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English Overview Year 6 Term 1
NARRATIVE
Suggested final
written outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
Fiction Genres
3 weeks
A range of short stories conveying different genres; a genre-swap story (where the genre changes from one paragraph to the
next)
Commas for sentence of 3 (description, action, views/opinions, facts), synonym/anytonym, active/passive voice, noun
phrase/expanded noun phrase.
Ellipsis, fronted adverbial, past/present/future tense, subordinate/relative/possessive clauses, ‘drop in’ clauses,
conjunction, connective, ellipisis, powerful verbs (synonyms), cohesion, full punctuation for direct speech, inverted
commas, suffix/prefix, preposition.
Report
Recount
Explanation
2 weeks
2 weeks
2 weeks
Cross curricular link to Science – e.g.
Write in role, adapting distinctive
Write reports as part of a presentation
representing and finding lines of
voices. Composing a biographical
on a non-fiction topic. Choose an
enquiry, including conclusions and
account or describing a person from a
appropriate style form of writing to suit
explanations.
different perspective (e.g. police
specific purpose and audience.
description or newspaper report).
Active and passive voice, subject and object, hyphen, colon/semi-colon, commas for sentence of 3 (description, action,
views/opinions, facts), indirect speech, inverted commas (other than speech use).
Bullet points, rhetorical questions, subordinate/relative/possessive clauses, ‘drop in’ clauses, conjunction, connective,
modal verb, imperative verbs, parenthesis, bracket and dash, colon for instruction, apostrophes for contractions,
determiner.
Vocabulary building towards poetic structure/poetic form
1 week
Read, write and perform free verse poetry.
Synonym/antonym, ellipsis for effect, hyphen, colon/semi-colon
Simile – ‘as’/’like’, metaphor, personification, onomatopoeia, alliteration, ambiguity, cohesion, singular/plural, empty words
(e.g. ‘someone, somewhere was out to get him…’), suffix/prefix, noun phrase/expanded noun phrase.
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of
own choice/context
English Overview Year 6 Term 2
NARRATIVE
Suggested final
written outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
Narrative workshop: review key narrative techniques. E.g. creating settings, characterisation, atmosphere
3 weeks
A single extended narrative, or several narratives on a similar theme. E.g. autobiographical stories, each developing a key
narrativ technique.
Commas for sentence of 3 (description, action, views/opinions, facts), synonym/anytonym, active/passive voice, noun
phrase/expanded noun phrase.
Ellipsis, fronted adverbial, past/present/future tense, subordinate/relative/possessive clauses, ‘drop in’ clauses,
conjunction, connective, ellipisis, powerful verbs (synonyms), cohesion, full punctuation for direct speech, inverted
commas, preposition.
Persuasion
Discussion
2 weeks
2 weeks
Construct an argument to persuade others of a point of view
A debate followed by a write-up, which presents and
and present the case to the class or a group; use standard
evaluates the opinions of multiple differing viewpoints.
English appropriately; evaluate its effectiveness.
Active and passive voice, subject and object, hyphen, colon/semi-colon, commas for sentence of 3 (description, action,
views/opinions, facts), indirect speech, inverted commas (other than speech use).
Bullet points, rhetorical questions, subordinate/relative/possessive clauses, ‘drop in’ clauses, conjunction, connective,
modal verb, imperative verbs, parenthesis, bracket and dash, colon for instruction, determiner
Vocabulary building towards poetic structure/poetic form
1 week
Read, write and perform free verse poetry.
Structure – monologues
1 week
Read and respond to monologues. Experiment with writing
their own.
Synonym/antonym, ellipsis for effect, hyphen, colon/semi-colon, noun phrase/expanded noun phrase.
Simile – ‘as’/’like’, metaphor, personification, onomatopoeia, alliteration, ambiguity, cohesion, singular/plural, empty words
(e.g. ‘someone, somewhere was out to get him…’)
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of
own choice/context
English Overview Year 6 Term 3
NARRATIVE
Suggested
final written
outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
NONFICTION
Suggested
final written
outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New
grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher assessment, of
classes’ strengths and weaknesess.
2 weeks
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
‘Take One
Book’
3 weeks –
extended book
study
Debating Skills
2 weeks
A series of live debates on various subjects. Children work in
groups/pairs/individually to prepare and present points of view (verbally
and written)
Active and passive voice, subject and object, hyphen, colon/semi-colon,
commas for sentence of 3 (description, action, views/opinions, facts),
indirect speech, inverted commas (other than speech use).
