English

In this unit, pupils learn that the position of the subordinate clause in an adverbial complex sentence can vary. In 'Simple and progressive tense forms', pupils will write a variety of sentence structures in different tenses.

In 'Adverbial complex sentences', pupils built on from co-ordination to how to stretch a simple sentence with subordination and a second idea. In this unit, pupils will learn that the position of the subordinate clause in an adverbial complex sentence can vary.

Simple, compound and adverbial complex sentences

In this unit, pupils are taught for the first time the three tense forms: simple, progressive and perfect. In 'Tense forms', pupils will deepen their understanding of how to apply to writing these different tense forms.

In 'Simple, compound and adverbial complex sentences', pupils deepened their understanding of three sentence types in a variety of tenses. In this unit, pupils will be taught the three tense forms: simple, progressive and perfect.

Tense forms: simple, progressive and perfect

In this unit, pupils learn to use the apostrophe for plural possession and inverted commas for direct speech. In 'Speech punctuation and apostrophes', pupils will develop their accuracy of inverted comma use in both speech first and speech second sentences.

In 'Speech punctuation and apostrophes', pupils learnt to use the apostrophe for contraction and for singular possession. In this unit, pupils will learn to use the apostrophe for plural possession and inverted commas for direct speech.

Speech first punctuation and apostrophes

In this unit, pupils learn the spelling and grammar conventions used with common suffixes: -ed and -ing.  In 'More suffixes and silent letters', pupils learn spelling and grammar conventions used with the suffixes -ly, -ful and -less.

In ‘Suffixes’, pupils learnt  the spelling and grammar conventions used with common suffixes. In this unit, pupils build on this knowledge, focusing on the suffixes -ed and -ing.

Writing -ed and -ing suffixes

In this unit, pupils learn the spelling and grammar conventions used with the suffixes -ly, -ful and -less.  In 'Prefixes, Homonyms and Homophones', pupils learn spelling and grammar conventions used with prefixes meaning 'not' and the spelling of homophones and homonyms.

In ‘Capital letters and numerals’, pupils learnt the spelling and grammar conventions used with common suffixes: -ed and -ing. In this unit, pupils build on this knowledge, learning the spelling and grammar conventions used with the suffixes -ly, -ful and -less.

More suffixes and silent letters

In this unit, pupils learn spelling and grammar conventions used with prefixes meaning 'not’ and the spelling of homophones and homonyms.  In 'Verb and adjectives suffixes’, pupils learn verb and adjective suffixes.

In ‘More suffixes and silent letters’, pupils learnt spelling and grammar conventions used with the suffixes -ly, -ful and -less. In this unit, pupils learn spelling and grammar conventions used with prefixes meaning 'not’ and the spelling of homophones and homonyms.

Prefixes, homonyms and homophones

In this unit, pupils build on their joined up handwriting skills, focusing on the formation of the four joins, size and orientation. In 'Letter strings', pupils apply their knowledge and skills through a focus on suffixes, prefixes and other word endings. 

In 'YReview, using lead-ins', pupils revisited their handwriting skills, focusing on formation, size and orientation.  In this unit, pupils build on their joined up handwriting skills, focusing on the formation of the four joins, size and orientation. 

Further study of the four joins 

In this unit, pupils  apply their knowledge and skills through a focus on suffixes, prefixes and other word endings. In 'Building Fluency in silent letters, homophones, and common exception words', pupils practise their handwriting with a focus on increasing legibility, consistency and quality. 

In 'The four joins', pupils built on their joined up handwriting skills, focusing on the formation of the four joins, size and orientation.  In this unit, pupils  apply their knowledge and skills through a focus on suffixes, prefixes and other word endings. 

Letter strings

In this unit, pupils pupils practise their handwriting with a focus on increasing legibility, consistency and quality. In 'Building  Fluency in the Four Joins, Suffixes and Common exception words', pupils build on the quality, legibility and consistency of their handwriting through the written application of spelling and conventions of speech. 

