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English Primary: EYFS, Key Stage 1, Key Stage 2 Curriculum plan 2020-21

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EnglishPrimary: EYFS, Key Stage 1, Key Stage 2

Curriculum plan 2020-21

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1. Curriculum Principles

Coherence and flexibility

We 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 organisation

For 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 selection

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We 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 ambitious

We 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 engagement

We 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 learning

Like 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.

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2. Subject structure overview

The 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 EYFS

We 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

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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 structure

The 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 read.

Communication 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

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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’.

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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.

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Year group

Unit title Length of unit Prior knowledge required

Reading, writing and grammar are all incorporated within every unit.

Reception The Noisy House 10 lessons(2 weeks)

N/A

Reception Bat Learns to Dance 10 lessons(2 weeks)

N/A

Reception The Little Red Hen 10 lessons(2 weeks)

N/A

Reception The Three Billy Goats Gruff 10 lessons(2 weeks)

N/A

Reception Mouse Deer and Tiger 10 lessons(2 weeks)

N/A

Reception The King and the Moon 10 lessons(2 weeks)

N/A

Reception The Gingerbread Man 10 lessons(2 weeks)

Phase 2 phonics

Reception Persuasion: Buy my gingerbread.

10 lessons(2 weeks)

Phase 2 phonics

Reception The Three Little Pigs 10 lessons Phase 2 phonics

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(2 weeks)

Reception Goldilocks and the Three Bears

10 lessons(2 weeks)

Phase 2 phonics

Reception Recount: what happened from other characters’ viewpoints.

10 lessons(2 weeks)

Phase 2 phonics

Reception The Giant Turnip 10 lessons(2 weeks)

Phase 2 phonics

Reception The Sweet-Talking Potato 10 lessons(2 weeks)

Phase 3 phonics

Reception Explanation: Why the king was amazed.

10 lessons(2 weeks)

Phase 3 phonics

Reception Fox’s Sack 10 lessons(2 weeks)

Phase 3 phonics

Reception The Little Duck 10 lessons(2 weeks)

Phase 3 phonics

Reception Little Red Riding Hood 10 lessons(2 weeks)

Phase 3 phonics

Reception Discussion: Should Little Red Riding Hood go into the woods alone?

10 lessons(2 weeks)

Phase 3 phonics

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Reception The Emperor’s New Clothes 5 lessons(1 week)

Phase 3 phonics

English 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 KS2.

Communication 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

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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 1

Year group Unit title Length of unit Prior knowledge required

Reading, writing, spelling and grammar are all incorporated within every unit.

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Year 1 The Magic Paintbrush: mood 10 lessons(2 weeks)

N / A

Year 1 The Magic Paintbrush: created story (mood)

10 lessons(2 weeks)

N / A

Year 1 Recount: diary entry 10 lessons(2 weeks)

N / A

Year 1 Monkeys and Hats: problems 10 lessons(2 weeks)

Phonics and Y1 T1 grammatical knowledge

Year 1 Monkeys and Hats: recycled story (problems)

10 lessons(2 weeks)

Y1 T1Phonics and Y1 T1 grammatical knowledge

Year 1 Instructions: How to Make a Magic Hat

10 lessons(2 weeks)

Phonics and Y1 T1 grammatical knowledge

Year 1 Awongalema: description 10 lessons(2 weeks)

Phonics and Y1 T2 grammatical knowledge

Year 1 Awongalema: recycled story (description)

10 lessons(2 weeks)

Phonics and Y1 T2 grammatical knowledge

Year 1 Discussion: Should animals be kept in zoos?

10 lessons(2 weeks)

Phonics and Y1T2 grammatical knowledge

Year 1 Honey and Trouble: character

10 lessons(2 weeks)

Phonics and Y1 T2 grammatical knowledge

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Year 1 Honey and Trouble: recycled story (character)

10 lessons(2 weeks)

Phonics and Y1 T2 grammatical knowledge

Year 1 Persuasion: Buy my honey 10 lessons(2 weeks)

Phonics and Y1 T2 grammatical knowledge

Year 1 Anansi and Tiger: action 10 lessons(2 weeks)

Phonics and Y1 T3 grammatical knowledge

Year 1 Anansi and Tiger: recycled story (action)

10 lessons(2 weeks)

Phonics and Y1 T3 grammatical knowledge

Year 1 Information: All about Tigers 10 lessons(2 weeks)

Phonics and Y1 T3 grammatical knowledge

Year 1 Jack and the Beanstalk: problems

10 lessons(2 weeks)

Phonics and Y1 T3 grammatical knowledge

Year 1 Jack and the Beanstalk: created story(problems)

10 lessons(2 weeks)

Phonics and Y1 T3 grammatical knowledge

Year 1 Explanation: How beans grow

10 lessons(2 weeks)

Phonics and Y1 T3 grammatical knowledge

Year 1 How Butterflies Came to Be: description

5 lessons(1 week)

Phonics and Y1 T3 grammatical knowledge

Reading 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,

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although key skills will be revisited throughout. These skills are outlined below:

Skill Retrieval: to find key information in the text

7 lessons N / A

Skill Inference: to make inferences based on what is said and done

5 lessons N / A

Skill Prediction: To make informed predictions

1 lesson N / A

Skill Summarise: to summarise the main points

3 lessons N / A

Skill Personal interpretation: To give personal opinions about what is read/to link reading to our own experiences

3 lessons N / 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

Year 1 Term 1A:LO: To use the past tense -edLO: To use the coordinating conjunction ‘but’LO: To use the past tense - ed

+3 specific lessons + warm-ups

N/A

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Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks, exclamation marks, adjectives

Year 1 Term 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 letters

3 specific lessons + warm ups

Y1 T1A grammatical knowledge

Year 1 Term 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 marks

3 specific lessons + warm ups

Y1 T1 grammatical knowledge

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Year 1 Term 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, adjectives

3 specific lessons + warm ups

Y1 T1 grammatical knowledge

Year 1 Term 3A:LO: To use the conjunction ‘and’ to join clausesLO: To add suffixes to verbsLO: To write questions

Ongoing focus: full stops, capital letters, spaces between words, ‘and’, suffixes, ?s

3 specific lessons + warm ups

Y1 T2 grammatical knowledge

Year 1 Term 3B:LO: To add suffixes to verbsLO: To use full stopsLO: To use capital letters for pronouns Ongoing focus: full stops,

3 specific lessons + warm ups

Y2 T2 grammatical knowledge

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capital letters, past tense

Spelling is taught discretely (made applicable to context where possible) and taught in 3 short burst sessions every week. Coverage is outlined below:

Year 1 Spelling: Words ending in y (e.g. happy, funny)

3 sessions N/A

Year 1 Spelling: ‘Wh’ grapheme (e.g. when, where)

3 sessions N/A

Year 1 Spelling: Letter string ‘are’ (e.g. care, aware, glare)

3 sessions N/A

Year 1 Spelling: suffixes ‘s’ and ‘es’ (e.g. cats, catches)

3 sessions N/A

Year 1 Spelling: CEWs: today, were, was, my, so, I, me, of, ask

3 sessions N/A

Year 1 Spelling: Review and consolidation

3 sessions N/A

Year 1 Spelling: Letter names and alphabet

3 sessions N/A

Year 1 Spelling: Vowels and consonants introduced

3 sessions N/A

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Year 1 Spelling: suffix -ed and -ing (e.g. jumped, hunted, buzzing)

3 sessions N/A

Year 1 Spelling: suffix -ed and -ing (e.g. jumped, hunted, buzzing)

3 sessions N/A

Year 1 Spelling: adding ‘s’ and ‘es’ to make nouns plural.

3 sessions N/A

Year 1 Spelling: CEWs: go, by, here, there, where, school, house, the, a, I, is

Review and consolidation

3 sessions N /A

Year 1 Spelling: Grapheme ‘ear’ (e.g. pear)

3 sessions N /A

Year 1 Spelling: f, l, s, z and k - ff, ll, ss, zz, ck after vowel (e.g. off, miss, buzz, back)

3 sessions N /A

Year 1 Spelling: Prefix -un (e.g. unhappy, unhelpful)

3 sessions N /A

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Year 1 Spelling: Grapheme ‘ore’ (e.g. more)

3 sessions N /A

Year 1 CEWs: one, love, your, once, be

3 sessions N /A

Year 1 Spelling: review and consolidation

3 sessions N /A

Year 1 Spelling: Grapheme ‘tch’ (e.g. catch, fetch)

3 sessions N /A

Year 1 Spellings: when to use ‘k’ (e.g. skin, sketch)

3 sessions N /A

Year 1 Spelling: days of the week 3 sessions N /A

Year 1 Spelling: multisyllable words 3 sessions N /A

Year 1 Spelling: CEWs: today, were, was, my, so, I, me, of ask

3 sessions N/A

Year 1 Spelling: review and consolidation

3 sessions N /A

Year 1 Spellings: compound words (e.g. bookshop, footbridge)

3 sessions N /A

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Year 1 Spellings: n before k (e.g. bank, honk)

3 sessions N /A

Year 1 CEWs: do, to, you, come, he, are, is, his, our

3 sessions N /A

Year 1 CEWS: said, full, some, she, they, we

3 sessions N /A

Year 1 Spellings: adding the suffix -est

3 sessions N /A

Year 1 Spellings: review and consolidation

3 sessions N /A

Year 1 Spelling: ‘ve’ grapheme. Words do not usually end in v (e.g. love, give)

3 sessions N /A

Year 1 Spelling: ‘s’ and ‘es’ for plural nouns

3 sessions N /A

Year 1 CEWs recap 3 sessions N /A

Year 1 Spelling: ‘ph’ phoneme 3 sessions N /A

Year 1 CEWs recap 3 sessions N /A

Year 1 Spelling: review and 3 sessions N /A

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consolidation

Year 1 Spelling: adding the suffix -est

3 sessions N /A

Year 1 Spelling: review and consolidation

3 sessions N /A

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Year 2Year group

Unit title Length of unit Prior knowledge required

Reading, writing, spelling and grammar are all incorporated within every unit.

Year 2 How Coyote Brought Fire to Earth: description

10 lessons(2 weeks)

N /A

Year 2 How Coyote Brought Fire to Earth: recycled story: description

10 lessons(2 weeks)

N /A

Year 2 Instructions: How to defeat the fire giants

10 lessons(2 weeks)

N /A

Year 2 Baba Yaga: openings 10 lessons(2 weeks)

Y2 T1 grammatical knowledge

Year 2 Baba Yaga: recycled story(openings)

10 lessons(2 weeks)

Y2 T1 grammatical knowledge

Year 2 Information text: All about the Ice Witch

10 lessons(2 weeks)

Y2 T1 grammatical knowledge

Year 2 The Eagle Who Thought He Was A Chicken: problems

10 lessons(2 weeks)

Y2 T2 grammatical knowledge

Year 2 The Eagle Who Thought He 10 lessons Y2 T2 grammatical knowledge

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Was A Chicken: recycled story (problems)

(2 weeks)

Year 2 Explanation: How birds fly 10 lessons(2 weeks)

Y2 T2 grammatical knowledge

Year 2 Ganesh Gets Married: mood 10 lessons(2 weeks)

Y2 T2 grammatical knowledge

Year 2 Ganesh Gets Married: recycled story (mood)

10 lessons(2 weeks)

Y2 T2 grammatical knowledge

Year 2 Discussion: Who was right: Ganesh or Kartikeya?

