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Meadowdale Primary School



English is at the very heart of our curriculum; not only do the children have daily English lessons but they consolidate their skills across the whole curriculum. English is taught throughout the day in Foundation Stage and in Years 1 to 6 there is a dedicated lesson. Throughout the school, children develop their skills in spoken language, reading and writing.

Spoken Language:

Children are encouraged to listen attentively and respond to stories, poems and plays. They have many opportunities to discuss, explain and describes situations whilst taking in consideration points of view of others. They learn to use language in imaginative ways and to express their ideas and feelings through drama and through reciting poems and stories. We aim for all children to become confident and articulate speakers.



Our pupils acquire the necessary skills, knowledge and attitudes required for them to become fluent and confident readers. This enables them to read across a range of genres with a depth of understanding and to access learning across the whole curriculum.

  • Our engaging and challenging curriculum has been designed to ensure that children make excellent progress in all aspects of reading and is based upon the following principles:
  • A structured approach to the teaching of phonics in EYFS and Key Stage 1 is embedded using the Sounds Write programme.
  • Early reading books are phonically decodable at the appropriate level for each child. Independent reading books are organised so that teachers can closely match pupil’s books to their level of attainment.
  • All teaching of reading supports the development of children’s skills in word reading and comprehension with fluency acting as the critical bridge between the two.
  • Our carefully considered approach to reading closely relates to the EEF Literacy Guidance reports. ‘Reading bugs’ provide a framework for the teaching and learning of comprehension skills.
  • A structured approach to reading interventions across the school for lower attaining pupils uses echo reading to support the development of fluency.
  • Reading for pleasure pedagogies such as daily reading aloud and book discussions about high quality texts are embedded across the school.





At Meadowdale, we provide a rich, engaging English curriculum to develop confident writers. They write clearly, accurately and coherently in and for a range of contexts, purposes and audiences. We create confident writers who write with increasing stamina. Links are made across the curriculum to ensure that English learning is relevant and meaningful. 

  • Explicit links are made between reading and writing.
  • Grammar is embedded into the early parts of the teaching sequence in order for children to be able to choose grammatical structures to fit the style and purpose of writing.
  • We follow a structured approach to the teaching of handwriting through the Nelson Handwriting scheme. 
  • This progresses from the formation of single letters to developing a joined handwriting style. 
  • In Key Stage 1 the Soundswrite programme supports children in their development towards accurate age appropriate spelling. 


Quality stimulus inc class novels

-Consistent use of capital letters, full stops, question marks and exclamation marks.

-Word classes and how suffixes and pre-fixes change meaning


-Modal verbs

-Commas to mark clauses.



-Write by précising longer passages (summarizing)

-Paragraphs to organise ideas.

-Use adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision

-Varied sentence lengths for effect

-Varied sentence starts

Curriculum Overview:


Units of Work


-Narrative: Retelling a Greek myth and creating own Greek myth - setting, character and atmosphere  description



-Setting, character and atmosphere description

-Formal Letter of application

-Motivational writing


-Information text

-Newspaper report


-Balanced argument


-Advertising a product

-Explanation text

-Narrative: action scene with character, action and dialogue

-Journal writing

-Narrative: Short story writing - setting, character and atmosphere description

-Persuasive letter

-Non-chronological report


Grammar, Punctuation and Composition

New learning in Year 6:

·       Passive and active voice

·       Semi colon in lists

·       Semi colon to separate independent clauses

·       Colon to introduce a list

·       Colon to separate independent clauses

·       Parenthesis – use of brackets, dashes and commas

·       Hyphens to avoid ambiguity

·       Understand that noun or adjectives can be changed into verbs by using suffixes

·       Use increasingly wide range of devices for cohesion within and across paragraphs

·       Write by précising longer passages

·       Edit for subject verb agreement, consistent and correct use of tenses distinguishing between language of speech and writing

Grammar, vocabulary and punctuation

Grammar, vocabulary and punctuation

-Inverted commas and associated punctuation

-Apostrophes for omission and possession

-Use verb tenses consistently and correctly throughout writing



-Create atmosphere through effective use of expanded noun phrases

-Varied sentence starts

-Paragraphs to organise ideas

-Understanding formal/informal language

-using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision

-Direct and indirect speech

-Structuring non-fiction writing

-Structured editing






Grammar, vocabulary and punctuation

-co-ordinating conjunctions

-Subordinating conjunctions

-Cohesive devices

-Parenthesis (dashes/brackets/commas)

-Semi-colons in lists and to separate clauses

-Varied clause structures



-Identify audience, purpose and appropriate form for writing

-Planning skills





Grammar, vocabulary and punctuation

-Subjunctive mood

-Causal conjunctions

-Active/passive voice

-Modal verbs

-Inverted commas and associated punctuation

-consistent and correct use of tenses

-Semi colon in lists

-Semi colon to separate independent clauses

-Colon to introduce a list

-Parenthesis (brackets, dashes and commas)