Bullet points, rhetorical questions, subordinate/relative/possessive
clauses, ‘drop in’ clauses, conjunction, connective, modal verb,
imperative verbs, parenthesis, bracket and dash, colon for instruction,
apostrophes for contractions, determiner.
Take one poet – poetry appreciation
1 week
Research a particular poet. Personal responses to a poet and replicate
poet’s style.
Synonym/antonym, ellipsis for effect, hyphen, colon/semi-colon
Simile – ‘as’/’like’, metaphor, personification, onomatopoeia,
alliteration, ambiguity, cohesion, singular/plural, empty words (e.g.
‘someone, somewhere was out to get him…’), suffix/prefix
Text type development (cross curricular) – e.g. explanation text
on a Geographical topic.
2 weeks
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
One or more
written
outcomes
linked with
fiction/nonfiction of own
choice/context
English Overview Year 5 Term 1
NARRATIVE
Traditional Tales – Legends (quests)
2 weeks
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Reflect on the main character of the legend from different
viewpoints. Re-tell the story from a different perspective.
Cohension, determiner, relative and possesive
clause/pronoun, ‘drop in’ clauses.
Prepositions, ellipsis, full punctuation for direct speech,
fronted adverbials, speech marks, clause, subordinate
clause, relative clause, commas to mark clauses and to
mark off fronted adverbials, commas for sentence of 3 –
description and action.
Recounts (biographies)
2 weeks
Compose a biographical account, based on research.
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
Explanation
2 weeks
Cross curricular link to Geography – e.g. climate zones,
volcanoes, earthquakes, rivers, water eycle etc.
Developed use of technical language,
Developed use of technical language, rhetorical questions,
brackets/dashes/commas/parenthesis, model verbs,
brackets/dashes/commas/parenthesis, model verbs, colons,
colons, ‘drop in’ clauses.
‘drop in’ clauses.
Apostrophe – plural and possession, commas to mark
Apostrophe – plural and possession, commas to mark
clauses and to mark off fronted adverbials, comparative
clauses and to mark off fronted adverbials, comparative and
and superlative adjectives, conditionals, imperative,
superlative adjectives, conditionals, imperative, bullet
subordinate/relative clause.
points, subordinate/relative clause.
Vocabulary building towards structure/poetic form
(2 weeks) – could be split into two separate week blocks, completed in either half term)
Experiement with vocabulary, explore a range of poetry and complete ‘workshops’ using different styles e.g. methapors,
onomatopeia etc.
Personification, metaphor, onomatopeia, empty words (e.g. ‘someone, somewhere was out to get him…’), ambiguity,
noun phrase, expanded noun phrase.
Alliteration, similies ‘as’/’like’, singular/plural, adverb, consonant/vowel, preposition.
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of own
choice/context
English Overview Year 5 Term 2
NARRATIVE
Suspense and mystery
3 weeks
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Develop skills of building up atmosphere in writing, e.g.
passages beuilding upon tension
Cohension, determiner, relative and possesive
clause/pronoun, ‘drop in’ clauses.
Prepositions, ellipsis, full punctuation for direct speech,
fronted adverbials, speech marks, clause, subordinate
clause, relative clause, commas to mark clauses and to
mark off fronted adverbials, commas for sentence of 3 –
description and action.
Persuasion
2 weeks
Show through a range of writing an understanding of how
persuasive writing can be adapted for different audiences
and purposes
Rhetorical question, modal verb,
bracket/dash/comma/parenthesis, determiner, cohesion,
relative and possessive clauses, ‘drop in’ clauses.
Apostrophe – plural and possession, apostrophes for
contracted words, subordinate and relative clauses ,
commas to mark clauses and to mark off fronted
adverbials, comparative and superlative adjectives,
conditionals
Vocabulary building towards structure/poetic form
1 week
Read, write and perform free verse poetry
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of own
choice/context
Instructions
2 weeks
Detailed instructions with clear introduction and conclusion.
Rhetorical question, modal verb,
bracket/dash/comma/parenthesis, colon, determiner,
cohesion, relative and possessive clauses, ‘drop in’ clauses.