10 lessons(2 weeks)

Y2 T2 grammatical knowledge

Year 2 Persephone: endings 10 lessons(2 weeks)

Y2 T3 grammatical knowledge

Year 2 Persephone: recycled story(endings)

10 lessons(2 weeks)

Y2 T3 grammatical knowledge

Year 2 Recount: news report 10 lessons(2 weeks)

Y2 T3 grammatical knowledge

Year 2 The Bird and the Forest Fire: middles

10 lessons(2 weeks)

Y2 T3 grammatical knowledge

Year 2 The Bird and the Forest Fire: recycled story (middles)

10 lessons(2 weeks)

Y2 T3 grammatical knowledge

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Year 2 Persuasion: Why you should never light fires in a dry forest

10 lessons(2 weeks)

Y2 T3 grammatical knowledge

Year 2 The Unlucky Man: character 5 lessons(1 week)

Y2 T3 grammatical knowledge

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:

Skill Retrieval: to find key information in the text

5 lessons N / A

Skill Inference: to make inferences based on what is said and done

5 lessons N / A

Skill Prediction: To make informed predictions

3 lessons N / A

Skill Summarise: to summarise the main points

3 lessons N / A

Skill Personal interpretation: To give personal opinions about what is read

2 lessons N / 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

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Year 2 Term 1A: LO: To use expanded noun phrases for descriptionLO: To use the 4 types of sentencesLO: To use the subordinating conjunction ‘if’Ongoing focus: punctuation

3 specific lessons + warm ups

Y1grammatical knowledge

Year 2 Term 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, punctuation

3 specific lessons + warm ups

Y2 T1 grammatical knowledge

Year 2 Term 2A:LO: To use the progressive form of verbsLO: To use irregular past tense verbsLO: To use subordinating conjunctions: when, if,

3 specific lessons + warm ups

Y2 T1 grammatical knowledge

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because, that Ongoing focus: coordinating conjunctions, punctuation, verb tenses

Year 2 Term 2B:LO: To use the 4 types of sentencesLO: To vary sentences for effectLO: To use subordinating conjunctions Ongoing focus: sentence types, punctuation, subordinating conjunctions

3 specific lessons + warm ups

Y2 T1 grammatical knowledge

Year 2 Term 3A:To use singular possessive apostrophesTo use apostrophes for contractionTo use past tense verbs Ongoing focus: conjunctions, punctuation, verb tenses

3 specific lessons + warm ups

Y2 T2 grammatical knowledge

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Year 2 Term 3B:LO: vary sentence length for effectLO: To vary sentence openersLO: To use commas in a list Ongoing focus: conjunctions, punctuation, verb tenses

3 specific lessons + warm ups

Y2 T3 grammatical knowledge

Spelling units

Year 2 Spellings: Suffix -ful and -ly (beautiful, quickly)

3 sessions N / A

Year 2 Spellings: suffixes -ment and -ness and less(e.g. excitement, hopeless, witness

3 sessions N / A

Year 2 Spellings: ‘u’ sound spelt ‘o’ (e.g. other, mother, brother)

3 sessions N / A

Year 2 Spellings: / / sound spelt ‘a’ ɒafter ‘qu’ and ‘w’ (e.g. was, walk)

3 sessions N / A

Year 2 CEWs: find, behind, pretty, beautiful, after, last, father, move, because, both, bath

3 sessions N / A

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Year 2 Spelling review and consolidation

3 sessions N / A

Year 2 Spellings: suffix -ed and -ing (e.g. hunted, buzzed, jumped)

3 sessions N / A

Year 2 Spellings: possessive apostrophe (e.g. the whale’s)

3 sessions N / A

Year 2 Spelling: ‘l’ spelt ‘le’ at end of words (e.g. whale, mile)

3 sessions N / A

Year 2 Spelling: contractions (e.g. shouldn’t, couldn’t, can’t)

3 sessions N / A

Year 2 CEWS: every, most, great, water, only, many, even, any

3 sessions N / A

Year 2 Spelling: review and consolidation

3 sessions N / A

Year 2 Spelling: ‘l’ spelt ‘il’ (e.g. pencil, fossil, nostril)

3 sessions N / A

Year 2 Spelling: ‘ar’ phoneme, spelling ‘al’ (e.g. walk, also, already)

3 sessions N / A

Year 2 Spelling: contractions (e.g. 3 sessions N / A

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shouldn’t, couldn’t, can’t)

Year 2 Spelling: suffixes -ment and -ness and less(e.g. excitement, hopeless, witness

3 sessions N / A

Year 2 CEWs: every, most, great, water, only, many, even, any

3 sessions N / A

Year 2 Spelling: review and consolidation

3 sessions N / A

Year 2 Spelling: adding suffixes to verbs where changes are made to the spelling of the root word

3 sessions N / A

Year 2 Spelling: suffix ‘s’ and ‘es’ (e.g. cats, catches)

3 sessions N / A

Year 2 Spellings: ‘r’ sound spelt ‘wr’ (e.g. wreck, wrote)

3 sessions N / A

Year 2 Spellings: ‘e’ sound spelt -ey (e.g. key, journey, nosey)

3 sessions N / A

Year 2 CEWs: child, children, poor, old, cold, would, people, sure, told, hold

3 sessions N / A

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Year 2 Spelling: review and consolidation

3 sessions N / A

Year 2 Spelling: -ge and -dge (e.g. hedge, large)

3 sessions N / A

Year 2 Spellings: ‘n’ sound spelt ‘gn’ & ‘kn (e.g. gnome, knock)

3 sessions N / A

Year 2 Spellings: ‘u’ sound spelt ‘or’ after ‘w’ (e.g. work, world, worse)

3 sessions N / A

Year 2 Spellings: prefix -un (e.g. unhappy, unhelpful)

3 sessions N / A

Year 2 CEWs: wild, door, floor, could, eye, clothes, fast, grass, path, gold, pass, break, busy

3 sessions N / A

Year 2 Spelling: review and consolidation

3 sessions N / A

Year 2 Spelling: suffix -tion (e.g. station, portion)

3 sessions N / A

Year 2 Spelling: ‘s’ sound spelt ‘c’ before e, i & y (e.g. scissors, circle)

3 sessions N / A

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Year 2 Spellings: phoneme ‘zh’ spelled ‘s’ (e.g. measure, decision)

3 sessions N / A

Year 2 Spellings: grapheme ‘tch’ (e.g. catch, fetch)

3 sessions N / A

Year 2 CEWs: plant, improve, whole, should, again, half, money, class, sugar, steak

3 sessions N / A

Year 2 Spelling: review and consolidation

3 sessions N / A

Year 2 Spelling: adding suffixes to verbs where the spelling of the root word changes

3 sessions N/A

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English 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.

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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 version

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Year group

Unit title Length of unit Prior knowledge required

Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 3 The BFG -

Narrative Writing 20 lessons(4 weeks)

N / A

Year 3 Portia Spiders -Non-Chronological Report

20 lessons (4 weeks)

N / A

Year 3 The Man on the Moon - Narrative Writing

15 lessons (3 weeks)

N / A

Year 3 The Fate of Fausto - Narrative writing

20 lessons (4 weeks)

Y3 T1 grammatical knowledge

Year 3 Monster Pizza - Instructions

10 lessons (2 weeks)

Y3 T1 grammatical knowledge

Year 3 Healthy Food - Persuasive writing

10 lessons (2 weeks)

Y3 T1 grammatical knowledge

Year 3 The Day the Crayons Quit - Persuasive writing

15 lessons (3 weeks)

Y3 T1 grammatical knowledge

Year 3 Aladdin - Narrative Writing

20 lessons (4 weeks)

Y3 T2 grammatical knowledge

Year 3 Journey - Narrative writing

20 lessons (4 weeks)

Y3 T2 grammatical knowledge

Year 3 How Bees make Honey - Explanation writing

15 lessons (3 weeks)

Y3 T2 grammatical knowledge

Reading units Year 3 Into the Forest

by Anthony Browne 5 lessons (1 week)

N / A

Year 3 Mulan by Michaela Morgan

5 lessons (1 week)

N / A

Year 3 The Firework Maker's 5 lessons N / A

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Daughter by Phillip Pullman

(1 week)

Year 3 Rushing Rivers by Kingfisher

5 lessons (1 week)

N / A

Year 3 The Suitcase Kid by Jacqueline Wilson

5 lessons (1 week)

N / A

Year 3 King of the Sky by Nicola Davies

5 lessons (1 week)

N / A

Year 3 Reading for Pleasure 3 lessons N / 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 3 Term 1:

Sentence level objectives5 lessons Y2 grammatical knowledge

Year 3 Term 2: Word level objectives

5 lessons Y3 T1 grammatical knowledge

Year 3 Term 3: Punctuation level objectives

5 lessons Y3 T2 grammatical knowledge

Spelling unitsYear 3 Suffixes - past and

present tense4 lessons N /A

Year 3 Suffixes - plural 4 lessons N /AYear 3 Suffixes - y 2 lessons N /AYear 3 Suffixes - ly 2 lessons N /AYear 3 Suffixes -ful and -less 2 lessons N /AYear 3 Suffixes - er and -est 4 lessons N /AYear 3 Silent letters 2 lessons N /AYear 3 Prefixes 4 lessons N /AYear 3 Homophones and

homonyms4 lessons N /A

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Year 3 Compound words 2 lessons N /A

Year group

Unit title Length of unit Prior knowledge required

Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 4 Angler Fish - Non

chronological report20 lessons (4 weeks)

N /A

Year 4 The Robin - Narrative writing 20 lessons (4 weeks)

N /A

Year 4 A Christmas Carol - Narrative writing

15 lessons (3 weeks)

N /A

Year 4 John Lyons - Poetry 20 lessons (4 weeks)

Y4 T1 grammatical knowledge

Year 4 Chocolate Making - Explanation writing

20 lessons (4 weeks)

Y4 T1 grammatical knowledge

Year 4 The Borrowers - Narrative writing

15 lessons (2 weeks)

Y4 T1 grammatical knowledge

Year 4 The Jabberwocky - Narrative writing

20 lessons (4 weeks)

Y4 T2 grammatical knowledge

Year 4 Journalistic writing - based on traditional tales

20 lessons (4 weeks)

Y4 T2 grammatical knowledge

Year 4 Whale Rider - Narrative writing

15 lessons (3 weeks)

Y4 T2 grammatical knowledge

Reading units - Year 4 Hidden Depths: Exploring

the Deep by Chloe Rhodes5 lessons (1 week)

N / A

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Year 4 A Christmas Carol by Charles Dickens

5 lessons (1 week)

N / A

Year 4 I Was a Rat by Phillip Pullman

5 lessons (1 week)

N / A

Year 4 There’s a Boy in the Girls’ Bathroom by Louis Sachar

5 lessons (1 week)

N / A

Year 4 Walter Tull's Scrapbook by Michaela Morgan

5 lessons (1 week)

N / A

Year 4 Hansel and Gretel by Anthony Browne

5 lessons (1 week)

N / A

Year 4 Reading for Pleasure 3 lessons N / 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 4 Term 1:

Sentence level objectives5 lessons Y3

grammatical knowledgeYear 4 Term 2:

Word level objectives5 lessons Y4 T1 grammatical knowledge

Year 4 Term 3: Punctuation level objectives

5 lessons Y4 T1 grammatical knowledge

Spelling unitsYear 4 Suffixes -

Past and present tense4 lessons N / A

Year 4 Suffixes: -ate -en -ify -ise

2 lessons N / A

Year 4 Suffixes: -tion -ity -ness

2 lessons N / A

Year 4 Suffixes: - tion -cian -sion -ssion

2 lessons N / A

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Year 4 Suffixes: -ous

2 lessons N / A

Year 4 Suffixes: -ial

2 lessons N / A

Year 4 Suffixes: -al

2 lessons N / A

Year 4 Suffixes: -ic

2 lessons N / A

Year 4 Suffixes: -ary / -ery

2 lessons N / A

Year 4 French-derivated sounds - sh (ch) g (gue) k (que)

2 lessons N / A

Year 4 Double consonants 2 lessons N / AYear 4 Compound words 2 lessons N / AYear 4 Homophones 2 lessons N / AYear 4 Suffixes:

-ate -en -ify -ise2 lessons N / A

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Year group

Unit title Length of unit Prior knowledge required

Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 5 How to Train your Dragon -