-Hyphens to avoid ambiguity

-Understand that noun or adjectives can be changed into verbs by using suffixes


-Inverted commas and associated punctuation

-Clause structure



-Identify audience, purpose and appropriate form for writing

-Expanded noun phrases, adverbial and preposition phrases for precision, detail and qualification

-Use dialogue to convey character and advance action

Grammar, vocabulary and punctuation

-Use co-ordinating and subordinating conjunctions (WTS)

-Use passive and modal verbs mostly appropriately (EXS)

-Use semi colons mostly correctly (EXS)

-Use semi colons and colons to mark the boundary between independent clauses (GD)



-Identify audience, purpose and appropriate form for writing (EXS)

-Vocabulary and grammatical structures that reflect the level of formality required (EXS)

-Use a range of cohesive devices, including adverbials, within and across sentences and paragraphs (EXS)

-Use paragraphs to organise ideas (WTS)

-Use adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision (EXS)

-Create atmosphere and integrate dialogue to convey character and advance action (EXS)

-Use a wide range of clause structures, sometimes varying their position within the sentence (EXS)

-in non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points) (WTS)

Spelling and Vocabulary

Statutory spellings

–cious or –tious


-cial or -tial








Word lists

Y5 words:

accommodate, accompany, according, achieve, aggressive, amateur, ancient apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery.

Y6 words

soldier, stomach, sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht


Vocabulary focus

tributes; maze; labyrinth; minotaur; savage; slay; harbour; puny; jeered; feeble; goading; taunting; bellowed; possessed; unfurled; haste; headland; citizens; tyrant.

Statutory spellings

–able and –ible

–ably and –ibly


Adding suffixes beginning with vowel letters to words ending in –fer


Word lists

Y5 words:

committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, equipped, equipment, especially, exaggerate, excellent, existence.


Vocabulary focus

expedition; fraught; peril; endurance;  unimaginable;

exploration; sponsors; candidates; secure; practical; straits; robust; sturdy; insubordination; laborious; beset;  conserve; floe; growlers; gallant; morale; treacherous;

hazardous; refuge; impenetrable; grueling.


Statutory spellings

Hyphens to join a prefix to a root word


Words with the ei after c




Word lists

Y5 words:

explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate, immediately, individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance,



Vocabulary focus

voyage; creationism;

fundamentalism; evolution

theory; naturalist; botanist

clergyman; geologist

adaptation; traits;






Statutory spellings

Silent letters




Word lists

Y5 words:

occur, opportunity, parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere, sincerely.


Vocabulary focus

espionage; clandestine; compromised; counterintelligence; covert; infiltrate; mole; sanitize.


Vocabulary focus

ecosystem; biome; tropical; poverty; gentrification; sanitation.


Handwriting Produce legible, joined handwriting Maintain legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

Quality Stimulus

Including books

Percy Jackson film extracts

Myths and Legends website

Horrible Histories

Atticus the Storyteller: 100 Greek Myths-Lucy Coates

Who Let the Gods Out-Maz Evans

Animated film – 23 degrees, 5 minutes

Survival – The Shackleton Story

Shackleton’s Journey-William Grill

Trapped by the Ice-Michael McCurdy

Clockwork-Philip Pullman

The Listeners-Walter de la Mare

What Mr Darwin Saw, ( Mick Manning)

Film: Darwin’s Delights – Theory of Evolution

Film: Stormbreaker

Animated film: Wallace and Gromit Cracking Contraptions

Until I met Dudley-Roger McGough

Stormbreaker (Antony Horowitz)

Way Home (Libby Haythorn)

Animated film: Francis Brandywine



Refugees-Bill Bilston

Mid-term Break-Seamus Heaney

Poem-Simon Armitage

The Loner-Julie Holder

No Breathing in Class-Michael Rosen

Not Waving but Drowning-Stevie Smith




Units of Work 




Space Poetry  


Descriptive writing   

Persuasive writing

Morris Lessmore  

Narrative Poetry  

Tuesday – Story writing  

Performance Poetry  

Formal letter writing   


Classic Literature-Charlie and the chocolate factory   

Descriptive writing   

Persuasive writing and letter  


Story Writing (Book week)  



Explanation text   

Recount – diary/first person perspective   

Stories from other cultures – The birthday Boy  

Descriptive writing  

Internal monologues  

Newspaper report   



Non-chronological reports  

Descriptive Writing  

Story Writing  

Recount – diary/first person perspective    


Writing Composition  Across the year, pupils will plan, draft, write, evaluate and edit their own writing across a range of genres (fiction, non-fiction and poetry). They will adapt sentence construction to different text types, purposes and readers. They will proof-read work for spelling and punctuation errors. They will also perform their own compositions. 
Grammar and Punctuation 

