The Levett School Literacy Scheme of WorkKS1/Lower KS2 Cycle 1

Term: Autumn 1 Theme :Commotion in the OceanContent ARE objectives. Activities Useful Resources

Fairy Tales (2 weeks)

Myths

Y1: Listen and respond appropriately to adults and their peers. Y1: Write sentences by: saying out loud what they are going to write about. Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.

Y2: Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Y2: Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Y2: Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives.

Y3: Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Y3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

What is a fairy tale? –children to share what they know already.Read fairy tales or have them read to them – what are the stories about?

Act fairy tales out – could use puppets or toys to do this – get the other children to retell the story that has been a ted out

Identify the characters – who are they like – look at good/ bad characters and how they act and look.Children to choose a character and hot-seat the them to enable them to create character profiles based on their choices.

Choose 1 fairy tale and then study in depth.What is the story about? Who are the characters?

Children to then plan and write an alternative changing one thing e.g. the setting.Children to edit and appraise their work.

Selection of big books that are in the Library.Literacy Shed.https://www.youtube.com/watch?v=7pjy5MK1X70 -T

https://www.youtube.com/watch?v=w-f3tinZJ6Uhttps://www.youtube.com/watch?v=ryAyTzGA-dkhttps://www.youtube.com/watch?v=jExGlGuYOM8

Films such as Hoodwinked or other visuals.There is a planning document on the teacher drive with the resources that the teachers completing this unit have made.

and Legends (3 weeks)

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Plan their writing by: discussing and recording ideas.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.

HB amended this need to get her updated to put this on as this was a positive unit of work

What is a myth? –children to share what they know already.Read different simple myths or have them read to them – what are these about?Act out the different myths.Identify the characters – who are they like – look at good/ bad characters and how they act and look.Look at the quests – what are the heroes trying to find?Mythological beasts – children to find examples and then maybe come up with their own!

Choose 1 myth and then study in depth.What is the about? Who are the characters? What is the quest? What are the problems that the hero has to face?Look at the SPAG elements e.g. past tense, speech etc.Children to then plan and write an alternative myth changing hero and the beast.Children to edit and appraise their work.

Literacy Shed.Films clips that show settings, heroes or beasts – there are a selection on Literacy shed but ensure suitability for the needs of the children.There is a planning document on the teacher drive with the resources that the teachers completing this unit have made.

Term: Autumn 2 Theme: Lest We Forget Content ARE objectives. Activities Useful ResourcesPoetry Y1: Write sentences by: saying out loud what they are going to

write about. Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.Y1: Write sentences by: re-reading what they have written to check that it makes sense.

Y2: Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.

Children to have the chance to experience a range of poems – read where capable, listen to teacher read them aloud, listen to other authors, watch poems on the IWB.What do the children like about the poems? Can they give reasons for their thoughts?

Use of the internet to give the children sights and sounds that they can then use in their poems.Variety of poetry books within the library.There is a planning document on the teacher drive with the resources

Letters informal

Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure.Y3: Draft and write by: organising paragraphs around a theme.vocabulary and grammar.Year 3: Develop positive attitudes towards and stamina for writing by: writing poetry.

Y3: Proof-read for spelling and punctuation errors.

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing

SPAG the different features of poetry – alliteration, similes, metaphors, onomatopoeia, rhyme, rhythm etc.Get the children to see good examples and also to get them to come up with their own examples as this helps to secure the understanding.

Children to be then given a theme for their poems – link this to war.Can they create poetic lines that use the different poetic features?Children to then put their lines together to form a short poem.Children to edit and amend their work with support from the teacher where needed.Children can then share their poems with other children.

Look at and experience a range of letters, who are they to? Why are they being written, what do they have in common? What do they have that are different?

Discuss the difference between writing for friends and family and then writing to someone that we don’t know.

SPAG for informal letters – past tense informal writing, paragraphs, first person etc

Focus on the more informal writing – soldiers writing home from the war –

that the teachers completing this unit have made.

by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Plan their writing by: discussing and recording ideas.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Draft and write by: organising paragraphs around a theme.vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.Year 3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.

look at the content of the letter – what do we want them to know, what don’t we want them to worry about?

Children to plan and draft the content for their letters – using the information learnt from history sessions and also from visuals and sounds from the IWB. – children to then edit and amend.Can we get someone in from the war who can offer views and tell the children about the different aspects?

Children to then write their letter and make the paper old as if it had come from the trenches

Term: Spring 1 Theme: It’s a Toy StoryContent ARE objectives. Activities Useful ResourcesStories

(Class reader)

NarrativeDevelop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic stories at a level beyond that at which they can read independently.

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).

Narrative

Read lots of stories, what do we like? What don’t we like? Verbally make their own story using a picture book.

Design your setting – make new vocab session (word bank)Identify nounsDescriptive words – linking to adjectives – Put the adjectives to nounsCreate simple sentences.Form a paragraph using the previous sentences.

Design a character,Describe a characterAdd character into setting.Personal Insight – how does this

Video clips of Wizard of Oz.Different versions of the story.There is a planning document on the teacher drive with the resources that the teachers completing this unit have made

InstructionsLink to DT – making Puppets

Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Plan their writing by: discussing and recording ideas.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.

Year 1:Write sentences by: saying out loud what they are going to write about.Write sentences by: composing a sentence orally before writing it.Write sentences by: re-reading what they have written to check that it makes sense.Discuss what they have written with the teacher or other pupils.Use the grammatical terminology in English Appendix 2 in discussing their writing.Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

Year 2:Develop positive attitudes towards and stamina for writing by: writing for different purposes.Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.

character feel about the setting.

Dilemma:Add in a problem – how do they get home??

Resolution:Plan how they are going to get homeHow do they get home?How do they feel now that they are at home?

Once they have got a story – go through and edit with staff one on one to make sure that it makes sense – lots of verbal conferencing

What are instructions, what are they for? Can we follow instructions? Make something using instructions? Did it work? Why not? Why do they need to work???

Features:What are verbs – what do they do? Can the children make a verb word bank?Imperative verbs which ones are bossy???? Add “bossy” verbs to our word bank in different colours.Chronological order – does this matter? Can we put in order? Can we follow one that’s not in order? What problems do we have?

Planning their own instructions –

Use of different instructions texts for the children to follow.Video clips that the children can follow - https://www.youtube.com /watch?v=2189sv8Bvy4

Poetry—read, enjoy and learn by heart

Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar

Year 3:Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: organising paragraphs around a theme.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.

Y1: Write sentences by: saying out loud what they are going to write about. Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.Y1: Write sentences by: re-reading what they have written to check that it makes sense.

Y2: Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Y2: Consider what they are going to write before beginning by:

take a picture at each stage of making a puppet – then the children write down what they have to do.

Bullet points – can the children add in a imperative verb and tell me what to do?

What is poetry? What is figurative language? What do we want them to learn – adjectives, nouns, adverbs, onomatopoeia, alliteration.

Reading different poems to the children, children joining in with the repetitive phrases.

Create a class poem about something that includes a repetitive phrase – can the children learn a section each? Some children could learn the repetitive phrase.

Use of big books in the library.Use the internet to show different authors reading aloud poetry.Attached file of teacher planning and resources that can be used and amended.

writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure.Y3: Draft and write by: organising paragraphs around a theme.vocabulary and grammar.Year 3: Develop positive attitudes towards and stamina for writing by: writing poetry.Y3: Proof-read for spelling and punctuation errors.

Use the magic box poem for ideas and thoughts – figurative language

Term: Spring 2 Theme: People Who Help UsContent ARE objectives. Activities Useful ResourcesTo write a story based in an imaginative world – Mary Poppins.

NarrativeDevelop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic stories at a level beyond that at which they can read independently.

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Week 1Focus on the detailed descriptive writing – use of lots of different settings and stimuli to provoke children’s response both vernally and written.Recap the language of description so that the children are reminded.

Week 2Build up/Dilemma:What were you doing there? What activities were you doing? Add in a problem – how

Letters

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Plan their writing by: discussing and recording ideas.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Plan their writing by: discussing and recording ideas.Y3: Plan their writing by: discussing writing similar to

do they get home?? Introduce the facts that it rains.Focus on model, write, edit and improve.

Week 3Resolution/endingPlan how they are going to get homeHow do they get home?How do they feel now that they are at home?Focus on model, write, edit and improve.

Week 4Introduce the topic of formal letters, Mary Poppins writing to Jo Frost to ask for some advice. Role play and then look at giving advice using formal language.