In 'Letter strings', pupils focus on the handwriting of suffixes, prefixes and other word endings.  In this unit, pupils practise their handwriting with a focus on increasing legibility, consistency and quality.

Building fluency in silent letters, homophones, and common exception words 

In this unit, pupils learn a range of vocabulary to support writing about characters, including big, beautiful and eye words.  In the next unit, pupils learn a wider range of vocabulary to describe characters, including small, confident and shy words.

Character: big, beautiful and eye words

In this unit, pupils learn a range of vocabulary to support writing about characters, including small, confident and shy words. In the next unit, pupils learn a wider range of vocabulary to describe characters, including clever and clumsy words.

In 'Character: big, beautiful and eye words' pupils learnt a range of vocabulary to support writing about characters. In this unit, pupils learn a wider range of vocabulary to describe characters, including small, confident and shy words.

Character: small, confident and shy words

In this unit, pupils learn a range of vocabulary to support writing about characters. In the next unit, pupils learn a wide range of rich vocabulary associated with weather.

In 'Character: small, confident and shy words' pupils learnt a range of vocabulary to support writing about characters. In this unit, pupils learn a wider range of vocabulary to describe characters, including clever and clumsy words.

Character: clever and clumsy words

In this unit, pupils will develop reading for pleasure through exploration of a range of different text types, focusing on genre and form, and introduction to a range of authors and illustrators. In 'Reading for pleasure in Year 4', pupils will build on this knowledge through the introduction to new range of texts suitable for Year 4

In 'The Planet in a Pickle Jar’, pupils developed personal responses to a text. In this unit, pupils will develop reading for pleasure through exploration of a range of different text types, focusing on genre and form, and introduction to a range of authors and illustrators’

Developing reading preferences in year 3

In Moon Dragons’, children will encounter a female protagonist who also has to defy authority and challenge female stereotypes.’

In The Children of Lir’, pupils read a traditional tale from Ireland. In ’Mulan’, children will develop their understanding of the features of traditional tales and draw comparisons between their reading. ’

'Mulan': reading

In this visual literacy unit, pupils learned how to use use precise vocabulary to  mirror the film director's choice. In the next visual literacy unit, 'Aladdin', pupils will analyse a scene from a clip to use as as a stimulus for writing and generating descriptive vocabulary.

In 'Lucky Dip', pupils learned how to write complex sentences using a range of joining conjunctions. In 'the BFG', pupils recap and consolidate using complex sentences in descriptive writing. 

'The BFG': reading and narrative writing

In this unit, pupils use previously-taught features of a non-chronological report to write more extensively for  purpose.  In the Stone Age unit, pupils will follow a similar structure, using more substantive subject-specific vocabulary.

In the Florence Nightingale unit, pupils learnt how to write a non-chronological report following a similar structure.  In this unit, pupils will use the same features of a non-chronological report to write more extensively for  purpose.

The Portia Spider: non-chronological report

In this unit, pupils have analysed several poems by Joseph Coelho, looking for any similarities and common themes. In 'Poetry inspired by weather’, pupils will follow a similar path, but using the poet John Lyons. 

In 'Humourous Poetry’, pupils looked at a range of poems and how the poets used poetic devices to create humour. In this unit, pupils will focus on Joseph Coelho's poems and how he creates humour in his poems. ’

Poet focus: Joseph Coelho

In this unit, pupils learned how to use a range of fronted adverbials. In the next unit, pupils will learn how to use a wider range of sentence starters.

In 'The BFG', pupils learnt to use complex sentences for setting and character descriptions. In this unit, pupils learn how to use vocabulary in a wider range of sentence structures with increasing precision to show characterisation.

'The Man on the Moon': narrative writing

In 'Swallow's Kiss’ pupils explored a narrative that focuses on the refugee experience and society's response. In ’Poetry about personal experiences’ pupils reflect on these themes, alongside many others, before creating their own poems.

