The document lists questions to consider when reviewing literacy planning, including whether the range of work is aligned with frameworks, activities build on prior learning, there is evidence of interactive teaching, differentiation, and extended writing opportunities. It also prompts evaluation of balancing reading and writing activities, and planning for speaking, listening, and assessment.

1. Points to consider when looking at NLS planning
Is the range of work planned in line with the NLS framework?
Is there a match between medium term and weekly planning?
Are there any opportunities for cross-curriculum planning?
Is there evidence of planning running over more than one week?
Are there identified opportunities for speaking and listening?
Is there evidence of Interactive Teaching?
In the weekly planning are the learning objectives clear?
Is the focus of the activities indicated?
Is there a balance between Text, Sentence and Word Level work?
Is there a balance between reading and writing?
Is reading linked with writing?
Is there evidence in Shared Writing of - Demonstration?
Scribed?
Supported
Composition?
Is there appropriate differentiation?
Do activities offer challenge/opportunities for independent thought?
Do the activities build on prior learning?
Are some tasks planned that may not be completed in one session?
Do all the planned activities have to be recorded?
Is there a range of organization for independent activities?
Is extended writing included?
Is extended writing time allocated elsewhere?
Is the plenary planned with teaching opportunities?
Is the planning objective or activity driven?
Are there any assessment or review notes?
Is Guided Reading planned for?
Is Guided Reading taking place in or out of the Literacy Hour?
Is there evidence of planning for classroom support workers?
Is there evidence of DEW/GFW/PIPs/KS2 Spelling Bank?
Summary
What are the strengths as well as any areas for improvement?
Quality, Improvement and Support