Primary: EYFS, Key Stage 1, Key Stage 2

 EnglishPrimary: EYFS, Key Stage 1, Key Stage 268531255023350Curriculum plan 2020-2190000081324001. Curriculum PrinciplesCoherence and flexibilityWe strive to support schools by giving them an online learning offer that can be flexible to fit alongside their existing curriculum. We need to balance this together with coherence as complete flexibility would imply only standalone lessons where none can build upon any other. This is particularly important in English where we need to expose students to whole stories or texts and therefore require longer sequences of lessons to build up knowledge and skills.Knowledge organisationFor English at EYFS, KS1 and KS2 we have organised units to ensure a balance of coverage and progression across the year, incorporating key knowledge and skills relating to Phonics, Reading, Writing, Grammar and Spelling. Oracy underpins teaching in all units. All elements of English are embedded within the units, rather than being taught as separate strands. We will offer suggested sequences to ensure logical progression and development of knowledge and skills. The curriculum reinforces the reciprocal relationship between Reading and Writing. Although some phonics practice is embedded, Oak is not providing a phonics programme. Knowledge selectionWe are seeking to support schools to deliver their curriculum to children who cannot attend school. Our choice of what to teach will primarily be guided by what is being taught in schools so that we can serve them well and will follow the guiding principles of The National Curriculum.Inclusive and ambitiousWe want Oak to be able to support all children. Our units will appropriately scaffolded so that children with different starting points can access them. This is supported by developing children’s skills in Communication and Language throughout the Primary English Curriculum. Schools, who know their pupils best, will be essential in directing pupils to the lessons that will most help them.Pupil engagementWe need pupils to be thinking during their lessons - both to engage with the subject and to strengthen memory of what is being learnt. Our lessons will not be video lectures. We seek to exercise pupils’ minds throughout their lessons. This will involve questions and tasks throughout instruction, just as we would with classroom teaching.Motivation through learningLike all teachers, we recognise that clear presentation and teaching helps pupils keep participating in our lessons. We will build intrinsic motivation through children’s success and enjoyment within lessons. However, we are teachers, and not entertainers. As English teachers, we believe in the power of storytelling and language to motivate and inspire children, and we hope to capture this in our video resources.2. Subject structure overviewThe demands of Literacy at EYFS and English at KS1 and KS2 differ in scope and, in order to be developmentally appropriate, they are organised slightly differently. Writing effectively for purpose incorporates significant knowledge and skills: the knowledge of conventions within specific text types, wide ranging vocabulary, awareness of the reader – and using grammar and punctuation precisely and for effect. Writing units ensure that pupils are first clear on the ‘what to write’ – the content, the sequencing, the ideas, the vocabulary so that they can the focus on ‘how to write’ – effective use of punctuation, sentence structure, cohesive and stylistic devices in order to achieve the intended purpose on the reader. Knowledge of spelling, grammar and punctuation is applied in context – with specific rules and conventions taught incrementally, to ensure mastery of application.The units detailed below are the units we hope to teach. In some cases we are still awaiting agreement from publishers to use texts that are subject to copyright. In the event that publishers do not agree to certain texts being used we will update the plan and use the closest substitute available.The below lays out the structure of literacy and English within EYFS and both primary key stages.Literacy at EYFSWe know that learning in the EYFS is driven by a combination of adult-led sessions and facilitation of learning as part of continuous provision. Our ability to do the latter is limited by the online nature of the resources but we endeavour to present videos that provide options for further independent learning and high quality play. We know that the division of learning into subjects can sit contrary to the EYFS framework, in which one task can engage the child in developing in multiple areas. Although, given the nature of this project, our Literacy provision may initially seem ‘stand alone’, it will heavily integrate other areas including Understanding the World, Physical, Social and Emotional, Communication and Language and Expressive Arts and Design. ‘Playing and exploring, ‘active learning’ and ‘creating and thinking critically’ will drive the way children learn in Literacy. Literacy in EYFS aims to build solid foundations in the key areas of communication and language, reading and writing through engagement with stories. Stories will provide meaningful context and purpose for all learning.Unit structureThe curriculum is organised through 10 lesson (2 week) units. Units are ideally taught in the sequence provided for progression, however, they can also be taught as stand-alone units if desired. The learning in each unit will centre on a particular story or non-fiction type, deliberately sequenced for progression in terms of complexity of language/plot/non-fiction genre. Oral stories from around the world provide the engaging context for teaching literacy in EYFS. For fiction, each unit has an overall learning focus designed to provide clear overarching purpose and explicitly teach great fiction writing based on key story building blocks, for example, character, action, setting and description. These build progressively over the year. Non-fiction is integrated in the Spring and Summer terms linked to the fiction stories that have just been learnt and worked with as a springboard. The non-fiction genres covered are: Persuasion, Recounts, Discussion and Explanation, chosen since these provide the most meaningful links to the stories that precede them. Each of these will be taught in an age-appropriate manner. Our aim is to provide balance between breadth and depth so that pupils have a strong foundation in their introduction to non-fiction that can then be built upon in KS1.Phonics: Schools will have their preferred phonics programme. As there are a range of commonly used programmes, all of which use different sequences, it would not be appropriate to include explicit phonics instruction in Oak lessons. We would not want to disrupt the sequence in which a child is learning to munication and Language: Oral rehearsal is placed at the heart of learning within every unit to support acquisition of language and fluent, confident communication. By the end of the year, pupils will be able to tell lots of nursery rhymes as well as 9 stories from memory, filling them with language, turn of phrase, ideas and plots to draw upon. The foundations of non-fiction types will be taught as they provide the basis for everyday thinking and communication, even at this young age. There will be a strong focus on using song, music, dance, drama, movement and art linked to story to embed language and structures.Reading and writing: Daily rhyming, as well as short reading and writing activities, will take place within a creative story-context to revisit key knowledge and provide frequent application of skills. Teaching of writing will maximise opportunities for imaginative input from pupils, building self-esteem and motivation. There is an overarching purpose for each fiction unit which builds progressively over the year (action, character, setting, description, mood and middles) so that each of these can be explicitly taught to support great fiction writing. Towards the end of the year, story writing will focus on drawing a combination of these elements together to support application of what has been learnt. At the end of some units, there will be the opportunity for pupils to recycle/innovate the original story.Grammar: this is taught and continually reinforced in context in relation to the stories/non-fiction type so that this knowledge can be used ‘in-action’. Key changes to the EYFS and KS1 curriculum plan since version 1 (published 6 July 2020)In Reception, we have stuck to a 2-week structure for every story (some stories in the summer term before were 4 weeks). As a result, we have added more stories. We have also added a more diverse range of stories.There are extra stories in the summer term such as Fox’s Sack, Lucky Duck and Emperor’s New Clothes.In Year 1, Snip Snip in Autumn term 2 has changed to Anansi and Tiger to offer greater diversity. The persuasive advert that followed Snip Snip has therefore been changed to Information: All About Tigers and the information text: All about honey after Honey and Trouble has been changed to Persuasion: buy my honey.We have also changed the story at the end of Year 1 to How Butterflies Came to Be.In Year 2, the first story has changed from The Freedom Bird to How Coyote Brought Fire to Earth and the instruction text title following has therefore changed to How to defeat the fire giants.Snow White has changed to Ganesh Gets Married. The discussion text that follows is now called: Who was right: Ganesh or Kartikeya?We have now included the first term of Year 1 spelling and made some grammar amendments to LOs to better reflect year group specifications in the NC. Year groupUnit titleLength of unitPrior knowledge requiredReading, writing and grammar are all incorporated within every unit. ReceptionThe Noisy House10 lessons(2 weeks)N/AReceptionBat Learns to Dance10 lessons(2 weeks)N/AReceptionThe Little Red Hen10 lessons(2 weeks)N/AReceptionThe Three Billy Goats Gruff10 lessons(2 weeks)N/AReceptionMouse Deer and Tiger10 lessons(2 weeks)N/AReceptionThe King and the Moon10 lessons(2 weeks)N/AReceptionThe Gingerbread Man10 lessons(2 weeks)Phase 2 phonicsReceptionPersuasion: Buy my gingerbread.10 lessons(2 weeks)Phase 2 phonicsReceptionThe Three Little Pigs10 lessons(2 weeks)Phase 2 phonicsReceptionGoldilocks and the Three Bears10 lessons(2 weeks)Phase 2 phonicsReceptionRecount: what happened from other characters’ viewpoints.10 lessons(2 weeks)Phase 2 phonicsReceptionThe Giant Turnip10 lessons(2 weeks)Phase 2 phonicsReceptionThe Sweet-Talking Potato10 lessons(2 weeks)Phase 3 phonicsReceptionExplanation: Why the king was amazed.10 lessons(2 weeks)Phase 3 phonicsReceptionFox’s Sack10 lessons(2 weeks)Phase 3 phonicsReceptionThe Little Duck10 lessons(2 weeks)Phase 3 phonicsReceptionLittle Red Riding Hood10 lessons(2 weeks)Phase 3 phonicsReceptionDiscussion: Should Little Red Riding Hood go into the woods alone?10 lessons(2 weeks)Phase 3 phonicsReceptionThe Emperor’s New Clothes5 lessons(1 week)Phase 3 phonicsEnglish at KS1Oral stories from around the world provide the engaging context for teaching fiction, non-fiction, grammar and punctuation at KS1. Each year is divided into 2-week units with a focus on either fiction or non-fiction. For fiction, each unit has an overall learning focus designed to provide clear overarching purpose and explicitly teach high-quality fiction writing based on the following areas: action, character, problem, setting, mood, description, openings, middles, and endings. These build progressively over the year. For non-fiction, 6 non-fiction writing types are taught progressively over the course of each year. This is to provide balance between breadth and depth so that pupils have a strong foundation in these 6 genres before munication and Language: Oral rehearsal is placed at the heart of learning within every unit to support acquisition of language and fluent, confident communication. We know that pupils are not able to effectively write stories until they can effectively communicate their ideas. We will therefore continue to build upon the Communication and Language skills developed throughout the EYFS as part of our KS1 English Curriculum.ReadingEach unit comprises 1 specific reading lesson linked to a key skill. Reading also takes place at various other points throughout a unit, in warm-ups, reading as a writer activities and when drafting and editing writing. Skills in reading are taught in relation to the stories and non-fiction pieces used in each unit. Key skills are repeated throughout the year to embed strategies and behaviours. The idea is that reading in context motivates pupils, supports understanding and reinforces the interrelationship between reading and writing. Spelling is taught discretely with a new spelling rule taught every week. Spelling is taught in a fun, interactive way in 3 discrete sessions per week with a ‘consolidation and review’ week at the end of each half term. Common exception words are also taught each half term. Where possible, application will be linked to words in the story or non-fiction piece used in the corresponding unit.WritingThe idea is that pupils learn to tell stories and non-fiction pieces from memory in their own words which develops memory, sequence and language. As mentioned above, there is a strong focus on writing for purpose. Each unit comprises a progressive sequence which builds towards an extended writing outcome for a particular purpose. First, the story or non-fiction piece is learnt orally. The learnt piece is then deepened for understanding and language acquisition using the creative arts including drama, poetry and writing. Once language and structure is internalised, pupils move into writing. Pupils will be taught to think like writers with key tools for planning, drafting (through shared writing) and editing. Pieces can then be recycled/created leading to independence. Over the course of the year, this process of learning will become familiar for pupils, building confidence, motivation and metacognition. Year 1Year groupUnit titleLength of unitPrior