Apostrophe – plural and possession, apostrophes for
contracted words, subordinate and relative clauses ,
commas to mark clauses and to mark off fronted adverbials,
imperative, specific/technical vocabulary, conditionals,
bullet points
Structure – cinquain poem
1 week
Read and respond to cinquains. Experiment with writing their
own.
Personification, metaphor, onomatopeia, empty words (e.g. ‘someone, somewhere was out to get him…’), ambiguity,
cohesion, noun phrase, expanded noun phrase.
Alliteration, similies ‘as’/’like’, singular/plural, adverb, consonant/vowel, preposition.
English Overview Year 5 Term 3
NARRATIVE
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Fiction from our literary heritage
3 weeks
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
Explore a text in detail. Write in the style of the author to
complete sections of the stories. Take a plot and theme
from the text to plan and write their own contempory
version.
Cohension, determiner, relative and possesive
clause/pronoun, ‘drop in’ clauses.
Prepositions, ellipsis, full punctuation for direct speech,
fronted adverbials, speech marks, clause, subordinate
clause, relative clause, commas to mark clauses and to
mark off fronted adverbials, commas for sentence of 3 –
description and action.
Report
Discussion
2 weeks
2 weeks
Write a report in the form of an information leaflet, in
Write up a balanced discussion, presenting two sides of an
which two or more subjects are compared.
argument, following a debate.
Rhetorical question, modal verb,
Rhetorical question, modal verb,
bracket/dash/comma/parenthesis, determiner, cohesion,
bracket/dash/comma/parenthesis, colon, determiner,
relative and possessive clauses, ‘drop in’ clauses.
cohesion, relative and possessive clauses, ‘drop in’ clauses.
Apostrophe – plural and possession, apostrophes for
Apostrophe – plural and possession, apostrophes for
contracted words, subordinate and relative clauses ,
contracted words, subordinate and relative clauses ,
commas to mark clauses and to mark off fronted
commas to mark clauses and to mark off fronted adverbials,
adverbials, comparative and superlative adjectives,
imperative, specific/technical vocabulary, conditionals,
conditionals, bullet points.
bullet points.
Structure – spoken word poetry/rap
Take one poet – poetry appreciation
1 week
1 week
Listen to, read and respond to raps. Experiment with
Research a particular poet. Personal responses to a poet and
writing their own.
replicate a poet’s style.
Personification, metaphor, onomatopeia, empty words (e.g. ‘someone, somewhere was out to get him…’), ambiguity,
cohesion, imperative, noun phrase, expanded noun phrase.
Alliteration, similies ‘as’/’like’, singular/plural, adverb, consonant/vowel, preposition.
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of own
choice/context
English Overview Year 4 Term 1
NARRATIVE
Traditional Tales – Myths (quests)
2 weeks
Suggested final
written outcome
Write a Greek myth, focusing on effective characterisation
and linking dialogue to affect characterisation,
interweaving speech and action.
Full punctuation for direct speech, commas to mark
clauses and to mark off fronted adverbials, commas for
sentence of 3 – description and action.
Prepositions, ellipsis, use of inverted commas for direct
speech, fronted adverbials, speech marks, clause,
subordinate clause, relative clause, tense (past, present
and future).
Reports
2 weeks
New grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of own
choice/context
Text type development (cross curricular) – e.g. explanation
text on a Geographical topic.
2 weeks
Write own report independently, based on notes gathered
from several sources.
Apostrophes to mark singular and plural possession,
Conditionals (could, should, would), comparative and
superlatives, proper nouns, the difference between
possessive and plural –s, verb inflections
More specific/technical vocabulary to add detail,
apostrophes for contractions, bullet points
Vocabulary Building towards Structure /Poetic Form
Structure – riddle poetry
(1 week)
1 week
Experiment with vocabulary and produce a provide poetry
Explore, read and write riddle poetry.
with different structures (e.g. shape poem/ haiku).
Adverbial, fronted adverbial, comparative and superlative adjectives
Powerful verbs, boastful language, determiners (a, an), word families, alliteration, similies ‘as’/’like’, singular/plural,
adverb, consonant/vowel, preposition.
English Overview Year 4 Term 2
NARRATIVE
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Story settings
2 weeks
Write a section of a narrative (or several narratives)
focusing on setting
commas to mark clauses and to mark off fronted
adverbials, commas for sentence of 3 – description and
action
Prepositions, ellipsis, fronted adverbials, clause,
subordinate clause, relative clause, powerful verbs,
boastful language, determiners (a, an), word families,
alliteration, similies ‘as’/’like’, tense (past, present and
future).