In 'Leaf’ pupils explored a theme that affects the wider world, that of environmental impact. In ’Swallow's Kiss’ pupils will learn about the refugee experience through an illustrated free-verse novella.’

'Swallow's Kiss': book club

In 'Escape from Pompeii’, pupils will read and listen to a historical narrative. They will develop their understanding of how authors use language to enhance meaning. 

In 'Mulan’, pupils practised their fluency when reading. They retrieved information and inferred meaning from a narrative. In ’The Pebble in my Pocket’, children will become familiar with the features of a non-fiction narrative text and will develop their skills of inference.

'The Pebble in my Pocket': reading

In 'The Moon Dragons’, the protagonist embarks on a quest. In ’Marcy and the Riddle of the Sphinx’, the protagonist also embarks on a quest and must overcome challenges to be successful.

In 'Mulan’, children read and listened to a traditional where the female protagonist defies authority. In ’Mulan’, the female protagonist also defies authority and challenges female stereotypes. The pupils will draw comparisons between their reading.

'The Moon Dragons': reading

In 'The Iron Man’, pupils read and discussed the story of ’The Iron Man’. In 'The Iron Man Narrative Writing’, pupils will use the book as a stimulus for narrative writing.

In 'The Sheep Pig’, children read and discussed a linear narrative. They used inference to build their comprehension and understanding. In ’The Iron Man’, pupils will read and discuss another narrative structure. They will develop their understanding of how authors use language to create tone and atmosphere within a book.

'The Iron Man': reading

'The Jabberwocky: Narrative Writing' - In this unit, pupils learn how to use speech first with inverted commas. In ‘The Jabberwocky’, pupils will learn how to use speech first within complex sentences.

In 'The BFG', pupils learnt to use complex sentences for setting and character descriptions. In this unit, pupils will vary the position of the subordinate clause in a complex sentence.

'The Iron Man': narrative writing

In 'How Bees Make Honey', pupils learnt how to use ordering devices to explain the process of bees' honey-making chronologically. In the next unit, pupils will revert to writing out of chronological order in a non-chronological report with subheadings.

In 'The Stone Age', pupils used subheadings to maintain cohesion. In this unit, pupils will write the steps of bees' honey-making process chronologically with ordering devices. 

How Bees Make Honey: explanation text

In 'Anansi and the Antelope Baby’, children developed their understanding of the features of a traditional tale and inferred meaning from the text. In ’The Sheep Pig’, children will develop their inference skills with a more complex narrative and story structure. They will discuss how the author creates an impression of different characters. 

In 'Mulan’, pupils read and listened to a traditional tale. They developed their understanding of the features of a traditional tale and discussed the theme of a hero. In ’Anansj and the Antelope Baby’, pupils will read a traditional folk tale and will develop their understanding of what a moral is.

'Anansi and the Antelope Baby': reading

In this unit, pupils learned how to switch between present and past tense in a diary entry. In the 'The Firework Maker's Daughter' diary writing unit, pupils will develop their skills of switching between tenses fluently.

In the Persuasive letters unit, pupils learned to write in character using first person. In this unit, pupils developed their skills of writing in character, focusing on describing emotions in detail.

'The Journey': diary writing

In 'The Sheep Pig’, pupils developed their understanding of characterisation and sequential narrative plot structure. In ’The Iron Man’, pupils will read and listen to another narrative and will discuss the plot, themes and characterisation.

In ’Anansi and the Antelope Baby’, pupils read and listened to a traditional tale. They made predictions about the plot and developed and understanding of character. In ’The Sheep Pig’, pupils will read and listen to a more complex narrative and will discuss characterisation in more details.

'The Sheep Pig': reading

In 'Marcy and the Riddle of the Sphinx’, pupils read and listened to a modern myth. They discussed the features of modern myths. In ’Arthur and the Golden Rope’, children will develop their understanding of modern myths by drawing comparisons between the texts. 