Figurative language - similes, metaphors, alliteration,

 onomatopoeia , 


Formal writing  

Expanded noun phrases  

Relative clauses  

Speech punctuation   

Conveying character through dialogue   

Fronted adverbials   

Formal language   


Modal verbs  


Conveying character through dialogue   

Identifying audience and using appropriate form and structure   

Linking ideas across paragraphs using adverbial phrases  


Causal conjunctions  


Devices to build cohesion within a paragraph 

 Linking ideas across paragraphs using adverbial phrases  

Relative pronouns  

Expanded noun phrases  

Relative clauses  

Fronted adverbials   




Relative clauses  

Speech punctuation  

Expanded noun phrases  

Fronted adverbials  





Spelling and Vocabulary 

Autumn Term 


Spelling Patterns 


cious tious 

tial and cial endings 

i before e rule  



advice, advise    device, devise  

licence, license    practice, practise  

prophecy, prophesy 

farther, further, father          guessedguest 

heard, herd                             led, lead  

morning, mourning               past, passed 



ous suffix: disastrous, marvellous, mischievous 

I spelled le: available, vegetable, vehicle, muscle 

tion suffix: competition, explanation, profession, pronunciation 

i before ee: achieve, convenience, mischievous 

s spelled c before e, I and y: cemetery, conscience, conscious, criticise, excellent, existence, hindrance,  


necessary, prejudice, sacrifice 

amateur, average, awkward, bargain, controversy, curiosity, develop, forty, guarantee, harass, hindrance, identity, individual, interfere, interrupt, language, leisure, lightning 


Spring Term 


Spelling Patterns 

Words ending with: ant, ance, ancy, ent, ence, ency 

Suffixes beginning with vowels to words ending fer: referring, referred, referral 



precede, proceed      principal, principle  

profit, prophet          stationary, stationery 

steal, steel                   wary, weary  

who’s, whose               aisle, isle  

aloud, allowed            affect, effect 



Words with unstressed vowels: accommodate 

bruise, category, cemetery, definite, desperate, dictionary, embarrass, environment, exaggerate, marvellous, nuisance, parliament, privilege, secretary, vegetable 

Short i spelled y: physical, symbol, system 

Words with prefixes and suffixes: according, attached, criticise, determined, equipment, equipped, especially, frequently, immediate, immediately, necessary, unnecessary, sincere, sincerely 


muscle, neighbour, persuade, programme, queue, recognise, relevant, restaurant, rhyme, rhythm, shoulder, signature, stomach, temperature, twelfth, vegetable, vehicle, yacht 

Summer Term 


Spelling Patterns 

Ible able 

Ably ibly 

Use of hyphen: co-, re- 

Suffixes beginning with vowels to words ending fer: reference, referee 

Long ee spelled ei eg perceive 



altar, alter,              ascent, assent,  

bridal, bridle,            cereal, serial    

compliment, complement 



Words with double consonants: accommodate, accompany, according, aggressive, apparent, appreciate, attached, committee, communicate, correspond, immediate, occupy, occur, opportunity, recommend, suggest 

Adjacent ie: soldier, sufficient, variety, ancient 

No adjacent ie: foreign 

Handwriting  In Year 5, children continue to learn how to join letters and develop fluency in their handwriting. They practice break letters (letters that do not join) and consolidate consistency in letter formation and sizes.  

Quality Stimulus 

Including books 

Bob the Man on the Moon  


Space Poems  

Neil Armstrong Biography   

National Space Centre 

The Fantastic Flying Books of Morris Lessmore  


Journey to the River Sea  


Children’s Novel Extracts   

Charlie and the Chocolate Factory  

(novel and film)  

Educational Video Clips  


The Sad Night   

Educational Video Clips  

Literacy Shed – The Birthday Boy, The Lighthouse  

The Fox and the Ghost King  

The children’s Book of Richard III  

Richard III: A Shakespeare Story.   

The Red Prince  

British Values  

Richard III Visitor Centre  

Knight’s workshop  

Archaeological dig   



Units of Work 


Diary writing 

Character descriptions 

Letter writing 

Own version of Stone Age Boy 



Setting descriptions 

Non-chronological reports 


Character descriptions  

Punctuating speech 

Persuasive writing 

Letter writing  

Venice – tourist guides 

Own version – Escape from Pompeii 

Firework poetry 

Shakespearean language 


Diary writing 

Oracy – retelling myths 

Own retelling of Roman myth 

Features of a newspaper 

Newspaper writing 

Mystery story 


Descriptive writing – describing setting , character and building tension  

Descriptive writing 

Non-fiction fact files. 


Grammar and punctuation In Year 4, children will need to know how to use and punctuate direct speech accurately. They will use commas to mark adverbs and adverbial phrases at the beginning of sentences/ They will use apostrophes correctly consistently. They will use pronouns effectively. They will understand the difference between standard English and local spoken English. 
Writing using expanded nouns and fronted adverbials. Developing use of paragraphs. 