knowledge requiredReading, writing, spelling and grammar are all incorporated within every unit.Year 1The Magic Paintbrush: mood10 lessons(2 weeks)N / AYear 1The Magic Paintbrush: created story (mood)10 lessons(2 weeks)N / AYear 1Recount: diary entry10 lessons(2 weeks)N / AYear 1Monkeys and Hats: problems10 lessons(2 weeks)Phonics and Y1 T1 grammatical knowledgeYear 1Monkeys and Hats: recycled story (problems)10 lessons(2 weeks)Y1 T1Phonics and Y1 T1 grammatical knowledgeYear 1Instructions: How to Make a Magic Hat10 lessons(2 weeks)Phonics and Y1 T1 grammatical knowledgeYear 1Awongalema: description10 lessons(2 weeks)Phonics and Y1 T2 grammatical knowledgeYear 1Awongalema: recycled story (description)10 lessons(2 weeks)Phonics and Y1 T2 grammatical knowledgeYear 1Discussion: Should animals be kept in zoos?10 lessons(2 weeks)Phonics and Y1T2 grammatical knowledgeYear 1Honey and Trouble: character10 lessons(2 weeks)Phonics and Y1 T2 grammatical knowledgeYear 1Honey and Trouble: recycled story (character)10 lessons(2 weeks)Phonics and Y1 T2 grammatical knowledgeYear 1Persuasion: Buy my honey10 lessons(2 weeks)Phonics and Y1 T2 grammatical knowledgeYear 1Anansi and Tiger: action10 lessons(2 weeks)Phonics and Y1 T3 grammatical knowledgeYear 1Anansi and Tiger: recycled story (action)10 lessons(2 weeks)Phonics and Y1 T3 grammatical knowledgeYear 1Information: All about Tigers10 lessons(2 weeks)Phonics and Y1 T3 grammatical knowledgeYear 1Jack and the Beanstalk: problems10 lessons(2 weeks)Phonics and Y1 T3 grammatical knowledgeYear 1Jack and the Beanstalk: created story(problems)10 lessons(2 weeks)Phonics and Y1 T3 grammatical knowledgeYear 1Explanation: How beans grow10 lessons(2 weeks)Phonics and Y1 T3 grammatical knowledgeYear 1How Butterflies Came to Be: description5 lessons(1 week)Phonics and Y1 T3 grammatical knowledgeReading is taught in context in relation to the stories being used in the corresponding unit; however, the lessons can also be used discretely if desired. Each unit will include 1 specific reading lesson dedicated to a particular skill, although key skills will be revisited throughout. These skills are outlined below:SkillRetrieval: to find key information in the text7 lessonsN / ASkillInference: to make inferences based on what is said and done5 lessonsN / ASkillPrediction: To make informed predictions1 lessonN / ASkillSummarise: to summarise the main points3 lessonsN / ASkillPersonal interpretation: To give personal opinions about what is read/to link reading to our own experiences3 lessonsN / AGrammar and Spelling are incorporated into the Reading and Writing units. However, these objectives can be pulled out in isolation where needed.Grammar unitsYear 1Term 1A:LO: To use the past tense -edLO: To use the coordinating conjunction ‘but’LO: To use the past tense - ed Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks, exclamation marks, adjectives+3 specific lessons + warm-upsN/AYear 1Term 1B:LO: To use full stops and capital lettersLO: To use adjectivesLO: To use imperative verbs Ongoing focus: spaces between words, full stops and capital letters3 specific lessons + warm upsY1 T1A grammatical knowledgeYear 1Term 2A:LO: To add -es for plural nounsLO: To use repetition for descriptionLO: To use coordinating conjunctions Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks3 specific lessons + warm upsY1 T1 grammatical knowledgeYear 1Term 2B:LO: To use adjectivesLO: To use exclamations LO: To write questions to hook the reader Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks, adjectives3 specific lessons + warm upsY1 T1 grammatical knowledgeYear 1Term 3A:LO: To use the conjunction ‘and’ to join clausesLO: To add suffixes to verbsLO: To write questionsOngoing focus: full stops, capital letters, spaces between words, ‘and’, suffixes, ?s3 specific lessons + warm upsY1 T2 grammatical knowledgeYear 1Term 3B:LO: To add suffixes to verbsLO: To use full stopsLO: To use capital letters for pronouns Ongoing focus: full stops, capital letters, past tense3 specific lessons + warm upsY2 T2 grammatical knowledgeSpelling is taught discretely (made applicable to context where possible) and taught in 3 short burst sessions every week. Coverage is outlined below:Year 1Spelling: Words ending in y (e.g. happy, funny)3 sessionsN/A Year 1Spelling: ‘Wh’ grapheme (e.g. when, where)3 sessionsN/A Year 1Spelling: Letter string ‘are’ (e.g. care, aware, glare)3 sessionsN/A Year 1Spelling: suffixes ‘s’ and ‘es’ (e.g. cats, catches)3 sessionsN/A Year 1Spelling: CEWs: today, were, was, my, so, I, me, of, ask3 sessionsN/A Year 1Spelling: Review and consolidation3 sessionsN/A Year 1Spelling: Letter names and alphabet3 sessionsN/A Year 1Spelling: Vowels and consonants introduced3 sessionsN/A Year 1Spelling: suffix -ed and -ing (e.g. jumped, hunted, buzzing)3 sessionsN/A Year 1Spelling: suffix -ed and -ing (e.g. jumped, hunted, buzzing)3 sessionsN/A Year 1Spelling: adding ‘s’ and ‘es’ to make nouns plural.3 sessionsN/A Year 1Spelling: CEWs: go, by, here, there, where, school, house, the, a, I, is Review and consolidation3 sessionsN /A Year 1Spelling: Grapheme ‘ear’ (e.g. pear)3 sessionsN /A Year 1Spelling: f, l, s, z and k - ff, ll, ss, zz, ck after vowel (e.g. off, miss, buzz, back)3 sessionsN /A Year 1Spelling: Prefix -un (e.g. unhappy, unhelpful)3 sessionsN /A Year 1Spelling: Grapheme ‘ore’ (e.g. more)3 sessionsN /A Year 1CEWs: one, love, your, once, be3 sessionsN /A Year 1Spelling: review and consolidation3 sessionsN /A Year 1Spelling: Grapheme ‘tch’ (e.g. catch, fetch)3 sessionsN /A Year 1Spellings: when to use ‘k’ (e.g. skin, sketch)3 sessionsN /A Year 1Spelling: days of the week3 sessionsN /AYear 1Spelling: multisyllable words3 sessionsN /AYear 1Spelling: CEWs: today, were, was, my, so, I, me, of ask3 sessionsN/AYear 1Spelling: review and consolidation3 sessionsN /AYear 1Spellings: compound words (e.g. bookshop, footbridge)3 sessionsN /AYear 1Spellings: n before k (e.g. bank, honk)3 sessionsN /AYear 1CEWs: do, to, you, come, he, are, is, his, our3 sessionsN /AYear 1CEWS: said, full, some, she, they, we3 sessionsN /AYear 1Spellings: adding the suffix -est3 sessionsN /AYear 1Spellings: review and consolidation3 sessionsN /AYear 1Spelling: ‘ve’ grapheme. Words do not usually end in v (e.g. love, give)3 sessionsN /AYear 1Spelling: ‘s’ and ‘es’ for plural nouns3 sessionsN /AYear 1CEWs recap3 sessionsN /AYear 1Spelling: ‘ph’ phoneme3 sessionsN /AYear 1CEWs recap3 sessionsN /AYear 1Spelling: review and consolidation3 sessionsN /AYear 1Spelling: adding the suffix -est3 sessionsN /AYear 1Spelling: review and consolidation3 sessionsN /AYear 2Year groupUnit titleLength of unitPrior knowledge requiredReading, writing, spelling and grammar are all incorporated within every unit. Year 2How Coyote Brought Fire to Earth: description10 lessons(2 weeks)N /AYear 2How Coyote Brought Fire to Earth: recycled story: description10 lessons(2 weeks)N /AYear 2Instructions: How to defeat the fire giants10 lessons(2 weeks)N /AYear 2Baba Yaga: openings10 lessons(2 weeks)Y2 T1 grammatical knowledgeYear 2Baba Yaga: recycled story(openings)10 lessons(2 weeks)Y2 T1 grammatical knowledgeYear 2Information text: All about the Ice Witch10 lessons(2 weeks)Y2 T1 grammatical knowledgeYear 2The Eagle Who Thought He Was A Chicken: problems10 lessons(2 weeks)Y2 T2 grammatical knowledgeYear 2The Eagle Who Thought He Was A Chicken: recycled story (problems)10 lessons(2 weeks)Y2 T2 grammatical knowledgeYear 2Explanation: How birds fly10 lessons(2 weeks)Y2 T2 grammatical knowledgeYear 2Ganesh Gets Married: mood10 lessons(2 weeks)Y2 T2 grammatical knowledgeYear 2Ganesh Gets Married: recycled story (mood)10 lessons(2 weeks)Y2 T2 grammatical knowledgeYear 2Discussion: Who was right: Ganesh or Kartikeya?10 lessons(2 weeks)Y2 T2 grammatical knowledgeYear 2Persephone: endings10 lessons(2 weeks)Y2 T3 grammatical knowledgeYear 2Persephone: recycled story(endings)10 lessons(2 weeks)Y2 T3 grammatical knowledgeYear 2Recount: news report10 lessons(2 weeks)Y2 T3 grammatical knowledgeYear 2The Bird and the Forest Fire: middles10 lessons(2 weeks)Y2 T3 grammatical knowledgeYear 2The Bird and the Forest Fire: recycled story (middles)10 lessons(2 weeks)Y2 T3 grammatical knowledgeYear 2Persuasion: Why you should never light fires in a dry forest10 lessons(2 weeks)Y2 T3 grammatical knowledgeYear 2The Unlucky Man: character5 lessons(1 week)Y2 T3 grammatical knowledgeEach unit will include 1 specific reading lesson dedicated to a particular skill, although key skills will be revisited throughout. These skills are outlined below:SkillRetrieval: to find key information in the text5 lessonsN / ASkillInference: to make inferences based on what is said and done5 lessonsN / ASkillPrediction: To make informed predictions3 lessonsN / ASkillSummarise: to summarise the main points3 lessonsN / ASkillPersonal interpretation: To give personal opinions about what is read2 lessonsN / AGrammar and Spelling are incorporated into the Reading and Writing units. However, these objectives can be pulled out in isolation where needed.Grammar unitsYear 2Term 1A: LO: To use expanded noun phrases for descriptionLO: To use the 4 types of sentencesLO: To use the subordinating conjunction ‘if’Ongoing focus: punctuation3 specific lessons + warm upsY1grammatical knowledgeYear 2Term 1B:LO: To use prepositional phrases of placeLO: To use similes for descriptionLO: To use the present tense (third person for report) Ongoing focus: coordinating conjunctions, adjectives, punctuation3 specific lessons + warm upsY2 T1 grammatical knowledgeYear 2Term 2A:LO: To use the progressive form of verbsLO: To use irregular past tense verbsLO: To use subordinating conjunctions: when, if, because, that Ongoing focus: coordinating conjunctions, punctuation, verb tenses3 specific lessons + warm upsY2 T1 grammatical knowledgeYear 2Term 2B:LO: To use the 4 types of sentencesLO: To vary sentences for effectLO: To use subordinating conjunctions Ongoing focus: sentence types, punctuation, subordinating conjunctions3 specific lessons + warm upsY2 T1 grammatical knowledgeYear 2Term 3A:To use singular possessive apostrophesTo use apostrophes for contractionTo use past tense verbs Ongoing focus: conjunctions, punctuation, verb tenses3 specific lessons + warm upsY2 T2 grammatical knowledgeYear 2Term 3B:LO: vary sentence length for effectLO: To vary sentence openersLO: To use commas in a list Ongoing focus: conjunctions, punctuation, verb tenses3 specific lessons + warm upsY2 T3 grammatical knowledgeSpelling unitsYear 2Spellings: Suffix -ful and -ly (beautiful, quickly)3 sessionsN / AYear 2Spellings: suffixes -ment and -ness and less(e.g. excitement, hopeless, witness3 sessionsN / AYear 2Spellings: ‘u’ sound spelt ‘o’ (e.g. other, mother, brother)3 sessionsN / AYear 2Spellings: /?/ sound spelt ‘a’ after ‘qu’ and ‘w’ (e.g. was, walk)3 sessionsN / AYear 2CEWs: find, behind, pretty, beautiful, after, last, father, move, because, both, bath3 sessionsN / AYear 2Spelling review and consolidation3 sessionsN / AYear 2Spellings: suffix -ed and -ing (e.g. hunted, buzzed, jumped)3 sessionsN / AYear 2Spellings: possessive apostrophe (e.g. the whale’s)3 sessionsN / AYear 2Spelling: ‘l’ spelt ‘le’ at end of words (e.g. whale, mile)3 sessionsN / AYear 2Spelling: contractions (e.g. shouldn’t, couldn’t, can’t)3 sessionsN / AYear 2CEWS: every, most, great, water, only, many, even, any3 sessionsN / AYear 2Spelling: review and consolidation3 sessionsN / AYear 2Spelling: ‘l’ spelt ‘il’ (e.g. pencil, fossil, nostril)3 sessionsN / AYear 2Spelling: ‘ar’ phoneme, spelling ‘al’ (e.g. walk, also, already)3 sessionsN / AYear 2Spelling: contractions (e.g. shouldn’t, couldn’t, can’t)3 sessionsN / AYear 2Spelling: suffixes -ment and -ness and less(e.g. excitement, hopeless, witness3 sessionsN / AYear 2CEWs: every, most, great, water, only, many, even, any3 sessionsN / AYear 2Spelling: review and consolidation3 sessionsN / AYear 2Spelling: adding suffixes to verbs where changes are made to the spelling of the root word3 sessionsN / AYear 2Spelling: suffix ‘s’ and ‘es’ (e.g. cats, catches)3 sessionsN / AYear 2Spellings: ‘r’ sound spelt ‘wr’ (e.g. wreck, wrote)3 sessionsN / AYear 2Spellings: ‘e’ sound spelt -ey (e.g. key, journey, nosey)3 sessionsN / AYear 2CEWs: child, children, poor, old, cold, would, people, sure, told, hold3 sessionsN / AYear 2Spelling: review and consolidation3 sessionsN / AYear 2Spelling: -ge and -dge (e.g. hedge, large)3 sessionsN / AYear 2Spellings: ‘n’ sound spelt ‘gn’ & ‘kn (e.g. gnome, knock)3 sessionsN / AYear 2Spellings: ‘u’ sound spelt ‘or’ after ‘w’ (e.g. work, world, worse)3 sessionsN / AYear 2Spellings: prefix -un (e.g. unhappy, unhelpful)3 sessionsN / AYear 2CEWs: wild, door, floor, could, eye, clothes, fast, grass, path, gold, pass, break, busy3 sessionsN / AYear 2Spelling: review and consolidation3 sessionsN / AYear 2Spelling: suffix -tion (e.g. station, portion)3 sessionsN / AYear 2Spelling: ‘s’ sound spelt ‘c’ before e, i & y (e.g. scissors, circle)3 sessionsN / AYear 2Spellings: phoneme ‘zh’ spelled ‘s’ (e.g. measure, decision)3 sessionsN / AYear 2Spellings: grapheme ‘tch’ (e.g. catch, fetch)3 sessionsN / AYear 2CEWs: plant, improve, whole, should, again, half, money, class, sugar, steak3 sessionsN / AYear 2Spelling: review and consolidation3 sessionsN / AYear 2Spelling: adding suffixes to verbs where the spelling of the root word changes3 sessionsN/AEnglish at KS2English at KS2 comprises several elements that complement each other, and can work together or discretely. These are Writing, Reading, Spelling, Grammar and Vocabulary. Reading units are 5 day units centred around a specific text, author or genre. These are primarily reading focused. Some of these units link to writing units. However, they are designed to be accessed discretely. Reading is also taught and reinforced through the writing units.Writing units are centred around a specific text or theme. The units also incorporate the other skills and knowledge within the wider English curriculum: Reading, Grammar, Spelling and Vocabulary building. They build towards written outcomes with a focus