Week 5Plan, write, edit and then publish the letters to Jo Frost.

that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Draft and write by: organising paragraphs around a theme.vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.Year 3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Term: Summer 1 Theme: Rumble in the JungleContent ARE objectives. Activities Useful ResourcesPersuasive writing

Y1: Write sentences by: saying out loud what they are going to write about. Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.

Y2: Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular). Learn how to use: sentences with different forms: statement, question, exclamation, command. Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly]. Learn how to use: the present and past tenses correctly and

Can the children prevent the rainforests from being destroyed? Should we have zoos? Should we chop down trees? Should we have birds as pets?

Week 1Hook and OracyChildren to look at persuasive writing in different ways e.g. letters, leaflets, adverts and videohttps://www.youtube.com/watch?v=nUstYj4o2VQ – discuss themes and conventions.What was the same? What was different? Which affected them the most and why?? Highers to rate and justify.

Move to skills – emotive language hunt in the text types that they have used – magnifying glasses – hunt, define, up levelPut images around the classroom – children to create emotive words linked to the pictures – HA to create emotive phrases.Split class – LA – logical conjunctions HA – rhetorical questions

Week 2

Imagery poetry

consistently including the progressive form. Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but). Learn how to use: the grammar for year 2 in English Appendix 2. Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Start by LA – sorting facts and opinions – linked to deforestation. HA – text that the children can highlight the facts linked to deforestation.

Children to think about the arguments as to why deforestation is so bad (TH to do the opposite)

Fact finding sessions using the laptops – LA give them websites that they can access. This to be scaffolded from the previous days learning.

Lesson on intro – add their own

Turn the facts and arguments into small paragraphs – Blurt write onto the tables.

Week 3Lesson on conclusions - write their own

Edit and improve – HA with increasing independence.

Present – children to type up

Self or peer assess – children could have photocopies of the other children’s work – which is the most persuasive? justify their answers

Brainstorm using visuals so that the children create examples of each of the poetry terms – simile etc…

Week 4

Give pupils a hidden picture – can they create a word bank first of all the words and

Year 1Write sentences by: saying out loud what they are going to write about. Write sentences by: composing a sentence orally before writing it. Write sentences by: sequencing sentences to form short narratives. Write sentences by: re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Read aloud their writing clearly enough to be heard by their peers and the teacher. Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2. Yr. 2: Develop positive attitudes towards and stamina for writing by: writing poetryY2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Yr2: Read aloud what they have written with appropriate intonation to make the meaning clear.

Develop positive attitudes towards and stamina for writing by: writing poetry. Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write

phrase that they could use to describe – HA to use thesaurus to up skill their words.

Children to have a checklist and to turn their word bank into phrases.

Children to edit by responding to marking and amending their lines, then the children need to put their lines in order.

Children to present using handwriting objectives.

Join with SR children to listen to the poems and then they have to try and match up the poems to the images

about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing. 

Term: Summer 2 Theme: Let’s get movingContent ARE objectives. Activities Useful

ResourcesBalanced Arguments – linked to Circus

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Balanced argument themes: Should animals be used in a Circus? Should we laugh at Clowns? Should the children of circus performers be

forced to travel and not access school?

Go through the layout, structure and linguistic features of a balanced argument – getting the children to understand that for every argument against we need an argument against.

Allow the children to think of the for and against arguments with support – this could be in pairs or in groups. Children can even verbalise these ideas

Children to then draft, plan, edit and present their balanced arguments – children to then self-assess.

Play scripts

Y3: Plan their writing by: discussing and recording ideas.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Draft and write by: organising paragraphs around a theme.vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.Year 3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Year 1Write sentences by: saying out loud what they are going to write about. Write sentences by: composing a sentence orally before writing it. Write sentences by: re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Read aloud their writing clearly enough to be heard by their peers and the teacher. Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2. Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Yr2: Read aloud what they have written with appropriate intonation to make the meaning clear.

Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2

Talk to the children so that we can find out what they know about play scripts, so that the children get familiar with the play scripts as a class focus on a familiar story.

Children to have a go at looking at play scripts, acting them out, looking at the features so that they understand how to present their play script. Let the children enjoy this and encourage them to hit some S and L targets.

Then look at stage and voice direction – what they do and how they add detail to the play.

Children to then create their own play script using all the features and once they have finished they can perform to others in their class. The other children can then assess their play scripts and how they performed them.

by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

KS1/Lower KS2 Cycle 2

Term: Autumn 1 Theme: Zoom to the MoonContent ARE objectives. Activities Useful

ResourcesStories set in imaginary worlds

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and

Look at settings – descriptive words, phrases and putting them into sentences to create a mini piece of descriptive writing.

Introduce who would live here – children to create a character that would live in this setting and create a character profile.

Imagery poetry

fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

Y3: Plan their writing by: discussing and recording ideas.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.

Year 1Write sentences by: saying out loud what they are going to write about. Write sentences by: composing a sentence orally before writing it. Write sentences by: sequencing sentences to form short narratives. Write sentences by: re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Read aloud their writing clearly enough to be heard by their peers and the teacher. Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2. Yr. 2: Develop positive attitudes towards and stamina for writing by: writing poetryY2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Yr2: Read aloud what they have written with appropriate intonation to make the meaning clear.

Year 3Develop positive attitudes towards and stamina for writing by: writing poetry. Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading

Creation of a narrative – plan, draft, write and edit format – something to go wrong for the alien.

Link this to the topic of Space children to either use their settings or to be given alternatives.

Look at the senses – how would it feel if they were on this planet all by themselves? Then build up vocab by using word banks, look at the language associated with poetry.

Children to plan and then present their own poems

Recountsto check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Year 1Write sentences by: saying out loud what they are going to write about.Write sentences by: composing a sentence orally before writing it.Write sentences by: sequencing sentences to form short narratives.Write sentences by: re-reading what they have written to check that it makes sense.Discuss what they have written with the teacher or other pupils.Read aloud their writing clearly enough to be heard by their peers and the teacher.Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.Develop their understanding of the concepts set out in English Appendix 2 by: using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.Apply simple spelling rules and guidance, as listed in English Appendix 1

Year 2Develop positive attitudes towards and stamina for writing by: writing about real events.Develop positive attitudes towards and stamina for writing by: writing for different purposes.Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Read aloud what they have written with appropriate intonation to make the meaning clear.Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).

Children to recount their trip to Magna – what did they do? Children may need to think about how they sequence the events – create a storyboard or a comic strip.

How did they feel – look at the structure of a recount and the language features then add in the personal insight justifying their responses.

Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly].Learn how to use: the present and past tenses correctly and consistently including the progressive form.Learn how to use: the grammar for year 2 in English Appendix 2.Learn how to use: some features of written Standard English.

Year 3Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Draft and write by: organising paragraphs around a theme.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using fronted adverbials.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Term: Autumn 2 Theme: It’s raining, it’s pouringContent ARE objectives. Activities Useful

ResourcesStories by the same significant author.

Year 1Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.Develop pleasure in reading, motivation to read, vocabulary and understanding by: being encouraged to link what they read or hear read to their own experiences.Understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher.Understand both the books they can already read accurately and fluently and those they listen to by: discussing the significance of the title and events.Understand both the books they can already read accurately and fluently and those they listen to by: making inferences on the basis of what is being said and done.Participate in discussion about what is read to them, taking turns and listening to what others say.Explain clearly their understanding of what is read to them.

Choose an author to base this on – could be Roald Dahl as the children in these classes could cope with his stories – class to select two stories that they can compare and contrast.

Using extracts. Blurbs, retelling etc children to find out as much as they can about the two different books – who are the characters – are they good/ bad? What is the problem in the stories? How

Information texts

Year 2Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related.Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary.Develop pleasure in reading, motivation to read, vocabulary and understanding by: continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher.Understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done.Understand both the books that they can already read accurately and fluently and those that they listen to by: answering and asking questions.Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Year 3Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.Develop positive attitudes to reading and understanding of what they read by: identifying themes and conventions in a wide range of books.Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.Understand what they read, in books they can read independently, by: asking questions to improve their understanding of a text.Understand what they read, in books they can read independently, by: predicting what might happen from details stated and implied.Understand what they read, in books they can read independently, by: identifying main ideas drawn from more than one paragraph and summarising these.Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Year 1Write sentences by: saying out loud what they are going to write about.Write sentences by: composing a sentence orally before writing it.Write sentences by: sequencing sentences to form short narratives.Write sentences by: re-reading what they have written to check that it makes sense.

do they solve these problems? Again what do they have in common? What are different in them?