Improving sentence starts and sentence structures. 

Improving use of adjectives, adverbs and introducing rules of 

speech punctuation 


Persuasive techniques 

Subordinating conjunctions and improving sentences 

Sentence structures and sentences starts including fronted adverbials 

Apostrophes – possessive plural and singular and for omission 



Use of adjectives and expanded noun phrases for effect. 
Spelling and Vocabulary 

Tier 2 vocabulary 

accomplish,  acquire,  adaptation, administrate,  affect,  approached, automatically,  circumstance,  comment, commission, communicate,  concluding, conduct,  confirm,  contribute, convince,  critical,  demonstrate, deposit,  distribute,  document, economy,  effective,  element, eliminate,    
ensure, entire, equate, essential, evaluate 

Word study  

tion, sion, ssion, cian  

rain, rein, reign, whose, who’s, weather, whether 

ation, sion 

where, wear, where, were 

Spelling words 

 tion and sion suffixes: mention, occasion, position, possession, question, 

s spellled c before e, i and y: bicycle, centre, century, certain, circle, decide, exercise, experience, medicine, notice, recent  

Tier 2 vocabulary  

Evidence,  flexibility,  formula, fortunate, impact, indicate, instance, institute, interact, interpret, maximum, minimum, normal, objective,  obtain, obvious,  outcome, parallel, participate,  perceive, percent, principal, prior, professional, project, proportion,  rarely, register, regulate,  rely 

Word study 

Words ending with -ous  

plain, plane       seen, scene 

More prefixes: inter, anti, auto, super  

weight, wait, eight, ate 

Spelling words 

ous endings: famous, various  

other words: answer, build, calendar, complete, consider, continue 

early, earth, experiment, group, guard, forward, forwards, fruit, heard, heart, history, imagine, important, increase, island 


Tier 2 vocabulary 

reside,  resolve, resource, restrict,  retain,  role, route, scarce, scheme, sector,  secure,  series, shift,  site, specific, strategy, statistic, subsequent, sufficient, survey,  technical, technique, technology,  temporary, theory, typical,  undertake, usually,  valid,  variety 

Word study 

Long I spelled y in initial and medial positions of word. More prefixes: inter, re, ir, im 

K spelled ch  S spelled ch G spelled gue K spelled que 

Spelling words 

learn, length, material, minute, natural, often, particular, peculiar, perhaps, popular, potatoes, promise, purpose 

quarter, regular, remember, sentence, special, straight, strange, strength, surprise, therefore, woman, women 


  Handwriting  The focus in Year 4 is on consistency of letter joins, letter height, size and spacing. There is also a focus on writing styles for different purposes.  
Quality Stimulus inc class novels

Cave Baby

The First Drawing

Stone Age Boy

How to wash a woolly mammoth

Ug: Boy Genius

The Croods

Oi Caveboy

Various non-fiction Stone Age books and poems

Stig of the Dump

Early Man

Marshmallows – literacy shed film

Various non-fiction Stone Age books

For the Birds

Gabriella’s song


Escape to Pompeii

I survived the destruction of Pompeii

Vesuvius video

Firework Maker’s Daughter

Various non-fiction volcano books

Thieves of Ostia


Romulus and Remus

Various non-fiction Roman books

Thieves of Ostia cont..

The Dream Giver or similar literacy shed film

The Girl’s Like Spaghetti

Extracts from Demon Dentist

Various non-fiction books and poems based on teeth and digestion system



Wolves in the Wall

The Thief Lord

Various wolf non-fiction texts and wolf poetry.


Units of Work 


Descriptive writing from pictures using expanded noun phrases  


Rewrite part of ‘Flat Stanley’ using adverbs.  


NF: text map and report about how fossils are formed  


NF: biography – Mary Anning  


Poetry: nonsense poetry, rhyme, repetition and performance   

Narrative from animation ‘The Egyptian Pyramids’  


NF: Chronological report of the discovery of Tutankhamun’s tomb  


NF: Create a non-chron report about ancient Egypt  


Story based on animation using PSHE anti-bullying message  


Poetry: kennings, alliteration, repetition and performance 


Story including direct speech using Traction Man  


NF: using prepositions  


Instruction writing for bread making  

Adventure story (linked to history)  


NF: Chronological report on the discovery at Sutton Hoo.  


Persuasive writing based on the Vikings.  


‘The Flower Man’: develop settings and character descriptions,   

subordinating conjunctions,   



Write a story of ‘Pingu’s Popcorn’ using speech punctuation.  


NF: science booklet on plants using features of non-fiction texts.  


NF: Questions about the development of Market Harborough and letters to organisations.  


‘The Window’:  comparing development,   

describing a scene using expanded noun phrases and adverbial phrases.  


NF: Market Harborough in the past, present and future, using correct tenses.  


