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Find out about a range of teaching approaches to help pupils build, develop and secure active reading skills and strategies. Read about how to recognise pupil progression from Year 7 to Year 11, including extension.

Teaching approaches

You can present active reading skills and strategies to pupils as a reading toolkit which they can draw on in lessons. Presenting a reading toolkit to pupils can help them to make independent choices about which strategies to deploy for a particular reading task. The following pages give more information about skills and strategies you might aim to address and revisit over the course of a pupil's learning. You can also help pupils to build, develop and secure their use of this toolkit of active reading skills and strategies by using a staged approach.

Recognising pupil progression

Pupils' acquisition of active reading skills and strategies is fundamental to their progress in this strand. Pupils will demonstrate increasing expertise in their use of these skills and strategies as they develop into more independent readers.

Select the relevant Year headings below to find out which specific skills you might want to emphasise depending on the level of your pupils.

  • Year 7

    • Extract the main points and relevant information from a text or source using a range of strategies such as skimming and scanning.
    • Use inference and deduction to recognise implicit meanings at sentence and text level.
    • Make relevant notes when gathering ideas from texts.
  • Year 8

    • Use a range of reading strategies to retrieve relevant information and main points from texts, distinguishing between fact and opinion where appropriate.
    • Use inference and deduction to explore layers of meaning within a text.
    • Make relevant notes when researching from different sources and comparing and contrasting information.
  • Year 9

    • Select from a range of strategies the most appropriate ways to locate, retrieve and compare information and ideas from a variety of texts.
    • Use a repertoire of reading strategies to analyse and explore different layers of meaning within texts.
    • Make relevant notes using a range of formats and approaches when researching a variety of sources.
  • Year 10

    • Select, compare and contrast information carefully from texts for specific tasks, taking account of the origin and purpose of the sources and knowing how to recognise bias and opinion.
    • Draw on a repertoire of reading strategies in order to analyse, compare and respond to layers of meaning, subtlety and allusion in texts.
    • Summarise and synthesise relevant information from a range of sources, selecting the most useful note form for the purpose.
  • Year 11

    • Analyse, compare and contrast texts and sources with insight into their context as well as their content, evaluating their validity and relevance for a range of tasks or purposes.
    • Select effectively and flexibly from a repertoire of reading strategies to analyse and explain layers of meaning, subtlety and allusion in and between increasingly challenging texts.
    • Summarise, synthesise and, where relevant, redraft information taken from a range of sources succinctly and appropriately for purpose.
  • Extension

    • Analyse, evaluate and compare the relevance, usefulness or significance of a range of sources of information obtained from research and make discriminating choices about what to use.
    • Coordinate and combine a wide repertoire of reading strategies to develop subtle, original and inventive interpretations of a range of challenging texts.
    • Demonstrate mastery of a wide range of research and note-making skills, using discrimination to evaluate and make appropriate selections from a variety of sources.