Persuasion
2 weeks
Writing and performing a play
2 weeks
Write and perform a play, based on a familiar story.
Adverbial, fronted adverbial, pronoun, apostrophes for
singular and plural possession, commas to mark clauses and
to mark off fronted adverbials.
Colons for instructions, singular/plural, speech bubbles,
question marks, exclamation marks.
Text type development (cross curricular) – e.g. explanation
text on a Geographical topic.
2 weeks
Assemble and sequence points in order to plan the
presentation of a point of view, using graphs, images,
visual aids, to make it more convincing.
Apostrophe – plural and possession, commas to mark
clauses and to mark off fronted adverbials, comparative
and superlative adjectives, conditionals
Apostrophes for contracted words and to mark singular
possession, clause, subordinate and relative clause,
specific/more technical vocabulary, imperative
Vocabulary Building towards Structure /Poetic Form
Structure – narrative poetry
(1 week)
1 week
Experiment with vocabulary and produce a provide poetry
Explore, read and write narrative poetry.
with different structures (e.g. shape poem/ haiku).
Adverbial, fronted adverbial, comparative and superlative adjectives
Powerful verbs, boastful language, determiners (a, an), word families, alliteration, similies ‘as’/’like’, singular/plural,
adverb, consonant/vowel, preposition.
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of own
choice/context
English Overview Year 4 Term 3
NARRATIVE
A story/stories with a theme
2 weeks
Suggested final
written outcome
Relate the theme of the story to a personal experience and
write an autobiographical story/account reflecting that
theme.
Full punctuation for direct speech, commas to mark
clauses and to mark off fronted adverbials, commas for
sentence of 3 – description and action.
Prepositions, ellipsis, use of inverted commas for direct
speech, fronted adverbials, speech marks, clause,
subordinate clause, relative clause, tense (past, present
and future).
Discussion
2 weeks
Consider different sides of an argument and decide on a
course of acton, summarising your reasons in a letter.
New grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
Explanation
2 weeks
Create a flowchart to explain how a new invention works;
use the notes to write an explanation using an impersonal
style.
Apostrophe – plural and possession, commas to mark
Apostrophe – plural and possession, commas to mark
clauses and to mark off fronted adverbials, comparative
clauses and to mark off fronted adverbials, comparative and
and superlative adjectives, conditionals.
superlative adjectives, conditionals.
Apostrophes for contracted words and to mark singular
Statement/questions/exclamation/command, exclamation
possession, clause, subordinate and relative clause,
marks, question marks, imperative, colon for instruction,
specific/more technical vocabulary, imperative.
adverb, preposition, bullet points.
Vocabulary Building towards Structure /Poetic Form
Take one poet –poetry apprication
(1 week)
1 week
Experiment with vocabulary and produce a provide poetry Research a particular poet. Personal responses to a poet and
with different structures (e.g. shape poem/ haiku).
replicate a poet’s style.
Adverbial, fronted adverbial, comparative and superlative adjectives
Powerful verbs, boastful language, determiners (a, an), word families, alliteration, similies ‘as’/’like’, singular/plural,
adverb, consonant/vowel, preposition.
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of own
choice/context
English Overview Year 3 Term 1
NARRATIVE
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Traditional Tales – Fables
2 weeks
Write a new fable to convey a moral
Writing and perfoming a Play
2 weeks
Write and perform a play based on a familiar story
Elipsis, inverted commas, fronted adverbial, Word
family, Conjunction, Adverb , Direct speech, Inverted
commas, prefix, determiner, Synonyms, Relative
pronoun.
Colon for instructions, Singular/ plural
Capital letters, fullstops, question marks,
exclamation marks, comma after –ly opener,
Commas for sentence of 3 – description, tense (past,
present and future), preposition.
Recount
2 weeks
Write a news/sports report of an ‘unfolding event’
(e.g. commentary), including detail expressed in
ways that will enage the reader/viewer
Clause, Subordinate clause, Relative clause
‘Take One Book’
2 weeks
Speech bubbles, Finger spaces, Letter, Word,
Sentence, Capital letters, fullstops, question marks,
exclamation marks, preposition.
Instructions – giving directions
2 weeks
Write and evaluate a range of instructions, including
directions, e.g. a treasure hunt.