Children to then choose one of the books to complete a book review about – in groups they can complete more in depth information seeking where they can add extra information and then start to justify their view.

Children to create a piece of non-fiction on a topic linked to the theme it’s raining it’s pouring.Children to be given information that they can use at this point so that they

Discuss what they have written with the teacher or other pupils.Read aloud their writing clearly enough to be heard by their peers and the teacher.Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.Apply simple spelling rules and guidance, as listed in English Appendix 1

Year 2Develop positive attitudes towards and stamina for writing by: writing about real events.Develop positive attitudes towards and stamina for writing by: writing for different purposes.Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Read aloud what they have written with appropriate intonation to make the meaning clear.Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly].Learn how to use: some features of written Standard English.

Year 3Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Draft and write by: organising paragraphs around a theme.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve

can put it into their own words (researching comes in the next half term)

Children to then present their findings in a way that suits the needs of the class – could be posters, or an information fact file that can be published.

Children to then plan, draft, edit and then publish as required.

consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Term: Spring 1 Theme: The RomansContent ARE objectives. Activities Useful ResourcesMyths and Legends

NarrativeDevelop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic stories at a level beyond that at which they can read independently.

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.Apply simple spelling rules and guidance, as listed in English Appendix 1

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly].Learn how to use: some features of written Standard English.

Discuss with the children that they are going to be writing a story where one of the characters has to overcome a problem – relate this to the stories from the Roman ages where a “hero” needs to face a challenge.

Read/ watch a selection of Roman based myths – what do they all have in common? Create a guide of what has to happen in a roman myth. Ensure that the children understand that these stories are linked to the roman gods (this can be covered in history sessions)

Children to then create their own character who is going to be the base of their myth, which God is it going to involve? Children can use the ideas from the ideas mat which is in the folder within the literacy curriculum drive

Children to draft, edit then publish their myths.

https://rome.mrdonn.org/myths.html

Information texts – making notes and using glossaries

Y3: Plan their writing by: discussing and recording ideas.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using fronted adverbials.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Year 1Write sentences by: saying out loud what they are going to write about.Write sentences by: composing a sentence orally before writing it.Write sentences by: sequencing sentences to form short narratives.Write sentences by: re-reading what they have written to check that it makes sense.Discuss what they have written with the teacher or other pupils.Read aloud their writing clearly enough to be heard by their peers and the teacher.Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.Apply simple spelling rules and guidance, as listed in English Appendix 1

Year 2Develop positive attitudes towards and stamina for writing by: writing about real events.Develop positive attitudes towards and stamina for writing by: writing for different purposes.Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Read aloud what they have written with appropriate intonation to make the meaning clear.

Children to create an information text based on their topics of the Romans – this could be a leaflet or a PowerPoint where the children have to use the features that they have been introduced to in the previous half term

Note taking and research – children need to be shown how to make good notes, how to find key facts on the internet or from books – children to be taught not to copy blindly and to life the key ideas and put into their own words.

Children also need to create a glossary of words that are specific to the topic of Romans and to define each of the words that they have highlighted.

Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly].Learn how to use: some features of written Standard English.

Year 3Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Draft and write by: organising paragraphs around a theme.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Term: Spring 2 Theme: Happily ever afterContent ARE objectives. Activities Useful

ResourcesFairy Tales

Y1: Listen and respond appropriately to adults and their peers. Y1: Write sentences by: saying out loud what they are going to write about. Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.

Y2: Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Y2: Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Y2: Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and

What do the children already know about fairy tales – depending on the children they will have differing amounts of knowledge – use this session to assess how much input they will need.

Read a selection of different fairy tales – can the children create a recipe which would create a fairy tale – what would we need to include? We could relate this back to the other narratives that we have written e.g. the myths and also the imaginary world work.

Children could create setting and character descriptions – for the baddies they could create wanted posters listing their descriptions and also a list of their crimes.

The children can create their own version of a fairy tale – e.g. the

Traditional Poetry

other pupils.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives.

Y3: Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Y3: Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

Year 1Write sentences by: saying out loud what they are going to write about. Write sentences by: composing a sentence orally before writing it. Write sentences by: re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Read aloud their writing clearly enough to be heard by their peers and the teacher. Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2. Yr. 2: Develop positive attitudes towards and stamina for writing by: writing poetryY2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Yr2: Read aloud what they have written with appropriate intonation to make the meaning clear.

three little wolves – or the children can write alternatives – what would happen if…..

Little Red Riding Hood was the baddy? The Wolf was a vegetarian? Children could then create their own versions – if appropriate you can use Revolting Rhymes by Roald Dahl there might be some alternative books in the library to source too!

Children could then read their stories to someone else or create book reviews – depending on the ability of the children.

Base this topic on the poems of Robert Louie Stevenson – Garden full of verse – they tell some lovely stories about bed time etc. children to read them, read them out-loud, to partners etc. get the children to start to have an opinion about the poems that they like and the poems that they don’t like – get the higher ability children finding actual parts of the text that they like. Children to begin to justify their opinions about the poems that they are reading (the website does read the poems to the children)

Recap with the children the different features of poetry and make sure that any previous work on these features are embedded and built upon – Rhyme is a really heavy feature of these poems so this needs to be a focus – also need to look at the number of syllables in the lines and ensuring that they match up and have rhythm.

Children can then create their own version of one of the poems or a class poem can be completed depending on the ability of the children.

https://etc.usf.edu/lit2go/59/a-childs-garden-of-verses-selected-poems

Develop positive attitudes towards and stamina for writing by: writing poetry. Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Term: Summer 1 Theme: ColoursContent ARE objectives. Activities Useful

ResourcesTales from other cultures

Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic stories at a level beyond that at which they can read independently.

Year 1Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.Develop pleasure in reading, motivation to read, vocabulary and understanding by: being encouraged to link what they read or hear read to their own experiences.Understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher.Understand both the books they can already read accurately and fluently and those they listen to by: making inferences on the basis of what is being said and done.Participate in discussion about what is read to them, taking turns and

With the children get them to understand that all around the world there are different countries full of children who are reading stories and that they have stories that relate to their lives and experiences.

Give the children a selection of books that they can look at and explore and then plot where they think that they come from on a large map of the world – children to justify their reasons – could link to PSHCE.

Explore one of the books in more depth - this could be an alternative to a traditional tale that

Literacy shed – other cultures shed – some lovely stories that can be used.

Persuasiv

listening to what others say.Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.

Year 2Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary.Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher.Understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done.Understand both the books that they can already read accurately and fluently and those that they listen to by: answering and asking questions.Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.Develop positive attitudes to reading and understanding of what they read by: identifying themes and conventions in a wide range of books.Understand what they read, in books they can read independently, by: asking questions to improve their understanding of a text.Understand what they read, in books they can read independently, by: predicting what might happen from details stated and implied.Understand what they read, in books they can read independently, by: identifying main ideas drawn from more than one paragraph and summarising these.Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what

they have already read or it can be a completely new story – children to plot the story and link it to the experiences of the characters. Lots of reading activities linked to inference and empathy.

Once the children are fully immersed in the book – could they have a go at writing their own story from around the world or could they amend the story that they have been reading so that it has a different ending?

Children to draft, edit and publish.

e writing others say.Plan their writing by: discussing and recording ideas.Draft and write by: in narratives, creating settings, characters and plot.Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Proof-read for spelling and punctuation errors.

Y1: Write sentences by: saying out loud what they are going to write about. Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.

Y2: Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular). Learn how to use: sentences with different forms: statement, question, exclamation, command. Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly]. Learn how to use: the present and past tenses correctly and consistently including the progressive form. Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but). Learn how to use: the grammar for year 2 in English Appendix 2. Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Develop positive attitudes towards and stamina for writing by: writing for different purposes.

What is persuasion? Why do we need to be persuaded? Why do we need to persuade? In what forms does persuasion come? – leaflets, letters, adverts? Give the children different types of persuasive texts that they can read and explore.

Give the children the task of creating a persuasive letter for Mrs Green to buy something that they think would add “colour” to their playtimes.

Children to decide on one thing that they would like to add to the playground – they need to find information about it, make notes and then think about all the reasons that they should be allowed to have one in the playground.

Discuss the features of letter writing as well as the features of persuasive writing – these will be lessons where the children have the opportunity to explore the different genres as well as how they can be pulled together.

Children to draft and then write their letters to Mrs Green – it would be lovely if they can also address the envelopes and post the letters so that they then arrive with Mrs Green.