Mixed outcomes40 lessons(8 weeks)

N / A

Year 5 Wild Cats - Non-chronological reports

15 lesson(3 weeks)

N /A

Year 5 Oliver Twist - Narrative writing

30 lessons (6 weeks)

Y5 T1 grammatical knowledge

Year 5 School Uniform -Persuasive writing

10 lessons (2 weeks)

Y5 T1 grammatical knowledge

Year 5 The Viewer - Narrative writing

15 lessons (3 weeks)

Y5 T1 grammatical knowledge

Year 5 Macbeth - Narrative writing

20 lessons(4 weeks)

Y5 T2 grammatical knowledge

Year 5 Inspirational figures - Biographical writing

10 lessons (2 weeks)

Y5 T2 grammatical knowledge

Year 5 The Highwayman - 25 lessons Y5 T2 grammatical knowledge

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Narrative writing (4 weeks)Reading units - Year 5 Mirror by Jeannie Baker 5 lessons

(1 week)N / A

Year 5 The British by Benjamin Zephaniah

5 lessons (1 week)

N / A

Year 5 Demon Dentist by David Walliams

5 lessons (1 week)

N / A

Year 5 Poetry - The Listeners by Walter de la Mare and The Raven by Edgar Allen Poe

5 lessons(1 week)

N / A

Year 5 Street Child by Berlie Doherty

5 lessons (1 week)

N / A

Year 5 History VIP: Mary Anning by Kay Barnham

5 lessons (1 week)

N / A

Year 5 Reading for Pleasure 3 lessons N / 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 5 Term 1:

Sentence level objectives5 lessons Y4

grammatical knowledgeYear 5 Term 2:

Word level objectives5 lessons Y5 T1 grammatical knowledge

Year 5 Term 3: Punctuation level objectives

5 lessons Y5 T2 grammatical knowledge

Spelling unitsYear 5 Suffixes - plurals 2 lessons N / AYear 5 Suffixes: 4 lessons N / A

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ate -en -ify -ise -tion -ity -ness -al -ic -ary -ery -ful -less

Year 5 Homophones + near homophones

2 lessons N / A

Year 5 Syllables - fer syllables 2 lessons N / AYear 5 Suffixes:

- tion / -cian / -sion / -ssion2 lessons N / A

Year 5 /ee/ sound 'ie' or 'ei' spelling 2 lessons N / AYear 5 Word endings:

-ant and -ent4 lessons N / A

Year 5 Suffixes:-able -ible

2 lessons N / A

Year 5 C making soft and hard sound

2 lessons N / A

Year 5 Etymology - words of Greek origin 'ch' 'ph' and 'sc' spellings

2 lessons N / A

Year 5 Unstressed vowels in polysyllabic words

2 lessons N / A

Year 5 Prefixes: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 lessons N / A

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Year group

Unit title Length of unit Prior knowledge required

Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 6 Sherlock Holmes -

Mixed outcomes30 lessons (6 weeks)

N / A

Year 6 The Windrush - Diary writing

25 lessons (5 weeks)

N /A

Year 6 Spiderman - Journalistic writing

20 lessons (4 weeks)

Y6 T1 grammatical knowledge

Year 6 The Golden Compass - 30 lessons Y6 T1 grammatical knowledge

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Mixed outcomes (7 weeks)Year 6 Rabbit Proof Fence -

Narrative writing30 lessons(6 weeks)

Y6 T2 grammatical knowledge

Year 6 Important Scientists - Biographical writing

10 lessons (2 weeks)

Y6 T2 grammatical knowledge

Year 6 Pandas - Non-chronological report

15 lessons (3 weeks)

Y6 T2 grammatical knowledge

Reading units - Year 6 The Giant’s Necklace by

Michael Morpurgo5 lessons (1 week)

N / A

Year 6 London is the Place for Me by Lord Kitchner

5 lessons (1 week)

N / A

Year 6 The Greenling by Levi Pinfold 5 lessons (1 week)

N / A

Year 6 The Blitz Survivor Stories 5 lessons(1 week)

N / A

Year 6 A career in Computer Games by Anthony Horrowitz

5 lessons (1 week)

N / A

Year 6 Goodnight Mister Tom Michelle Magorian

5 lessons (1 week)

N / A

Year 6 Holes by Louis Sachar 5 lessons (1 week)

N / A

Year 6 Reading for Pleasure 3 lessons N / 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 6 Term 1:

Sentence level objectives5 lessons Y4

grammatical knowledgeYear 6 Term 2:

Word level objectives5 lessons Y5 T1 grammatical knowledge

Year 6 Term 3: 5 lessons Y5 T2 grammatical knowledge

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Punctuation level objectivesSpelling unitsYear 6 Homophones 2 lessons N / AYear 6 Suffixes -

Past and present2 lessons N / A

Year 6 Suffixes:-er and -estcomparative and superlative

2 lessons N / A

Year 6 Suffixes - plural 2 lessons N / AYear 6 Suffixes:

-le -el - al - il2 lessons N / A

Year 6 Letter strings: -ough, ear, ou, au, ice

2 lessons N / A

Year 6 Suffixes: -tion, -cian, -sion, -ssion

2 lessons N / A

Year 6 Suffixes: -ous 2 lessons N / AYear 6 Suffixes -ial 2 lessons N / AYear 6 /ee/ sound spelt ie or ei 2 lessons N / AYear 6 Word endings:

-ant -ent -ance -ence2 lessons N / A

Year 6 Suffixes: -ible -able

2 lessons N / A

Year 6 Silent letters 2 lessons N / AYear 6 French and Greek etymology 2 lessons N / AYear 6 Curriculum words 2 lessons N / A

3. Suggested sequence

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The 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.

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4. Unit specifics

EYFS Specific Unit Breakdown

TERM 1A

Early Years Development Goals Autumn term 1

Communication and Language

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.

Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences

Literacy Reading: To segment and blend sounds to read key words and phrases linked to stories, to read repetitive phrases

Writing: 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 design

To change known rhymes and stories to include my own imaginative ideas

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Term 1A: The Noisy House: action

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To draw a story map

3 LO: To use actions to ‘step out’ a story

4 LO: To use actions to mime a story

5 LO: To tell a story independently

6 LO: To recycle a nursery rhyme

7 LO: To recycle a story and create a new one

8 LO: To join in telling a recycled story

9 LO: To step a recycled story

10 LO: To independently tell a recycled story

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Term 1A: The Bat Learns to Dance: action

Lesson number

Core content

1 LO: To listen and join in with a story

2 LO: To sing and map a story

3 LO: To step a story

4 LO: To mime a story

5 LO: To tell a story independently

6 LO: To recycle a story

7 LO: To join in with a recycled story

8 LO: To step a recycled story

9 LO: To mime a recycled story

10 LO: To independently tell a recycled story

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Term 1A: The Little Red Hen: character

Lesson number

Core content

1 LO: To listen and join in with a story

2 LO: To sing and map a story

3 LO: To develop character

4 LO: To reenact a story, focusing on character

5 LO: To tell a story independently, focusing on character

6 LO: To recycle the story and change the ending

7 LO: To join in with a retelling of the new story

8 LO: To step a recycled story and develop character

9 LO: To reenact a recycled story, focusing on character

10 LO: To independently tell a recycled story and compare characters

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TERM 1B

Early 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 vocabulary

Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences

Reading: To read and understand simple sentences, to read high frequency words in context

Writing: 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 ideas

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Term 1B: The Three Billy Goats Gruff: problem

Lesson number

Core content

1 LO: To know that stories have problems in them

2 LO: To sing and map a story

3 LO: To step the story

4 LO: To mime the story

5 LO: To tell the story independently

6 LO: To recycle the story of The Three Billy Goats Gruff

7 LO: To join in with a retelling of the recycled story

8 LO: To step the recycled story, focusing on the problem

9 LO: To reenact a recycled story, focusing on problem

10 LO: To independently tell a recycled story and compare problems

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Term 1B: Mouse Deer and Tiger: setting

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To sing and map a story

3 LO: To step the story

4 LO: To mime the story

5 LO: To tell the story independently

6 LO: To recycle the story

7 LO: To join in with a telling of the recycled story, focusing on setting

8 LO: To step the recycled story, focusing on setting

9 LO: To reenact a recycled story, focusing on setting

10 LO: To independently tell a recycled story and compare settings

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Term 1B: Fiction: The King and the Moon: action

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To sing and map a story

3 LO: To step a story

4 LO: To mime a story

5 LO: To independently tell a story

6 LO: To recycle a story

7 LO: To join in with a telling of the recycled story, focusing on action

8 LO: To step the recycled story, focusing on action.

9 LO: To reenact a recycled story, focusing on action

10 LO: To independently tell a recycled story with clear action

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TERM 2A

Early Years Development Goals Spring term 1

Communication and Language

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.

Speaking: To tell rhymes and stories orally, to talk about what I like, to discuss stories, to link rhymes and stories to my own experiences

Literacy Reading: 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

Writing: 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 design

To change known rhymes and stories to include my own imaginative ideas

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Term 2A: Fiction: The Gingerbread Man: description

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To map and speak the story

3 LO: To step and speak the story

4 LO: To explore description through song

5 LO: To explore description through role play

6 LO: To draw and label characters

7 LO: To write simple sentences with an adjective

8 LO: To recycle a story by changing characters

9 LO: To deepen character choice through description

10 LO: To create a story

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Term 2A: Non-fiction: Persuasion

Lesson number

Core content

1 LO: To listen and join in with a persuasive piece

2 LO: To map and speak a persuasive piece

3 LO: To step and speak a persuasive piece

4 LO: To explore persuasion through song

5 LO: To use role play to explore persuasion

6 LO: To use the boxing method to organise a persuasive piece

7 LO: To write persuasively

8 LO: To recycle a persuasive piece

9 LO: To recycle a persuasive piece and add actions to commit it to memory

10 LO: To create a persuasive piece

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Term 2A: Fiction: The Three Little Pigs: mood

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To map and speak a story

3 LO: To step and speak a story

4 LO: To mime the moods in the story

5 LO: To dance the moods in the story

6 LO: To role play feelings with speech

7 LO: To role play feelings with speech

8 LO: To write simple sentences with an adjective

9 LO: To recycle a story by changing characters and materials

10 LO: To create a story with a familiar lesson learnt

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TERM 2B

Spring term 2

Communication and Language

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.

Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences

Literacy Reading: 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

Writing: 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 sentence

Expressive arts and design

To change known rhymes and stories to include my own imaginative ideas

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Term 2B: Fiction: Goldilocks and the Three Bears: setting

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To map and speak the story

3 LO: To step and speak the story

4 LO: To sing the story with a focus on setting

5 LO: To draw and label settings

6 LO: To write sentences describing settings in the story

7 LO: To box up a recycled story

8 LO: To write the opening of a recycled story

9 LO: To write the middle of a recycled story

10 LO: To write the ending of a recycled story

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Term 2B: Non-fiction: Recount

Lesson number

Core content

1 LO: To listen and join in with a recount

2 LO: To map and speak a recount

3 LO: To step and speak a recount

4 LO: To explore a recounted piece through song

5 LO: To use role play to deepen understanding

6 LO: To role play a recycled recount

7 LO: To sing a recycled recount

8 LO: To write a recycled recount

9 LO: To write a recycled recount

10 LO: To write a recycled recount

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Term 2B: Fiction: The Giant Turnip: action

Lesson number

Core content

1 LO: To listen to and respond to a story

2 LO: To map and speak a story

3 LO: To step and speak a story

4 LO: To dance the story

5 LO: To role play action in a story

6 LO: To write captions to show action

7 LO: To box up a story to show what happens

8 LO: To write a story to show action

9 LO: To write a story to show action

10 LO: To write a story to show action

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TERM 3A

Summer Term 1

Communication and Language

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.

Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences

Literacy Reading: 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 texts

Writing: 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 design

To change known rhymes and stories to include my own imaginative ideas

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Term 3A: Fiction: The Sweet-Talking Potato: action

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To map and speak a story

3 LO: To step and speak a story

4 LO: To map and mime moods

5 LO: To draw and describe characters

6 LO: To role play a story

7 LO: To box up a story to show what happens

8 LO: To write a story

9 LO: To write a story

10 LO: To write a story

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Term 3A: Non-fiction: Explanation

Lesson number

Core content

1 LO: To listen to and join in with an explanation

2 LO: To map and speak an explanation

3 LO: To step and speak an explanation

4 LO: To explain through role play

5 LO: To box up an explanation piece

6 LO: To write an explanation

7 LO: To write an explanation

8 LO: To write an explanation

9 LO: To practise using our explanation skills

10 LO: To practise using our explanation skills

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Term 3A: Fiction: Fox’s Sack: action

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To map and speak a story

3 LO: To step and speak a story

4 LO: To deepen a story through role play

5 LO: To deepen a story through art

6 LO: To deepen a story through hot seating

7 LO: To draw, describe and label characters from the story

8 LO: To write a story

9 LO: To write a story

10 LO: To recycle a story

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TERM 3B

Summer term 2

Communication and Language

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.

Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences

Literacy Reading: 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.

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Expressive arts and design

To change known rhymes and stories to include my own imaginative ideas

Term 3B: Fiction: The Little DuckFocus: middles

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To map and speak a story

3 LO: To step and speak a story

4 LO: To draw and describe characters

5 LO: To write speech and thought bubbles

6 LO: To box up a recycled story

7 LO: To write a recycled story

8 LO: To write a recycled story

9 LO: To write a recycled story

10 LO: To create a story focusing on problems

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Term 3B: Fiction: Little Red Riding HoodFocus: middles

Lesson number

Core content

1 LO: To listen and join in with a story

2 LO: To map and speak a story

3 LO: To step and speak a story

4 LO: To sing a story to show wonder and excitement

5 LO: To write speech and thought bubbles to show how a character is feeling

6 LO: To recycle a story with new ideas

7 LO: To write a recycled story focusing on middles that build drama

8 LO: To write a recycled story focusing on middles that build drama

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9 LO: To write a recycled story focusing on middles that build drama

10 LO: To create a story focusing on middles that build drama

Term 3B: Non-fiction: Discussion

Lesson number

Core content

1 LO: To listen and join in with a discussion

2 LO: To map and speak a discussion

3 LO: To step and speak a discussion

4 LO: To sing a discussion

5 LO: To role play a discussion

6 LO: To box up a discussion

7 LO: To write a discussion

8 LO: To write a discussion

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9 LO: To write a discussion

10 LO: To write a discussion

Term 3B: Fiction: The Emperor’s New Clothes: character

Lesson number

Core content

1 LO: To listen to and join in with a story

2 LO: To retell the story using a story map

3 LO: To use our story map to ‘step out’ the story

4 LO: To tell the story independently

5 LO: To explore the character of the Emperor through role play

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Year 1 Specific Unit BreakdownThe following provides a simple lesson by lesson breakdown for each unit:

Term 1A: Fiction: Monkeys and Hats Focus: Problems

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

3 LO: To retell the main events in the story

4 LO: To use capital letters and full stops

5 LO: To retrieve information

6 LO: To explore a character’s thoughts and feelings

7 LO: To write the first problem in the story

8 LO: To explore a character’s thoughts and feelings

9 LO: To explore a character’s thoughts and feelings

10 LO: To write the second problem in the story

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Term 1A: Fiction: Monkeys and Hats Focus: Problems

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To explore a recycled character’s thoughts and feelings

4 LO: To use adjectives

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To write the opening of a recycled story

8 LO: To write the middle of a recycled story

9 LO: To write the ending of a recycled story

10 LO: To edit and perform a recycled story

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Term 1A: Non-fiction Instructions: How to make a magic hat

Lesson number

Core content

1 LO: To listen to a set of instructions and answer questions

2 LO: To tell a set of instructions from memory

3 LO: To role play a set of instructions

4 LO: To use imperative verbs

5 LO: To summarise main points

6 LO: To box up for purpose

7 LO: To identify key features of instructions: read as a writer

8 LO: To write a clear set of instructions

9 LO: To write a clear set of instructions

10 LO: To write a clear set of instructions

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Term 1B: Fiction: Anansi and Tiger Focus: Action

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

3 LO: To role play action clearly in a story

4 LO: To use the conjunction ‘and’ to join clauses

5 LO: To summarise what we have read

6 LO: To box up for purpose

7 LO: To explore how writers create clear action

8 LO: To write clear action

9 LO: To write clear action

10 LO: To write clear action

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Term 1B: Fiction: Anansi and TigerFocus: Action

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To make the action clear in a recycled story

4 LO: To add the suffixes -er and -ier to make comparisons

5 LO: To make inferences based on what is said and done

6 LO: To box up for purpose

7 LO: To write a recycled story with clear action

8 LO: To write a recycled story with clear action

9 LO: To write a recycled story with clear action

10 LO: To write a recycled story with clear action

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Term 1B: Non-fiction Information: All About Tigers

Lesson number

Core content

1 LO: To listen and respond to an information piece

2 LO: To tell an information piece from memory

3 LO: To deepen an information piece through role play

4 LO: To add ‘s’ to make nouns plural

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To identify key features of an information text: read as a writer

8 LO: To write an information piece

9 LO: To write an information piece

10 LO: To write an information piece

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Term 2A: Fiction: Honey and Trouble Focus: Character

Lesson number

Core content

1 LO: To listen to a story

2 LO: To tell a story from memory

3 LO: To explore character through what they say, do, think and feel

4 LO: To use adjectives to describe (draw and describe the characters)

5 LO: To make inferences about what is said and done

6 LO: To box up for purpose

7 LO: To explore how writers create interesting characters: read as a writer

8 LO: To develop character in a story

9 LO: To develop character in a story

10 LO: To develop character in a story

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Term 2A: Fiction: Honey and Trouble Focus: Character

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To explore character through what they say, do, think and feel (with new characters)

4 LO: To use exclamations

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To explore how writers create interesting characters: read as a writer

8 LO: To show character clearly in a recycled story

9 LO: To show character clearly in a recycled story

10 LO: To show character clearly in a recycled story

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Term 2A: Non-fiction Persuasion: Buy my honey (advert)

Lesson number

Core content

1 LO: To listen and join in with a persuasive advert

2 LO: To map and speak a persuasive piece

3 LO: To use the power of three for description

4 LO: To write questions to hook the reader

5 LO: To summarise the key points in an advert.

6 LO: To box up a persuasive piece

7 LO: To identify features of a persuasive advert: read as a writer

8 LO: To write a persuasive advert

9 LO: To write a persuasive advert

10 LO: To write a persuasive advert

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Term 2B: Fiction: The Magic Paintbrush Focus: Mood

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

3 LO: To explore the main moods in a story

4 LO: To use the past tense -ed

5 LO: To make inferences based on what is said and done.

6 LO: To box up for purpose

7 LO: To explore how writers create mood: read as a writer

8 LO: To write a story with clear moods

9 LO: To write a story with clear moods

10 LO: To write a story with clear moods

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Term 2B: Fiction: The Magic Paintbrush Focus: Mood

Lesson number

Core content

1 LO: To generate ideas for a created story

2 LO: To tell a created story from memory

3 LO: To explore the moods in a created story

4 LO: To use the coordinating conjunction ‘but’

5 LO: To give personal opinions about what is read

6 LO: To box up for purpose

7 LO: To explore how writers create mood: read as a writer

8 LO: To write a created story showing mood

9 LO: To write a created story showing mood

10 LO: To write a created story showing mood

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Term 2B: Non-fiction Recount: diary entry

Lesson number

Core content

1 LO: To listen and respond to a recount

2 LO: To tell a recount from memory

3 LO: To deepen a recount through role play

4 LO: To use the past tense -ed

5 LO: To find key information in the text

6 LO: To box up for purpose

7 LO: To identify key features of a recount: read as a writer

8 LO: To write a recount

9 LO: To write a recount

10 LO: To write a recount

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Term 3A: Fiction: AwongalemaFocus: Multisensory description

Lesson number

Core content

1 LO: To listen to a story

2 LO: To tell a story from memory

3 LO: To use the senses to describe

4 LO: To add -es for plural nouns

5 LO: To make inferences based on what is said and done.

6 LO: To box up for purpose

7 LO: To explore how writers create vivid description (read as a writer)

8 LO: To write a story vivid multisensory description

9 LO: To write a story with vivid multisensory description

10 LO: To write a story with vivid multisensory description

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Term 3A: Fiction: AwongalemaFocus: Multisensory description

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To use the senses to describe

4 LO: To use repetition for description

5 LO: To make informed predictions

6 LO: To box up for purpose

7 LO: To explore how writers create vivid description (read as a writer)

8 LO: To write a recycled story with vivid multisensory description

9 LO: To write a recycled story with vivid multisensory description

10 LO: To write a recycled story with vivid multisensory description

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Term 3A: Non-fiction Discussion: Should animals be kept in zoos?

Lesson number

Core content

1 LO: To listen to a discussion

2 LO: To tell a discussion text from memory

3 LO: To give reasons for and against

4 LO: To use coordinating conjunctions

5 LO: To give personal opinions about what is read

6 LO: To box up for purpose

7 LO: To identify features of a discussion text (read as a writer)

8 LO: To write a discussion

9 LO: To write a discussion

10 LO: To write a discussion

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Term 3B: Fiction: Jack and the BeanstalkFocus: problems

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

3 LO: To describe character

4 LO: To use coordinating conjunctions

5 LO: To make inferences based on what is said and done.

6 LO: To box up for purpose, detailing the main problem

7 LO: To explore how writers make problems that matter clear (read as a writer)

8 LO: To make the problem matter in a story

9 LO: To make the problem matter in a story

10 LO: To make the problem matter in a story

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Term 3B: Fiction: Jack and the BeanstalkFocus: problems

Lesson number

Core content

1 LO: To generate ideas for a created story about justice

2 LO: To tell a created story from memory

3 LO: To explore problems that matter

4 LO: To add suffixes to verbs

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To explore how writers make problems matter: read as a writer

8 LO: To write a created story about justice

9 LO: To write a created story about justice

10 LO: To write a created story about justice

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Term 3B: Non-fiction Explanation: How beans grow

Lesson number

Core content

1 LO: To listen and respond to an explanation

2 LO: To tell an explanation text from memory

3 LO: To explain the steps in a process

4 LO: To use full stops

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To identify features of an explanation piece: read as a writer

8 LO: To write an explanation piece

9 LO: To write an explanation piece

10 LO: To perform an explanation in role

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Term 3B: FictionHow Butterflies Came to Be

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

3 LO: To describe using the senses

4 LO: To use capital letters for pronouns

5 LO: To link our reading to our own experiences

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Year 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: description

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

3 LO: To describe using the senses

4 LO: To use expanded noun phrases for description

5 LO: To retrieve information

6 LO: To explore how writers create vivid description: read as a writer

7 LO: To write vivid description

8 LO: To write vivid description

9 LO: To write vivid description

10 LO: To write vivid description

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Term 1A: Fiction: How Coyote Brought Fire to EarthFocus: description

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To describe using the senses

4 LO: To use the 4 types of sentences

5 LO: To make informed predictions

6 LO: To box up for purpose

7 LO: To explore how writers create vivid description: read as a writer

8 LO: To write a recycled story with vivid description

9 LO: To write a recycled story with vivid description

10 LO: To write a recycled story with vivid description

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Term 1A: Non-fiction Instructions: How to defeat the fire giants