on writing for purpose. The writing units are generally in blocks of 2-3 weeks, building towards a written outcome of a specific text type. Within this period, there are at least 6 lessons centred around the text/theme alongside 2 spelling lessons, a linked grammar lesson and a linked vocabulary lesson. Texts/themes may have between 1-3 blocks relating to a specific written outcome. These can be accessed in isolation – however, pupils will benefit the most, if they begin the first block within a unit as they will get to know the context better. Spelling units are organised into 5 blocks of 2 lessons per term: the first lesson teaches the explicit spelling objective and the second lesson provides opportunities to practise and apply this knowledge and a test. The test takes place at the end of the lesson so that it can be viewed at a later date. There are 10 lessons each term. These align with objectives set out by the National Curriculum. The spelling lessons take place on Tuesdays within the writing units, however, they can be selected by unit in order for teachers, parents or pupils to match their own curriculum requirements. Key stage specific spelling knowledge is also applied and reinforced throughout writing units.Grammar is taught and reinforced continually through writing and reading units. However, there are 5 lessons per term that can also be accessed discretely – where a teacher might want to direct pupils to practise a specific objective – or address a specific gap in knowledge. Units are low threshold, high ceiling, so it may be useful to also look at a lower or higher year group to find the most suitable content. Reading units can be selected from the given year group, or from the phase - lower or upper KS2.Some KS2 texts named in the curriculum plan published 6 July 2020, which were subject to change due to copyright permissions, have been updated in this versionYear groupUnit titleLength of unitPrior knowledge requiredWriting units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 3The BFG - Narrative Writing 20 lessons(4 weeks)N / AYear 3Portia Spiders -Non-Chronological Report20 lessons (4 weeks)N / AYear 3The Man on the Moon - Narrative Writing15 lessons (3 weeks)N / AYear 3The Fate of Fausto - Narrative writing20 lessons (4 weeks)Y3 T1 grammatical knowledgeYear 3Monster Pizza - Instructions10 lessons (2 weeks)Y3 T1 grammatical knowledgeYear 3Healthy Food - Persuasive writing10 lessons (2 weeks)Y3 T1 grammatical knowledgeYear 3The Day the Crayons Quit - Persuasive writing15 lessons (3 weeks)Y3 T1 grammatical knowledgeYear 3Aladdin - Narrative Writing20 lessons (4 weeks)Y3 T2 grammatical knowledgeYear 3Journey - Narrative writing20 lessons (4 weeks)Y3 T2 grammatical knowledgeYear 3How Bees make Honey - Explanation writing15 lessons (3 weeks)Y3 T2 grammatical knowledgeReading units Year 3Into the Forest by Anthony Browne 5 lessons (1 week)N / AYear 3Mulan by Michaela Morgan5 lessons (1 week)N / AYear 3The Firework Maker's Daughter by Phillip Pullman5 lessons (1 week)N / AYear 3Rushing Rivers by Kingfisher 5 lessons (1 week)N / AYear 3The Suitcase Kid by Jacqueline Wilson5 lessons (1 week)N / AYear 3King of the Sky by Nicola Davies5 lessons (1 week)N / AYear 3Reading for Pleasure 3 lessonsN / A Grammar and Spelling are incorporated into the Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 3Term 1: Sentence level objectives5 lessonsY2 grammatical knowledgeYear 3Term 2: Word level objectives5 lessonsY3 T1 grammatical knowledgeYear 3Term 3: Punctuation level objectives5 lessonsY3 T2 grammatical knowledgeSpelling unitsYear 3Suffixes - past and present tense4 lessonsN /A Year 3Suffixes - plural4 lessonsN /AYear 3Suffixes - y2 lessonsN /AYear 3Suffixes - ly2 lessonsN /AYear 3Suffixes -ful and -less2 lessonsN /AYear 3Suffixes - er and -est4 lessonsN /AYear 3Silent letters2 lessonsN /AYear 3Prefixes4 lessonsN /AYear 3Homophones and homonyms4 lessons N /AYear 3Compound words2 lessonsN /AYear groupUnit titleLength of unitPrior knowledge requiredWriting units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 4Angler Fish - Non chronological report20 lessons (4 weeks)N /AYear 4The Robin - Narrative writing20 lessons (4 weeks)N /AYear 4A Christmas Carol - Narrative writing15 lessons (3 weeks)N /AYear 4John Lyons - Poetry20 lessons (4 weeks)Y4 T1 grammatical knowledgeYear 4Chocolate Making - Explanation writing20 lessons (4 weeks)Y4 T1 grammatical knowledgeYear 4The Borrowers - Narrative writing15 lessons (2 weeks)Y4 T1 grammatical knowledgeYear 4The Jabberwocky - Narrative writing20 lessons (4 weeks)Y4 T2 grammatical knowledgeYear 4Journalistic writing - based on traditional tales20 lessons (4 weeks)Y4 T2 grammatical knowledgeYear 4Whale Rider - Narrative writing15 lessons (3 weeks)Y4 T2 grammatical knowledgeReading units - Year 4Hidden Depths: Exploring the Deep by Chloe Rhodes5 lessons (1 week)N / AYear 4A Christmas Carol by Charles Dickens 5 lessons (1 week)N / AYear 4I Was a Rat by Phillip Pullman5 lessons (1 week)N / AYear 4There’s a Boy in the Girls’ Bathroom by Louis Sachar5 lessons (1 week)N / AYear 4Walter Tull's Scrapbook by Michaela Morgan5 lessons (1 week)N / AYear 4Hansel and Gretel by Anthony Browne5 lessons (1 week)N / AYear 4Reading for Pleasure 3 lessonsN / A Grammar and Spelling are incorporated into the Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 4Term 1: Sentence level objectives5 lessonsY3 grammatical knowledgeYear 4Term 2: Word level objectives5 lessonsY4 T1 grammatical knowledgeYear 4Term 3: Punctuation level objectives5 lessonsY4 T1 grammatical knowledgeSpelling unitsYear 4Suffixes - Past and present tense4 lessonsN / AYear 4Suffixes: -ate -en -ify -ise2 lessonsN / AYear 4Suffixes: -tion -ity -ness2 lessonsN / AYear 4Suffixes: - tion -cian -sion -ssion2 lessonsN / AYear 4Suffixes: -ous2 lessonsN / AYear 4Suffixes: -ial2 lessonsN / AYear 4Suffixes: -al2 lessonsN / AYear 4Suffixes: -ic2 lessonsN / AYear 4Suffixes: -ary / -ery2 lessonsN / AYear 4French-derivated sounds - sh (ch) g (gue) k (que)2 lessonsN / AYear 4Double consonants2 lessonsN / AYear 4Compound words2 lessonsN / AYear 4Homophones2 lessonsN / AYear 4Suffixes: -ate -en -ify -ise2 lessonsN / AYear groupUnit titleLength of unitPrior knowledge requiredWriting units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 5How to Train your Dragon - Mixed outcomes40 lessons(8 weeks)N / AYear 5Wild Cats - Non-chronological reports15 lesson(3 weeks)N /AYear 5Oliver Twist - Narrative writing30 lessons (6 weeks)Y5 T1 grammatical knowledgeYear 5School Uniform -Persuasive writing10 lessons (2 weeks)Y5 T1 grammatical knowledgeYear 5The Viewer - Narrative writing15 lessons (3 weeks)Y5 T1 grammatical knowledgeYear 5Macbeth - Narrative writing20 lessons(4 weeks)Y5 T2 grammatical knowledgeYear 5Inspirational figures - Biographical writing10 lessons (2 weeks)Y5 T2 grammatical knowledgeYear 5The Highwayman - Narrative writing25 lessons(4 weeks)Y5 T2 grammatical knowledgeReading units - Year 5Mirror by Jeannie Baker5 lessons (1 week)N / AYear 5The British by Benjamin Zephaniah5 lessons (1 week)N / AYear 5Demon Dentist by David Walliams5 lessons (1 week)N / AYear 5Poetry - The Listeners by Walter de la Mare and The Raven by Edgar Allen Poe5 lessons(1 week)N / AYear 5Street Child by Berlie Doherty 5 lessons (1 week)N / AYear 5History VIP: Mary Anning by Kay Barnham5 lessons (1 week)N / AYear 5Reading for Pleasure 3 lessonsN / A Grammar and Spelling are incorporated into the Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 5Term 1: Sentence level objectives5 lessonsY4 grammatical knowledgeYear 5Term 2: Word level objectives5 lessonsY5 T1 grammatical knowledgeYear 5Term 3: Punctuation level objectives5 lessonsY5 T2 grammatical knowledgeSpelling unitsYear 5Suffixes - plurals2 lessonsN / AYear 5Suffixes: ate -en -ify -ise -tion -ity -ness -al -ic -ary -ery -ful -less4 lessonsN / AYear 5Homophones + near homophones2 lessonsN / AYear 5Syllables - fer syllables2 lessonsN / AYear 5Suffixes: - tion / -cian / -sion / -ssion2 lessonsN / AYear 5/ee/ sound 'ie' or 'ei' spelling2 lessonsN / AYear 5Word endings: -ant and -ent4 lessonsN / AYear 5Suffixes:-able -ible2 lessonsN / AYear 5C making soft and hard sound2 lessonsN / AYear 5Etymology - words of Greek origin 'ch' 'ph' and 'sc' spellings2 lessonsN / AYear 5Unstressed vowels in polysyllabic words2 lessonsN / AYear 5Prefixes:un- dis- mis- in- il- im- ir- re- sub- inter- super- anti- auto- bi- trans- tele- circum- de- pre- pro- sus- con- com- a-4 lessonsN / AYear groupUnit titleLength of unitPrior knowledge requiredWriting units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 6Sherlock Holmes - Mixed outcomes30 lessons (6 weeks)N / AYear 6The Windrush - Diary writing25 lessons (5 weeks)N /AYear 6Spiderman - Journalistic writing20 lessons (4 weeks)Y6 T1 grammatical knowledgeYear 6The Golden Compass - Mixed outcomes30 lessons(7 weeks)Y6 T1 grammatical knowledgeYear 6Rabbit Proof Fence - Narrative writing30 lessons(6 weeks)Y6 T2 grammatical knowledgeYear 6Important Scientists - Biographical writing10 lessons (2 weeks)Y6 T2 grammatical knowledgeYear 6Pandas - Non-chronological report15 lessons (3 weeks)Y6 T2 grammatical knowledgeReading units - Year 6The Giant’s Necklace by Michael Morpurgo5 lessons (1 week)N / AYear 6London is the Place for Me by Lord Kitchner5 lessons (1 week)N / AYear 6The Greenling by Levi Pinfold5 lessons (1 week)N / AYear 6The Blitz Survivor Stories5 lessons(1 week)N / AYear 6A career in Computer Games by Anthony Horrowitz5 lessons (1 week)N / AYear 6Goodnight Mister Tom Michelle Magorian5 lessons (1 week)N / AYear 6Holes by Louis Sachar5 lessons (1 week)N / AYear 6Reading for Pleasure 3 lessonsN / A Grammar and Spelling are incorporated into the Reading and Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 6Term 1: Sentence level objectives5 lessonsY4 grammatical knowledgeYear 6Term 2: Word level objectives5 lessonsY5 T1 grammatical knowledgeYear 6Term 3: Punctuation level objectives5 lessonsY5 T2 grammatical knowledgeSpelling unitsYear 6Homophones2 lessonsN / AYear 6Suffixes - Past and present2 lessonsN / AYear 6Suffixes:-er and -estcomparative and superlative2 lessonsN / A Year 6Suffixes - plural2 lessonsN / AYear 6Suffixes:-le -el - al - il2 lessonsN / AYear 6Letter strings: -ough, ear, ou, au, ice2 lessonsN / AYear 6Suffixes: -tion, -cian, -sion, -ssion2 lessonsN / AYear 6Suffixes: -ous2 lessonsN / AYear 6Suffixes -ial2 lessonsN / AYear 6/ee/ sound spelt ie or ei2 lessonsN / AYear 6Word endings: -ant -ent -ance -ence2 lessonsN / AYear 6Suffixes: -ible -able2 lessonsN / AYear 6Silent letters2 lessonsN / AYear 6French and Greek etymology2 lessonsN / AYear 6Curriculum words2 lessonsN / A3. Suggested sequenceThe EYFS, KS1 and KS2 writing units above are sequenced in the proposed order. This allows for logical progression of knowledge and skills across the year - specifically relating to expectations in grammar and punctuation. The reading units can be accessed in any order. They can interspersed between writing units or sit alongside them.4. Unit specificsEYFS Specific Unit BreakdownTERM 1AEarly Years Development Goals Autumn term 1Communication and LanguageListening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiencesLiteracyReading: To segment and blend sounds to read key words and phrases linked to stories, to read repetitive phrasesWriting: To make a range of marks and talk about their meanings, to write initial sounds in words, to write legible letters, to write key words and short phrases linked to rhymes and stories and personal preferences/feelings.Expressive arts and designTo change known rhymes and stories to include my own imaginative ideasTerm 1A: The Noisy House: actionLesson numberCore content1LO: To listen and respond to a story 2LO: To draw a story map3LO: To use actions to ‘step out’ a story4LO: To use actions to mime a story5LO: To tell a story independently6LO: To recycle a nursery rhyme7LO: To recycle a story and create a new one8LO: To join in telling a recycled story9LO: To step a recycled story10LO: To independently tell a recycled storyTerm 1A: The Bat Learns to Dance: actionLesson numberCore content1LO: To listen and join in with a story2LO: To sing and map a story3LO: To step a story 4LO: To mime a story5LO: To tell a story independently6LO: To recycle a story7LO: To join in with a recycled story8LO: To step a recycled story9LO: To mime a recycled story10LO: To independently tell a recycled storyTerm 1A: The Little Red Hen: characterLesson numberCore content1LO: To listen and join in with a story2LO: To sing and map a story3LO: To develop character4LO: To reenact a story, focusing on character5LO: To tell a story independently, focusing on character6LO: To recycle the story and change the ending7LO: To join in with a retelling of the new story8LO: To step a recycled story and develop character9LO: To reenact a recycled story, focusing on character10LO: To independently tell a recycled story and compare charactersTERM 1BEarly Years Development Goals Autumn 2 Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why, to understand the meaning of new vocabularySpeaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiencesReading: To read and understand simple sentences, to read high frequency words in contextWriting: To compose a simple sentence orally and hold it to help me write. To write words, phrases and simple sentences. To write lowercase and capitals correctly. To use finger spaces in between words. To begin to punctuate sentences using capital letters and full stops. To use my sounds to help me spell words correctly.To change known rhymes and stories to include my own imaginative ideasTerm 1B: The Three Billy Goats Gruff: problemLesson numberCore content1LO: To know that stories have problems in them2LO: To sing and map a story3LO: To step the story4LO: To mime the story5LO: To tell the story independently6LO: To recycle the story of The Three Billy Goats Gruff7LO: To join in with a retelling of the recycled story8LO: To step the recycled story, focusing on the problem9LO: To reenact a recycled story, focusing on problem10LO: To