Sensorypoetry

Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Year 1Write sentences by: saying out loud what they are going to write about. Write sentences by: composing a sentence orally before writing it. Write sentences by: re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Read aloud their writing clearly enough to be heard by their peers and the teacher. Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words. Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2. Yr. 2: Develop positive attitudes towards and stamina for writing by: writing poetryY2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Yr2: Read aloud what they have written with appropriate intonation to make the meaning clear.

Develop positive attitudes towards and stamina for writing by: writing poetry. Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or

Recap of poetry and their features, then delve into the sub-category of sensory poetry – read them, read aloud, perform and act them out – what can the children tell us about the poems and how they make us feel? What words made them feel like that? Children to justify their answers.

Linked to the theme of colours children select a colour and think of all the things that they can think of to create colour sensory charts e.g. blue – cold, wet, water, sea, Red – hot, lave, blood, pain, strawberries.

Children to then plan a poem based around that colour that include the different senses and how these make them feel – edit so that the language is really focused upon.

Create a colour poem anthology of all the children’s work – a rainbow of poems!

saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Term: Summer 2 Theme: Marvellous me!!Content ARE objectives. Activities Useful ResourcesStoryboarding to link to paragraphs

Y1: Write sentences by: composing a sentence orally before writing it.Y1: Write sentences by: re-reading what they have written to check that it makes sense.Y1: Write sentences by: sequencing sentences to form short narratives.Y1: Discuss what they have written with the teacher or other pupils. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2.Apply simple spelling rules and guidance, as listed in English Appendix 1

Y2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional).Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).Learn how to use: expanded noun phrases to describe and specify [for

Children to create biographies of each other’s lives – what are biographies? What are they used for? Why do we need them?

Children to be paired up and then spend time getting to know each other – writing and then asking questions and finding answers, can they bring in photographs that they can look at and put into chronological order?

Children to then start to create a story board about the other person’s life – or the events that they have learnt about.

The children could then create a whole biography or

Instructions

example, the blue butterfly].Learn how to use: some features of written Standard English.

Y3: Plan their writing by: discussing and recording ideas.Y3: Draft and write by: in narratives, creating settings, characters and plot.Y3: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Y3: Proof-read for spelling and punctuation errors.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using fronted adverbials.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Year 1:Write sentences by: saying out loud what they are going to write about.Write sentences by: composing a sentence orally before writing it.Write sentences by: re-reading what they have written to check that it makes sense.Discuss what they have written with the teacher or other pupils.Use the grammatical terminology in English Appendix 2 in discussing their writing.Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.Develop their understanding of the concepts set out in English Appendix 2 by: joining words and joining clauses using 'and'.Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

Year 2:Develop positive attitudes towards and stamina for writing by: writing for different purposes.Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence.Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils.

a couple of paragraphs linked to their story boards.

These could then be published and the children can then present them to each other as a little book.

Children to first spend time experimenting with different instructions that they have to follow, these could then be rated in order of how easy they were to follow and why.

Then from this create a list of what made a good set of instructions – spend time looking at the linked SPAG so that the children are understanding the key terminology and ideas.

Children then have to create a set of instructions – this could be linked to their favourite playground game or linked to the science work

Poetry – read, enjoy and learn by heart

Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar

Year 3:Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: organising paragraphs around a theme.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.

Year 1Listen and respond appropriately to adults and their peers.Articulate and justify answers, arguments and opinions.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Write sentences by: saying out loud what they are going to write about. Write sentences by: composing a sentence orally before writing it. Write sentences by: re-reading what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Read aloud their writing clearly enough to be heard by their peers and the teacher. Use the grammatical terminology in English Appendix 2 in discussing their writing. Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words.

that is being taught.

Children to plan, edit and then present.

All about me!

Look at different forms of poems and have some time where the children are simply reading and enjoying them, watch poems on the IWB and get the children to perform them to each other or the whole class if they are brave? Could then add in actions? Could then change the way their voice sounds?

Children to then think about a poem about themselves –

Develop their understanding of the concepts set out in English Appendix 2 by: beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for year 1 in English Appendix 2. Listen and respond appropriately to adults and their peers.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Yr. 2: Develop positive attitudes towards and stamina for writing by: writing poetryY2: Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about.Y2: Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary.Y2: Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].Yr2: Read aloud what they have written with appropriate intonation to make the meaning clear.

Listen and respond appropriately to adults and their peers.Ask relevant questions to extend their understanding and knowledge.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Develop positive attitudes towards and stamina for writing by: writing poetry. Develop positive attitudes towards and stamina for writing by: writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary. Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks,

what kind of poem? A shape poem? A rhyming poem? An acrostic poem? Etc

Children to then think about all the things that make them marvellous and put around an image of themselves.

From this the children can then start to plan their own poems. Once edited for rhythm and use of syllables – and that they have used the right features for the poems that they have created the children can publish over their own images.

These could then be framed and used as end of term presents!

commas for lists and apostrophes for contracted forms and the possessive (singular Learn how to use: some features of written Standard English. Use and understand the grammatical terminology in English Appendix 2 in discussing their writing

Upper KS2 Cycle 1

Term: Autumn 1 Theme: You Are What You Eat (Anglo Saxons)Content ARE objectives. Activities Useful ResourcesNon Chronological Reports

Performance poetry

Year 4 Evaluate by: assessing the effectiveness of

others writing and finding features. Plan their writing by: discussing and recording

ideas. Draft and write by: in non-narrative material,

using simple organisational devices [for example, headings and sub-headings].

Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5 Evaluate by: assessing the effectiveness of

others writing and finding features justifying some of their choices.

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6 Evaluate by: assessing the effectiveness of

others writing and finding features justifying their choices.

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Reading comprehensions Looking at good examples of this genre

of text. Finding the features of the genre type. SPAG work linked to: technical

vocabulary, using paragraphs, subheadings, titles etc.

Using the Internet to research about a given topic e.g. science/historical based.

Use of a planning format to ensure that the structure and content is secure.

Children to then produce their own non-chronological report.

Edit and publish a finished product. Children to then evaluate their own work

using a checklist or by giving them certain features. that they have to have included

Children to watch clips of good practice

See attached folder of planning and activities that can be used to adapt and inspire.Literacy Shed to give inspiration.Use of the Internet for stimulus and also research.

Michael Rosen website.Internet also has clips of

Recounts

Year 4 – Justify answers, arguments and opinions. use and understand the grammatical terminology

in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Pupils will investigate some of the features of poems and rhymes with support.

Pupil will be able to plan/ create a simple poem with support. (provide with word banks from the previous day)

Participate in discussions, presentations, performances, role play, improvisations and debates.

Evaluate and edit by: assessing the effectiveness of their own and others' performances.

Year 5 – Articulate and justify answers, arguments and

opinions. use and understand the grammatical terminology

in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Pupils will investigate most of the features of poems and rhymes with some support.

Pupil will be able to plan/create a more complex poem with some support.

Gain, maintain and monitor the interest of the listener.

Evaluate and edit by: assessing the effectiveness of their own and others' performances.

Year 6 – Maintain attention and participate actively in

collaborative conversations, staying on topic and initiating and responding to comments.

use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Pupils will identify the features of poems and rhymes independently.

Pupil will be able to plan/create a more complex poem with limited support (Encouraging independence and learning confidence).

Gain, maintain and monitor the interest of the listener, selecting and using appropriate registers for effective communication.

Evaluate and edit by: assessing the effectiveness of their own and others' performances.

Year 4 – Retrieve and record information from non-fiction.

when it comes to performance poetry – children to then tell what was good/ bad/ indifferent – justifying their responses.

Spend time upskilling the key poetry terminology relating to figurative and poetry language – do this at the level required for the children in the class.

Look and experiment with poems – look at how we can add and change the volume the speed, the tone or accent of our voices.

Children to then plan and write their own poems that they will perform.

Children to practice their poems. Children to perform their own poems to a

partner or an audience depending on what they can cope with.

Children to evaluate their own performance or that of others – encourage the children to justify their answers

Reading comprehensions Looking at good examples of this genre

of text. Finding the features of the genre type. SPAG work linked to: chronological order,

technical vocabulary, use of person and

children performing their performance poems for the children to evaluate. See attached folder of planning and activities that can be used to adapt and inspire.

Give the children a real life experience that the children can then recount e.g. dissecting a pig’s heart or a school trip.See attached folder of planning and activities that can be used to

Evaluate by: assessing the effectiveness of others writing and finding features.

Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].

Retrieve and record information from a video clip Plan their writing by: discussing and recording

ideas.