Lesson number

Core content

1 LO: To listen to a set of instructions and answer questions

2 LO: To tell a set of instructions from memory

3 LO: To use imperative verbs

4 LO: To use the subordinating conjunction ‘when and if’

5 LO: To summarise key points

6 LO: To box up for purpose

7 LO: To identify key features of instructions: read as a writer

8 LO: To write a clear set of instructions

9 LO: To write a clear set of instructions

10 LO: To write a cleat set of instructions

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Term 1B: Baba Yaga Focus: Openings that hook

Lesson number

Core content

1 LO: To listen to a story and answer questions

2 LO: To tell a story from memory

3 LO: To develop detail in the opening scene

4 LO: To use prepositional phrases of place

5 LO: To make inferences based on what is said and done

6 LO: To box up for purpose

7 LO: To explore how writers create openings that hook: read as a writer

8 LO: To write an opening that hooks (setting focus)

9 LO: To write an opening that hooks (action focus)

10 LO: To write an opening that hooks (character focus)

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Term 1B: Baba Yaga Focus: Openings

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To deepen the opening

4 LO: To use similes for description

5 LO: To give personal opinions about what is read

6 LO: To box up for purpose

7 LO: To explore how writers create openings that hook (read as a writer)

8 LO: To write an opening that hooks (setting focus)

9 LO: To write an opening that hooks (action focus)

10 LO: To write an opening that hooks (character focus)

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Term 1B: Non-fictionInformation: All About the Ice Witch

Lesson number

Core content

1 LO: To listen to an information text and answer questions

2 LO: To tell an information text from memory

3 LO: To use descriptive phrases

4 LO: To use the present tense (third person for report)

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To identify features of information texts: read as a writer

8 LO: To write an information text

9 LO: To write an information text

10 LO: To write an information text

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Term 2A: The Eagle Who Thought He Was A ChickenFocus: Problems

Lesson number

Core content

1 LO: To listen to a story and answer questions

2 LO: To tell a story from memory

3 LO: To explore the problem from different characters’ perspectives

4 LO: To use the progressive form of verbs

5 LO: To make predictions

6 LO: To explore a character’s thoughts and feelings

7 LO: To explore how writers make problems matter: read as a writer

8 LO: To write the problem in a story

9 LO: To write the problem in a story

10 LO: To write the problem in a story

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Term 2A: The Eagle Who Thought He Was A ChickenFocus: Problems

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To show how a character is feeling

4 LO: To use irregular past tense verbs

5 LO: To make inferences based on what is said and done.

6 LO: To box up for purpose

7 LO: To write a recycled story with a problem that matters

8 LO: To write a recycled story with a problem that matters

9 LO: To write a recycled story with a problem that matters

10 LO: To write a recycled story with a problem that matters

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Term 2A: Non-fictionExplanation: How birds fly

Lesson number

Core content

1 LO: To listen to an explanation and answer questions

2 LO: To tell an explanation piece from memory

3 LO: To explore cause and effect

4 LO: To use subordinating conjunctions: when, if, that, because

5 LO: To summarise main points

6 LO: To box up for purpose

7 LO: To identify features of explanations: read as a writer

8 LO: To write an explanation text

9 LO: To write an explanation text

10 LO: To write an explanation text

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Term 2B: Ganesh Gets MarriedFocus: Mood

Lesson number

Core content

1 LO: To listen to a story

2 LO: To tell a story from memory

3 LO: To explore the main moods in the story

4 LO: To use the 4 sentence types

5 LO: To make inferences based on what is said and done.

6 LO: To box up for purpose

7 LO: To explore how writers create mood

8 LO: To make our reader feel a certain mood

9 LO: To make our reader feel a certain mood

10 LO: To make our reader feel a certain mood

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Term 2B: Ganesh Gets MarriedFocus: Mood

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To evoke a character’s mood through their actions

4 LO: To vary sentences for effect

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To explore how writers create mood: read as a writer

8 LO: To write a recycled story with a mood that moves

9 LO: To write a recycled story with a mood that moves

10 LO: To write a recycled story with a mood that moves

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Term 2B: Non-fictionDiscussion: Who was right: Ganesh or Kartikeya?

Lesson number

Core content

1 LO: To listen to a discussion and answer questions

2 LO: To tell a discussion from memory

3 LO: To explore arguments for and against

4 LO: To use subordinating conjunctions e.g. whereas, while, because, although to present a balanced argument

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To explore how a writer creates a balanced argument: read as a writer

8 LO: To write a balanced discussion

9 LO: To write a balanced discussion

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10 LO: To write a balanced discussion

Term 3A: PersephoneFocus: Endings

Lesson number

Core content

1 LO: To listen to a story

2 LO: To tell a story from memory

3 LO: To deepen the ending of a story

4 LO: To use singular possessive apostrophes

5 LO: To make inferences based on what is said and done

6 LO: To box up for purpose

7 LO: To explore how writers creates satisfying endings

8 LO: To write an ending showing consequences

9 LO: To generate ideas for an alternative ending

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10 LO: To write an alternative ending

Term 3A: PersephoneFocus: Endings

Lesson number

Core content

1 LO: To generate ideas for a created story

2 LO: To tell a new creation story from memory

3 LO: To explore the consequences of a character’s actions

4 LO: To use apostrophes for contraction

5 LO: To summarise main points

6 LO: To box up for purpose

7 LO: To explore how writers create satisfying endings: read as a writer

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8 LO: To write an opening that hooks

9 LO: To write the middle of a created story

10 LO: To write an ending that satisfies

Term 3A: Non-fictionRecount: News report

Lesson number

Core content

1 LO: To listen and respond to a news report

2 LO: To tell a news report from memory

3 LO: To deepen a news report through role play

4 LO: To use past tense verbs

5 LO: To retrieve information

6 LO: To box up for purpose

7 LO: To identify the features of a news report: read as a

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writer

8 LO: To write a news report

9 LO: To write a news report

10 LO: To write a news report

Term 3B: The Bird and the Forest FireFocus: Middles

Lesson number

Core content

1 LO: To listen to a story

2 LO: To tell a story from memory

3 LO: To explore tension in the middle of a story

4 LO: vary sentence length for effect

5 LO: To make informed predictions

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6 LO: To box up for purpose

7 LO: To explore how writers build drama: read as a writer

8 LO: To write a story with a dramatic middle

9 LO: To write a story with a dramatic middle

10 LO: To write a story with a dramatic middle

Term 3B: The Bird and the Forest FireFocus: Middles

Lesson number

Core content

1 LO: To generate ideas for a recycled story

2 LO: To tell a recycled story from memory

3 LO: To deepen the tension in the middle of the story

4 LO: To vary sentence openers

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5 LO: To make inferences based on what is said and done

6 LO: To box up for purpose

7 LO: To explore how writers build drama: read as a writer

8 LO: To write a recycled story with a dramatic middle

9 LO: To write a recycled story with a dramatic middle

10 LO: To write a recycled story with a dramatic middle

Term 3B: Non-fictionPersuasion: Why you should never light fires in a dry forest

Lesson number

Core content

1 LO: To listen to a persuasive speech and answer questions

2 LO: To tell a persuasive speech from memory

3 LO: To use persuasive language techniques

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4 LO: To use commas in a list

5 LO: To give personal opinions about what is read (persuasion texts)

6 LO: To box up for purpose

7 LO: To identify persuasive techniques: read as a writer

8 LO: To write a persuasive speech

9 LO: To write a persuasive speech

10 LO: To write and perform a persuasive speech

Term 3B: FictionThe Unlucky Man: character

Lesson number

Core content

1 LO: To listen and respond to a story

2 LO: To tell a story from memory

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3 LO: To explore a character from different perspectives

4 LO: To use the 4 sentence types

5 LO: To make inferences based on what is said and done

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English 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 3

The BFG Narrative outcome 1: The opening

Lesson Number Core Content

1 LO: To identify the main characters and the setting in a visual narrative.

2 LO: To investigate suffixes past and present tense

3 LO: To explore simple sentences

4 LO: To sequence and retell the opening.

5LO: To develop a rich understanding of words associated

with night

6 LO: To generate vocabulary for character description.

7LO: To practise and apply knowledge of suffixes past and

present tense, including test

8 LO: To analyse an opening scene.

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9 LO: To plan the first part of the opening.

10 LO: To write the first part of the opening.

The BFG Narrative outcome 2: The Build up

11 LO: To plan the second part of the opening.

12 LO: To investigate suffixes more past and present tense

13 LO: To explore compound sentences

14 LO: To write the second part of the opening.

15LO: To develop a rich understanding of words associated

with night

16 LO: To sequence and retell the build-up.

17LO: To practise and apply knowledge of suffixes more past

and present tense, including test

18 LO: To generate vocabulary for the build-up.

19 LO: To write the build-up.

20 LO: To write the build-up.

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Writing: Portia Spiders, Non Chronological Report writing, Year 3

Portia Spiders: Non chronological report

Lesson Number Core Content

1.LO: To identify features of a non-chronological

report

2. LO: To investigate suffixes - plural

3. LO: To revise compound sentences

4. LO:To learn about the portia spider

5.LO: To develop a rich understanding of words

associated with the jungle

6.LO: To develop vocabulary to describe the portia

spider

7.LO: To practise and apply knowledge of suffixes –

plural including test

8. LO:. To plan a report (first section)

9. LO:To write the opening of a report

10.LO: To write compound sentences for a non-

chronological report

11. LO: To explore complex sentences

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12. LO: To investigate suffixes – more plurals

13. LO: To write complex sentences for a report

14. LO: To write the first section

15.LO: To develop a rich understanding of words

associated with the jungle

16. LO: To edit the first section

17.LO: To practise and apply knowledge of suffixes –

more plurals, including test

18. LO: To plan the second section of a report

19. LO: To write the second section of a report

20. LO: To write the closing of a report

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Writing: Man on the Moon, Narrative writing, Year 3

Man on the moon: Narrative writing

Lesson number Core Content

1. 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

characters

5.LO:. To develop a rich understanding of words

associated with sadness

6. LO: To write the opening of a narrative

7.LO: To practise and apply knowledge of suffixes – y

suffix including test

8. LO: To plan the build up of a narrative

9.LO: To write a range of sentences for the build-up of a

narrative

10. 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

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narrative

12. LO:. To plan the climax of a narrative

13. LO: To write the climax of a narrative

14. LO: To edit the climax of a narrative

15. LO: To develop reading for pleasure

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Writing: The Fate of Fausto, Narrative Writing, Year 3

The Faste of Fausto: Narrative writing - coming soon

Lesson number Core Content

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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16.

17.

18.

19.

20.

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Writing: Monster Pizza, Instruction writing, Year 3Monster Pizza: Instructional writing

Lesson number

Core content

1. LO: To identify the features of instructions

2. LO: To investigate suffixes: -er and -est suffixes

3. LO: To explore 'being' verbs

4. LO: To devise ingredients for our monster pizza

5. LO: To develop a rich understanding of words associated

with disgusting food

6. LO: To generate vocabulary for our monster pizza

7. LO: To practise and apply knowledge of suffixes: - er and -

est suffixes, including test

8. LO: To orally rehearse our instructions

9. L O: To write the instructions for our monster pizza

10 LO: To write an invitation asking our monster friends to a

pizza party

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Writing: Healthy Eating, Persuasive leaflet, Year 3

Healthy Eating: Persuasive leafletLesson number

Core content

1. LO: To identify the features of advertisements

2. LO: To investigate suffixes - more -er and -est suffixes

3. LO: To explore prepositions

4. LO: To build scientific vocabulary to describe healthy

snacks

5. LO: To develop a rich understanding of words associated

with meals

6. LO: To design a healthy snack

7. LO: To practise and apply knowledge of suffixes - more - er

and -est suffixes, including test

8. LO: To build persuasive vocabulary to use in our

advertisement

9. LO: To write complex sentences about our healthy snack

10 LO: To design and write an advertisement for a healthy

snack

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Writing: The Day the Crayons Quit, Persuasive writing, Year 3

The Day the Crayons QuitLesson Number

Core content

1. LO: To share and discuss a story

2. LO: To investigate silent letters

3. LO: To explore conjunctions

4. LO: To explore the features of a persuasive letter

5. LO: To develop a rich understanding of words associated

with negative emotions

6. LO: To devise a character and describe how they are

feeling

7. LO: To practise and apply knowledge of silent letters,

including test

8. LO: To express opinions and give reasons for them

9. LO: To use commands and rhetorical questions to

persuade

10. LO: To orally rehearse paragraph one of a persuasive letter

11. LO: To write the first paragraph of a persuasive letter

12. LO: To orally rehearse paragraph two of a persuasive letter

13. LO: To write the second paragraph of a persuasive letter

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14. LO: To write a persuasive letter (Free Write)

15. LO: to develop reading for pleasure

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Writing: Aladdin, Narrative writing, Year 3

AladdinLesson number

Core content

1. 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.