independently tell a recycled story and compare problemsTerm 1B: Mouse Deer and Tiger: settingLesson numberCore content1LO: To listen to and join in with a story2LO: To sing and map a story3LO: To step the story4LO: To mime the story5LO: To tell the story independently6LO: To recycle the story7LO: To join in with a telling of the recycled story, focusing on setting8LO: To step the recycled story, focusing on setting9LO: To reenact a recycled story, focusing on setting10LO: To independently tell a recycled story and compare settingsTerm 1B: Fiction: The King and the Moon: actionLesson numberCore content1LO: To listen to and join in with a story2LO: To sing and map a story3LO: To step a story4LO: To mime a story5LO: To independently tell a story6LO: To recycle a story7LO: To join in with a telling of the recycled story, focusing on action 8LO: To step the recycled story, focusing on action.9LO: To reenact a recycled story, focusing on action10LO: To independently tell a recycled story with clear action TERM 2AEarly Years Development Goals Spring term 1 Communication and LanguageListening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.Speaking: To tell rhymes and stories orally, to talk about what I like, to discuss stories, to link rhymes and stories to my own experiencesLiteracyReading: To read words of more than one syllable, to read high frequency words in context, to read a more complex sentence with a conjunction and adjective, to recognise speech bubbles and use expression when reading speech, to make predictions and answer questions about a storyWriting: To write lower case and capital letters correctly, to spell words that are phonetically plausible, to write some HFWs correctly, to use capital letters and full stops, to leave finger spaces between words, to write simple lists, captions and labels, to write sentences in a meaningful context.Expressive arts and designTo change known rhymes and stories to include my own imaginative ideasTerm 2A: Fiction: The Gingerbread Man: descriptionLesson numberCore content1LO: To listen to and join in with a story2LO: To map and speak the story3LO: To step and speak the story4LO: To explore description through song5LO: To explore description through role play6LO: To draw and label characters7LO: To write simple sentences with an adjective8LO: To recycle a story by changing characters9LO: To deepen character choice through description10LO: To create a storyTerm 2A: Non-fiction: PersuasionLesson numberCore content1LO: To listen and join in with a persuasive piece2LO: To map and speak a persuasive piece3LO: To step and speak a persuasive piece4LO: To explore persuasion through song 5LO: To use role play to explore persuasion6LO: To use the boxing method to organise a persuasive piece7LO: To write persuasively8LO: To recycle a persuasive piece9LO: To recycle a persuasive piece and add actions to commit it to memory10LO: To create a persuasive pieceTerm 2A: Fiction: The Three Little Pigs: mood Lesson numberCore content1LO: To listen to and join in with a story 2LO: To map and speak a story3LO: To step and speak a story 4LO: To mime the moods in the story5LO: To dance the moods in the story6LO: To role play feelings with speech7LO: To role play feelings with speech8LO: To write simple sentences with an adjective9LO: To recycle a story by changing characters and materials10LO: To create a story with a familiar lesson learntTERM 2BSpring term 2Communication and LanguageListening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiencesLiteracyReading: To read words of more than one syllable, to read high frequency words in context, to read a more complex sentence with a conjunction and adjective, to recognise speech bubbles and use expression when reading speech, to make predictions and answer questions about a storyWriting: To write lower case and capital letters correctly, to spell words that are phonetically plausible, to write some HFWs correctly, to use capital letters and full stops, to leave finger spaces between words, to write simple lists, captions and labels, to write sentences in a meaningful context, to use question marks, to use exclamation marks, to use an adjective to describe, to use ‘and’ to link ideas in a sentenceExpressive arts and designTo change known rhymes and stories to include my own imaginative ideasTerm 2B: Fiction: Goldilocks and the Three Bears: settingLesson numberCore content1LO: To listen to and join in with a story 2LO: To map and speak the story3LO: To step and speak the story4LO: To sing the story with a focus on setting5LO: To draw and label settings6LO: To write sentences describing settings in the story7LO: To box up a recycled story 8LO: To write the opening of a recycled story9LO: To write the middle of a recycled story 10LO: To write the ending of a recycled story Term 2B: Non-fiction: RecountLesson numberCore content1LO: To listen and join in with a recount2LO: To map and speak a recount3LO: To step and speak a recount4LO: To explore a recounted piece through song5LO: To use role play to deepen understanding6LO: To role play a recycled recount7LO: To sing a recycled recount8LO: To write a recycled recount9LO: To write a recycled recount10LO: To write a recycled recountTerm 2B: Fiction: The Giant Turnip: actionLesson numberCore content1LO: To listen to and respond to a story2LO: To map and speak a story3LO: To step and speak a story4LO: To dance the story5LO: To role play action in a story6LO: To write captions to show action7LO: To box up a story to show what happens8LO: To write a story to show action9LO: To write a story to show action10LO: To write a story to show actionTERM 3ASummer Term 1Communication and LanguageListening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiencesLiteracyReading: To recognise first 100 HFWs, to read and understand a sentence I have written, to ask questions about what I have read, to make predictions, to recognise speech bubbles and use expression when reading speech, to retell stories in own words, to begin to recognise features of non-fiction textsWriting: To form lower case and capital letters correctly and sitting on the line, to write an increasing range of HFWs accurately, to punctuate sentences using a capital letter and full stop, to write sentences that can be read by myself and others, to use conjunctions such as and, or because, to be able to write with greater stamina- 2 or more sentences, beginning to compose own stories.Expressive arts and designTo change known rhymes and stories to include my own imaginative ideasTerm 3A: Fiction: The Sweet-Talking Potato: actionLesson numberCore content1LO: To listen to and join in with a story2LO: To map and speak a story3LO: To step and speak a story4LO: To map and mime moods5LO: To draw and describe characters6LO: To role play a story7LO: To box up a story to show what happens8LO: To write a story 9LO: To write a story 10LO: To write a story Term 3A: Non-fiction: ExplanationLesson numberCore content1LO: To listen to and join in with an explanation2LO: To map and speak an explanation 3LO: To step and speak an explanation 4LO: To explain through role play5LO: To box up an explanation piece6LO: To write an explanation 7LO: To write an explanation8LO: To write an explanation 9LO: To practise using our explanation skills 10LO: To practise using our explanation skillsTerm 3A: Fiction: Fox’s Sack: actionLesson numberCore content1LO: To listen to and join in with a story2LO: To map and speak a story3LO: To step and speak a story 4LO: To deepen a story through role play 5LO: To deepen a story through art6LO: To deepen a story through hot seating7LO: To draw, describe and label characters from the story8LO: To write a story9LO: To write a story10LO: To recycle a storyTERM 3BSummer term 2Communication and LanguageListening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiencesLiteracyReading: To read words of more than one syllable, to read high frequency words in context, to read a more complex sentence with a conjunction and adjective, to recognise speech bubbles and use expression when reading speech, to make predictions and answer questions about a story, to read and understand a sentence I have written, describe main events in stories,Writing: All of the above for the previous term + I can use key features of narrative in my own writing e.g. ‘one morning, ‘once upon a time’, beginning to use characterisation e.g. ‘The wolf was scary and mean because…’, beginning to introduce setting e.g. ‘Terry the T-Rex lived in a big cave in the forest’, to punctuate sentences accurately with full stops, capital letters, question marks and exclamation marks, to write with greater stamina – stories.Expressive arts and designTo change known rhymes and stories to include my own imaginative ideasTerm 3B: Fiction: The Little DuckFocus: middlesLesson numberCore content1LO: To listen to and join in with a story2LO: To map and speak a story3LO: To step and speak a story4LO: To draw and describe characters5LO: To write speech and thought bubbles 6LO: To box up a recycled story7LO: To write a recycled story8LO: To write a recycled story 9LO: To write a recycled story10LO: To create a story focusing on problemsTerm 3B: Fiction: Little Red Riding HoodFocus: middlesLesson numberCore content1LO: To listen and join in with a story2LO: To map and speak a story3LO: To step and speak a story4LO: To sing a story to show wonder and excitement5LO: To write speech and thought bubbles to show how a character is feeling6LO: To recycle a story with new ideas7LO: To write a recycled story focusing on middles that build drama8LO: To write a recycled story focusing on middles that build drama9LO: To write a recycled story focusing on middles that build drama10LO: To create a story focusing on middles that build dramaTerm 3B: Non-fiction: DiscussionLesson numberCore content1LO: To listen and join in with a discussion2LO: To map and speak a discussion3LO: To step and speak a discussion4LO: To sing a discussion5LO: To role play a discussion6LO: To box up a discussion7LO: To write a discussion8LO: To write a discussion9LO: To write a discussion10LO: To write a discussionTerm 3B: Fiction: The Emperor’s New Clothes: characterLesson numberCore content1LO: To listen to and join in with a story2LO: To retell the story using a story map3LO: To use our story map to ‘step out’ the story4LO: To tell the story independently5LO: To explore the character of the Emperor through role playYear 1 Specific Unit BreakdownThe following provides a simple lesson by lesson breakdown for each unit:Term 1A: Fiction: Monkeys and Hats Focus: ProblemsLesson numberCore content1LO: To listen and respond to a story2LO: To tell a story from memory3LO: To retell the main events in the story 4LO: To use capital letters and full stops5LO: To retrieve information6LO: To explore a character’s thoughts and feelings7LO: To write the first problem in the story 8LO: To explore a character’s thoughts and feelings9LO: To explore a character’s thoughts and feelings10LO: To write the second problem in the storyTerm 1A: Fiction: Monkeys and Hats Focus: ProblemsLesson numberCore content1LO: To generate ideas for a recycled story 2LO: To tell a recycled story from memory 3LO: To explore a recycled character’s thoughts and feelings4LO: To use adjectives5LO: To retrieve information6LO: To box up for purpose7LO: To write the opening of a recycled story8LO: To write the middle of a recycled story9LO: To write the ending of a recycled story10LO: To edit and perform a recycled storyTerm 1A: Non-fiction Instructions: How to make a magic hatLesson numberCore content1LO: To listen to a set of instructions and answer questions2LO: To tell a set of instructions from memory3LO: To role play a set of instructions4LO: To use imperative verbs5LO: To summarise main points6LO: To box up for purpose7LO: To identify key features of instructions: read as a writer8LO: To write a clear set of instructions9LO: To write a clear set of instructions10LO: To write a clear set of instructionsTerm 1B: Fiction: Anansi and Tiger Focus: ActionLesson numberCore content1LO: To listen and respond to a story2LO: To tell a story from memory3LO: To role play action clearly in a story4LO: To use the conjunction ‘and’ to join clauses5LO: To summarise what we have read6LO: To box up for purpose7LO: To explore how writers create clear action8LO: To write clear action9LO: To write clear action10LO: To write clear actionTerm 1B: Fiction: Anansi and TigerFocus: ActionLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory 3LO: To make the action clear in a recycled story4LO: To add the suffixes -er and -ier to make comparisons 5LO: To make inferences based on what is said and done6LO: To box up for purpose7LO: To write a recycled story with clear action8LO: To write a recycled story with clear action9LO: To write a recycled story with clear action10LO: To write a recycled story with clear actionTerm 1B: Non-fiction Information: All About TigersLesson numberCore content1LO: To listen and respond to an information piece2LO: To tell an information piece from memory3LO: To deepen an information piece through role play4LO: To add ‘s’ to make nouns plural 5LO: To retrieve information6LO: To box up for purpose7LO: To identify key features of an information text: read as a writer8LO: To write an information piece9LO: To write an information piece10LO: To write an information pieceTerm 2A: Fiction: Honey and Trouble Focus: CharacterLesson numberCore content1LO: To listen to a story 2LO: To tell a story from memory3LO: To explore character through what they say, do, think and feel4LO: To use adjectives to describe (draw and describe the characters)5LO: To make inferences about what is said and done6LO: To box up for purpose7LO: To explore how writers create interesting characters: read as a writer8LO: To develop character in a story9LO: To develop character in a story10LO: To develop character in a storyTerm 2A: Fiction: Honey and Trouble Focus: CharacterLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory3LO: To explore character through what they say, do, think and feel (with new