Year 5 – Retrieve, record and present information from

non-fiction Evaluate by: assessing the effectiveness of

others writing and finding features justifying some of their choices.

Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Retrieve, record and present information from video clip

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Year 6 – Retrieve, record and present information from

non-fiction Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.

Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Retrieve, record and present information from video clip

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

audience etc. Have a WOW experience that the

children can they talk about – take lots of pictures to aid with the planning – we dissected a pig’s heart!

Use of a planning format to ensure that the structure and content is secure – children to use the photos from the wow experience to help order key events

Children to then produce their own recount.

Edit and publish a finished product. Children to then evaluate their own work

using a checklist or by giving them certain features. that they have to have included

adapt and inspire.Pig Heart Boy

Term: Autumn 2 Theme: British HistoryContent ARE objectives. Activities Useful ResourcesDescriptive Writing

Year 4 Retrieve and record information from fiction. Develop their understanding of the concepts set

out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Composing and rehearsing sentences orally progressively building a varied and rich vocabulary

Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Reading comprehensions. Give the children a

selection of diaries where the children find examples of the key features.

SPAG sessions linked to writing descriptively e.g. use of figurative language,

See attached folder of planning and activities that can be used to adapt and inspire.Use of Literacy shed as they have lots of clips of visuals and sounds that they can use as a stimulus for their writing.

Diary Entries

Draft and write by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5 Retrieve, record and present information from

fiction Develop their understanding of the concepts set

out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by: in narratives, describing settings and atmosphere.

Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6 Retrieve, record and present information from

fiction Develop their understanding of the concepts set

out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 4 – Retrieve and record information from non-fiction. Develop their understanding of the concepts set

out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Evaluate by: assessing the effectiveness of others

writing and finding features. Draft and write by: in non-narrative material, using

simple organisational devices [for example, headings and sub-headings].

Retrieve and record information from a video clip

understanding of sentence structures, up-levelling words using thesauri.

Use visuals (pictures, video clips, sound clips etc.) to stimulate ideas and give the children a basis for their own writing.

Children to plan ideas using their senses.

Children to then plan their writing, incorporating all the different elements.

Children to blurt write their work on whiteboards tables etc.

Children to then edit and improve their own work.

Children to publish and present their writing.

Children to evaluate their own and/ or others work.

Reading comprehensions. Give the children a

selection of diaries where the children find examples of the key features.

SPAG sessions linked to writing descriptively e.g. personal insight, past tense, chronological order

Use visuals (pictures, video clips, sound clips etc.) to

See attached folder of planning and activities that can be used to adapt and inspire.Use of Literacy shed as they have lots of clips of visuals and sounds that they can use as a stimulus for their writing.Goodnight Mr TomPrivate Peaceful

Plan their writing by: discussing and recording ideas.

Year 5 – Retrieve, record and present information from non-

fiction Develop their understanding of the concepts set

out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.

Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Retrieve, record and present information from video clip

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Year 6 – Retrieve, record and present information from non-

fiction Develop their understanding of the concepts set

out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.

Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Retrieve, record and present information from video clip

Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

stimulate ideas and feelings and give the children a basis for their own writing.

Children to plan using a chronological proforma to help them set out and order their key events.

Children to then plan their writing, incorporating all the different elements.

Children to blurt write their work on whiteboards tables etc.

Children to then edit and improve their own work.

Children to publish and present their writing.

Children to evaluate their own and/ or others work.

Term: Spring 1 Theme: Read Read ReadContent ARE objectives. Activities Useful ResourcesMyths and legends

Year 4 – Evaluate by: assessing the effectiveness of others writing and finding features.Yr. 4 - Plan their writing by: discussing and recording ideas.Yr. 4 - Draft and write by: in narratives, creating settings, characters and plotYr. 4 -, Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentencesYear 4 - Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Reading comprehensions. Give the children a

selection of myths/ legends where the children find examples of the key features.

SPAG sessions linked to

See attached folder of planning and activities that can be used to adapt and inspire.Literacy Shed.Films clips that show settings, heroes or beasts – there are a

Letters

Year 5 – Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.Draft and write by: in narratives, describing settings, characters and atmosphere Yr. 5 - Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Yr. 5 - Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action, Yr. 5 - Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Year 5 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6 – Evaluate by: assessing the effectiveness of others writing and finding features justifying their choicesYr. 6 - Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.Yr. 6 - Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Yr. 6 - Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action, Yr. 6 - Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Year 6 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 4 – Evaluate by: assessing the effectiveness of others writing and finding features.Year 4 – Understanding a text by identifying the

writing descriptively e.g. personal insight, past tense, adding detail and colour, use of up-levelled vocabulary etc.

Use visuals (pictures, video clips, sound clips etc.) to stimulate ideas and feelings and give the children a basis for their own writing.

Children to create their own heroes and complete character profiles compiling a back story for the hero.

Children to think about the setting and how this will influence their choices.

Children to create their own mythological beasts.

Children to plan using a story map where the children can plot out the course of their story – use the 5 parts of a story basis so that the children are clear that each section of their map is a separate part of their myth,

Children to blurt write their work on whiteboards tables etc.

Children to then edit and improve their own work.

Children to publish and present their writing.

Children to evaluate their own and/ or others work.

selection on Literacy shed but ensure suitability for the needs of the children.

See attached folder of

audience for and purpose of the writing.Year 4 - Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Year 4 – Understanding a text by identifying the audience for and purpose of the writing.Year 4 - Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Year 4 - Draft and write by: in narratives, creating settings, characters and plot.Year 4 - Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Year 4 - Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5 – Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.Year 5 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 5 – Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 5 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 5 – Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 5 – Draft and write by: in narratives, describing settings, characters and atmosphere.Year 5 - Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Year 5 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6 – Evaluate by: assessing the effectiveness of

Reading comprehensions. Give the children a

selection of letters where the children find the audience, purpose and then examples of the key features.

Children will then plan and write both formal and informal letters – the content of the lessons will have to adapt as to the audience and purpose of the letters

SPAG sessions linked to writing to inform e.g. personal insight, past tense, chronological order, use of adjectives/ adverbs etc.

Use visuals (pictures, video clips, sound clips etc.) to stimulate ideas and feelings and give the children a basis for their own writing.

Children to plan using a letter proforma to help them set out and order their key events.

Children to then plan their writing, making sure that they include all the things that they want their families to know!

Children to blurt write their work on whiteboards tables

planning and activities that can be used to adapt and inspire.Literacy shed has some video clips that allow the children to understand what conditions would be like in a variety of situations and environments.Pugs of the Frozen NorthShackleton’s journey.

others writing and finding features justifying their choicesYear 6 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 6 - Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 6 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 6 - Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 6 - Draft and write by: in narratives, describing settings, characters and atmosphere.Year 6 - Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Year 6 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

etc. Children to then edit and

improve their own work. Children to publish and

present their writing.Children to evaluate their own and/ or others work.

Term: Spring 2 Theme: ColoursContent ARE objectives. Activities Useful ResourcesBalanced Arguments

Year 4 - Retrieve and record information from balanced argumentsYear 4 – Evaluate by: assessing the effectiveness of others writing and finding features.Year 4 – Understanding a text by identifying the audience for and purpose of the writing.Year 4 - Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Year 4 - Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Year 4 - Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced

Reading comprehensions. Give the children a selection

of balanced arguments where the children find the different stylistic features – e.g. person, tense, use of conjunctions, use of paragraphs, use of arguments and counter arguments.

Children will then plan and write balanced arguments– the content of the lessons will be based on a topic that the children are interested in

See attached folder of planning and activities that can be used to adapt and inspire.https://www.youtube.com/watch?v=LomYIQq_rIY

Information leaflets

sufficiently so that the ascenders and descenders do not touch].Year 4 - Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5 – Retrieve, record and present information from balanced argumentsYear 5 – Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.Year 5 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 5 – Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Year 5 - Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Year 5 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6 - Retrieve, record and present information from balanced argumentYear 6 – Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Year 6 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 6 - Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 6 - Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Year 6 - Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.

SPAG sessions linked to writing to inform e.g. changing person, use of formality, types of conjunctions.

Group work to get the children to think about for and against arguments and how they differ in impact.

Children to plan using a proforma to help them set out and order their arguments.

Children to then plan their writing, making sure that they include all the things that they want their families to know!

Children to blurt write their work on whiteboards tables etc.

Children to then draft their work from their blurt write.

Children to then edit and amend their draft write.

Children to present their writing using their best handwriting.