In 'The Moon Dragons’, children read and listened to a quest narrative. In ’Marcy and the Riddle of the Sphinx’, pupils will read another quest narrative interwoven with themes of mythology.

'Marcy and the Riddle of the Sphinx': book club

In this unit, pupils use previously-taught features of a non-chronological report to write more extensively for purpose. In the Angler Fish unit, pupils will increase the quantity of writing across a similar structure.

In the Stone Age unit, pupils learnt how to write a non-chronological report following a similar structure. In this unit, pupils will use the same features of a non-chronological report to write more extensively for purpose.

King Tut or Healthy Lifestyle: non-chronological report

In 'Rushing Rivers’, pupils discussed the features of a non-fiction information book. In ’Curious Creatures Glowing in the Dark’, children develop their understanding of these features and discuss how they can be used to support the intended audience.

In 'The Pebble in my Pocket’, pupils read and listened to a non-fiction narrative. In ’Rushing Rivers’, children will discuss the features of a non-fiction information book.

'Rushing Rivers': reading

In this unit, pupils focused on creating cohesion within a paragraph. In the Digestive System unit, pupils will learn how to create cohesion across paragraphs.

In the Bees unit, pupils learnt how to write an explanation text following a similar structure. In this unit, pupils will use the same features of an explanation text to write more extensively for purpose.

Mummification: explanation text

In this unit, pupils learnt to write a diary entry from a character's perspective with heightened emotions from a fictional context. In 'Into the Forest', pupils will learn to develop their skills of writing a diary from a fictional character's perspective. 

In 'The Journey' unit, pupils learned how to convey character's emotion in a diary using informal tone and language in the first person. In this unit, pupils will continue to develop their skills of conveying emotion through writing. 

'The Firework Maker's Daughter': reading and diary writing

In this unit, pupils used complex sentences with certain subordinating conjunctions. In 'The Jabberwocky', pupils will use a wider range of subordinating conjunctions in complex sentences.

In the 'The Iron Man' unit, pupils learned how to punctuate direct speech in narrative writing. In this unit, pupils will develop the skill of writing speech, including using adverbs to describe the speech in further detail.

'The Firework Maker's Daughter': reading and narrative writing

In this unit, pupils have used big and small objects as the subjects of their poems. In Poetry inspired by weather’, pupils will follow a similar pathway, but with the more abstract topic of weather.

In 'The Magic Box': reading imaginative poetry', pupils explored Kit Wright's poem ’The Magic Box’. They explored the poetic devices used in the poem and also used it as inspiration to write their own imaginative poetry. In this unit, pupils will build on this by using some of the same poetic devices to write poems about big and small objects.’

Poetry inspired by big and small objects: understanding form

In Varjak Paw’, children discussed a linear narrative plot. In ’El Deafo’, children will look at a graphic novel and develop their understanding of a range of forms.

In  ’Swallow's Kiss’, pupils discussed characterisation and themes. In ’Varjak Paw’, pupils will develop this knowledge and deepen their understanding of the range of ways an author engages their reader.

'Varjak Paw': book club

In this unit, pupils use previously-taught features of a non-chronological report to write more extensively for purpose.  In the King Tut unit, pupils will increase the quantity of writing across a similar structure.

In the Portia Spider unit, pupils learnt how to write a non-chronological report following a similar structure.   In this unit, pupils will use the same features of a non-chronological report to write more extensively for purpose.

The Stone Age: non-chronological report

In this unit, pupils learned how to use first person when writing in character for the purpose of writing a letter. In, 'The Journey', pupils will continue to write in character for the purpose of writing a diary.

 - In ‘The Man on the Moon’, pupils learnt to use complex sentences for setting and character descriptions. In this unit, pupils learn how to use complex sentences when giving an opinion and a reason. 

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