English
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.
Reading:
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.
Writing:
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
-Adverbs
-Modal verbs
-Commas to mark clauses.
Composition
-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:
| AUTUMN 1 | AUTUMN 2 | SPRING 1 | SPRING 2 | SUMMER 1 | SUMMER 2 | ||||||||
| YEAR 6 |
Units of Work
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-Narrative: Retelling a Greek myth and creating own Greek myth - setting, character and atmosphere description
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-Diaries -Setting, character and atmosphere description -Formal Letter of application -Motivational writing -Mini-biographies -Information text -Newspaper report -Poetry |
-Balanced argument -Biography |
-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 -Poetry |
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| 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 |
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| 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
Composition -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
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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
Composition -Identify audience, purpose and appropriate form for writing -Planning skills
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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 -Cohesion -Inverted commas and associated punctuation -Clause structure
Composition: -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)
Composition -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) |
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| Spelling and Vocabulary |
Statutory spellings –cious or –tious
-cial or -tial
–ant, –ance/–ancy,
–ent, –ence/–ency
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.
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Statutory spellings Hyphens to join a prefix to a root word
Words with the ei after c
ough
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, occupy.
Vocabulary focus voyage; creationism; fundamentalism; evolution theory; naturalist; botanist clergyman; geologist adaptation; traits; characteristics.
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Statutory spellings Silent letters
Homophones
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.
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Vocabulary focus ecosystem; biome; tropical; poverty; gentrification; sanitation.
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| Handwriting | Produce legible, joined handwriting | Maintain legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. | |||||||||||
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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
Poetry: 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
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| YEAR 5 |
ENGLISH Units of Work
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Autobiography/Biography Space Poetry Recounts Descriptive writing Persuasive writing |
Morris Lessmore Narrative Poetry Tuesday – Story writing Performance Poetry Formal letter writing Playscripts |
Classic Literature-Charlie and the chocolate factory Descriptive writing Persuasive writing and letter
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Story Writing (Book week) Discussion Debates Explanation text Recount – diary/first person perspective |
Stories from other cultures – The birthday Boy Descriptive writing Internal monologues Newspaper report
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Non-chronological reports Descriptive Writing Story Writing Recount – diary/first person perspective
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| 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 , personification. Formal writing Expanded noun phrases |
Relative clauses Speech punctuation Conveying character through dialogue Fronted adverbials Formal language Apostrophes Modal verbs Determiners |
Conveying character through dialogue Identifying audience and using appropriate form and structure Linking ideas across paragraphs using adverbial phrases
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Causal conjunctions Tenses Devices to build cohesion within a paragraph Linking ideas across paragraphs using adverbial phrases Relative pronouns |
Expanded noun phrases Relative clauses Fronted adverbials Tenses Suffixes Apostrophes |
Relative clauses Speech punctuation Expanded noun phrases Fronted adverbials
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| Spelling and Vocabulary |
Autumn Term
Spelling Patterns ough cious tious tial and cial endings i before e rule
Homophones advice, advise device, devise licence, license practice, practise prophecy, prophesy farther, further, father guessed, guest heard, herd led, lead morning, mourning past, passed
Spellings 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
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Spring Term
Spelling Patterns Words ending with: ant, ance, ancy, ent, ence, ency Suffixes beginning with vowels to words ending fer: referring, referred, referral
Homophones precede, proceed principal, principle profit, prophet stationary, stationery steal, steel wary, weary who’s, whose aisle, isle aloud, allowed affect, effect
Spellings 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
Homophones altar, alter, ascent, assent, bridal, bridle, cereal, serial compliment, complement
Spellings 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 |
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| 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. | ||||||||||||
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Quality Stimulus Including books |
Bob the Man on the Moon Cosmic Space Poems Neil Armstrong Biography National Space Centre |
The Fantastic Flying Books of Morris Lessmore Tuesday Journey to the River Sea
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Children’s Novel Extracts Charlie and the Chocolate Factory (novel and film) Educational Video Clips |
Holes 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
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Units of Work
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Diary writing Character descriptions Letter writing Own version of Stone Age Boy Instructions
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Setting descriptions Non-chronological reports Factfiles Character descriptions |
Punctuating speech Persuasive writing Letter writing Venice – tourist guides Own version – Escape from Pompeii Firework poetry |
Shakespearean language Playscripts Diary writing Oracy – retelling myths Own retelling of Roman myth |
Features of a newspaper Newspaper writing Mystery story Apostrophes Descriptive writing – describing setting , character and building tension |
Descriptive writing Non-fiction fact files.
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| 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
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Persuasive techniques Subordinating conjunctions and improving sentences |
Sentence structures and sentences starts including fronted adverbials |
Apostrophes – possessive plural and singular and for omission
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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, 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
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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
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| 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 Venice Escape to Pompeii I survived the destruction of Pompeii Vesuvius video Firework Maker’s Daughter Various non-fiction volcano books |
Thieves of Ostia Macbeth 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
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Wolves in the Wall The Thief Lord Various wolf non-fiction texts and wolf poetry. |
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| YEAR 4 |
Units of Work
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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
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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.
