English

In this unit, pupils learn co-ordination to form compound sentences. In 'Adverbial complex sentences', pupils will begin to learn about subordination to form complex sentences.

In 'Simple sentences', pupils learnt to understand and write different types of simple sentence and to join two simple sentences using 'and'. In this unit, pupils will learn co-ordination to form compound sentences.

Compound sentences 

In this unit, pupils learn to stretch a simple sentence with subordination to form one type of complex sentence. In 'Simple, compound and adverbial complex sentences', pupils will learn that the position of subordination can vary.  

In 'Compound sentences', pupils learnt to form compound sentences with three different co-ordinating conjunctions. In this unit, pupils will learn to stretch a simple sentence with subordination to form one type of complex sentence.

Adverbial complex sentences

In this unit, pupils learn the grammar rules for apostrophes for contraction and singular possession. In 'Speech punctuation and apostrophes', pupils will learn the apostrophe for plural possession.

In 'Suffixes', pupils learnt the first spelling rules for contracting two words with an apostrophe. In this unit, pupils will learn the grammar rules for apostrophes for contraction and singular possession.

Apostrophes

In this unit, pupils learn new GPCs for long vowels.  In ‘Year 2: 'Alternative GPCS for consonants and homophones’, pupils learn new GPCs for consonants.

Alternative GPCs for long vowels

In this unit pupils learn new GPCs for consonants.  In 'Suffixes', pupils learn spelling patterns associated with suffixes and grammar.

In 'Alternative GPCs for long vowels', pupils learnt new GPCs for long vowels.  In 'Alternative GPCS for consonants and homophones', pupils learn new GPCs for consonants.

Alternative GPCS for consonants and homophones

In this unit, pupils learn the spelling and grammar conventions used with common suffixes.  In 'Writing -ed and -ing suffixes', pupils broaden and apply their knowledge of spelling and grammar conventions used with the suffixes: -ed, -ing, -s and -es.

In ‘Alternative GPCS for consonants and homophones’, pupils learnt GPCs for for consonants with a focus on application in spelling. In this unit, pupils learn the spelling and grammar conventions used with common suffixes.

Suffixes

In this unit, pupils learn pre-cursive letter formation for all 26 letters of the alphabet. In ‘The four joins’, pupils build on this by learning the pre-cursive formation of the four joins and break letters.

In 'Writing lower case letters in print', pupils learnt the letter formation for all 26 lower case print letters. In this unit, pupils  build on this knowledge, learning the pre-cursive formation of all lower case letters.

Pre-cursive lower case letters or lower case letters revision

In this unit, pupil practise pre-cursive letter formation for all 26 letters of the alphabet. In ‘Year 2: Handwriting: the four joins and break letters, with no lead-ins’, pupils build on this by learning the formation of the four joins and break letters.

In this unit, pupils learn the four joins. In 'Handwriting: capital letters and numerals', pupils practise formation and size of capital letters and numerals. 

In 'Pre-cursive lower case letters', pupils learnt the pre-cursive letter formation for all 26 lower case letters. In this unit, pupils build on this knowledge, learning the pre-cursive four joins and break letters.

The four joins

In this unit, pupils learn the four joins and break letters with no lead ins. In 'Year 2: Handwriting: capital letters and numerals', pupils practise formation and size of capital letters and numerals. 

In 'Year 2: Handwriting: lower case letters revision', pupils learnt the letter formation for all 26 lower case letters. In this unit, pupils build on this knowledge, learning the four joins and break letters.

In this unit, pupils revisit capital letters and numerals. In 'Review: using lead-ins', pupils review their handwriting skills focusing on formation, size and orientation. 

In 'The four joins', pupils learnt the four joins. In this unit, pupils revisit the formation of capital letters and numerals.

Capital letters and numerals

In this unit, pupils review their handwriting skills focusing on formation, size and orientation. In 'Further study of the four joins', pupils focus on revisiting previous learning to secure the use of the four joins.  

In 'Capital letters and numerals', pupils revisited formation and size of capital letters and numerals. In this unit, pupils review their handwriting skills focusing on formation, size and orientation. 

Review: using lead-ins or no lead-ins

In this unit, pupils review their handwriting skills focusing on formation, size and orientation. In 'Year 3: Handwriting: the four joins', pupils focus on revisiting previous learning to secure the use of the four joins.  

In this unit, pupils have learned how to independently read a story with a familiar structure. In 'The Children of Lir', pupils will read a longer traditional tale with more complex vocabulary in both word reading and comprehension. 

In 'Jack and the Beanstalk', pupils learnt about the features of traditional tales and their structure. In this unit, pupils will independently read a traditional tale from a different culture, practise prediction and retrieval skills and will be taught to sequence a story.

'Yoshi the Stonecutter': reading

In this unit, pupils have learned how to write compound sentences using co-ordinating conjunctions. In 'Lucky Dip: Narrative Writing', pupils will learn how to use joining conjunctions to write complex sentences. 

In 'Jack and the Beanstalk', pupils learned how to write a series of mostly simple sentences to form a narrative. In this unit, pupils will begin to extend their ideas by writing compound sentences. 