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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.

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Writing: Journey, Narrative writing, Year 3

Journey - coming soonLesson number

Core content

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

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17.

18.

19.

20.

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Writing: How Bees Make Honey, Explanation writing, Year 3

How Bees Make HoneyLesson number

Core content

1. LO: To identify the features of an explanation text

2. LO: To investigate compound words

3. LO: To explore using apostrophes for plural possession

4. LO: To understand and sequence how bees make honey.

5. LO: To develop a rich understanding of words associated

with trying hard

6. LO: To link ideas with causal conjunctions/LO: To generate

vocabulary.

7. LO: To practise and apply knowledge of compound words,

including test

8. LO: To orally explain how bees make honey

9. LO: To plan an explanation text

10. 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 text

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13. LO: To edit an explanation text

14. LO: To write the second section of an explanation text

15. LO: To develop reading for pleasure

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Writing: The Anglerfish, Non Chronological Report Year 4

The Anglerfish 1 - Non Chronological Report

Lesson number Core content

1L.O: To identify feature of a non-chronological

report

2 L.O: To investigate suffixes - past and present tense

3 L.O: To explore simple and compound sentences

4L.O: To learn about the anglerfish and generate

subject-specific vocabulary

5L.O: To develop a rich understanding of words

associated with water

6L.O: To learn about the anglerfish and their

appearance

7L.O: To practise and apply knowledge of suffixes -

past and present tense, including test

9 L.O: To practise using formal conjunctions

8L.O: To write the opening paragraph of a non-

chronological report

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10L.O: To write the appearance paragraph of a non-

chronological report

The Anglerfish 1 - Non Chronological Report 2

11 L.O: To edit a non-chronological report

12L.O: To investigate suffixes - more past and present

tense

13L.O: To revise our understanding of simple and

compound sentences

14 L.O: To learn about the anglerfish’s diet

15L.O: To develop a rich understanding of words

associated with being wet

16L.O: To write the diet paragraph of a non-

chronological report

17L.O: to practise and apply knowledge of suffixes -

more past and present tense, including test

18 L.O: To learn about the anglerfish’s habitat

19L.O: To write habitat paragraph of a non-

chronological report

20 L.O: To write the closing of a non-chronological report

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Writing: The Robin, Narrative writing, Year 4

The Robin: Outcome 1 (The opening and build Up)

Lesson number Core Content

1. LO: To analyse a film clip and order the story

2. LO: To investigate suffixes (-ate, -en)

3. LO: To explore complex sentences.

4. LO: To generate vocabulary

5.LO: To develop a rich understanding of words

associated with the countryside

6. LO: To plan the opening of the story

7.LO: To practise and apply knowledge of suffixes (-ate, -

en)

8. LO: To write the opening of the story

9. LO: To plan the build-up of the story

10. LO: To write the build-up of the story

The Robin: Outcome 2 (The climax and ending)

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11. LO: To generate vocabulary for the climax

12. LO: To investigate suffixes (-tion, -ity, -ness)

13. LO: To develop understanding of complex sentences

14. LO: To plan the climax

15.LO: To develop a rich understanding of words

associated with the countryside

16. LO: To write the climax

17.LO: To practise and apply knowledge of suffixes (-tion, -

ity, -ness)

18. LO: To practise editing skills

19. LO: To plan the ending

20. LO: To write the ending

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Writing: A Christmas Carol, Narrative, Year 4

A Christmas Carol: NarrativeLesson Number

Core Content

1.        LO: To analyse a visual clip

2.        LO: To investigate suffixes: -tion, -cian, -sion, ssion

3.        LO: To develop our understanding of simple, compound and

complex sentences

4.        LO: To generate vocabulary to describe the setting

5.        LO: To develop a rich understanding of words associated

with anger

6.        LO: To generate vocabulary to describe a character

7.        LO: To practise and apply knowledge of suffixes: tion, -cian, -

sion, -ssion

8.        LO: To write the opening

9.        LO To generate vocabulary to write the build up

10.    LO: To develop our understanding of how to ue verbs and

adverbs

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11.    LO: To learn how to use fronted adverbials

12.    LO: To practise writing speech

13.    LO: To plan the build up

14. LO: To write the build up

15. LO: To develop reading for pleasure

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Writing: John Lyons, Poetry, Year 4

John Lyons: Poetry

Lesson number Core Content

Outcome one: free verse poem1. LO: To learn about John Lyons

2. LO: To investigate suffixes -ous

3. LO: To explore word classes

4. LO: To explore and respond to John Lyons’ poetry

5.LO: To develop a rich understanding of words

associated with happiness

6. LO: To explore and respond to John Lyons’ poetry

7.LO: To practise and apply knowledge of suffixes -ous,

including test

8. LO: To perform a poem

9. LO: To analyse ‘Carib Nightfall’

10. LO: To analyse ‘Dancing in the Rain’

11. LO: To generate and develop vocabulary

12. LO: To investigate suffixes -ial

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13. LO: To explore expanded noun phrases

14. LO: To write a free verse poem

15.LO: To develop a rich understanding of words

associated with happiness

Outcome 2: poem with a rhyming refrain

16. LO: To analyse ‘Carnival Jumbie’

17.LO: To practise and apply knowledge of suffixes -ial,

including test

18. LO: To analyse ‘Carnival Dance Lesson’

19. LO: To generate and develop vocabulary

20. LO: To write a poem

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Writing: Chocolate Making, Explanation writing, Year 4

Chocolate Making: Explanation writing - coming soon

Lesson number Core Content

1. LO: To identify the features of an explanation text

2. LO: To investigate the -al suffix

3. LO: To explore pronouns

4.LO: To develop an understanding of the chocolate

making process.

5.LO: To develop a rich understanding of words

associated with delicious food

6. LO: To write complex sentences

7. LO: To practise and apply knowledge of suffix: -al, including test

8. LO: To practice using formal conjunctions

9. LO: To plan the opening of an explanation text

10. LO: To write the opening of an explanation text

11. LO: To plan an explanation text

12. LO: To investigate the suffix -ic

13. LO: To explore the functions of fronted adverbials

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14. LO: To write an explanation text

15.LO: To develop a rich understanding of words

associated with delicious food

16. LO: To edit an explanation text

17. LO: To practise and apply knowledge of suffix: -ic, including test

18. LO: To plan an explanation text

19. LO: To write an explanation text

20.LO: To write the closing paragraph of an explanation

text

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Writing: The Borrowers, Narrative writing, Year 4

The Borrowers: Narrative 1: The Opening

Lesson number

Core Content

1 L.O: To develop an understanding of key characters.

2. L.O: To investigate suffixes: -ary/-ery

3. L.O: To revise our knowledge of word class

4. 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-Up

11. L.O: To generate vocabulary for the build-up.

12. L.O: To plan the build-up.

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13. L.O: To write the build-up.

14. L.O: To analyse the climax and resolution.

15. LO: To develop reading for pleasure

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Writing: The Jabberwocky, Narrative Year 4

The Jabberwocky: Outcome 1 (opening and build up)

Lesson number

Core content

1 LO: To engage with the poem

2 LO: To investigate French-derivated sounds: sh (ch) g (gue) k (que)

3 LO: To explore the functions of apostrophes

4 LO: To generate vocabulary to write the opening

5 LO: To develop rich understanding of words associated with being confident

6 LO: To plan the opening

7 LO: To practise and apply knowledge of French-derivated sounds: sh (ch) g (gue) k (que), including test

8 LO: To write the opening

9 LO: To plan the build up

10 LO: To write the build up

The Jabberwocky: Outcome 2 (climax and ending)

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11 LO: To generate vocabulary for the climax

12 LO: To investigate double consonants

13 LO: To explore punctuating speech first

14 LO: To plan the climax

15 LO: To develop rich understanding of words associated with fighting or being in battle

16 LO: To write the climax

17 LO: To practise and apply knowledge of double consonants, including test

18 LO: To generate vocabulary for the ending

19 LO: To plan the ending

20 LO: To write the ending

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Writing: Journalistic Writing, based on traditional tales, Year 4

Journalist Writing, based on traditional tales - coming soon

Lesson number Core Content

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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16.

17.

18.

19.

20.

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Writing: Whale Rider, Narrative writing, Year 4

Whale Rider: Narrative writing - coming soon

Lesson number Core Content

1. LO: To learn about Maori culture

2. LO: To investigate suffixes -ify -ise

3.LO: To revise simple, compound and complex

sentences

4.LO: To develop an understanding of the main

characters of a film

5.LO: To develop a rich understanding of words

associated with eyes

6. LO: To plan a narrative build-up

7.LO: To practise and apply knowledge of suffixes -ify -

ise

8. LO: To practise punctuating speech

9. LO: To write a narrative build-up

10. LO: To analyse a visual film clip

11. LO: To plan a narrative climax

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12. LO: To write a narrative climax

13. LO: To plan a narrative resolution

14. LO: To write a narrative resolution

15.LO: To develop reading for pleasure through book

recommendations

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Writing: How to Train Your Dragon, Narrative Year 5

How to Train Your Dragon 1: Narrative opening

Lesson Number

Core Content

1 LO: To engage with the context of the ‘How to Train Your

Dragon’ narrative

2 LO: To investigate suffixes - plurals

3 LO: To explore simple and compound sentences

4 LO: To identify the C and S features of an opening scene.

5 LO: To develop a rich understanding of words associated with

water

6 LO: To generate precise adverbs and verbs to describe the

opening scene

7 LO: To practise and apply knowledge of suffixes - plurals,

including test

8 LO: To plan and write the first part of an opening scene

9 LO: To plan and write the second part of an opening scene

10 LO: To plan and write the third part of an opening scene

How to Train Your Dragon 2: Narrative build up

11 LO: To generate vocabulary to describe the characters

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12 LO: To investigate suffixes: - ate -en -ify -ise

13 LO: To explore complex sentences

14 LO: To plan the first part of a build-up scene

15 LO: To develop a rich understanding of words associated with

clumsiness

16 LO: To write the first part of a build-up scene

17 LO: To practise and apply knowledge of suffixes - ate -en -ify -

ise suffixes, including test

18 LO: To plan the second part of a build-up scene

19 LO: To write the second part of a build-up scene

20 LO: To edit the build-up

How to Train Your Dragon 3: Instructions

21 LO: To identify the features of an instructional text

22 LO: To investigate suffixes: -al, -ic and -tion, -ity, -ness

23 LO: To revise complex sentences

24 LO: To write an introduction

25 LO: To develop a rich understanding of words associated with

trying hard

26 LO: To plan a first set of instructions

27 LO: To practise and apply knowledge of suffixes: -ic, -al and -

ity, -tion, -ness, including test

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28 LO: To write a first set of instructions