Imperative, colon for instruction, adverb,
preposition
Statement/ question/exclamation/Command,
commas used in a list, bullet points
Full stops, Capital letter, Question mark, Exclamation
mark, apostrophes for contracted words and to
mark singular posession
Vocabulary Building towards Structure /Poetic Form
1 week
Experiment with vocabulary and produce a provide poetry with different structures (e.g. shape poem/
haiku).
Ellipsis, word family, adverb, prepostion, conjunction, synonyms, consonant/vowel, Powerful verbs, boastful
language (e.g. magnificent), alliteration, similies ‘as’/’like’
Full stops, Capital letter, Question mark, Exclamation mark, Commas for sentence of 3 – description, Finger
spaces, Letter, Word, Sentence, Capital letters, fullstops, question marks, exclamation marks
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
English Overview Year 3 Term 2
NARRATIVE
Traditional Tales – Fairy Tales (alternative versions)
2 weeks
Suggested final
written outcome
New grammatical
teaching
Write a traditional tale from a key character’s perspective
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
Elipsis, inverted commas, fronted adverbial, Word family,
Conjunction, Adverb, Direct speech, Inverted commas, prefix,
determiner, Synonyms, Relative pronoun.
Capital letters, fullstops, question marks, exclamation marks,
comma after –ly opener, Commas for sentence of 3 –
description, Speech bubbles, tense (past, present and future),
preposition.
Explanations
2 weeks
Create and use a flowchart to write an explanation of a process,
ensuring relevant details are included and accounts ended
effectively
Imperative, colon for instruction, adverb, preposition
Report
2 weeks
Teacher demonstrate research and note-taking techniques
using information and ICT texts. Use these notes to produce
a report on a relevant/ familiar topic.
Clause, Subordinate clause, Relative clause, specific/ more
technical vocabulary.
Statement/ question/exclamation/Command, Finger spaces,
Full stops, Capital letter, Question mark, Exclamation mark,
Letter, Word, Sentence, Capital letters, fullstops, question
apostrophes for contracted words and to mark singular
marks, exclamation marks
posession
Vocabulary Building
2 weeks (could be split into two separate week blocks, completed in either half term)
Experiement with words, phrases and effect to create a descriptive poem based on a relevant topic.
Powerful verbs, boastful language (e.g. magnificent), Ellipsis, word family, adverb, prepostion, conjunction, synonyms,
consonant/vowel, alliteration, similies ‘as’/’like’
Full stops, Capital letter, Question mark, Exclamation mark, Commas for sentence of 3 – description, Finger spaces, Letter,
Word, Sentence, Capital letters, fullstops, question marks, exclamation marks
‘Take One Book’
2 weeks
One or more written
outcomes linked with
fiction/non-fiction of
own choice/context
English Overview Year 3 Term 3
NARRATIVE
Adventure stories
2 weeks
Suggested final
written outcome
New grammatical
teaching
Write an adventure story, focusing on a plot
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from teacher
assessment, of classes’ strengths and weaknesess.
2 weeks
‘Take One Book’
2 weeks
Elipsis, inverted commas, fronted adverbial, Word family,
Conjunction, Adverb, Direct speech, Inverted commas,
prefix, determiner, Synonyms, Relative pronoun.
Capital letters, fullstops, question marks, exclamation marks,
comma after –ly opener, Commas for sentence of 3 –
description, Speech bubbles, tense (past, present and
future), preposition.
Persuasion – persuasive letter writing
2 weeks
Present a point of view in the form of a letter, linking points
persuasively and selecting appropriate style and vocabulary
appropriate to the reader
Clause, Subordinate clause, Relative clause, specific/ more
technical vocabulary, imperative
Full stops, Capital letter, Question marks, exclamation
marks, apostrophes for contracted words and to mark
singular posession
Free poetry
1 week
Read, write and perform free verse poetry
One or more written
outcomes linked with
fiction/non-fiction of
own choice/context
Text type development (cross curricular) – e.g. explanation
text on a Geographical topic.
2 weeks
Take one poet – poetry appreciation
1 week
Research a particular poet. Personal responses to poet and
replicate a poet’s style.