characters)4LO: To use exclamations5LO: To retrieve information6LO: To box up for purpose7LO: To explore how writers create interesting characters: read as a writer8LO: To show character clearly in a recycled story 9LO: To show character clearly in a recycled story 10LO: To show character clearly in a recycled story Term 2A: Non-fiction Persuasion: Buy my honey (advert)Lesson numberCore content1LO: To listen and join in with a persuasive advert2LO: To map and speak a persuasive piece3LO: To use the power of three for description4LO: To write questions to hook the reader5LO: To summarise the key points in an advert.6LO: To box up a persuasive piece7LO: To identify features of a persuasive advert: read as a writer8LO: To write a persuasive advert9LO: To write a persuasive advert10LO: To write a persuasive advertTerm 2B: Fiction: The Magic Paintbrush Focus: MoodLesson numberCore content1LO: To listen and respond to a story 2LO: To tell a story from memory3LO: To explore the main moods in a story4LO: To use the past tense -ed5LO: To make inferences based on what is said and done. 6LO: To box up for purpose7LO: To explore how writers create mood: read as a writer8LO: To write a story with clear moods9LO: To write a story with clear moods10LO: To write a story with clear moodsTerm 2B: Fiction: The Magic Paintbrush Focus: MoodLesson numberCore content1LO: To generate ideas for a created story2LO: To tell a created story from memory3LO: To explore the moods in a created story4LO: To use the coordinating conjunction ‘but’5LO: To give personal opinions about what is read6LO: To box up for purpose7LO: To explore how writers create mood: read as a writer8LO: To write a created story showing mood9LO: To write a created story showing mood10LO: To write a created story showing moodTerm 2B: Non-fiction Recount: diary entryLesson numberCore content1LO: To listen and respond to a recount 2LO: To tell a recount from memory3LO: To deepen a recount through role play4LO: To use the past tense -ed5LO: To find key information in the text6LO: To box up for purpose7LO: To identify key features of a recount: read as a writer8LO: To write a recount9LO: To write a recount10LO: To write a recountTerm 3A: Fiction: AwongalemaFocus: Multisensory descriptionLesson numberCore content1LO: To listen to a story2LO: To tell a story from memory 3LO: To use the senses to describe 4LO: To add -es for plural nouns5LO: To make inferences based on what is said and done. 6LO: To box up for purpose7LO: To explore how writers create vivid description (read as a writer)8LO: To write a story vivid multisensory description9LO: To write a story with vivid multisensory description10LO: To write a story with vivid multisensory descriptionTerm 3A: Fiction: AwongalemaFocus: Multisensory descriptionLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory3LO: To use the senses to describe4LO: To use repetition for description5LO: To make informed predictions 6LO: To box up for purpose7LO: To explore how writers create vivid description (read as a writer)8LO: To write a recycled story with vivid multisensory description9LO: To write a recycled story with vivid multisensory description10LO: To write a recycled story with vivid multisensory descriptionTerm 3A: Non-fiction Discussion: Should animals be kept in zoos?Lesson numberCore content1LO: To listen to a discussion2LO: To tell a discussion text from memory3LO: To give reasons for and against4LO: To use coordinating conjunctions5LO: To give personal opinions about what is read6LO: To box up for purpose7LO: To identify features of a discussion text (read as a writer)8LO: To write a discussion9LO: To write a discussion10LO: To write a discussionTerm 3B: Fiction: Jack and the BeanstalkFocus: problemsLesson numberCore content1LO: To listen and respond to a story2LO: To tell a story from memory 3LO: To describe character 4LO: To use coordinating conjunctions5LO: To make inferences based on what is said and done. 6LO: To box up for purpose, detailing the main problem7LO: To explore how writers make problems that matter clear (read as a writer)8LO: To make the problem matter in a story9LO: To make the problem matter in a story10LO: To make the problem matter in a storyTerm 3B: Fiction: Jack and the BeanstalkFocus: problemsLesson numberCore content1LO: To generate ideas for a created story about justice2LO: To tell a created story from memory3LO: To explore problems that matter4LO: To add suffixes to verbs5LO: To retrieve information6LO: To box up for purpose7LO: To explore how writers make problems matter: read as a writer8LO: To write a created story about justice9LO: To write a created story about justice10LO: To write a created story about justiceTerm 3B: Non-fiction Explanation: How beans growLesson numberCore content1LO: To listen and respond to an explanation2LO: To tell an explanation text from memory3LO: To explain the steps in a process 4LO: To use full stops5LO: To retrieve information6LO: To box up for purpose7LO: To identify features of an explanation piece: read as a writer8LO: To write an explanation piece9LO: To write an explanation piece10LO: To perform an explanation in roleTerm 3B: FictionHow Butterflies Came to BeLesson numberCore content1LO: To listen and respond to a story2LO: To tell a story from memory3LO: To describe using the senses4LO: To use capital letters for pronouns5LO: To link our reading to our own experiencesYear 2 Specific Unit BreakdownA simple lesson by lesson breakdown for some sample units is provided here:Term 1A: Fiction: How Coyote Brought Fire to Earth Focus: descriptionLesson numberCore content1LO: To listen and respond to a story2LO: To tell a story from memory3LO: To describe using the senses4LO: To use expanded noun phrases for description5LO: To retrieve information6LO: To explore how writers create vivid description: read as a writer7LO: To write vivid description8LO: To write vivid description9LO: To write vivid description10LO: To write vivid descriptionTerm 1A: Fiction: How Coyote Brought Fire to EarthFocus: descriptionLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory3LO: To describe using the senses4LO: To use the 4 types of sentences5LO: To make informed predictions6LO: To box up for purpose7LO: To explore how writers create vivid description: read as a writer8LO: To write a recycled story with vivid description9LO: To write a recycled story with vivid description10LO: To write a recycled story with vivid descriptionTerm 1A: Non-fiction Instructions: How to defeat the fire giantsLesson numberCore content1LO: To listen to a set of instructions and answer questions2LO: To tell a set of instructions from memory3LO: To use imperative verbs4LO: To use the subordinating conjunction ‘when and if’5LO: To summarise key points6LO: To box up for purpose7LO: To identify key features of instructions: read as a writer8LO: To write a clear set of instructions9LO: To write a clear set of instructions10LO: To write a cleat set of instructionsTerm 1B: Baba Yaga Focus: Openings that hookLesson numberCore content1LO: To listen to a story and answer questions2LO: To tell a story from memory 3LO: To develop detail in the opening scene4LO: To use prepositional phrases of place 5LO: To make inferences based on what is said and done6LO: To box up for purpose7LO: To explore how writers create openings that hook: read as a writer8LO: To write an opening that hooks (setting focus)9LO: To write an opening that hooks (action focus)10LO: To write an opening that hooks (character focus)Term 1B: Baba Yaga Focus: OpeningsLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory 3LO: To deepen the opening4LO: To use similes for description5LO: To give personal opinions about what is read6LO: To box up for purpose7LO: To explore how writers create openings that hook (read as a writer) 8LO: To write an opening that hooks (setting focus)9LO: To write an opening that hooks (action focus)10LO: To write an opening that hooks (character focus)Term 1B: Non-fictionInformation: All About the Ice WitchLesson numberCore content1LO: To listen to an information text and answer questions2LO: To tell an information text from memory3LO: To use descriptive phrases 4LO: To use the present tense (third person for report)5LO: To retrieve information6LO: To box up for purpose7LO: To identify features of information texts: read as a writer8LO: To write an information text9LO: To write an information text10LO: To write an information textTerm 2A: The Eagle Who Thought He Was A ChickenFocus: ProblemsLesson numberCore content1LO: To listen to a story and answer questions2LO: To tell a story from memory 3LO: To explore the problem from different characters’ perspectives4LO: To use the progressive form of verbs5LO: To make predictions 6LO: To explore a character’s thoughts and feelings7LO: To explore how writers make problems matter: read as a writer8LO: To write the problem in a story 9LO: To write the problem in a story 10LO: To write the problem in a story Term 2A: The Eagle Who Thought He Was A ChickenFocus: ProblemsLesson numberCore content1LO: To generate ideas for a recycled story 2LO: To tell a recycled story from memory3LO: To show how a character is feeling4LO: To use irregular past tense verbs5LO: To make inferences based on what is said and done.6LO: To box up for purpose7LO: To write a recycled story with a problem that matters8LO: To write a recycled story with a problem that matters9LO: To write a recycled story with a problem that matters 10LO: To write a recycled story with a problem that mattersTerm 2A: Non-fictionExplanation: How birds flyLesson numberCore content1LO: To listen to an explanation and answer questions2LO: To tell an explanation piece from memory3LO: To explore cause and effect4LO: To use subordinating conjunctions: when, if, that, because5LO: To summarise main points6LO: To box up for purpose7LO: To identify features of explanations: read as a writer8LO: To write an explanation text9LO: To write an explanation text10LO: To write an explanation textTerm 2B: Ganesh Gets MarriedFocus: MoodLesson numberCore content1LO: To listen to a story 2LO: To tell a story from memory 3LO: To explore the main moods in the story4LO: To use the 4 sentence types5LO: To make inferences based on what is said and done. 6LO: To box up for purpose7LO: To explore how writers create mood8LO: To make our reader feel a certain mood 9LO: To make our reader feel a certain mood 10LO: To make our reader feel a certain mood Term 2B: Ganesh Gets MarriedFocus: MoodLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory3LO: To evoke a character’s mood through their actions4LO: To vary sentences for effect5LO: To retrieve information6LO: To box up for purpose7LO: To explore how writers create mood: read as a writer8LO: To write a recycled story with a mood that moves9LO: To write a recycled story with a mood that moves10LO: To write a recycled story with a mood that movesTerm 2B: Non-fictionDiscussion: Who was right: Ganesh or Kartikeya?Lesson numberCore content1LO: To listen to a discussion and answer questions2LO: To tell a discussion from memory3LO: To explore arguments for and against4LO: To use subordinating conjunctions e.g. whereas, while, because, although to present a balanced argument5LO: To retrieve information6LO: To box up for purpose7LO: To explore how a writer creates a balanced argument: read as a writer8LO: To write a balanced discussion9LO: To write a balanced discussion10LO: To write a balanced discussionTerm 3A: PersephoneFocus: EndingsLesson numberCore content1LO: To listen to a story2LO: To tell a story from memory 3LO: To deepen the ending of a story4LO: To use singular possessive apostrophes5LO: To make inferences based on what is said and done6LO: To box up for purpose7LO: To explore how writers creates satisfying endings8LO: To write an ending showing consequences9LO: To generate ideas for an alternative ending10LO: To write an alternative endingTerm 3A: PersephoneFocus: EndingsLesson numberCore content1LO: To generate ideas for a created story2LO: To tell a new creation story from memory3LO: To explore the consequences of a character’s actions4LO: To use apostrophes for contraction5LO: To summarise main points6LO: To box up for purpose7LO: To explore how writers create satisfying endings: read as a writer8LO: To write an opening that hooks9LO: To write the middle of a created story10LO: To write an ending that satisfiesTerm 3A: Non-fictionRecount: News reportLesson numberCore content1LO: To listen and respond to a news report 2LO: To tell a news report from memory3LO: To deepen a news report through role play4LO: To use past tense verbs5LO: To retrieve information6LO: To box up for purpose7LO: To identify the features of a news report: read as a writer8LO: To write a news report 9LO: To write a news report10LO: To write a news report Term 3B: The Bird and the Forest FireFocus: MiddlesLesson numberCore content1LO: To listen to a story 2LO: To tell a story from memory 3LO: To explore tension in the middle of a story4LO: vary sentence length for effect5LO: To make informed predictions6LO: To box up for purpose7LO: To explore how writers build drama: read as a writer8LO: To write a story with a dramatic middle9LO: To write a story with a dramatic middle 10LO: To write a story with a dramatic middleTerm 3B: The Bird and the Forest FireFocus: MiddlesLesson numberCore content1LO: To generate ideas for a recycled story2LO: To tell a recycled story from memory3LO: To deepen the tension in the middle of the story 4LO: To vary sentence openers5LO: To make inferences based on what is said and done6LO: To box up for purpose7LO: To explore how writers build drama: read as a writer8LO: To write a recycled story with a dramatic middle9LO: To write a recycled story with a dramatic middle10LO: To write a recycled story with a dramatic middleTerm 3B: Non-fictionPersuasion: Why you should never light fires in a dry forestLesson numberCore content1LO: To listen to a persuasive speech and answer questions2LO: To tell a persuasive speech from memory 3LO: To use persuasive language techniques4LO: To use commas in a list 5LO: To give personal opinions about what is read (persuasion texts)6LO: To box up for purpose7LO: To identify persuasive techniques: read as a writer8LO: To write a persuasive speech9LO: To write a persuasive speech10LO: To write and perform a persuasive speechTerm 3B: FictionThe Unlucky Man: characterLesson numberCore content1LO: To listen and respond to a story2LO: To tell a story from memory3LO: To explore a character from different perspectives4LO: To use the 4 sentence types5LO: To make inferences based on what is said and doneEnglish KS2 Specific Unit BreakdownsBelow are sample units to show the breakdown of each English unit. The full scope of unit breakdowns will be added shortly as soon as copyright permissions are confirmed. Writing: The BFG, Narrative Writing, Year 3The BFG Narrative outcome 1: The openingLesson NumberCore Content1LO: To identify the main characters and the setting in a visual narrative. 