'Otherwise': narrative writing

In this unit, pupils have explored how the author shows character perspective and feeling through description and speech. In 'The Planet in a Pickle Jar', pupils will explore a text where it is written from a character's perspective, which can change the storyline.

In 'Yoshi the Stonecutter', pupils were carefully supported to read a decodable book. In this unit, pupils will build on this by broadening their reading experiences to a richer, higher quality text and read parts of the book as supported by the teacher for a wider reading experience.

'The Wolf, The Duck and the Mouse': book club

In this unit, pupils learn about a type of non-fiction writing: instructions.  In ‘The Great Fire of London: Non-Chronological Report’, pupils learn to write in another non-fiction text type: non-chronological reports.

In ‘Looking After Pets: Reading and Writing’, pupils learnt how to give information to the reader about how to perform a task successfully.   In this unit, pupils will build on this by writing more formal instructions in a list.

Monster pizza: instructions writing

In this unit, pupils read a story with rich vocabulary and detailed illustrations to convey a message about family and the environment. In 'Don't Cross the Line!', pupils will read a story with very few words so will rely on the illustrations and layout of the text to understand the plot and themes.

In 'The Wolf, The Duck and the Mouse', pupils had experience of reading and engaging with a rich, high quality text, exploring and understanding new vocabulary and discussing character perspective. In this unit, pupils will build on this by exploring new vocabulary used to describe setting and will read a story written from a child's perspective.

'The Planet in a Pickle Jar': book club

In this unit, pupils learn how to group the information they are sharing into relevant paragraphs.   In ‘Nocturnal Animals: Non-Chronological Report’, the pupils will build on this by using more formal conjunctions to link their ideas. 

In ‘Monster Pizza: Instruction Writing’, pupils learnt how to use fronted adverbials of time to order their instructions.   In this unit, pupils will build on this by adapting their fronted adverbials of time to include specific times and dates from history.   

The Great Fire of London: non-chronological report

In The Proudest Blue’, children will learn about the text's author. In ’Atinuke and other authors’, children will learn about a wider range of authors. 

In 'Planet in a Pickle Jar', pupils explored a range of descriptive vocabulary and engaged with the story written from a child's perspective. In this unit, pupils will further develop their vocabulary and engage with themes of identity and belonging explored in this text.

'The Proudest Blue': reading and writing

In this unit, pupils learn how to use viewpoint fronted adverbials as sentence starters. In 'Nocturnal Animals: Non-Chronological Report', pupils will build on this by using a variety of sentence starts to make their writing varied. 

In 'The Great Fire of London: Non-Chronological Report', pupils used their knowledge of a real-life event to write a report with the purpose of informing its reader. In this unit, they will build on this by writing about one particular person and their life. 

Atinuke and other authors: information text

In this unit, pupils use Kit Wright's poem The Magic Box’ to explore poetic devices such as alliteration, similes and repetition. In ’Humorous Poetry’, pupils will build on this by using several different poems from different poets to explore how those devices are used by others. ’

In Poetry: Nursery Rhymes’, pupils were introduced to several different nursery rhymes and began to explore the poetic devices used such as rhyming words and repetition. In this unit, they will build on this by extending the repertoire of poems they've read and responded to and looking at more poetic devices such as similes. ’

'The Magic Box': reading imaginative poetry

In this unit, pupils have extended their vocabulary to learn new words for different feelings. In 'Spoken Language: Sharing your opinion', pupils will share their opinions on a range of topics and may use their extended vocabulary in their reasoning.  

In 'School Trip: Recount', pupils wrote about their own experience on a school trip and used viewpoint fronted adverbials to share their own opinions and feelings. In this unit, pupils will extend their vocabulary by learning new words for different feelings.  

Feelings vocabulary

In this unit, pupils have learned how to use fronted adverbials of time in sentences within a non-chronological report. In 'School Trip: Recount', pupils will build on this by using the skill within a different text type, a recount. 

In 'Atinuke and other authors: Information Text', pupils learned how to group information into relevant paragraphs to make it easier for the reader to navigate. In this unit, pupils will build on that skill by applying it to a different form on non-fiction writing, a non-chronological report.  

Nocturnal animals: non-chronological report

In The Owl Who Was Afraid of the Dark’, pupils read a linear narrative with an animal as the protagonist. In ’The Sheep Pig’, pupils will read another narrative where animals are the protagonists and will discuss the features of narrative writing in more detail.’

In The Wolf, The Duck and The Mouse’, pupils read and discussed a narrative story. In ’The Owl Who Was Afraid of the Dark’, children will read and listen to a more challenging narrative. They will infer meaning to build understanding.’

'The Owl who was Afraid of the Dark': reading

In this unit, pupils have been writing in the first person and using their own viewpoint to share their personal experiences. In 'Florence Nightingale: Diary Writing', pupils will build on these skills by writing in the first person, but from another's point of view, in a diary entry. 

In 'School Trip Recount: Writing', pupils learned how to use 'and' as a co-ordinating conjunction to join their ideas in a recount. In this unit, pupils will build on this skill by extending the amount of co-ordinating conjunctions they can confidently use. 