29 LO: To plan a second set of instructions

30 LO: To write a second set of instructions

How to Train Your Dragon 4: Persuasive Letter

31 LO: To identify the features of a persuasive letter

32 LO: To investigate homophones

33 LO: To explore relative clauses

34 LO: To plan a persuasive letter

35 LO: To develop a rich understanding of words associated with

trying hard

36 LO: To write the opening to a persuasive letter

37 LO: To practise and apply knowledge of homophones,

including test

38 LO: To write the first paragraph of a persuasive letter

39 LO: To write the second paragraph of a persuasive letter

40 LO: To write the closing paragraph of a persuasive letter

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Writing: Wild Cats, Non Chronological Report, Year 5

Wild Cats, Non Chronological Report

Lesson number Core Content

1.LO: To identify the features of a non-chronological

report

2. LO: To investigate the letter string -fer

3. LO: To develop knowledge or relative clauses

4.LO: To develop and generate subject-specific

vocabulary

5.LO: To develop a rich understanding of words

associated with eating

6. LO: To learn about tigers and their appearance

7.LO: To practise and apply knowledge of the letter

string -fer, including test

8. LO: To practise using formal conjunctions

9.LO: To write the opening paragraph of a non-

chronological report

10. LO: To write the appearance paragraph of a non-

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chronological report

11. LO: To edit a non-chronological report

12. LO: To learn about tigers’ diet and habitat

13.LO: To write the diet paragraph of a non-chronological

report

14.LO: To write the closing paragraph of a non-

chronological report

15.LO: To develop reading for pleasure through book

recommendations

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Writing: Oliver Twist, Narrative Writing, Year 5

Oliver Twist - Narrative Writing 1 - Opening

Lesson number Core Content

1.LO: To understand the historical context of ‘Oliver

Twist’

2. LO: To investigate suffixes: -tion, -cian, -sion, -ssion

3. LO: To explore word class

4. LO: To analyse a film clip and generate vocabulary

5.LO: To develop a rich understanding of words

associated with meals

6. LO: To plan the first part of an opening scene

7.LO: To practise and apply knowledge of suffixes: -tion,

-cian, -sion, -ssion

8. LO: To write the first part of the opening

9. LO: To plan the second part of the opening

10. LO: To write the second part of the opening

Oliver Twist - Narrative Writing 2 - Build-up 1

11. LO: To analyse a clip and generate vocabulary

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12. LO: To investigate /ee/ sound ‘ie’ or ‘ei’ spelling

13. LO: To explore expanded noun phrases

14. LO: To practise using speech in complex sentences

15.LO: To develop a rich understanding of words

associated with hunger or thirst

16. LO: To plan the first part of a narrative scene

17.LO: To practise and apply knowledge of /ee/ sound ‘ie’

or ‘ei’ spelling, including test

18. LO: To write the first part of a narrative scene

19. LO: To plan the second part of a narrative scene

20. LO: To write the second part of a narrative scene

Oliver Twist - Narrative Writing 3 - Build-up 2

21. LO: To analyse a clip and generate vocabulary

22. LO: To investigate the suffixes -ant and -ent

23. LO: To explore the functions of fronted adverbials

24.LO: To practise conveying character through verb and

adverb choices

25.LO: To develop a rich understanding of words

associated with hunger or thirst

26. LO: To plan and write the first part of a narrative scene

27. LO: To practise and apply knowledge of suffixes -ant

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and -ent, including test

28.LO: To plan and write the second part of a narrative

scene

29. LO: To edit a narrative scene

30. LO: To write the ending of the story (Free write)

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Writing: School Uniform, Persuasive writing, Year 5

School uniform: persuasive writing

Lesson number

Core Content

1.   LO: To understand the features of a persuasive letter

2.        LO: To investigate word endings -more, -ent and -ant

3.        LO: To explore pronouns

4.        LO: To generate points to use in our persuasive letter

5.        LO: To develop a rich understanding of words associated with

surprised

6.        LO: To plan a persuasive letter

7. LO: To practise and apply knowledge of suffixes: -ent and -ant,

including test

8. LO: To develop an understanding of how to use formal

conjunctions

9. LO: To write a persuasive letter

10.      

 

LO: To write a persuasive letter (free write)

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Writing: The Viewer, Narrative Writing, Year 5

The Viewer, Narrative Writing - coming soon

Lesson number    

Core content

1. 

2.        LO: To investigate suffixes: -able and -ible

3.        LO: To explore relative pronouns

4.       

5.       

6.       

7.        LO: To practise and apply knowledge of suffixes: -able and -ible, including test

8.       

9.       

10.   

11.   

12.   

13.   

14.

15.

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Writing: Macbeth, Narrative Year 5

Macbeth: Narrative 1 - Setting Description

Lesson number Core content

1.LO: To build knowledge of the historical context of the

play

2. LO: To investigate C making soft and hard sounds

3.LO: To explore using the simple past, present and future

tense

4. LO: To analyse opening of the play

5.LO: To develop rich understanding of words associated

with dark and rainy weather

6. LO: To generate vocabulary

7.LO: To practise and apply knowledge of C making soft

and hard sounds, including test

9. LO: To practise writing complex sentences

8. LO: To plan the setting description

10. LO: To write the setting description

Macbeth, Narrative 2 - Character Description

11. LO: To analyse quotes from the script

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12.LO: To investigate etymology - words of Greek origin 'ch'

'ph' and 'sc' spellings

13.LO: To explore the past, present and future progressive

tense

14. LO: To analyse evidence from the clip

15.LO: To develop rich understanding of words associated

with intelligence and confidence

16.LO: To practise using precise verbs and adverbs for

characterisation

17.LO: To practise and apply knowledge of etymology -

words of Greek origin 'ch' 'ph' and 'sc' spellings

18. LO: To plan a character description

19. LO: To write a character description (part 2)

20. LO: To write a character description (part 2)

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Writing: Inspirational Figures, Biography, Year 5

Biography Writing: Harriet Tubman

Lesson Number

Core Content

1 LO: To identify features of a biography

2 LO: To investigate unstressed vowels in polysyllabic words

3 LO: To revise the past, present and future progressive

tense

4 LO: To retrieve information from a non-fiction text

5 LO: To develop a rich understanding of words associated

with trying hard

6 LO: To research an inspirational figure

7 LO: To practise and apply knowledge of unstressed vowels

in polysyllabic words, including test

8 LO: To plan a biography

9 LO: To write a biography

10 LO: To write a biography

Writing: The Highwayman, Narrative, Year 5

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The Highwayman: Outcome 1 (opening)

Lesson number

Core content

1. LO: To build knowledge of the historical context of the poem

2. LO: To investigate more prefixes

3. LO: To explore the function of apostrophes

4. LO: To analyse the opening

5. LO: To develop a rich understanding of words associated with night time

6. LO: To generate vocabulary for the opening

7. LO: To practise and apply knowledge of more prefixes, including test

8. LO: To practise adverbial complex sentences

9. LO: To plan the opening

10. LO: To write the opening

The Highwayman: Outcome 1 (build up)

11. LO: To analyse the build up (part 1)

12. LO: To investigate more prefixes

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13. LO: To revise using apostrophes

14. LO: To generate vocabulary for the build up (part 2)

15. LO: To develop a rich understanding of words about associated with looking or seeing

16. LO: To plan the build up (part 1)

17. LO: To practise and apply knowledge of more prefixes, including test

18. 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 speech

22. 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

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Writing: Sherlock Holmes, Narrative, Year 6

Lesson number

Core content

Sherlock Holmes 1: Narrative (setting description)

1 LO: To build knowledge of the historical context of the narrative

2 LO: To investigate homophones

3 LO: To explore simple and compound sentences

4 LO: To analyse a visual clip

5 LO: To develop a rich understanding of words associated with cities

6 LO: To write compound and complex sentences

7 LO: To practise and apply knowledge of homophones, including test

8 LO: To write a setting description

9 LO: To plan a setting description

10 LO: To write a setting description

Sherlock Holmes 2: Narrative (introducing the characters)

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11 LO: To develop understanding of the key characters

12 LO: To investigate suffixes - past and present

13 LO: To explore complex sentences

14 LO: To generate descriptive vocabulary

15 LO: To develop a rich understanding of words associated with looking or seeing

16 LO: To practise speech punctuation

17 LO: To practise and apply knowledge of suffixes - past and present, including test

18 LO: To introduce the characters

19 LO: To edit

20 LO: To write a narrative (free write)

Sherlock Holmes 3: Persuasive Letter

21 LO: To identify the features of a persuasive letter

22 LO: To investigate suffixes: -er and -est comparative and superlative

23 LO: To explore relative clauses

24 LO: To develop a context for a persuasive letter

25 LO: To develop a rich understanding of words associated

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with sadness or anger

26 LO: To practise persuasive techniques

27 LO: To practise and apply knowledge of suffixes: - er and -est comparative and superlative, including test

28 LO: To write the opening of a persuasive letter

29 LO: To write the main body of a persuasive letter

30 LO: To write the main body of a persuasive letter

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Writing: The Windrush, Diary entry and Letter writing, Year 6

The Windrush, Narrative 1: Diary Entry

Lesson number Core content

1 LO: To consider the purpose and features of a diary

2 LO: To investigate suffixes - plurals

3 LO: To develop our knowledge of relative clauses

4 LO: To develop a character and plan the opening

5LO: To develop a rich understanding of words

associated with feeling stressed or scared

6 LO: To write the opening

7LO: To practise and apply knowledge of suffixes -

plurals, including test

8 LO: To plan the chronology paragraph

9 LO: To write the chronology paragraph

10 LO: To plan and write the closing

The Windrush, Narrative 2: Letter Home

11 LO: To build understanding of the historical context,

to develop a character and to consider the tone of a

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this letter

12 LO: To investigate suffixes: - le -el - al - il

13 LO: To explore non-finite subordinate clauses

14 LO: To plan the opening of a letter

15LO: To develop a rich understanding of words

associated with feeling hopeful

16 LO: To write the opening of a letter

17LO: To practise and apply knowledge of suffixes: - le -

el - al - il, including test

18 LO: To plan the main body of a letter - housing

19 LO: To write the main body of a letter- housing

20 LO: To plan the main body of a letter - jobs

21 LO: To write the main body of a letter - jobs

22 Plan closing

23 Write closing

24Free write: What is Windrush day and why do we

celebrate it?

25 LO: To develop reading for pleasure

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Writing: Spiderman, Journalistic Writing, Year 6

Spiderman: Journalistic Writing

Lesson number

Core content

1 LO: To analyse features of a newspaper report

2 LO: To investigate letter strings: ough, ear, ou, au, ice

3 LO: To explore word class

4 LO: To gather evidence for a newspaper report

5 LO: To develop a rich understanding of words associated with chaos and confusion

6 LO: To write the opening paragraph

7 LO: To practise and apply knowledge of letter strings: ough, ear, ou, au, ice, including test

8 LO: To plan the recount of events

9 LO: To write a recount

10 LO: To edit recount

11 LO: To practise speech punctuation

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12 LO: To investigate suffixes: -tion, -cian, -sion, -ssion

13 LO: To develop our knowledge of determiners

14 LO: To plan final paragraphs of a newspaper article

15 LO: To develop a rich understanding of words associated with feeling surprised

16 LO: To write eye witness statements

17 LO: To practise and apply knowledge of suffixes: -tion, -cian, -sion, -ssion, including test

18 LO: To write final paragraph of newspaper article

19 LO: To edit newspaper article

20 LO: To write a newspaper article (free write)

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Writing: The Golden Compass, Narrative, Year 6

The Golden Compass, Narrative 1

Lesson number

Core content

1 LO: To identify key characters and events in the plot

2 LO: To investigate suffixes: -ous

3 LO: To explore expanded noun phrases

4 LO: To generate vocabulary to describe a character

5 LO: To develop a rich understanding of words associated with running

6 LO: To analyse the opening scene

7 LO: To practise and apply knowledge of suffixes: -ous, including test

8 LO: To write prepositional phrases

9 LO: To write the opening

10 LO: To edit writing

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The Golden Compass, Narrative 2