2LO: To investigate suffixes past and present tense3LO: To explore simple sentences 4LO: To sequence and retell the opening. 5LO: To develop a rich understanding of words associated with night6LO: To generate vocabulary for character description. 7LO: To practise and apply knowledge of suffixes past and present tense, including test8LO: To analyse an opening scene. 9LO: To plan the first part of the opening.10LO: To write the first part of the opening.The BFG Narrative outcome 2: The Build up11LO: To plan the second part of the opening.12LO: To investigate suffixes more past and present tense13LO: To explore compound sentences14LO: To write the second part of the opening.15LO: To develop a rich understanding of words associated with night 16LO: To sequence and retell the build-up.17LO: To practise and apply knowledge of suffixes more past and present tense, including test18LO: To generate vocabulary for the build-up.19LO: To write the build-up.20LO: To write the build-up.Writing: Portia Spiders, Non Chronological Report writing, Year 3Portia Spiders: Non chronological reportLesson NumberCore Content1.LO: To identify features of a non-chronological report2.LO: To investigate suffixes - plural 3.LO: To revise compound sentences 4.LO:To learn about the portia spider5.LO: To develop a rich understanding of words associated with the jungle6.LO: To develop vocabulary to describe the portia spider7.LO: To practise and apply knowledge of suffixes – plural including test8.LO:. To plan a report (first section)9.LO:To write the opening of a report10.LO: To write compound sentences for a non-chronological report11.LO: To explore complex sentences12.LO: To investigate suffixes – more plurals 13.LO: To write complex sentences for a report14.LO: To write the first section15.LO: To develop a rich understanding of words associated with the jungle16.LO: To edit the first section17.LO: To practise and apply knowledge of suffixes – more plurals, including test18.LO: To plan the second section of a report19.LO: To write the second section of a report20.LO: To write the closing of a reportWriting: Man on the Moon, Narrative writing, Year 3Man on the moon: Narrative writingLesson numberCore Content1.LO: To develop initial responses 2.LO: To investigate – y suffix 3.LO: To explore complex sentences 4.LO: To describe two contrasting settings and characters5.LO:. To develop a rich understanding of words associated with sadness 6.LO: To write the opening of a narrative7.LO: To practise and apply knowledge of suffixes – y suffix including test8.LO: To plan the build up of a narrative9.LO: To write a range of sentences for the build-up of a narrative10.LO: To write the first part of a build up of a narrative 11.LO: To write the second part of a build up of a narrative 12.LO:. To plan the climax of a narrative 13.LO: To write the climax of a narrative14.LO: To edit the climax of a narrative15.LO: To develop reading for pleasureWriting: The Fate of Fausto, Narrative Writing, Year 3The Faste of Fausto: Narrative writing - coming soonLesson numberCore Content1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.Writing: Monster Pizza, Instruction writing, Year 3Monster Pizza: Instructional writingLesson numberCore content1.LO: To identify the features of instructions2.LO: To investigate suffixes: -er and -est suffixes3.LO: To explore 'being' verbs4.LO: To devise ingredients for our monster pizza5.LO: To develop a rich understanding of words associated with disgusting food6.LO: To generate vocabulary for our monster pizza 7.LO: To practise and apply knowledge of suffixes: - er and -est suffixes, including test8.LO: To orally rehearse our instructions9.L O: To write the instructions for our monster pizza10LO: To write an invitation asking our monster friends to a pizza partyWriting: Healthy Eating, Persuasive leaflet, Year 3Healthy Eating: Persuasive leafletLesson numberCore content1.LO: To identify the features of advertisements2.LO: To investigate suffixes - more -er and -est suffixes3.LO: To explore prepositions4.LO: To build scientific vocabulary to describe healthy snacks5.LO: To develop a rich understanding of words associated with meals6.LO: To design a healthy snack7.LO: To practise and apply knowledge of suffixes - more - er and -est suffixes, including test8.LO: To build persuasive vocabulary to use in our advertisement9.LO: To write complex sentences about our healthy snack10LO: To design and write an advertisement for a healthy snackWriting: The Day the Crayons Quit, Persuasive writing, Year 3The Day the Crayons QuitLesson NumberCore content1.LO: To share and discuss a story2.LO: To investigate silent letters3.LO: To explore conjunctions4.LO: To explore the features of a persuasive letter5.LO: To develop a rich understanding of words associated with negative emotions6.LO: To devise a character and describe how they are feeling7.LO: To practise and apply knowledge of silent letters, including test8.LO: To express opinions and give reasons for them9.LO: To use commands and rhetorical questions to persuade10.LO: To orally rehearse paragraph one of a persuasive letter11.LO: To write the first paragraph of a persuasive letter12.LO: To orally rehearse paragraph two of a persuasive letter13.LO: To write the second paragraph of a persuasive letter14.LO: To write a persuasive letter (Free Write)15.LO: to develop reading for pleasure Writing: Aladdin, Narrative writing, Year 3AladdinLesson numberCore content1.LO: To orally rehearse a section of narrative.2.LO: To investigate prefixes.3.LO: To revise our understanding of simple, compound and complex sentences.4.LO: To generate ideas for writing.5.LO: To develop a rich understanding of words associated with clever or sly traits.6.LO: To plan a setting description.7.LO: To practise and apply prefixes, including test.8.LO: To write the opening setting description.9.LO: To practise writing speech.10.LO: To write a scene with speech.11.LO: To plan a build-up.12.LO: To investigate more prefixes.13.LO: To understand the two functions of apostrophes.14.LO: To write the build-up.15.LO: To develop a rich understanding of words associated with clever or sly traits.16.LO: To plan the climax.17.LO: To practise and apply knowledge of more prefixes, including test.18.LO: To write the climax.19.LO: To edit our work.20.LO: To write the end of the narrative.Writing: Journey, Narrative writing, Year 3Journey - coming soonLesson numberCore content1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.Writing: How Bees Make Honey, Explanation writing, Year 3How Bees Make HoneyLesson numberCore content1.LO: To identify the features of an explanation text2.LO: To investigate compound words3.LO: To explore using apostrophes for plural possession4.LO: To understand and sequence how bees make honey.5.LO: To develop a rich understanding of words associated with trying hard6.LO: To link ideas with causal conjunctions/LO: To generate vocabulary. 7.LO: To practise and apply knowledge of compound words, including test8.LO: To orally explain how bees make honey9.LO: To plan an explanation text10.LO: To orally practice and write complex and compound sentences.11.LO: To write the introduction to an explanation text.12.L.O. To write the first section of an explanation text13.LO: To edit an explanation text14.LO: To write the second section of an explanation text15.LO: To develop reading for pleasureWriting: The Anglerfish, Non Chronological Report Year 4The Anglerfish 1 - Non Chronological Report Lesson numberCore content1L.O: To identify feature of a non-chronological report2L.O: To investigate suffixes - past and present tense3L.O: To explore simple and compound sentences4L.O: To learn about the anglerfish and generate subject-specific vocabulary5L.O: To develop a rich understanding of words associated with water6L.O: To learn about the anglerfish and their appearance 7L.O: To practise and apply knowledge of suffixes - past and present tense, including test9L.O: To practise using formal conjunctions8L.O: To write the opening paragraph of a non-chronological report10L.O: To write the appearance paragraph of a non-chronological reportThe Anglerfish 1 - Non Chronological Report 211L.O: To edit a non-chronological report12L.O: To investigate suffixes - more past and present tense13L.O: To revise our understanding of simple and compound sentences14L.O: To learn about the anglerfish’s diet15L.O: To develop a rich understanding of words associated with being wet16L.O: To write the diet paragraph of a non-chronological report17L.O: to practise and apply knowledge of suffixes - more past and present tense, including test18L.O: To learn about the anglerfish’s habitat19L.O: To write habitat paragraph of a non-chronological report20L.O: To write the closing of a non-chronological reportWriting: The Robin, Narrative writing, Year 4The Robin: Outcome 1 (The opening and build Up) Lesson numberCore Content1.LO: To analyse a film clip and order the story2.LO: To investigate suffixes (-ate, -en)3.LO: To explore complex sentences.4.LO: To generate vocabulary5.LO: To develop a rich understanding of words associated with the countryside6.LO: To plan the opening of the story7.LO: To practise and apply knowledge of suffixes (-ate, -en)8.LO: To write the opening of the story9.LO: To plan the build-up of the story10.LO: To write the build-up of the storyThe Robin: Outcome 2 (The climax and ending)11.LO: To generate vocabulary for the climax12.LO: To investigate suffixes (-tion, -ity, -ness)13.LO: To develop understanding of complex sentences14.LO: To plan the climax15.LO: To develop a rich understanding of words associated with the countryside16.LO: To write the climax17.LO: To practise and apply knowledge of suffixes (-tion, -ity, -ness)18.LO: To practise editing skills19.LO: To plan the ending20.LO: To write the endingWriting: A Christmas Carol, Narrative, Year 4A Christmas Carol: NarrativeLesson NumberCore Content1.???????LO: To analyse a visual clip2.???????LO: To investigate suffixes: -tion, -cian, -sion, ssion3.???????LO: To develop our understanding of simple, compound and complex sentences4.???????LO: To generate vocabulary to describe the setting5.???????LO: To develop a rich understanding of words associated with anger6.???????LO: To generate vocabulary to describe a character7.???????LO: To practise and apply knowledge of suffixes: tion, -cian, -sion, -ssion8.???????LO: To write the opening9.???????LO To generate vocabulary to write the build up10.???LO: To develop our understanding of how to ue verbs and adverbs11.???LO: To learn how to use fronted adverbials12.???LO: To practise writing speech13.???LO: To plan the build up14.LO: To write the build up15.LO: To develop reading for pleasureWriting: John Lyons, Poetry, Year 4John Lyons: Poetry Lesson numberCore ContentOutcome one: free verse poem1.LO: To learn about John Lyons2.LO: To investigate suffixes -ous3.LO: To explore word classes4.LO: To explore and respond to John Lyons’ poetry5.LO: To develop a rich understanding of words associated with happiness6.LO: To explore and respond to John Lyons’ poetry7.LO: To practise and apply knowledge of suffixes -ous, including test8.LO: To perform a poem9.LO: To analyse ‘Carib Nightfall’ 10.LO: To analyse ‘Dancing in the Rain’11.LO: To generate and develop vocabulary12.LO: To investigate suffixes -ial13.LO: To explore expanded noun phrases14.LO: To write a free verse poem15.LO: To develop a rich understanding of words associated with happinessOutcome 2: poem with a rhyming refrain16.LO: To analyse ‘Carnival Jumbie’17.LO: To practise and apply knowledge of suffixes -ial, including test18.LO: To analyse ‘Carnival Dance Lesson’19.LO: To generate and develop vocabulary20.LO: To write a poemWriting: Chocolate Making, Explanation writing, Year 4Chocolate Making: Explanation writing - coming soonLesson numberCore Content1.LO: To identify the features of an explanation text2.LO: To investigate the -al suffix3.LO: To explore pronouns4.LO: To develop an understanding of the chocolate making process. 5.LO: To develop a rich understanding of words associated with delicious food6.LO: To write complex sentences7.LO: To practise and apply knowledge of suffix: -al, including test8.LO: To practice using formal conjunctions9.LO: To plan the opening of an explanation text10.LO: To write the opening of an explanation text11.LO: To plan an explanation text12.LO: To investigate the suffix -ic13.LO: To explore the functions of fronted adverbials14.LO: To write an explanation text15.LO: To develop a rich understanding of words associated with delicious food16.LO: To edit an explanation text17.LO: To practise and apply knowledge of suffix: -ic, including test18.LO: To plan an explanation text19.LO: To write an explanation text20.LO: To write the closing paragraph of an explanation textWriting: The Borrowers, Narrative writing, Year 4The Borrowers: Narrative 1: The Opening Lesson numberCore Content1L.O: To develop an understanding of key characters. 