Grammar and punctuation In Year Three, children will need to know how to make their writing link together well by using a range of conjunctions and prepositions. They will use adverbs to show time, place and manner (how something happens). They will understand how to use apostrophes for different purposes and how to organise their work well into paragraphs and sections.

Expanded noun phrases 


Coordinating conjunctions 


Commas in lists 


5 part story 

Headings and sub-headings, bullet points, topic sentences 

Subordinating conjunctions and subordinate clauses 

5 part story 

Speech punctuation ‘inverted commas’ 


Determiner a or an 

Imperative verbs  




Speech verbs 


Headings and sub-headings, introduction and personal response 

Pattern of 3 for persuasion 

Boastful language 

Subordinating conjunctions 

Headings and sub-headings, technical vocabulary, glossary 

Speech punctuation 

Tenses including the present perfect 

Use of comma after a fronted adverbial 

Spelling and Vocabulary 

Word study  

Apostrophe for omission 

Possessive apostrophe singular words 


here, hear 

heel, heal, he’ll 

Spelling words  

ee spelled u: busy, business 

split digraphs: arrive, decide, describe, extreme, guide, surprise 

Tier 2 words 

continent, coast, region, source, climate, process, compare, similar, contrast, additional, appropriate, nervous 

Word study 

Possessive apostrophe singular and plural words 

not, knot  

male, mail 

medal, meddle  

Spelling words 

words with unstressed vowels: different, favourite, February, interest, library, ordinary, separate 

Tier 2 words 

attract, summary, sequence, restore, concept, consequent, infer, derive, evident, relevant, example, expect, export 

Word study 

Ly suffix  

accept, except      

affect, effect 

ball, bawl       

berry, bury 

Sure and ture word endings (as in measure, creature) 

Spelling words 

n spelled kn: knowledge, knowledgeable 

~ly and ~ally suffix: accidentally, actually, occasionally, probably 

Tier 2 words 

culture, treasure, consume, analyse, constitute, factor, crucial, promote, necessity, volunteer, labour  

Word study 

u spelled ou (young, double) 

Prefixes: un~, dis~, mis~, in~, il~ 

break, brake       

fair, fare 

great, grate        

groan, grown 

Spelling words 

words with prefixes: disappear, disbelieve, rebuild, reposition 

the same words without prefixes: appear, believe, build, position 

Tier 2 words 

opinionated, amaze, confirm, occur, assist, flexible, professional, publish, record, conclusion 

Word study 

ay spelled ei eigh ey 

Suffixes beginning with vowels added to multi syllable words: ~en, ~ing, ~er,  ~ed, ~ation 

Spelling words 

ay spelled ei: eight, eighth, reign, weight 

igh spelled ei: height 

Tier 2 words 

appreciate, visible, visual, context, establish, distinct, detect, vary, range, insist, credit, finance, income, classify 




Word study 

More prefixes: pre, sub               

main, mane        

meat, meet 

missed, mist        

piece, peace 

Spelling words 

words with double consonants: address, appear, arrive, different, difficult, disappear, grammar, occasion, opposite, pressure, suppose 

Tier 2 words 

suppose, aspect, benefit, develop, endangered, complex, construct, agreeable, noticeable, transform, issue, potential, policy, request 


The focus in Year 3 is on  

·       using the diagonal and horizontal strokes that are needed to join letters and understanding which letters, when adjacent to one another, are best left unjoined 

increasing the legibility, consistency and quality of their handwriting  


Quality Stimulus 

Including books 

NF Monster Stones: The Story of a Dinosaur Fossil – Jacqui Bailey  


Fantastically Great Women Who Changed the World – Kate Pankhurst   


Poetry – Please Mrs Butler - Allan Ahlberg, Walking with my Iguana - Brian Moses, Down behind the dustbin - Michael Rosen, On the Ning Nang Nong - Spike Milligan, Limericks - Edward Lear 


Class reading   

Flat Stanley and Flat Stanley’s Egyptian Adventure – Jeff Brown  

NF The Search for Tutankhamun – Jane Shuter  


Video clips from BBC of life in Ancient Egypt  


Animation ‘The Egyptian pyramids'  


Sprout Boy advert  



The Night Before Christmas 



Class reading   

Diary of a Killer Cat  

and Bill’s New Frock – Anne Fine  


Visit to New Walk Museum  

NF The Anglo-Saxons   


Traction Man is Here – Mini Grey  


Poetry: Mum – Polly Peters, Kingfisher from ‘The Lost Words’ – Robert Macfarlane, The Door – Miroslav Holub,  

Boneyard Rap – Wes Magee  




Class reading  

The Sleeping Sword – Michael Morpurgo  



Anglo-Saxon experience day  

NF Viking - P. Steele  

A Viking Longship   


Beowulf – Michael Morpurgo, Kevin Crossley Holland, Brain Patten  


The Bayeux Tapestry   


Poetry/song Rule Britannia and the National anthem  





Class reading  

How to Train Your Dragon – Cressida Cowell  



NF How Plants Grow - A. Royston   


The Flower Man – Mark Ludy  

The Promise – Nicola Davies  

Pingu (film)  



Emily Dickinson -  

Bee! I’m Expecting You, Hurt no living thing, How soft a caterpillar steps.  