Reading comprehensions. Give the children a selection

See attached folder of planning and activities that can be used to adapt and inspire.Selection of leaflets that the children can then use and find features.

Year 6 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 4 - Retrieve and record information from information leafletsYear 4 – Evaluate by: assessing the effectiveness of others writing and finding features.Year 4 – Understanding a text by identifying the audience for and purpose of the writing.Year 4/5/6 - Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentYear 4 - Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Year 4 - Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Year 4 - Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Year 4 - Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Year 4 - Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5 – Retrieve, record and present information from balanced argumentsYear 5 – Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.Year 5 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 4/5/6 - Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

of information leaflets and a checklist where the children have to find both presentational and linguistic features.

Children will then plan and write leaflets– the content of the lessons will be based on a topic that the children are interested in SPAG sessions linked to

writing to inform e.g. use of formality, use of technical vocabulary, use of sub-headings, use of tense.

Children to think of the information that they would want to include.

Children to plan using their sub- headings and then to extend their writing into full sentences.

Children to then plan their layout of the leaflets thinking about what people need to know.

Children to then draft their work from their blurt write.

Children to then edit and amend their draft write.

Children to present their writing using the computers to present their leaflets.

Year 5 – Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Year 5 – Edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Year 5 - Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Year 5 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6 - Retrieve, record and present information from balanced argumentYear 6 – Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Year 6 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 4/5/6 - Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentYear 6 - Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Year 6 - edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Year 6 - Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Year 6 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Term: Summer 1 Theme: Planet X/ Extreme Earth Content ARE objectives. Activities Useful ResourcesDescriptive/ setting writing

Year 4 Retrieve and record information from fiction.

Children to create their own planet from

The planets/ Pandora from

Journalistic writing

Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.

Composing and rehearsing sentences orally progressively building a varied and rich vocabulary

Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Draft and write by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5 Retrieve, record and present information from fiction Develop their understanding of the concepts set out in English Appendix

2 by: learning the grammar for years 5 and 6 in English Appendix 2. selecting appropriate grammar and vocabulary, understanding how such

choices can change and enhance meaning. Plan their writing by: noting and developing initial ideas, drawing on

reading and research where necessary. Draft and write by: in narratives, describing settings and atmosphere. Evaluate and edit by: assessing the effectiveness of their own and

others' writing.

Year 6 Retrieve, record and present information from fiction Develop their understanding of the concepts set out in English Appendix

2 by: learning the grammar for years 5 and 6 in English Appendix 2. selecting appropriate grammar and vocabulary, understanding how such

choices can change and enhance meaning. Plan their writing by: noting and developing initial ideas, drawing on

reading and research where necessary. Draft and write by: selecting appropriate grammar and vocabulary,

understanding how such choices can change and enhance meaning. Evaluate and edit by: assessing the effectiveness of their own and

others' writing.

Year 4 Retrieve and record information from non –fiction - newspapers.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure,

afar and also from the surface.Children to think that they are the first person from Earth to step onto this planet what can they see from the spaceship? What can they see when they land?(children may need lots of visuals to support with this)

What do they encounter when they land? What do the life forms look like?

Children to create descriptive passages of writing based on their planets setting. Encourage the children to extend their vocabulary as well as consolidate punctuation and grammar.

This could be either based on the first

The Literacy Shed.Visuals that the children can use to inspire their own ideas.

Play scripts

vocabulary and grammar.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5Retrieve, record and present information from non – fiction - newspapersDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6Retrieve, record and present information from non-fiction - newspapersDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Evaluate and edit by: assessing the effectiveness of their own and others' writing.

man landing on the noon to make it factual or the children can base their news story as if they were commenting on the first person landing on the planet that they have previously created.

Need to look at the features of a newspaper and also a newspaper article – what do they include: facts, past tense (it has happened), quotes, formal language etc.

Children to then plan, draft, edit and amend before using ICT to publish their own front pages.

Year 4 Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communicationRetrieve and record information from play scriptsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Composing and rehearsing sentences orally progressively building a varied and rich vocabularyPlan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.

Year 5 Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Retrieve, record and present information from play scriptsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: in narratives, describing settings and atmosphere.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.

Go through play scripts with the children – give them chance to play with them – looking at performing them, using different voices and getting into characters etc.

Then look at the linguistic and stylistic features – setting out the words, adding stage and voice directions etc.

Children to then work in groups to create their own play script – an astronaut meeting an alien for the first time.

Children to think about the plot and the language choices that they are going to need to make and then add in the direction using the presentational features.

Once drafted, edited and presented –the

Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.

Year 6 Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communicationRetrieve, record and present information from play scriptsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.

children can then perform with in front of the class or it can be recorded on the iPad, the peers can then assess the different plays.

Term: Summer 2 Theme: CreateContent ARE objectives. Activities Useful

ResourcesAutobiographies

Year 4 Retrieve and record information from non –fiction - autobiographies.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Plan their writing by: discussing writing similar to that which they are

Week 1Children to read and understand what an autobiography is, read snippets – which celebrity wrote what?

Boy/ Going Solo – Roald Dahl

planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

Year 5Retrieve, record and present information from non – fiction - autobiographiesDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Year 6Retrieve, record and present information from non-fiction - autobiographiesDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by:choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Evaluate and edit by: assessing the effectiveness of their own and others' writing.

How do they know?

Discuss what goes into an autobiography – why does it have to be factual? Should we just put in good bits? Should we include sad or bad things to? Why?

Look at the SPAG related to this genre, personal pronouns, personal insight, past tense, fairly informal etc. – these could become distinct lessons.

Week 2Children to bring in photos and to create a timeline of their own lives. Children could talk to each other about their photographs and the memories that come with them.

From this look at creating a story board of their lives adding in information and personal insight.

Children then to create a mini autobiography that includes a differentiated number of events that they are happy to write and then talk about.

Children to then present their autobiographies – these could include the photos that they have brought in and could be made into a mini book

Poetry

Year 4Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and readingDevelop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Year 5Use dictionaries to check the spelling and meaning of words.Use a thesaurus.Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.Plan their writing by: noting and developing initial ideas, drawing on reading

Children to be given different children’s autobiographies and then to decide who they think has written it and why.

Look at different forms of poems and have some time where the children are simply reading and enjoying them, watch poems on the IWB and get the children to perform them to each other or the whole class if they are brave? Could then add in actions? Could then change the way their voice sounds?

Children to then think about a poem about themselves – what kind of poem? A shape poem? A rhyming poem? An acrostic poem? Etc

Children to then think about all the things that make them marvellous and put around an image of themselves.

From this the children can then start to plan their own poems. Once edited for rhythm and use of syllables – and that they have used the right features for the poems that they have created the children can publish over their own images.

These could then be framed and used as end of term

and research where necessary.Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Proof-read for spelling and punctuation errors.Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Year 6Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.Pupils will identify the features of poems and rhymes independently.Pupil will be able to plan/create a more complex poem with limited support (Encouraging independence and learning confidence).Gain, maintain and monitor the interest of the listener, selecting and using appropriate registers for effective communication.Evaluate and edit by: assessing the effectiveness of their own and others' performances.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

presents!

Upper KS2 Cycle 2

Term: Autumn 1 Theme: Chemical Chaos Content ARE objectives. Activities Useful

ResourcesNarratives Year 4 Retrieve and record information from fiction.

Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Composing and rehearsing sentences orally progressively building a varied and rich vocabularyPlan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5 Retrieve, record and present information from fictionDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: in narratives, describing settings and atmosphere.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.

Year 6 Retrieve, record and present information from fictionDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.

Children to create a narrative around a chemical reaction which has caused something to happen in school – this could be a staged event that will wow the children.

Children to think about where their story is going to be set and who were the characters involved – the children will find this easier as it can be based in the school and the teachers and pupils will become their characters.

Children to map out/ plan their stories in the way that they have chosen – give the children different methods so that they can find a method that suits them and how they like to do things.

Spend time looking at the features of the story genre and if needed look at spending time on the SPAG features this will be vital if you are including speech as the children will not be great at this!

Instructions

Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

Year 4 Retrieve and record information from non –fiction - instructionsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.

Year 5 Retrieve, record and present information from non – fiction - instructionsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 6 Retrieve, record and present information from non-fiction - InstructionsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Children to then draft, edit and then present their writing – this could be done in paragraphs daily and then pulled together or the children can create one big story and then edit – what works for your children.

This is to be linked to the science work that the children have completed and are going to be completing.

Give the children the opportunity to look at different instructions, discuss what’s important about them, why we use them, where we would find them?