2. L.O: To investigate suffixes: -ary/-ery3. L.O: To revise our knowledge of word class4.L.O: To generate vocabulary for a character description.5.L.O To develop a rich understanding of words associated with large objects 6. L.O: To analyse and interpret the setting description from an extract.7. L.O: To practise and apply knowledge of suffixes –ary/-ery 8.L.O: To plan the opening.9.L.O: To write the opening.10.L.O: To practise speech with punctuation.The Borrowers: Narrative 2 The Build-Up11.L.O: To generate vocabulary for the build-up.12.L.O: To plan the build-up.13.L.O: To write the build-up.14.L.O: To analyse the climax and resolution. 15.LO: To develop reading for pleasureWriting: The Jabberwocky, Narrative Year 4The Jabberwocky: Outcome 1 (opening and build up)Lesson numberCore content1LO: To engage with the poem2LO: To investigate French-derivated sounds: sh (ch) g (gue) k (que)3LO: To explore the functions of apostrophes4LO: To generate vocabulary to write the opening5LO: To develop rich understanding of words associated with being confident6LO: To plan the opening7LO: To practise and apply knowledge of French-derivated sounds: sh (ch) g (gue) k (que), including test8LO: To write the opening9LO: To plan the build up10LO: To write the build upThe Jabberwocky: Outcome 2 (climax and ending)11LO: To generate vocabulary for the climax12LO: To investigate double consonants13LO: To explore punctuating speech first14LO: To plan the climax15LO: To develop rich understanding of words associated with fighting or being in battle16LO: To write the climax17LO: To practise and apply knowledge of double consonants, including test18LO: To generate vocabulary for the ending19LO: To plan the ending20LO: To write the endingWriting: Journalistic Writing, based on traditional tales, Year 4Journalist Writing, based on traditional tales - coming soonLesson numberCore Content1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.Writing: Whale Rider, Narrative writing, Year 4Whale Rider: Narrative writing - coming soonLesson numberCore Content1.LO: To learn about Maori culture2.LO: To investigate suffixes -ify -ise3.LO: To revise simple, compound and complex sentences4.LO: To develop an understanding of the main characters of a film5.LO: To develop a rich understanding of words associated with eyes6.LO: To plan a narrative build-up7.LO: To practise and apply knowledge of suffixes -ify -ise8.LO: To practise punctuating speech9.LO: To write a narrative build-up10.LO: To analyse a visual film clip11.LO: To plan a narrative climax12.LO: To write a narrative climax13.LO: To plan a narrative resolution14.LO: To write a narrative resolution15.LO: To develop reading for pleasure through book recommendationsWriting: How to Train Your Dragon, Narrative Year 5How to Train Your Dragon 1: Narrative openingLesson NumberCore Content1LO: To engage with the context of the ‘How to Train Your Dragon’ narrative2LO: To investigate suffixes - plurals3LO: To explore simple and compound sentences4LO: To identify the C and S features of an opening scene.5LO: To develop a rich understanding of words associated with water6LO: To generate precise adverbs and verbs to describe the opening scene7LO: To practise and apply knowledge of suffixes - plurals, including test8LO: To plan and write the first part of an opening scene9LO: To plan and write the second part of an opening scene10LO: To plan and write the third part of an opening sceneHow to Train Your Dragon 2: Narrative build up11LO: To generate vocabulary to describe the characters12LO: To investigate suffixes: - ate -en -ify -ise13LO: To explore complex sentences14LO: To plan the first part of a build-up scene15LO: To develop a rich understanding of words associated with clumsiness16LO: To write the first part of a build-up scene17LO: To practise and apply knowledge of suffixes - ate -en -ify -ise suffixes, including test18LO: To plan the second part of a build-up scene19LO: To write the second part of a build-up scene20LO: To edit the build-upHow to Train Your Dragon 3: Instructions21LO: To identify the features of an instructional text22LO: To investigate suffixes: -al, -ic and -tion, -ity, -ness 23LO: To revise complex sentences24LO: To write an introduction25LO: To develop a rich understanding of words associated with trying hard26LO: To plan a first set of instructions27LO: To practise and apply knowledge of suffixes: -ic, -al and -ity, -tion, -ness, including test28LO: To write a first set of instructions29LO: To plan a second set of instructions30LO: To write a second set of instructionsHow to Train Your Dragon 4: Persuasive Letter31LO: To identify the features of a persuasive letter32LO: To investigate homophones33LO: To explore relative clauses34LO: To plan a persuasive letter35LO: To develop a rich understanding of words associated with trying hard36LO: To write the opening to a persuasive letter37LO: To practise and apply knowledge of homophones, including test38LO: To write the first paragraph of a persuasive letter39LO: To write the second paragraph of a persuasive letter40LO: To write the closing paragraph of a persuasive letterWriting: Wild Cats, Non Chronological Report, Year 5Wild Cats, Non Chronological ReportLesson numberCore Content1.LO: To identify the features of a non-chronological report2.LO: To investigate the letter string -fer3.LO: To develop knowledge or relative clauses4.LO: To develop and generate subject-specific vocabulary5.LO: To develop a rich understanding of words associated with eating6.LO: To learn about tigers and their appearance7.LO: To practise and apply knowledge of the letter string -fer, including test8.LO: To practise using formal conjunctions9.LO: To write the opening paragraph of a non-chronological report10.LO: To write the appearance paragraph of a non-chronological report11.LO: To edit a non-chronological report12.LO: To learn about tigers’ diet and habitat13.LO: To write the diet paragraph of a non-chronological report14.LO: To write the closing paragraph of a non-chronological report15.LO: To develop reading for pleasure through book recommendationsWriting: Oliver Twist, Narrative Writing, Year 5Oliver Twist - Narrative Writing 1 - OpeningLesson numberCore Content1.LO: To understand the historical context of ‘Oliver Twist’2.LO: To investigate suffixes: -tion, -cian, -sion, -ssion3.LO: To explore word class4.LO: To analyse a film clip and generate vocabulary5.LO: To develop a rich understanding of words associated with meals6.LO: To plan the first part of an opening scene7.LO: To practise and apply knowledge of suffixes: -tion, -cian, -sion, -ssion8.LO: To write the first part of the opening9.LO: To plan the second part of the opening10.LO: To write the second part of the openingOliver Twist - Narrative Writing 2 - Build-up 111.LO: To analyse a clip and generate vocabulary12.LO: To investigate /ee/ sound ‘ie’ or ‘ei’ spelling13.LO: To explore expanded noun phrases14.LO: To practise using speech in complex sentences15.LO: To develop a rich understanding of words associated with hunger or thirst16.LO: To plan the first part of a narrative scene17.LO: To practise and apply knowledge of /ee/ sound ‘ie’ or ‘ei’ spelling, including test18.LO: To write the first part of a narrative scene19.LO: To plan the second part of a narrative scene20.LO: To write the second part of a narrative sceneOliver Twist - Narrative Writing 3 - Build-up 221.LO: To analyse a clip and generate vocabulary22.LO: To investigate the suffixes -ant and -ent23.LO: To explore the functions of fronted adverbials24.LO: To practise conveying character through verb and adverb choices25.LO: To develop a rich understanding of words associated with hunger or thirst26.LO: To plan and write the first part of a narrative scene27.LO: To practise and apply knowledge of suffixes -ant and -ent, including test28.LO: To plan and write the second part of a narrative scene29.LO: To edit a narrative scene30.LO: To write the ending of the story (Free write)Writing: School Uniform, Persuasive writing, Year 5School uniform: persuasive writing Lesson numberCore Content1.??LO: To understand the features of a persuasive letter2.???????LO: To investigate word endings -more, -ent and -ant3.???????LO: To explore pronouns4.???????LO: To generate points to use in our persuasive letter5.???????LO: To develop a rich understanding of words associated with surprised6.???????LO: To plan a persuasive letter7.LO: To practise and apply knowledge of suffixes: -ent and -ant, including test8.LO: To develop an understanding of how to use formal conjunctions9.LO: To write a persuasive letter10.???????LO: To write a persuasive letter (free write)Writing: The Viewer, Narrative Writing, Year 5The Viewer, Narrative Writing - coming soonLesson number????Core content1.?2.???????LO: To investigate suffixes: -able and -ible3.???????LO: To explore relative pronouns4.???????5.???????6.???????7.???????LO: To practise and apply knowledge of suffixes: -able and -ible, including test8.???????9.???????10.???11.???12.???13.???14.15.Writing: Macbeth, Narrative Year 5Macbeth: Narrative 1 - Setting DescriptionLesson numberCore content1.LO: To build knowledge of the historical context of the play2.LO: To investigate C making soft and hard sounds3.LO: To explore using the simple past, present and future tense4.LO: To analyse opening of the play5.LO: To develop rich understanding of words associated with dark and rainy weather6.LO: To generate vocabulary7.LO: To practise and apply knowledge of C making soft and hard sounds, including test9.LO: To practise writing complex sentences8.LO: To plan the setting description10.LO: To write the setting descriptionMacbeth, Narrative 2 - Character Description11.LO: To analyse quotes from the script12.LO: To investigate etymology - words of Greek origin 'ch' 'ph' and 'sc' spellings13.LO: To explore the past, present and future progressive tense14.LO: To analyse evidence from the clip15.LO: To develop rich understanding of words associated with intelligence and confidence16.LO: To practise using precise verbs and adverbs for characterisation17.LO: To practise and apply knowledge of etymology - words of Greek origin 'ch' 'ph' and 'sc' spellings18.LO: To plan a character description19.LO: To write a character description (part 2)20.LO: To write a character description (part 2)Writing: Inspirational Figures, Biography, Year 5Biography Writing: Harriet TubmanLesson NumberCore Content1LO: To identify features of a biography2LO: To investigate unstressed vowels in polysyllabic words3LO: To revise the past, present and future progressive tense4LO: To retrieve information from a non-fiction text5LO: To develop a rich understanding of words associated with trying hard6LO: To research an inspirational figure7LO: To practise and apply knowledge of unstressed vowels in polysyllabic words, including test8LO: To plan a biography9LO: To write a biography10LO: To write a biographyWriting: The Highwayman, Narrative, Year 5The Highwayman: Outcome 1 (opening)Lesson numberCore content1.LO: To build knowledge of the historical context of the poem2.LO: To investigate more prefixes3.LO: To explore the function of apostrophes4.LO: To analyse the opening5.LO: To develop a rich understanding of words associated with night time6.LO: To generate vocabulary for the opening7.LO: To practise and apply knowledge of more prefixes, including test8.LO: To practise adverbial complex sentences9.LO: To plan the opening10.LO: To write the openingThe Highwayman: Outcome 1 (build up)11.LO: To analyse the build up (part 1)12.LO: To investigate more prefixes13.LO: To revise using apostrophes14.LO: To generate vocabulary for the build up (part 2)15.LO: To develop a rich understanding of words about associated with looking or seeing16.LO: To plan the build up (part 1)17.LO: To practise and apply knowledge of more prefixes, including test18.LO: To write the build up (part 1)19.LO: To analyse the build up (part 2)20.LO: To generate vocabulary for the build up (part 2)21.LO: To practise writing speech22.LO: To plan the build up (part 2)23.LO: To write the build up (part 2)24.LO: To write the ending (free write)25.LO: To develop reading for pleasure Writing: Sherlock Holmes, Narrative, Year 6Lesson numberCore contentSherlock Holmes 1: Narrative (setting description)1LO: To build knowledge of the historical context of the narrative2LO: To investigate homophones3LO: To explore simple and compound sentences4LO: To analyse a visual clip5LO: To develop a rich understanding of words associated with cities6LO: To write compound and complex sentences7LO: To practise and apply knowledge of homophones, including test8LO: To write a setting description9LO: To plan a setting description10LO: To write a setting descriptionSherlock Holmes 2: Narrative (introducing the characters)11LO: To develop understanding of the key characters12LO: To investigate suffixes - past and present13LO: To explore complex sentences14LO: To generate descriptive vocabulary15LO: To develop a rich understanding of words associated with looking or seeing16LO: To practise speech punctuation17LO: To practise and apply knowledge of suffixes - past and present, including test18LO: To introduce the characters19LO: To edit20LO: To write a narrative (free write)Sherlock Holmes 3: Persuasive Letter21LO: To identify the features of a persuasive letter22LO: To investigate suffixes: -er and -est comparative and superlative23LO: To explore relative clauses24LO: To develop a context for a persuasive letter25LO: To develop a rich understanding of words associated with sadness or anger26LO: To practise persuasive techniques27LO: To practise and apply knowledge of suffixes: - er and -est comparative and superlative, including test28LO: To write the opening of a persuasive letter29LO: To write the main body of a persuasive letter30LO: To write the main body of a persuasive letterWriting: The Windrush, Diary entry and Letter writing, Year 6The Windrush, Narrative 1: Diary Entry Lesson numberCore content1LO: To consider the purpose and features of a diary2LO: To investigate suffixes - plurals3LO: To develop our knowledge of relative clauses4LO: To develop a character and plan the opening 5LO: To develop a rich understanding of words associated with feeling stressed or scared6LO: To write the opening 7LO: To practise and apply knowledge of suffixes - plurals, including