Class reading    

A Necklace of Raindrops – Joan Aiken  

Charlotte’s Web – EB White  


NF maps and atlases   


The Window – Jeannie Baker  



The Lost Words – Robert Macfarlane  









Class reading  

Iron Man – Ted Hughes  



MH Town Trail and visitors  


 Units of Work 


Character descriptions  

Four sentence types  

Setting descriptions 

Leaflets linked to the moon 

Autumn poetry 

Description writing about life in the trenches 

Diary entry from a soldier in the trenches 

Sequencing and retelling Buster’s Christmas 

Asking and answering questions about the Great Fire of London 

Imaginary recount about Toby from Toby and the Great Fire of London 

Non-chronological report 

Fact file 

Report writing following a science investigation 

Setting descriptions  

Character descriptions  


Non-chonological report 

Story writing 


Recount of our trip to Warwick Castle  

Persuasive writing  

Descriptions of castle defences and ways of attacking  

Diary entry  

Recipe for Mrs Twit 

Narrative relating to the effect the new medicine may have on Mrs Twit  


Science report writing  

Descriptions -design and describe a new land that could be at the top of the faraway tree  

Story writing  poetry


Grammar and punctuation In Year 2, children are developing simple sentences into more complex ones. They use expanded noun phrases to extend their descriptions and begin to explore more imaginative vocabulary. They use an increasing range of punctuation including possessive apostrophes, commas in a list, exclamation and question marks. As the year progresses, they begin to proof-read and edit their sentences to check that they make sense and are punctuated correctly as well as editing to improve their work. They expand on their writing by using conjunctions such as “but”, “so”, “if”, “when”, “because” and “and”. They read their writing aloud in a clear voice with appropriate intonation to make meaning clear.  

Story sequencing 

Writing sentences using expanded noun phrases 

Identifying and writing the four sentence types punctuating them correctly 

Using commas in a list  

Using past and present tense  


Writing sentences using expanded noun phrases and exploring vocabulary  

Using a variety of the four sentence types, correctly punctuated. 

Past and present tense 

Possessive apostrophes  

Story sequencing  

Writing and answering questions using question marks 

Writing with all 4 sentence types  

Using conjunctions to explain answers  

Edit to correct and improve  

Writing sentences using expanded noun phrases 

Instructional writing using imperative verbs and sequencing 

Using the four different sentence types effectively and correctly punctuated 

Edit to correct and improve 

Writing sentences using expanded noun phrases 

Imperative verbs  

Using conjunctions to elaborate 


Edit to correct and improve 

Writing a science report in the correct tense and using appropriate vocabulary 

Writing sentences using expanded noun phrases and descriptive vocabulary 

Planning the sequence in a story  

Edit to correct and improve 


Phonics, Spelling and Vocabulary 

Autumn Term 



More spellings for spellings /ae/, /ee/, /oe/  

New learning spelling <y> as in cry, yes, runny  





s spelt c  



Polysyllabic words  

Adding suffixes ed, ing, er and est  



Common exception words 

door, floor, poor, water, because, most, only, both, gold, cold, hold, told, find, mind, kind, behind, child, wild, climb, eye, half, after, fast, last, past, father, class, grass, pass, plant, path, bath, even, people, money, Christmas 


Vocabulary words of the week 




Spring Term 



Spelling <gh> (rough, ghost)  

Spelling /m/, /or/, /h/, /k/  

Le, el, al, il at the end of words  



Spelling polysyllabic words  

Suffixes: ful, ly, less, ness, ment  


Adding es as a plural to words ending in y  

Homophones: there, their, they’re, to, too, two,   

hear, here  


Common Exception Words

great, steak, break, move, prove, improve, beautiful, who, could, should, would, every, everybody, children, again, any, many, pretty, busy, whole 


Vocabulary words of the week 




Summer Term 



Spelling the sound /r/, /t/, /z/, /eer/  



Polysyllabic words 

Apostrophe for singular possession  

Homophones/near homophones  

Night/knight,  bare/bear,  quite/quiet, sun/son  

Consolidation of suffixes and contractions  


Common Exception Words

hour, clothes, sugar, sure, parents 


Vocabulary words of the week 



Children are taught to: 

·       form lower-case letters of the correct size relative to one another 

·       start using some of the diagonal and horizontal strokes needed to join letters and 

understand which letters, when adjacent to one another, are best left unjoined 

·       write capital letters and digits of the correct size, orientation and relationship to one 

another and to lower case letters 

use spacing between words that reflects the size of the letters. 