Get the children to follow some instructions and then get them to decide whether they were good instructions or bad instructions and then justify these with examples from the text e.g. they aren’t numbered so I got confused, they were all in chronological order so they were easy to follow.

Children to create a set of instructions for creating good instructions – these can then be the features that you focus on when completing the SPAG sections e.g. imperative verbs, chronological order, time conjunctions etc.

Formal and Informal language

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 4 Listen and respond appropriately to adults and their peers.Ask relevant questions to extend their understanding and knowledge.Use relevant strategies to build their vocabulary.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

Year 5 Articulate and justify answers, arguments and opinions.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader

Children to then choose an investigation that they have enjoyed and to plan, draft edit and then present their own set of instructions.

Children can then swap instructions with a partner that they then have to follow and then evaluate.

This will be more linked to speaking and listening as an outcome but the children will need to create something that they can read out loud.

Discuss with the children that they are going to be looking at formal and informal language –what do they know about these? Give the children context so they understand.

Lots of activities where the children have to match up or give the alternative so that they can understand the differences between the two – could create posters or a word wall that they can use.

Then inform the children that they are going to be presenting their findings of one of their experiments as if they were on a TV science

[for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

Year 6 Articulate and justify answers, arguments and opinions.Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communicationDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.

show. Children to then choose one of their investigations and create a speech so that they can read it – children can then dress up and present their findings whilst being recorded on the IPad

Children to plan, draft, edit and present their work.

Term: Autumn 2 Theme: SpookyContent ARE objectives. Activities Useful

ResourcesDairies Year 4 –

Retrieve and record information from non-fiction.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Evaluate by: assessing the effectiveness of others writing and finding features.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Retrieve and record information from a video clipPlan their writing by: discussing and recording ideas.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Lots of spooky images and videos in literacy shed – Draculas Whitby is a great one to use or you could use Alma

Children to have lots of time to think about scary situations – where would they not like to have to spend the night for a dare? What would be the things that scared

Letters

Year 5 – Retrieve, record and present information from non-fictionDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices. Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Retrieve, record and present information from video clipPlan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 6 – Retrieve, record and present information from non-fiction Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]Retrieve, record and present information from video clipPlan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.

Year 4 – Evaluate by: assessing the effectiveness of others writing and finding features.Year 4 – Understanding a text by identifying the audience for and purpose of the writing.Year 4 - Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Year 4 – Understanding a text by identifying the audience for and purpose of the writing.Year 4 - Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Year 4 - Draft and write by: in narratives, creating settings, characters and plot.Year 4 - Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Year 4 - Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.

you? What emotions would you be feeling? Fab word posters, use of images and visuals to provoke a response.

Children to look at the features of diaries – give the children the chance to read and experience different diaries. Then progress into a series of SPAG sessions looking at personal insight, past tense, level of formality and the intended audience.

Children to then plan, draft, edit and write as if they have spent a night in Whitby or on the Alma shop. Self-assess using checklist.Teachers need to decide on the purpose of the letters: to inform, persuade etc.

Children to have the opportunity to explore different letters that have been written for different purposes and with different audiences – get the children to decide

Imagery Poetry

Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5 – Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.Year 5 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 5 – Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 5 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 5 – Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 5 – Draft and write by: in narratives, describing settings, characters and atmosphere.Year 5 - Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Year 5 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 6 – Evaluate by: assessing the effectiveness of others writing and finding features justifying their choicesYear 6 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 6 - Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 6 – Understanding a text by identifying the audience for and purpose of the writing and selecting the appropriate form.Year 6 - Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Year 6 - Draft and write by: in narratives, describing settings, characters and atmosphere.Year 6 - Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.

what they have been written and why.

Children to then look at the structures of letters both content and also stylistically.

Children to then plan, draft, edit and write their letter based on the outcome decided at the start of the letter block.

Children to then self/peer assess their letters.

These sessions can be based using the poem

Year 6 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 4Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and readingDevelop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Year 5Use dictionaries to check the spelling and meaning of words.Use a thesaurus.Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

by Edgar Allen Poe – the Raven – the children are going to find this tricky and I would spend a lot of the first week at the language that he has used and the images that the different verses give us.

Use the poem as a tool to revisit the different poetical features that you want them to use e.g. similes, metaphors, personification, onomatopoeia etc.

There are videos of the poem that you can use with the children too.

Give the children different verses that they have to analyse and find features.

Children to then plan and draft a spooky poem – give the children lots of visuals that they can pull ideas from e.g. the graveyard, the church, the deserted house. Encourage the children to think pf

Proof-read for spelling and punctuation errors.Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Year 6Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.Pupils will identify the features of poems and rhymes independently.Pupil will be able to plan/create a more complex poem with limited support (Encouraging independence and learning confidence).Gain, maintain and monitor the interest of the listener, selecting and using appropriate registers for effective communication.Evaluate and edit by: assessing the effectiveness of their own and others' performances.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

and use the different poetical features.Children then edit and present their poems linked to their chosen images.

Term: Spring 1 Theme: Walk like an EgyptianContent ARE objectives. Activities Useful

ResourcesMyths and Legends

Year 4 – Evaluate by: assessing the effectiveness of others writing and finding features.plan their writing by: discussing and recording ideas.Draft and write by: in narratives, creating settings, characters and plotEvaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentencesEvaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5 – Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices.

Have some fun with this – link to a basic myth format where the hero has to find something and face a mythical beast but give the myth an Egyptian spin – the hero becomes an Egyptian god/goddess, the beast that they have to face will have the features of a desert creature and then have to find something linked to the Egyptians – a sarcophagus, a statue etc.

Reading comprehensions.Give the children a

Recounts

Draft and write by: in narratives, describing settings, characters and atmosphere Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action, Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.

Year 6 – Evaluate by: assessing the effectiveness of others writing and finding features justifying their choicesYr. 6 - Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.Yr. 6 - Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Yr. 6 - Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action, Yr. 6 - Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Year 6 - Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.

Year 4 – Retrieve and record information from non-fiction.Evaluate by: assessing the effectiveness of others writing and finding features.

selection of myths/ legends where the children find examples of the key features.

SPAG sessions linked to writing descriptively e.g. personal insight, past tense, adding detail and colour, use of up-levelled vocabulary etc.Use visuals (pictures, video clips, sound clips etc.) to stimulate ideas and feelings and give the children a basis for their own writing.

Children to create their own heroes and complete character profiles compiling a back story for the hero.Children to think about the setting and how this will influence their choices.Children to create their own mythological beasts.

Children to plan using a story map where the children can plot out the course of their story – use the 5 parts of a story basis so that the children are clear that each section of their map is a separate part of their myth,

Children to then plan, draft, edit and publish their work before they evaluate their own and/ or others work.

Mummification – children to mummify something that they can

Narrative poems (the Jabberwocky)

Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Plan their writing by: discussing and recording ideas.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5 – Retrieve, record and present information from non-fictionEvaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices. Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently

Year 6 – Retrieve, record and present information from non-fiction Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries

then recount. Ensure that the children take photos of different stages so that they can use these later in the sessions

Look at how recounts are set out and at the linguistic features that they have too.

Focus on the chronological understanding that the children need to use- children to then map out their recount using the photos that they took during the mummification task – this then becomes their recount plan that they can follow.

Children can then add in their personal insight – how they felt, what things smelt like etc.

Children to then draft, edit and then present their recount – get them to use the photos in their finalised product.

between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 4Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and readingDevelop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Year 5Use dictionaries to check the spelling and meaning of words.Use a thesaurus.Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Proof-read for spelling and punctuation errors.Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

These sessions can be based using the poem The Jabberwocky by Lewis Caroll– the children are going to find this tricky and I would spend a lot of the first week at the language that he has used and the images that the different verses give us. Its fun to try and translate the poem into language adding different words.

Use the poem as a tool to revisit the different poetical features that you want them to use e.g. similes, metaphors, personification, onomatopoeia etc.

There are videos of the poem that you can use with the children too.

The children can then have a go at planning their poem based on their heroes defeating their beasts (linked to the myths and legends work that they have done previously)

Year 6Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.Pupils will identify the features of poems and rhymes independently.Pupil will be able to plan/create a more complex poem with limited support (Encouraging independence and learning confidence).Gain, maintain and monitor the interest of the listener, selecting and using appropriate registers for effective communication.Evaluate and edit by: assessing the effectiveness of their own and others' performances.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

Children to then draft, edit and then present their own narrative poems

Term: Spring 2 Theme: Crime and PunishmentContent ARE objectives. Activities Useful

ResourcesMaking notes

Year 4Evaluate by: assessing the effectiveness of others writing and finding features.Plan their writing by: discussing and recording ideas.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions,

Look at the skill of making notes, what are important when we are making notes? Who are the notes for?