test8LO: To plan the chronology paragraph 9LO: To write the chronology paragraph 10LO: To plan and write the closing The Windrush, Narrative 2: Letter Home 11LO: To build understanding of the historical context, to develop a character and to consider the tone of a this letter 12LO: To investigate suffixes: - le -el - al - il13LO: To explore non-finite subordinate clauses14LO: To plan the opening of a letter 15LO: To develop a rich understanding of words associated with feeling hopeful16LO: To write the opening of a letter17LO: To practise and apply knowledge of suffixes: - le -el - al - il, including test18LO: To plan the main body of a letter - housing 19LO: To write the main body of a letter- housing 20LO: To plan the main body of a letter - jobs 21LO: To write the main body of a letter - jobs22Plan closing 23Write closing 24Free write: What is Windrush day and why do we celebrate it?25LO: To develop reading for pleasure Writing: Spiderman, Journalistic Writing, Year 6Spiderman: Journalistic WritingLesson numberCore content1LO: To analyse features of a newspaper report2LO: To investigate letter strings: ough, ear, ou, au, ice3LO: To explore word class4LO: To gather evidence for a newspaper report5LO: To develop a rich understanding of words associated with chaos and confusion6LO: To write the opening paragraph7LO: To practise and apply knowledge of letter strings: ough, ear, ou, au, ice, including test8LO: To plan the recount of events9LO: To write a recount10LO: To edit recount11LO: To practise speech punctuation12LO: To investigate suffixes: -tion, -cian, -sion, -ssion13LO: To develop our knowledge of determiners14LO: To plan final paragraphs of a newspaper article15LO: To develop a rich understanding of words associated with feeling surprised16LO: To write eye witness statements17LO: To practise and apply knowledge of suffixes: -tion, -cian, -sion, -ssion, including test18LO: To write final paragraph of newspaper article19LO: To edit newspaper article20LO: To write a newspaper article (free write)Writing: The Golden Compass, Narrative, Year 6The Golden Compass, Narrative 1Lesson numberCore content1LO: To identify key characters and events in the plot2LO: To investigate suffixes: -ous3LO: To explore expanded noun phrases4LO: To generate vocabulary to describe a character5LO: To develop a rich understanding of words associated with running6LO: To analyse the opening scene7LO: To practise and apply knowledge of suffixes: -ous, including test8LO: To write prepositional phrases9LO: To write the opening10LO: To edit writingThe Golden Compass, Narrative 211LO: To plan a narrative scene12LO: To investigate suffixes: -ial13LO: To explore the functions of fronted adverbials14LO: To write a narrative scene (free write)15LO: To develop rich understanding of words associated with walking16LO: To write non-finite clauses17LO: To practise and apply knowledge of suffixes: -ial, including test18LO: To develop text cohesion through use of adverbials19LO: To plan a diary20LO: To write a diaryThe Golden Compass, Narrative 321LO: To generate vocabulary22LO: To investigate /ee/ sound spelt ie or ei23LO: To explore using pronouns (including relative and possessive pronouns)24LO: To practise speech punctuation25LO: To develop rich understanding of words associated with houses26LO: To plan a narrative scene27LO: To practise and apply knowledge of /ee/ sound spelt ie or ei, including test28LO: To write a narrative scene29LO: To plan a narrative scene30LO: To write a narrative sceneWriting: Rabbit-Proof Fence, Narrative, Year 6Lesson numberCore contentRabbit Proof Fence 1: Narrative (Opening scene)1LO: To understand the context of the film2LO: To investigate word endings: -ant -ent -ance -ence3LO: To explore the function of apostrophes 4LO: To generate vocabulary5LO: To develop a rich understanding of words associated with hot weather6LO: To practise non-finite complex sentences7LO: To practise and apply knowledge of word endings: -ant -ent -ance -ence, including test8LO: To plan a narrative scene9LO: To write a narrative scene10LO: To edit a narrative sceneRabbit Proof Fence 2: Narrative (Escape scene)11LO: To plan a narrative scene12LO: To investigate suffixes: -ible and -able13LO: To explore subject, verb, object14LO: To write a narrative scene (free write)15LO: To develop a rich understanding of words associated with hot weather16LO: To convey character and advance action through use of speech17LO: To practise and apply knowledge of suffixes: -ible and -able, including test18LO: To plan a narrative scene19LO: To write a narrative scene20LO: To edit a narrative sceneRabbit Proof Fence 3: Narrative (The journey)21LO: To analyse and scene and generate vocabulary22LO: To investigate silent letters23LO: To explore active and passive voice24LO: To practise conveying character through precise verb and adverb choices25LO: To develop a rich understanding of words associated with trying hard 26LO: To plan a narrative (Paragraph 1)27LO: To practise and apply knowledge of silent letters, including test28LO: To write a narrative (Paragraph 1)29LO: To plan a narrative (Paragraph 2)30LO: To write a narrative (Paragraph 2)Writing: Important Scientists, Biography, Year 6Lesson NumberCore content1LO: To identify features of a biography2LO: To investigate French and Greek etymology3LO: To explore the functions of a colon4LO: To retrieve information from a non-fiction text5LO: To develop a rich understanding of words associated with being hard working6LO: To retrieve information from a non-fiction text7LO: To practise and apply knowledge of French and Greek etymology, including test8LO: To plan a biography9LO: To write a biography10LO: To write a biographyWriting: Pandas, Non Chronological Report, Year 6Non-Chronological Report: PandasLesson NumberCore Content1LO: To analyse the features of a non-chronological report2LO: To investigate curriculum words 3LO: To develop our knowledge of the functions of a colon4LO: To gather information for a non-chronological report5LO: To develop rich understanding of words associated with eating6LO: To plan the opening of a non-chronological report7LO: To practise and apply knowledge of curriculum words, including test8LO: To write the opening of a non-chronological report9LO: To plan the paragraph on appearance10LO: To write the paragraph on appearance11LO: To edit a non-chronological report paragraph12LO: To plan the paragraphs on habitat and diet13LO: To write the paragraphs on habitat and diet14LO: To write the conclusion15LO: To develop reading for pleasureReading: Year 3Into the Forest, Anthony Browne, Year 3Into the Forest by Anthony Browne - coming soonLesson NumberCore Content1LO: to read the text and ask questions2LO: to answer questions on the text, orally and in written form3LO: to answer questions on the text, orally and in written form4LO: to explore character’s emotions5LO: to explore the author’s style Mulan by Michaela Morgan, Year 3Traditional Tale: MulanLesson NumberCore Content1LO: to read the text and introduce genre2LO: to answer retrieval questions3LO: to answer inference questions4LO: to discuss character relationships5LO: to analyse character traits The Firework Maker’s Daughter, Phillip Pullman, Year 3Narrative: The Firework Maker’s Daughter by Phillip PullmanLesson NumberCore Content1LO: To engage with the text2LO: To answer questions on the text, orally and in written form3LO: To analyse a character 4LO: To explore one of the main themes5LO: To explore genreRushing Rivers by Kingfisher, Year 3Non fiction: Rushing Rivers - coming soonLesson NumberCore Content12345The Suitcase Kid, Jacqueline Wilson, Year 4Narrative: The Suitcase Kid by Jacqueline WilsonLesson NumberCore Content1LO: To engage with a text2LO: To answer retrieval questions3LO: To answer inference questions 4LO: To analyse language5LO: To analyse a characterThe King of the Sky, Nicola Davies, Year 3Non fiction: The King of the Sky - coming soonLesson NumberCore Content12345Reading for Pleasure, Year 3Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson NumberCore Content1LO: To develop reading for pleasure through personal reflection and creating a reading river.2LO: To develop reading for pleasure through recommended reads and character descriptions.3LO: To promote reading for pleasure through book recommendations.Reading: Year 4Hidden Depths: Exploring the Deep by Chloe Rhodes, Year 4Non-fiction: Hidden DepthsLesson NumberCore Content1LO: To engage with a text.2LO: To read and answer questions on a text.3LO: To read and answer questions on a text.4LO: To read and answer questions on a text.5LO: To engage with the text and to complete an independent activity.Hansel and Gretel, Anthony Browne, Year 4Picture Book: Hansel and Gretel - coming soonLesson NumberCore Content12345I Was a Rat, Phillip Pullman, Year 4Narrative: I Was a Rat by Phillip PullmanLesson NumberCore Content1LO: To engage with the text2LO: To answer questions on the text3LO: To analyse characters4LO: To answer questions on the text5LO: To analyse the author’s use of languageThere’s a Boy in the Girls’ Bathroom, Louis Sachar, Year 4Narrative: There’s a Boy in the Girls’ Bathroom - coming soonLesson NumberCore Content12345Walter Tull’s Scrapbook, Michaela Morgan, Year 4Non-fiction: Walter Tull’s ScrapbookLesson NumberCore Content1LO: To engage with the text2LO: To read about Walter Tull’s family and childhood3LO: To read about Walter Tull’s career in football 4LO: To read about Walter Tull’s career in the army 5LO: To reflect upon the text we have readA Christmas Carol, Charles Dickens, Year 4Narrative: A Christmas Carol - coming soon Lesson NumberCore Content12345Reading for Pleasure, Year 4Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson NumberCore Content1LO:To develop reading for pleasure through personal reflection and creating a 24 hour reading log.2LO:To develop reading for pleasure through recommended reads and character descriptions.3LO:To promote reading for pleasure through book recommendations.Reading: Year 5Mirror, Jeannie Baker, Year 5Picture Book: Mirror - coming soon Lesson NumberCore Content12345The British, Benjamin Zephaniah, Year 5Poetry: The British Lesson NumberCore Content1LO:To learn about a poet and the historical context of a poem2LO:To read and analyse a poem3LO:To explore the writer’s purpose4LO:To answer questions on a poem and to plan my own poem5LO:To write my own recipe poemDemon Dentist, David Walliams, Year 5Narrative: Demon DentistLesson NumberCore Content1LO:To engage with the text2LO:To answer questions on the text3LO:To analyse characters4LO:To answer questions on the text5LO:To analyse the author’s use of languageThe Listeners, Walter de la Mare, The Raven, Edgar Allen Poe Year 5Poetry: The Listeners and The Raven - coming soon Lesson NumberCore Content12345Streetchild, Berlie Doherty, Year 5Narrative: Streetchild - coming soon Lesson NumberCore Content12345History VIP: Mary Anning, Kay Barnham, Year 5Non-fiction: History VIP: Mary Anning Lesson NumberCore Content1LO: To introduce the context and genre of the text2LO: To answer retrieval questions3LO: To answer language questions4LO: To answer language questions5LO: To make inferences based on the textReading for Pleasure, Year 5Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson NumberCore Content1LO: To develop reading for pleasure through personal reflection and creating a Reading River2LO: To develop reading for pleasure through recommended reads and character descriptions.3LO: To promote reading for pleasure through book recommendations.Reading: Year 6The Giant’s Necklace, Michael Morpurgo, Year 6Narrative: The Giant’s Necklace by Michael Morpurgo Lesson NumberCore Content1LO:To engage with the text2LO:To read a text and make inferences3LO:To read a text and make inferences4LO:To analyse a setting5LO:To read, comprehend and respond to a climaxHoles, Louis Sachar, Year 6Narrative: Holes by Louis Sachar Lesson NumberCore Content1LO: To engage with the text2LO: To analyse setting3LO: To analyse character 4LO: To analyse character 5LO: To analyse the author’s use of languageThe Blitz Survivor Stories, Year 6Non-fiction: The Blitz Survivor StoriesLesson NumberCore Content1LO: To activate prior knowledge and consider the historical context2LO: To read a recount and answer retrieval and inference based questions 3LO: To understand the key information in a text and consider the author’s perspective4LO: To read a new text and consider the author’s use of language5LO: To consider how reading can provide people with a way of learning new thingsThe Greenling, Levi Pinfold, Year 6Picture Book: The Greenling by Levi Pinfold - coming soonLesson NumberCore Content12345London is the Place for Me, Lord Kitchner, Year 6Poetry: London is the Place for Me by Lord KitchnerLesson NumberCore Content1LO: To form an initial impression of the a song- ‘London is the place for me’ by Lord Kitchener 2LO: To consider the author’s purpose and intended audience3LO: To explore the author’s use of language and word meaning4LO: To consider Lord’s Kitchener’s perspective - ‘Sweet Jamaica’ by Lord Kitchener 5LO: To make comparisons between two songsGoodnight Mr Tom, Michelle Magorian, Year 6Narrative: Goodnight Mr Tom by Michelle Magorian Lesson NumberCore Content1LO: To establish a background knowledge of the setting2LO: To make inferences about characters in the book3LO: To make inferences about characters in the book4LO: To read and comprehend part of a story5LO: To consider a character's perspective and themes within a textA Career in Computer Games, Anthony Horrowitz, Year 6Narrative: A Career in Computer Games by Anthony Horrowitz - coming soonLesson NumberCore Content12345Reading for Pleasure, Year 6Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson NumberCore Content1LO: To develop reading for pleasure through personal reflection and creating a 24 hour reading log.2LO: To develop reading for pleasure through recommended reads and character descriptions.3LO: To promote reading for pleasure through book recommendations. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download