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‘The Flower Man’: develop settings and character descriptions, subordinating conjunctions, poetry.
Write a story of ‘Pingu’s Popcorn’ using speech punctuation.
NF: science booklet on plants using features of non-fiction texts.
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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.
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| 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. | ||||||||||||
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Expanded noun phrases Adverbs Coordinating conjunctions Paragraphs Commas in lists
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5 part story Headings and sub-headings, bullet points, topic sentences Subordinating conjunctions and subordinate clauses |
5 part story Speech punctuation ‘inverted commas’ Prepositions Determiner a or an Imperative verbs Colon
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Paragraphs Speech verbs Ellipsis 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 |
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| Spelling and Vocabulary |
Word study Apostrophe for omission Possessive apostrophe singular words Homophones: 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
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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 |
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| Handwriting |
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 |
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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
Poetry 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
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NF How Plants Grow - A. Royston
The Flower Man – Mark Ludy The Promise – Nicola Davies Pingu (film)
Poetry 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
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NF maps and atlases
The Window – Jeannie Baker
Poetry The Lost Words – Robert Macfarlane
Class reading Iron Man – Ted Hughes
MH Town Trail and visitors |
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| YEAR 2 |
Units of Work
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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 Postcards Non-chonological report Story writing |
Labels 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
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Science report writing Descriptions -design and describe a new land that could be at the top of the faraway tree Story writing poetry
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| 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. | ||||||||||||
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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
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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 Sequencing 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
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| Phonics, Spelling and Vocabulary |
Autumn Term
Phonics More spellings for spellings /ae/, /ee/, /oe/ New learning spelling <y> as in cry, yes, runny /n/ /g/ /f/ /dge/ s spelt c
Spelling 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
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Spring Term
Phonics Spelling <gh> (rough, ghost) Spelling /m/, /or/, /h/, /k/ Le, el, al, il at the end of words
Spelling Spelling polysyllabic words Suffixes: ful, ly, less, ness, ment Contractions 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
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Summer Term
Phonics Spelling the sound /r/, /t/, /z/, /eer/
Spelling 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
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| Handwriting |
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. |
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Quality Stimulus Including books |
How To Catch a Star, The Way Back Home Man on the Moon Beegu Autumn Poems Visit to the local park
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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
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Meerkat Mail The Three Billy Goats Gruff The Wizard of Oz Monkey-see, Monkey do Lost and Found Here We Are
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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
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| Year 1 |
Units of Work
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Short narratives Recounts including diary writing Labelling pictures Poetry |
Short narratives (beginning of a story writing) Writing information sentences Biographies |
Rhyming Poetry Recounts Letters Planning a narrative Narratives |
Non-fiction factsheets Retelling a story Persuasive writing |
Recounts about the trip to the market Instructions Letters
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Story writing Diary extracts Poetry linked to the witches
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| 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. | ||||||||||||
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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
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Writing in the past tense Writing question sentences eg. (What does it look like inside the stem?)
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Writing in the first person Writing non-fiction sentences for animal booklets
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| 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
Spelling 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
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Spring Term
Phonics 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
Spelling 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
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Summer Term
Phonics 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
Spelling 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
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| Handwriting | In Year 1, children continue to learn how to form letters (including capitals) and numbers correctly which are of a consistent size. | ||||||||||||
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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
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The Gruffalo’s Child The Magic Train Ride My Little Book of Trains Santa’s Suit
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Oi Frog Katie in London Paddington Bear One Snowy Night
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Katie Morag Finn McCool Journey The Welsh Dragon Tale
World Book Day
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The Day the Crayons Came Back Jim and the Beanstalk Last Stop on Market Street
Trip to the market
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Amazing Grace The Ugly Five Macbeth Non-Fiction Animal Books
Visits from MH gardening club
Mini Zoo Visit |
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| 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 |
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Quality Stimulus
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The Rainbow Fish Funny Bones The Smartest Giant Stick Man Owl Babies The Big Book of Families The Colour Monster Once There Were Giants
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The Very Hungry Caterpillar Aghh Spider! Tiger Who Came to Tea Diary of a Wombat Elephant and the Bad Baby Pig in the Pond Tiddler
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Lost in Toy Museum Leo’s Magic Toy Box Toys in Space Everywhere Bear
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The Snail and the Whale The Way Back Home P is for Passport The Journey Zoom Passport to Paris World Atlases
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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
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The Jolly Postman Goldilocks Farmer Duck Hansel and Gretel The Ugly Duckling Rama and Sita
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| 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.
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| 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
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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
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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
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| Phonics spelling and vocabulary |
Autumn Term
Phonics: 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,
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Spring Term
Phonics: 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,
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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 |
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See Also:
Reading and Phonics / Reading spine / Reading Progression / English Policy / Phonics – Phase 2 and 3 information for parents / KS1 Reading and Writing