Technology can be used to support learners by allowing them to evidence their learning through their ability to include audio with their work. Initially Learners will need to be supported by making use of the apps identified below. This will model good practice of how to make use of the apps in the future.

Speaking - Can share an idea or feeling using simple sentences. 

Listening - Can listen to a short story and answer "Who?" or "What happened?" 

Reading - Recognises some letter-sound correspondences (Phonics). 

Writing - Can hold a pencil with some control and attribute meaning to marks. 

1. Learners can begin to be recorded, explaining what they have done in a task. This could progress to explaining what they found easy or difficult in the task.

2. Learners could listen back to themselves pronouncing words or phonics blends to understand if they are saying what they think they are saying.

3. Learners could start to make use of word processing tools like JIT in Just2Easy to retype stories from books, which will reinforce an understanding of spaces between words.

Apps/Tools which may support this: 

• Tablets to record this, this could be saved on the device or uploaded to an online app like Seesaw/Tepestry 

• Adobe Express, the staff could create videos and have learners provide the voice-over to them

• Just2Easy, using the microphone app, learners can record their own voices (NB. to support evidencing this with younger learners, teachers could allow learners to use these tools in their account, which can also support learners with understanding the need to name their work accurately).

As learners continue to develop their use of language, literacy skills are applied with purpose and fluency. There is a shift from recognition in PS1 to application at PS2.

Speaking - Can explain a sequence of events or a "why" idea using connecting words like because, next, or so. 

Listening - Can listen to others, wait for a gap, and add a relevant comment or ask a follow-up question. 

Reading - Fluency- Can read aloud with some expression, pausing at full stops and changing tone for question marks. 

Meaning- Can explain how a character feels or what might happen next based on "clues" in the text (Inference). 

Writing - Structure- Can organise writing into simple sections or paragraphs and use basic punctuation ( . , ! ? ) consistently. 

Purpose- Can adapt writing for different reasons, such as writing a formal "thank you" letter vs. a fun, creative story. 

1. As learners develop fluency in their handwriting, they can also begin to build typing skills. There are several sites online which look to support developing typing skills for children. Some examples are linked below.

2. Learners can start to understand that when using word-processing tools, their work can be autosaved, which can also provide a record of historical changes to the document. This allows them to make targeted edits to their work based on feedback given.

3. Templates can be given to pupils, which allow them to substitute words within passages. This could be to make alterations/improvements/translations of words. 

4. Using Podcasts, learners can record conversations with their peers. Podcasts can be introduced to learners as a way to record their understanding of a topic. These may not need to be scripted to begin with, but should be provided with support on what their conversation should/could include.

5. By starting to create presentations, learners can share what they have learnt within their topic or classroom activity. By providing a success criterion to work towards, learners can plan what should be included in their presentations and choose if they will evidence this through written or oral explanations. These can also show development and reflect feedback for improvement through documenting the process or using the version history if available.

6. Digital reading material can be provided to learners.

7. Using the AI Generate an Image feature of Adobe Express, learners can begin to prompt to generate pieces of work.

Apps/Tools which may support this: 

• Word processing tools in Just2Easy, Microsoft and Google can be used to support learners in developing their typing skills.

• Adobe Express allows learners to create video presentations which contain their written work and/or provide opportunities to explain their understanding orally*.

• Adobe Express allows learners to refine their written prompting skills to create images.

• Presentations can be created as a PowerPoint, Slides or as an infographic. These can provide opportunities to explain understanding with text and/or audio.

• Reading Progress/Coach can provide staff with detailed assessments of reading data, e.g. words-per-minute, accuracy and self-corrections.

*With any work where learners record their oral work, good practice will allow them to plan what they will say, which could be an entire script or bullet points they want to include.

As learners become increasingly independent, literacy skills are no longer just applied; they are critically evaluated and synthesised. There is a shift from the functional application of PS2 to the strategic and analytical command of PS3, where learners begin to manipulate language to influence others and navigate complex information. 

The applications and skills developed in PS3 will be similar to those introduced in PS2. The level of literacy skills should mirror and reinforce those literacy skills which are taught during 'offline' pedagogy.

Digital Skills should also progress and build each year. Support for this can be found here.