Quality Stimulus 

Including books 

How To Catch a Star,  

The Way Back Home  

Man on the Moon  


Autumn Poems  

Visit to the local park  


Where the Poppies Now Grow  

The Christmas Truce  

Photos of WW1  

Buster’s Christmas book and John Lewis advert  

Mog’s Christmas Calamity  


The Twits – class read  

Remembrance day  

Trip to the museum  

Toby and the Great Gire of London  


Various non-fiction texts about the Great Fire  


Samuel Peyps visit  


Meerkat Mail  

The Three Billy Goats Gruff  

The Wizard of Oz  

Monkey-see, Monkey do  

Lost and Found  

Here We Are  



The Pea and The Princess  


George’s Marvellous Medicine –class read and linked to science work  


Warwick Castle trip 

The Enchanted Wood – Enid Blyton  


The Tin Forest  


Year 1

 Units of Work 


Short narratives 

Recounts including diary writing 

Labelling pictures 


Short narratives (beginning of a story writing) 

Writing information sentences 


Rhyming Poetry 



Planning a narrative 


Non-fiction factsheets 

Retelling a story 

Persuasive writing 

Recounts about the trip to the market 




Story writing 

Diary extracts 

Poetry linked to the witches 


Grammar and punctuation In Year 1, children develop their understanding of sentence construction. They further develop understanding of capital letters, full stops, question marks and exclamation marks. They orally rehearse sentences then write them. As the year progresses, they learn to edit their sentences and check that they make sense and are punctuated correctly. They link clauses within sentences with the use of ‘and’ and ‘but’. They use some adjectives to describe objects, people and settings. They read their writing aloud in a clear voice. 

Writing a sentence-ensuring it makes sense and is punctuated accurately-capital letters and full stops 

Write a prediction sentence for a science experiment 

Writing sentences with adjectives in them for a description 

Writing short sequences of science sentences (observational sentences) 

Extending use of adjectives in descriptive sentences 

Writing notes 

Embedding use of adjectives in sentences 

Using exclamation marks 


Writing in the past tense 

Writing question sentences eg. (What does it look like inside the stem?) 


Writing in the first person 

Writing non-fiction sentences for animal booklets 



Phonics, Spelling and Vocabulary 

Autumn Term 


Phonics Revision of sounds: 

/ae/, /ee/, /oe/, /er/, /e/ 

 Spelling <ae> making the /ae/, /ee/ sounds 


Phonics New learning:  

Sounds /er/, /ow/, /oo/ (as in moon), /ie/, /oo/ (as in book) 

Spelling <ow> making /oe/ and /ow/ sounds 



suffix ‘ing’ 


Common Exception Words-the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you 


Vocabulary words of the week 

achieve, alternative, apologise, available, 

chapter, create, curious, decide, describe, 

detail, difference, discover, disappointment, display, embarrassed, enormous, environment, exclude 




Spring Term 



Sounds /u/, /s/, /l/, /or/, /air/, /ue/, /oy/, /ar/ 

Spelling <oo> making the m/oo/n and b/oo/k sounds 

Spelling <ou> making the /ow/’/u/ and m/oo/n sounds 

Spelling /s/ making the /s/ and /z/ sounds  

Spelling <ew> making the m/oo/n and /ue/ sounds 



suffixes ‘ed’, ‘er’, ‘est’ 


Common Exception Words-your, they, be, he, me, she, we, no, go, so, by, my, here, there, where 


Days of the week spelt with a capital letter 



Vocabulary words of the week 

exhausted, fear, fascinating, feast, final, focus, frustrated, gigantic, goal, ignore, include, injure, instead, investigate, invite, Item, jealous, leader, measure, miserable, negative, nervous, notice, observe 




Summer Term 



Sounds /o/, /ae/, /d/, /ee/, /i/ 

Spelling <a> making the /a/, /o/, /ae/, /ar/ sounds 


Revision of the sounds in preparation for the June Phonics screening 



prefix ‘un’ 


Common Exception Words-love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our 



Vocabulary words of the week 

occur, ordinary, overlap, positive, precious 

prefer, problem, proud, question, recognise, 

remind, repeat, report, seek, squirm, 

suddenly, suggestion, surprise, task, transport, uncomfortable, vehicle, warning 

wonder, worried 


  Handwriting  In Year 1, children continue to learn how to form letters (including capitals) and numbers correctly which are of a consistent size. 