Give the children some notes – can they then put them into full sentences?

NewspapersStories

adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices. Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently

Year 6Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: assessing the effectiveness of their own and others' writing.concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 4 Retrieve and record information from non –fiction - newspapers.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].

How did they find this? Why? Have they all come up with the same sentences?

Practice making notes by talking to each other, watching something from the IWB or from something that the teacher has read to you – read back the notes – have they got all the important notes?

Give the children a famous criminal – can they research them and make notes and then feedback this information to the rest of the class?

These notes could then be written up if desired.

A crime needs to be committed in the classroom for the children to then write about on their front pages.

Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5Retrieve, record and present information from non – fiction - newspapersDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently

Year 6Retrieve, record and present information from non-fiction - newspapersDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given

Look at the features of newspapers – what do they have, what are included – allow the children to have the opportunity to read and look at the newspapers as they don’t often get to do this.

Then focus on a front page article and look at the different features that they need to include.

Eye witnesses – children to think of questions that they need to ask to find out more information – this then leads into the interviewing of different members of staff that could have been involved.

Children to then plan, draft, edit and then publish their front page articles – use the computers for this so that they look official.

choices and deciding whether or not to join specific letters.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Children to then peer assess each other’s work.

Term: Summer 1 Theme: MetamorphosisContent ARE objectives. Activities Useful

ResourcesPoetry Year 4

Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the down strokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Plan their writing by: discussing and recording ideas.Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.Proof-read for spelling and punctuation errors.Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and readingDevelop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Year 5Use dictionaries to check the spelling and meaning of words.Use a thesaurus.Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Write legibly, fluently and with increasing speed by: choosing the writing implement that is best

These can be shape poems where the children have to use their poems to describe a creature that goes through a metamorphic change – butterfly, frogs, dragonflies etc.

Once the children have decided on their insect they can create a word bank of vocabulary that they want to use.

Each line could then describe the process that the animals takes through their metamorphic process.

Biographies

suited for a task.Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.Proof-read for spelling and punctuation errors.Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Year 6Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.Pupils will identify the features of poems and rhymes independently.Pupil will be able to plan/create a more complex poem with limited support (Encouraging independence and learning confidence).Gain, maintain and monitor the interest of the listener, selecting and using appropriate registers for effective communication.Evaluate and edit by: assessing the effectiveness of their own and others' performances.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

Year 4 Retrieve and record information from non –fiction - biographies.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate pronouns in sentences.Increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that

Children to plan, draft, edit and the present. Children to then self or peer assess their finished piece of work.

Children to understand what a biography is – the children need to understand that this is the life story of someone else.

NCR

the down strokes are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5Retrieve, record and present information from non – fiction - biographiesDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently

Year 6Retrieve, record and present information from non-fiction - biographiesDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].Write legibly, fluently and with increasing speed by:choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.Evaluate and edit by: assessing the effectiveness of their own and others' writing. Develop their

Read lots of different biographies and look at how they are presented, what information they include, what linguistic features that they include and also who the intended audience is.

Children to then choose a famous scientist or naturalist to research – Darwin, Attenborough, Irwin etc.

Children to use the internet to find out information about these people and to put them into the paragraphs with sub-headings.

Children to then plan, draft, edit and then present their biography.

understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 4Evaluate by: assessing the effectiveness of others writing and finding features.Plan their writing by: discussing and recording ideas.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices. Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently

Year 6Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Plan their writing by: noting and developing initial ideas, drawing on reading and research where

Link this to animals and creatures as I think that this will really hook the children.

Show the children different NCR and look at what they all have in common with each other.

SPAG sessions linked to the grammatical and linguistic features that they will need to include in their NCR.

Children to then plan their NCR thinking about the different aspects of their animal that they are going to include.

Children to then use notes, the Internet and also books in order to find information that matches the headings in their planners

Children to then draft, edit and present their

necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: assessing the effectiveness of their own and others' writing.concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

NCR. Children to then peer or self-assess their work.

Term: Summer 2 Theme: Create…let’s get moving Content ARE objectives. Activities Useful

ResourcesFilm narratives

Year 4 Retrieve and record information from fiction.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Composing and rehearsing sentences orally progressively building a varied and rich vocabularyPlan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5 Retrieve, record and present information from fictionDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: in narratives, describing settings and atmosphere.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using relative clauses

https://www.teachingideas.co.uk/video/Soar The title of this film is 'Soar'. Can you think of synonyms for this word? Would any of them make a better film title in your opinion?Look at the first frame of the animation. Predict what you think may happen in the rest of the film.

Retell the story from the point of view of Mara (the girl) or Lucas (the pilot).

Pause the video at different points (e.g. 0:15, 0:28, 0:50, 1:15, 1:44, 2:29, 3:51, 4:35) and think of some speech / thought bubbles for the characters.

Pause the video when the small bag lands on the table. Write an alternative ending from this point. What is in the bag? Who does it belong to? 

OR the children can write a 'flashback' scene for this film that tells us more about Lucas and his life

Explanation texts

beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.

Year 6 Retrieve, record and present information from fictionDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Develop their understanding of the concepts set out in English Appendix 2 by: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.Develop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.

Year 4Evaluate by: assessing the effectiveness of others writing and finding features.Plan their writing by: discussing and recording ideas.Draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings].Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.Indicate grammatical and other features by: using and punctuating direct speech.

Year 5Evaluate by: assessing the effectiveness of others writing and finding features justifying some of their choices. Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including

For whichever choice made the genre will need to be modelled and explored before the children can have a go at writing using the normal process of drafting, editing and then presenting.

Discuss with the children that they are going to be creating an explanation text based on something that moves. Allow the children to think about the features within an explanation text, how they are presented and the intended audience for these types of writing.

Give the children a brief that they are going to create an explanation text that teaches others how a plane works or other flying machines work.

Children to choose one flying machine and research how it works.

Children to map out their findings so that they can create an explanation

Play scripts

subjunctive forms.Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing.Indicate grammatical and other features by: using hyphens to avoid ambiguity.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently

Year 6Evaluate by: assessing the effectiveness of others writing and finding features justifying their choices.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: assessing the effectiveness of their own and others' writing.concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.Indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis.Indicate grammatical and other features by: using semi-colons, colons or dashes to mark boundaries between independent clauses.Indicate grammatical and other features by: using a colon to introduce a list.Indicate grammatical and other features by: punctuating bullet points consistently.

Year 4 Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communicationRetrieve and record information from play scriptsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 3 and 4 in English Appendix 2.Composing and rehearsing sentences orally progressively building a varied and rich vocabularyPlan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.Draft and write by: composing and rehearsing sentences orally progressively building a varied and rich vocabulary and an increasing range of sentence structures.Evaluate and edit by: assessing the effectiveness of their own and others writing and suggesting improvements.Develop their understanding of the concepts set out in English Appendix 2 by: extending

text complete with diagrams, images and technical words.

Children to then draft, edit and present their explanation texts using a range of images and diagrams to add to the full effect.

Children to then either self or peer assess.

Recap with the children play scripts – they all will have done this at some point but they will need refreshing.

Go through play scripts with the children – give them chance to play with them – looking at performing them, using different voices and getting into characters etc.

Then look at the linguistic and stylistic features – setting out the words, adding stage and voice directions etc.

Children to then work in groups to create their own play script – this could be linked to the film narrative Soar where the children can turn the film into a play giving it an alternative ending.

Children to think about the plot and the language choices that they are going to need to make and then add in the direction using the presentational features.

Once drafted, edited and presented –the children can then perform with in front of the class or it can be recorded on the iPad, the peers can then assess

the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.Develop their understanding of the concepts set out in English Appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Develop their understanding of the concepts set out in English Appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause.

Year 5 Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communication.Retrieve, record and present information from play scriptsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: in narratives, describing settings and atmosphere.Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely.

Year 6 Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.Speak audibly and fluently with an increasing command of Standard English.Participate in discussions, presentations, performances, role play, improvisations and debates.Gain, maintain and monitor the interest of the listener(s).Select and use appropriate registers for effective communicationRetrieve, record and present information from play scriptsDevelop their understanding of the concepts set out in English Appendix 2 by: learning the grammar for years 5 and 6 in English Appendix 2.Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary.Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

the different plays.

Evaluate and edit by: assessing the effectiveness of their own and others' writing.Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause.Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely