpoints on various subjects.

Expressing ourselves through language is key to communication

  • I can recognise the appropriate language for different audiences and purposes, varying my expression, vocabulary and tone to engage the audience.

  • I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

  • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.

  • I can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

Reading

Progression step 2

Understanding languages is key to understanding the world around us

  • I can use a range of strategies to read with increasing fluency.

  • I can read different texts using a range of strategies to make meaning.

  • I can recognise the features of different types of texts and use appropriate language to talk about them.

  • I can find and use information from different materials that I read.

  • I can infer meaning from text and images.

  • I can read aloud with expression, paying attention to punctuation.

  • I can respond to what I hear, read and see, asking questions and showing my understanding.

Literature fires imagination and inspires creativity

  • I can respond to what I hear, read, and view, asking questions and showing my understanding.

  • I can recognise the features of different types of literature and use appropriate language to talk about them.

Progression step 3

Understanding languages is key to understanding the world around us

  • I can read texts, choosing strategies which best help me understand them

  • I can compare different things I read.

  • I can use inference and deduction to understand texts and can consider the reliability of what I read.

  • I can read empathetically to identify different people’s viewpoints on various subjects.

Literature fires imagination and inspires creativity

  • I can comment on literature and make connections between what I hear, read and view.

  • I can make connections between what I hear, read and view.

Writing

Progression step 2

Expressing ourselves through language is key to communication

  • I can review my work and am beginning to use a range of familiar strategies and tools to improve my speaking and writing.

  • I can explain information and share ideas, opinions and feelings using relevant vocabulary.

  • I can talk to plan writing and write for different purposes and audiences. 

  • I can organise my writing into a logical sequence. 

  • I can write using an increasingly imaginative, varied and precise vocabulary.

Literature fires imagination and inspires creativity

  • I can use my imagination to respond to and adapt literature to create my own work.

  • I can recognise the features of different types of literature and use appropriate language to talk about them.

Progression step 3

Expressing ourselves through language is key to communication

  • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken, written and visual communication.

  • I  can interact with others, talking and writing about my thoughts, feelings and opinions showing empathy and respect.

Literature fires imagination and inspires creativity

  • I can comment on literature and make connections between what I hear, read and view.

  • I can use my knowledge of writing styles and the features of different literary genres to create my own work.

  • I can make connections between what I hear, read and view.

Health and well-being

Progression step 2

How we process and respond to our experiences affects our mental health and emotional well-being

  • I can understand how and why my thoughts, feelings and actions change in response to different experiences.

  • I can notice and communicate my feelings.

  • I am beginning to notice when I need help to manage my feelings.

  • I can pay attention to the feelings of others and I am learning to think about why they may feel that way.

Our decision making impacts on the quality of our lives and the lives of others

  • I can make decisions based on what I know.

How we engage with social influences shapes who we are and affects our health and well-being

  • I can recognise that there are similarities and differences between people’s values and attitudes.

Progression step 3

How we process and respond to our experiences affects our mental health and emotional well-being

  • I can self-regulate my emotions in a healthy way using strategies that I have developed.

  • I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.

  • I can ask for help when I need it from people I trust.

  • I can empathise with others.

  • I can understand how and why experiences affect me and others.

Our decision making impacts on the quality of our lives and the lives of others

  • I can make considered decisions, taking into account available information, including past experiences.

How we engage with social influences shapes who we are and affects our health and well-being

  • I can recognise that there are similarities and differences between people’s values and attitudes.

Digital competence

Progression step 2

Citizenship

  • I can identify and explain the advantages and disadvantages of digital media and devices.

  • I can use digital technology to communicate and connect with others locally and globally.

Producing

  • I can create, edit and organise multimedia components (text, images, sound, animation and video) in selected software as appropriate

Progression step 3

Citizenship

  • I can think critically about information shared online.

  • I can identify marketing elements designed to draw my attention.

  • I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

Producing

  • I can use a range of software to select, produce and edit a range of multimedia components for a purpose.

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