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Key Stage Years covered KS2 + (9YRS + SEN)

Spinout stories supports children who are working towards Level 3 and 4 and above in writing and reading. The software provides high interest fiction and non-fiction texts for children to read and develop reading and writing skills from. Children can progress by working through the texts which range in different levels of difficulty.

The software supports the following National Curriculum objectives for English:

En2 Reading

Knowledge, skills and understanding

Reading strategies

1.To read with fluency, accuracy and understanding, pupils should be taught to use:
a)phonemic awareness and phonic knowledge
b)word recognition and graphic knowledge
c)knowledge of grammatical structures
d)contextual understanding.

Understanding texts

2.Pupils should be taught to:
a)use inference and deduction
b)look for meaning beyond the literal
c)make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing]
d)use their knowledge of other texts they have read.

Reading for information

3.Pupils should be taught to:
a)scan texts to find information
b)skim for gist and overall impression
c)obtain specific information through detailed reading
d)draw on different features of texts, including print, sound and image, to obtain meaning
e)use organisational features and systems to find texts and information
f)distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]
g)consider an argument critically.


4.To develop understanding and appreciation of literary texts, pupils should be taught to:
a)recognise the choice, use and effect of figurative language, vocabulary and patterns of language
b)identify different ways of constructing sentences and their effects
c)identify how character and setting are created, and how plot, narrative structure and themes are developed
d)recognise the differences between author, narrator and character
e)evaluate ideas and themes that broaden perspectives and extend thinking
g)express preferences and support their views by reference to texts
h)respond imaginatively, drawing on the whole text and other reading
i)read stories aloud.

Non-fiction and non-literary texts

5.To develop understanding and appreciation of non-fiction and non-literary texts, pupils should be taught to:
a)identify the use and effect of specialist vocabulary
b)identify words associated with reason, persuasion, argument, explanation, instruction and description
c)recognise phrases and sentences that convey a formal, impersonal tone
d)identify links between ideas and sentences in non-chronological writing
e)understand the structural and organisational features of different types of text [for example, paragraphing, subheadings, links in hypertext]
f)evaluate different formats, layouts and presentational devices [for example, tables, bullet points, icons]
g)engage with challenging and demanding subject matter.

Language structure and variation

6.To read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level, using appropriate terminology [for example, how adjectives and adverbs contribute to overall effect, the use of varying sentence length and structure, connections between chapters or sections].

Non-fiction and non-literary texts

9.The range should include:
b)print and ICT-based reference and information materials [for example, textbooks, reports, encyclopedias, handbooks, dictionaries, thesauruses, glossaries, CD-ROMs, internet]

En3 Writing

Knowledge, skills and understanding


1.Pupils should be taught to:
a)choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure]
b)broaden their vocabulary and use it in inventive ways
c)use language and style that are appropriate to the reader
d)use and adapt the features of a form of writing, drawing on their reading
e)use features of layout, presentation and organisation effectively.

Planning and drafting

2.To develop their writing on paper and on screen, pupils should be taught to:
a)plan - note and develop initial ideas
b)draft - develop ideas from the plan into structured written text
c)revise - change and improve the draft
d)proof-read - check the draft for spelling and punctuation errors, omissions and repetitions
e)present - prepare a neat, correct and clear final copy
f)discuss and evaluate their own and others' writing.


3.Pupils should be taught to use punctuation marks correctly in their writing, including full stops, question and exclamation marks, commas, inverted commas, and apostrophes to mark possession and omission.


4.Pupils should be taught:
Spelling strategies
a)to sound out phonemes
b)to analyse words into syllables and other known words
c)to apply knowledge of spelling conventions
d)to use knowledge of common letter strings, visual patterns and analogies
f)to revise and build on their knowledge of words and spelling patterns

Language structure

7.Pupils should be taught:
a)word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles
b)the features of different types of sentence, including statements, questions and commands, and how to use them [for example, imperatives in commands]
c)the grammar of complex sentences, including clauses, phrases and connectives
d)the purposes and organisational features of paragraphs, and how ideas can be linked.

National Literacy Strategy

Spinout Stories Red and Blue packs can be used to support the NLS for Year groups 4,5,6 and above. The stories can be used as texts for non-fiction and fiction topics. The software can support word, sentence and text level objectives from the NLS. For example;