School trip: recount writing

In this unit, pupils explored a text with high quality illustrations and few words and learnt to follow the narrative and understand themes through illustrations. In 'Julian is a Mermaid', pupils will explore another text where the illustrations play an important role in understanding the key themes about the characters, setting and plot.

In 'The Planet in a Pickle Jar', pupils understood the theme of protection and the environment through discussing the meaning of rich vocabulary and discussing detailed illustrations. In this unit, pupils will build on their inference skills by reading a book with few words, relying on illustrations to understand the plot and key themes. 

'Don't Cross the Line!': book club

In this unit, pupils have learned how to use an apostrophe for contraction when writing sentences as part of a narrative. In 'Florence Nightingale and Mary Seacole: Non-Chronological Report', pupils will build on this by using this skill in sentences written within a different text type. 

In 'Otherwise: Narrative Writing', pupils learned how write compound sentences using co-ordinating conjunctions. In this unit, pupils will build on this knowledge by writing complex sentences using a range of jining conjunctions.

'Lucky Dip': narrative writing

In this unit, pupils read a story related to a family. In 'Grandad's Island', pupils will read another text around a family, but in a different context, encouraging pupils to compare, contrast and respond with their personal experiences and prior reading.

In 'Don't Cross the Line!', pupils were encouraged to link the text to their own personal beliefs and experiences. In 'And Tango Makes Three', the theme of family is explored, further encouraging pupils to link what they read to their personal experiences.

'And Tango Makes Three': book club

In 'Emmeline Pankhurst Little People Big Dream’, pupils will read and discuss a biography about a significant historical figure. In ’Florence Nightingale and Mary Seacole’, pupils will learn about other important historical figures.

In The Owl Who Was Afraid of the Dark’, children read a fiction narrative. In ’Emmeline Pankhusrt Little People Big Dreams’, pupils will read a different type of narrative in the form of a biography.

'Emmeline Pankhurst, Little People Big Dreams': reading

In this unit, the pupils have learned about Florence Nightingale's life and used this information to write a non-chronological report. In 'Florence Nightingale: Dairy Entry', pupils will use their knowledge to write a diary entry from the viewpoint of Florence Nightingale herself. 

In 'Nocturnal Animals: Non-Chronological Report', pupils learned how to use different conjunctions to join their ideas. In this unit, pupils will use viewpoint fronted adverbials to make their writing more interesting to read. 

Florence Nightingale and Mary Seacole: non-chronological report

In this unit, pupils learned to write diary entires from the perspective of a historical person they had researched extensively. In 'The Journey': Diary Writing', pupils will build on this by using a fictional story as inspiration and adding more creativity to their diary entry. 

In 'Florence Nightingale and Mary Seacole: Non-Chronological Report', pupils learned about these two important historical figures and wrote about their lives. In this unit, pupils will use that knowledge to write from Florence Nightingale's perspective as they write a diary entry.

Florence Nightingale: diary writing

In this unit, pupils read a traditional tale with increasingly complex vocabulary and words to decode and explored character motivation. In 'Mulan', pupils will build on this by reading a different traditional tale, exploring character and theme linked to their prior reading and experiences.

In 'Yoshi the Stonecutter', pupils read a traditional tale from a different culture and practised their prediction and sequencing skills. In this unit, pupils will be read a traditional tale from Ireland and will make comparisons to other traditional tales they have heard relating to characters, plots and magical aspects.

'The Children of Lir': reading

In this unit, pupils use a range of different poems from different poets to explore how they use language choice and poetic devices to create humour. In Poet focus: Joseph Coelho’, pupils will concentrate on one poet and how he evokes different emotional responses from the reader.’

In Poetry: The Magic Box’, pupils read, responded to and used Kit Wright's poem as inspiration to write their own imaginative poem. In this unit, pupils will build on this by using several different poems from different authors to explore how those devices are used by others.’

Humorous poetry

In this unit, pupils continued to develop their personal responses towards texts and reading. In 'Leaf', pupils will have the opportunity to consider actions that could be taken as a result of reading a fictional text, such as supporting the environment.

In 'And Tango Makes Three', pupils were introduced to a range of representative family units through key themes of love and belonging. In 'Grandad's Island', pupils will build on this by considering the perspectives of those within the family with more imaginative themes. 

'Grandad's Island': book club

In this unit, pupils will have spent time sharing their opinions verbally. In 'Speeches', the pupils will use their opinions to write full speeches following a set structure. 

In 'School Trip: Recount' pupils used their own experiences to write a recount of a school trip and used their opinions to select viewpoint fronted adverbials. In this unit, pupils will build on this by sharing their opinions verbally.

Spoken language: sharing your opinion

In this unit, pupils developed their personal responses to texts, expressing opinions and listening to others. In 'Reading for Pleasure in Year 3', pupils will build on this by starting to learn about how to choose texts for themselves.

In 'Grandad's Island', pupils continued to develop their personal responses to key themes. In 'Leaf', pupils will build on this by considering others in their responses and actions they could take to support others.

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