Quality Stimulus 

Including books 

Splat the Cat 

The Tiger Who Came to Tea 

Pig in the Pond 

The Three Little Pigs 

Molly’s Jolly Brolly 

Autumn is Here 


The Gruffalo’s Child  

The Magic Train Ride 

My Little Book of Trains  

Santa’s Suit 



Oi Frog  

Katie in London 

Paddington Bear 

One Snowy Night 



Katie Morag 

Finn McCool 


The Welsh Dragon Tale 


World Book Day 



The Day the Crayons Came Back 

Jim and the Beanstalk 

Last Stop on Market Street 



Trip to the market 



Amazing Grace 

The Ugly Five 


Non-Fiction Animal Books 


Visits from MH gardening club 


Mini Zoo Visit 

EYFS Communication and Language

Whole class and small group discussions about our learning experiences and processes (developing Characteristics of Effective Learning)

Listening to and re-telling stories

Sharing home activities

Listening to ideas and responding with questions

Singing songs and rhymes

Following two-part instructions

Talk and vocab snack time – developing vocabulary in conversation and asking and answering questions

Story discussion – our views and opinions

Book and Tell – sharing own ideas about a chosen text

Phonics sessions – distinguishing sounds

Speaking more complex sentences to extend our ideas

Playing imaginatively

Planned Continuous Provision opportunities across setting

Talking about experiences, wants and wishes using the correct tenses



Quality Stimulus






The Rainbow Fish

Funny Bones

The Smartest Giant

Stick Man

Owl Babies

The Big Book of Families

The Colour Monster

Once There Were Giants


The Very Hungry Caterpillar

Aghh Spider!

Tiger Who Came to Tea

Diary of a Wombat

Elephant and the Bad Baby

Pig in the Pond



Lost in Toy Museum

Leo’s Magic Toy Box

Toys in Space

Everywhere Bear


The Snail and the Whale

The Way Back Home

P is for Passport

The Journey


Passport to Paris

World Atlases


The Tiny Seed

Oliver’s Vegetables

Jack and the Beanstalk

One Plastic Bag

Jasper’s Beanstalk

Tree, Seasons Come and Seasons Go

A Stroll Through the Seasons


The Jolly Postman


Farmer Duck

Hansel and Gretel

The Ugly Duckling

Rama and Sita


  Learning Opportunities

Over the year, the children will use the quality stimulus listed above to write labels, lists, captions, simple sentences, extended sentences and short narratives.


  Grammar and punctuation

 Phonics and Literacy sessions - distinguishing sounds, rhyming, alliteration, grapheme/phoneme correspondence, segmenting and blending sounds orally and independently, letter formation, sitting letters on lines

reading and writing words/labels/captions/simple sentences, reading and writing everyday words


Name writing using correct letter formation


Writing ‘secret messages’ – giving meaning and ascribing meaning to marks


Phonics and Literacy sessions - grapheme/phoneme correspondence, segmenting and blending sounds, reading and writing words/labels/captions/simple sentences, extended sentences, reading and writing irregular common words, reading words by sight, showing understanding of what has been read, reading and writing polysyllabic words, narrative writing, letter formation, sitting letters on lines


Phonics and Literacy sessions - grapheme/phoneme correspondence, segmenting and blending sounds, reading and writing words/labels/captions/simple sentences, extended sentences, reading and writing irregular common words, reading words by sight, showing understanding of what has been read, reading and writing polysyllabic words, narrative writing, letter formation, sitting letters on lines


  Phonics spelling and vocabulary

Autumn Term



a, i, m, s, t, n, o, p, b, c, g, h, d, e, f, v, k, l, r, u, j, w, z, x, y, ff, ll, ss, zz

cvc words


Common Exception Words:

I, the, go, to, into, said, he, she, we, me, be


Vocabulary words of the week:

Age, young, month, week, yesterday, tomorrow, hobby, follow, helpful, include, team, respect, special, healthy, artist, bumpy, burst, calm, chilly, comfortable, covered, decide, list, fair, label, melt, polite, proud, shivered,



Spring Term



sh, ch, th, ck, wh, ng, qu, ai, ee, igh, oa, oo, ar, or, oi, ow, ur, er

vcc, cvcc, ccvc, ccvcc, cvccc, cccvc words


Common Exception Words:

Was,  have, you, are, my, they, do, her, like, so, all


Vocabulary words of the week:

Check, continue, difference, fix, leader, disappear, opposite, patient, peaceful, peek, persuade, plan, prefer, round, scrub, search, shade, sway, team,






Summer Term


Phonics revision of sounds:

sh, ch, th, ck, wh, ng, qu, ai, ee, igh, oa, oo, ar, or, oi, ow, ur, er

vcc, cvcc, ccvc, ccvcc, cvccc, cccvc words


Phonics New Learning:

Spellings for /ai/,/ee/

 Spelling <ae> making the /ae/, /ee/ sounds 


Common Exception Words:

Some, come, were, there, little, one, when, out, what


Vocabulary words of the week:

Appear, annoying, beak, bloom, explain, explore, furious, gather, gentle, goal, half, horrible, injure, race, reach, resemble, miserable, protect, rotten, swoop, vanish, warning, worried

See Also:

Reading and Phonics  /  Reading spine  /  Reading Progression  /  English Policy  /  Phonics – Phase 2 and 3 information for parents  /  KS1 Reading and Writing