11 LO: To plan a narrative scene

12 LO: To investigate suffixes: -ial

13 LO: To explore the functions of fronted adverbials

14 LO: To write a narrative scene (free write)

15 LO: To develop rich understanding of words associated with walking

16 LO: To write non-finite clauses

17 LO: To practise and apply knowledge of suffixes: -ial, including test

18 LO: To develop text cohesion through use of adverbials

19 LO: To plan a diary

20 LO: To write a diary

The Golden Compass, Narrative 3

21 LO: To generate vocabulary

22 LO: To investigate /ee/ sound spelt ie or ei

23 LO: To explore using pronouns (including relative and

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possessive pronouns)

24 LO: To practise speech punctuation

25 LO: To develop rich understanding of words associated with houses

26 LO: To plan a narrative scene

27 LO: To practise and apply knowledge of /ee/ sound spelt ie or ei, including test

28 LO: To write a narrative scene

29 LO: To plan a narrative scene

30 LO: To write a narrative scene

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Writing: Rabbit-Proof Fence, Narrative, Year 6

Lesson number

Core content

Rabbit Proof Fence 1: Narrative (Opening scene)

1 LO: To understand the context of the film

2 LO: To investigate word endings: -ant -ent -ance -ence

3 LO: To explore the function of apostrophes

4 LO: To generate vocabulary

5 LO: To develop a rich understanding of words associated with hot weather

6 LO: To practise non-finite complex sentences

7 LO: To practise and apply knowledge of word endings: -ant -ent -ance -ence, including test

8 LO: To plan a narrative scene

9 LO: To write a narrative scene

10 LO: To edit a narrative scene

Rabbit Proof Fence 2: Narrative (Escape scene)

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11 LO: To plan a narrative scene

12 LO: To investigate suffixes: -ible and -able

13 LO: To explore subject, verb, object

14 LO: To write a narrative scene (free write)

15 LO: To develop a rich understanding of words associated with hot weather

16 LO: To convey character and advance action through use of speech

17 LO: To practise and apply knowledge of suffixes: -ible and -able, including test

18 LO: To plan a narrative scene

19 LO: To write a narrative scene

20 LO: To edit a narrative scene

Rabbit Proof Fence 3: Narrative (The journey)

21 LO: To analyse and scene and generate vocabulary

22 LO: To investigate silent letters

23 LO: To explore active and passive voice

24 LO: To practise conveying character through precise verb and adverb choices

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25 LO: To develop a rich understanding of words associated with trying hard

26 LO: To plan a narrative (Paragraph 1)

27 LO: To practise and apply knowledge of silent letters, including test

28 LO: To write a narrative (Paragraph 1)

29 LO: To plan a narrative (Paragraph 2)

30 LO: To write a narrative (Paragraph 2)

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Writing: Important Scientists, Biography, Year 6

Lesson Number

Core content

1 LO: To identify features of a biography

2 LO: To investigate French and Greek etymology

3 LO: To explore the functions of a colon

4 LO: To retrieve information from a non-fiction text

5 LO: To develop a rich understanding of words associated with being hard working

6 LO: To retrieve information from a non-fiction text

7 LO: To practise and apply knowledge of French and Greek etymology, including test

8 LO: To plan a biography

9 LO: To write a biography

10 LO: To write a biography

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Writing: Pandas, Non Chronological Report, Year 6Non-Chronological Report: Pandas

Lesson

Number

Core Content

1 LO: To analyse the features of a non-chronological report

2 LO: To investigate curriculum words

3 LO: To develop our knowledge of the functions of a colon

4 LO: To gather information for a non-chronological report

5 LO: To develop rich understanding of words associated with eating

6 LO: To plan the opening of a non-chronological report

7 LO: To practise and apply knowledge of curriculum words, including test

8 LO: To write the opening of a non-chronological report

9 LO: To plan the paragraph on appearance

10 LO: To write the paragraph on appearance

11 LO: To edit a non-chronological report paragraph

12 LO: To plan the paragraphs on habitat and diet

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13 LO: To write the paragraphs on habitat and diet

14 LO: To write the conclusion

15 LO: To develop reading for pleasure

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Reading: Year 3

Into the Forest, Anthony Browne, Year 3Into the Forest by Anthony Browne - coming soon

Lesson Number Core Content

1 LO: to read the text and ask questions

2 LO: to answer questions on the text, orally and in

written form

3 LO: to answer questions on the text, orally and in

written form

4 LO: to explore character’s emotions

5 LO: to explore the author’s style

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Mulan by Michaela Morgan, Year 3Traditional Tale: Mulan

Lesson Number Core Content

1 LO: to read the text and introduce genre

2 LO: to answer retrieval questions

3 LO: to answer inference questions

4 LO: to discuss character relationships

5 LO: to analyse character traits

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The Firework Maker’s Daughter, Phillip Pullman, Year 3Narrative: The Firework Maker’s Daughter by Phillip Pullman

Lesson Number Core Content

1 LO: To engage with the text

2 LO: To answer questions on the text, orally and

in written form

3 LO: To analyse a character

4 LO: To explore one of the main themes

5 LO: To explore genre

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Rushing Rivers by Kingfisher, Year 3Non fiction: Rushing Rivers - coming soon

Lesson Number Core Content

1

2

3

4

5

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The Suitcase Kid, Jacqueline Wilson, Year 4Narrative: The Suitcase Kid by Jacqueline Wilson

Lesson Number Core Content

1 LO: To engage with a text

2 LO: To answer retrieval questions

3 LO: To answer inference questions

4 LO: To analyse language

5 LO: To analyse a character

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The King of the Sky, Nicola Davies, Year 3Non fiction: The King of the Sky - coming soon

Lesson Number Core Content

1

2

3

4

5

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Reading for Pleasure, Year 3Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content

1 LO: To develop reading for pleasure through

personal reflection and creating a reading river.

2 LO: To develop reading for pleasure through

recommended reads and character

descriptions.

3 LO: To promote reading for pleasure through

book recommendations.

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Reading: Year 4

Hidden Depths: Exploring the Deep by Chloe Rhodes, Year 4Non-fiction: Hidden Depths

Lesson Number Core Content

1 LO: To engage with a text.

2 LO: To read and answer questions on a text.

3 LO: To read and answer questions on a text.

4 LO: To read and answer questions on a text.

5 LO: To engage with the text and to complete an

independent activity.

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Hansel and Gretel, Anthony Browne, Year 4Picture Book: Hansel and Gretel - coming soon

Lesson Number Core Content

1

2

3

4

5

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I Was a Rat, Phillip Pullman, Year 4Narrative: I Was a Rat by Phillip Pullman

Lesson Number Core Content

1 LO: To engage with the text

2 LO: To answer questions on the text

3 LO: To analyse characters

4 LO: To answer questions on the text

5 LO: To analyse the author’s use of language

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There’s a Boy in the Girls’ Bathroom, Louis Sachar, Year 4Narrative: There’s a Boy in the Girls’ Bathroom - coming soon

Lesson Number Core Content

1

2

3

4

5

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Walter Tull’s Scrapbook, Michaela Morgan, Year 4Non-fiction: Walter Tull’s Scrapbook

Lesson Number Core Content

1 LO: To engage with the text

2 LO: To read about Walter Tull’s family and childhood

3 LO: To read about Walter Tull’s career in football

4 LO: To read about Walter Tull’s career in the

army

5 LO: To reflect upon the text we have read

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A Christmas Carol, Charles Dickens, Year 4Narrative: A Christmas Carol - coming soon

Lesson Number Core Content

1

2

3

4

5

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Reading for Pleasure, Year 4Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content

1 LO:To develop reading for pleasure through

personal reflection and creating a 24 hour

reading log.

2 LO:To develop reading for pleasure through

recommended reads and character

descriptions.

3 LO:To promote reading for pleasure through

book recommendations.

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Reading: Year 5

Mirror, Jeannie Baker, Year 5Picture Book: Mirror - coming soon

Lesson Number Core Content

1

2

3

4

5

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The British, Benjamin Zephaniah, Year 5Poetry: The British

Lesson Number Core Content

1 LO:To learn about a poet and the historical

context of a poem

2 LO:To read and analyse a poem

3 LO:To explore the writer’s purpose

4 LO:To answer questions on a poem and to plan

my own poem

5 LO:To write my own recipe poem

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Demon Dentist, David Walliams, Year 5Narrative: Demon Dentist

Lesson Number Core Content

1 LO:To engage with the text

2 LO:To answer questions on the text

3 LO:To analyse characters

4 LO:To answer questions on the text

5 LO:To analyse the author’s use of language

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The Listeners, Walter de la Mare, The Raven, Edgar Allen Poe Year 5Poetry: The Listeners and The Raven - coming soon

Lesson Number Core Content

1

2

3

4

5

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Streetchild, Berlie Doherty, Year 5Narrative: Streetchild - coming soon

Lesson Number Core Content

1

2

3

4

5

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History VIP: Mary Anning, Kay Barnham, Year 5Non-fiction: History VIP: Mary Anning

Lesson Number Core Content

1 LO: To introduce the context and genre of the

text

2 LO: To answer retrieval questions

3 LO: To answer language questions

4 LO: To answer language questions

5 LO: To make inferences based on the text

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Reading for Pleasure, Year 5Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content

1 LO: To develop reading for pleasure through

personal reflection and creating a Reading River

2 LO: To develop reading for pleasure through

recommended reads and character

descriptions.

3 LO: To promote reading for pleasure through

book recommendations.

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Reading: Year 6

The Giant’s Necklace, Michael Morpurgo, Year 6Narrative: The Giant’s Necklace by Michael Morpurgo

Lesson Number Core Content

1 LO:To engage with the text

2 LO:To read a text and make inferences

3 LO:To read a text and make inferences

4 LO:To analyse a setting

5 LO:To read, comprehend and respond to a

climax

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Holes, Louis Sachar, Year 6Narrative: Holes by Louis Sachar

Lesson Number Core Content

1 LO: To engage with the text

2 LO: To analyse setting

3 LO: To analyse character

4 LO: To analyse character

5 LO: To analyse the author’s use of language

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The Blitz Survivor Stories, Year 6Non-fiction: The Blitz Survivor Stories

Lesson Number Core Content

1 LO: To activate prior knowledge and consider

the historical context

2 LO: To read a recount and answer retrieval and

inference based questions

3 LO: To understand the key information in a text

and consider the author’s perspective

4 LO: To read a new text and consider the

author’s use of language

5 LO: To consider how reading can provide

people with a way of learning new things

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The Greenling, Levi Pinfold, Year 6Picture Book: The Greenling by Levi Pinfold - coming soon

Lesson Number Core Content

1

2

3

4

5

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London is the Place for Me, Lord Kitchner, Year 6Poetry: London is the Place for Me by Lord Kitchner

Lesson Number Core Content

1 LO: To form an initial impression of the a song-

‘London is the place for me’ by Lord Kitchener

2 LO: To consider the author’s purpose and

intended audience

3 LO: To explore the author’s use of language

and word meaning

4 LO: To consider Lord’s Kitchener’s perspective -

‘Sweet Jamaica’ by Lord Kitchener

5 LO: To make comparisons between two songs

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Goodnight Mr Tom, Michelle Magorian, Year 6Narrative: Goodnight Mr Tom by Michelle Magorian

Lesson Number Core Content

1 LO: To establish a background knowledge of

the setting

2 LO: To make inferences about characters in the

book

3 LO: To make inferences about characters in the

book

4 LO: To read and comprehend part of a story

5 LO: To consider a character's perspective and

themes within a text

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A Career in Computer Games, Anthony Horrowitz, Year 6Narrative: A Career in Computer Games by Anthony Horrowitz - coming soonLesson Number Core Content

1

2

3

4

5

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Reading for Pleasure, Year 6Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content

1 LO: To develop reading for pleasure through

personal reflection and creating a 24 hour

reading log.

2 LO: To develop reading for pleasure through

recommended reads and character

descriptions.

3 LO: To promote reading for pleasure through

book recommendations.

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