Powerful verbs, boastful language (e.g. magnificent), synonyms, Ellipsis, word family, adverb, prepostion, conjunction,
consonant/vowel, alliteration, similies ‘as’/’like’
Full stops, Capital letter, Question mark, Exclamation mark, Commas for sentence of 3 – description, Finger spaces, Letter,
Word, Sentence, Capital letters, fullstops, question marks, exclamation marks
English Overview Year 2 Term 1
NARRATIVE
Traditional Tales – Fairy Tales
2 weeks
Suggested final
written outcome
New grammatical
teaching
Write a re-telling of a traditional story.
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from
teacher assessment, of classes’ strengths and
weaknesess.
2 weeks
‘Take One Book’
2 weeks
Commas for description, speech marks, verb/adverb,
tense (past, present, future), comma after –ly
opener, noun phrases
Capital letter, exclamation mark, question mark,
speech bubble, sentence, word, capital letter, full
stops, exclamation mark, question mark, finger
spaces, prepositions (inside, outside, towards,
across, under)
Recount
2 weeks
Write first person recouns retelling historical events,
using adverbs of time to aid sequencing, and
maintaining consistency in tense and person.
Apostrophes for contractions and singular
possession, tense (past, present, future)
Connective, bullet points, sentence, word, capital
letter, full stops, exclamation mark, question mark,
finger spaces.
Vocabulary Building towards Structure (List
Poems)
1 week
Read list poems. Write and perform own versions.
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
Explanations
2 weeks
Following practical tasks, produce a simple flowchart
or cyclical diagram and record a series of sentences
to support the explanation.
Statement, question, command, generalisers, tense
(past, present, future)
Bullet points, connective, commas to separate items
in a list, finger spaces.
Poetic structure – calligrams
1 week
Write own calligrams (based on own words)
Noun phrases, suffix, verb/adverb, commas for description, alliteration, commas for sentences of 3
Adjective, verb, sentence, word, capital letter, full stops, exclamation mark, question mark, finger spaces,
similes (as/like), alliteration.
English Overview Year 2 Term 2
NARRATIVE
Stories with recurring literary language
(E.g. repeition – ‘Jack and the Beanstalk’)
2 weeks
Suggested final
written outcome
New grammatical
teaching
Use a familiar story (which includes repetition) as a
model to write a new story.
Commas for description, speech marks, verb/adverb,
tense (past, present, future), comma after –ly
opener, noun phrases
Capital letter, exclamation mark, question mark,
speech bubble, sentence, word, capital letter, full
stops, exclamation mark, question mark, finger
spaces, prepositions (inside, outside, towards,
across, under)
Report
2 weeks
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from
teacher assessment, of classes’ strengths and
weaknesess.
2 weeks
‘Take One Book’
2 weeks
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
Text type development (cross curricular) – e.g.
explanation text on a Geographical topic.
2 weeks
Assemble information on a subject, sorting and
categorising information; use comparative language
to describe and differentiate.
Apostrophes for contractions and singular
possession, tense (past, present, future), statement,
question, command, generalisers, connective.
Connective, bullet points, sentence, word, capital
letter, full stops, exclamation mark, question mark,
finger spaces, commas to separate items.
Vocabulary Building towards Structure /Poetic Form
2 weeks – could be split into separate week blocks
Experiment with vocabulary and produce a provide poetry with different structures (e.g. acrostic poem).
Noun phrases, suffix, verb/adverb, commas for description, alliteration, commas for sentences of 3
Adjective, verb, sentence, word, capital letter, full stops, exclamation mark, question mark, finger spaces,
similes (as/like), alliteration.
English Overview Year 2 Term 3
NARRATIVE
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Traditional tales (Myths/Creation Stories) – one
story
2 weeks
Use a familiar story (which includes repetition) as a
model to write a new story.
Commas for description, speech marks, verb/adverb,
tense (past, present, future), comma after –ly
opener, noun phrases
Capital letter, exclamation mark, question mark,
speech bubble, sentence, word, capital letter, full
stops, exclamation mark, question mark, finger
spaces, prepositions (inside, outside, towards,
across, under)
Instructions
2 weeks
Write a series of fiction-based instructions (i.e. ‘How
To Trap An Ogre’)- including diagrams.
Apostrophes for contractions and singular
possession, statement, question, command,
generalisers, connective.
Connective, bullet points, sentence, word, capital
letter, full stops, exclamation mark, question mark,
finger spaces, commas to separate items,
prepositions (inside, outside, towards, across, under)
Traditional tales (Myths/Creation Stories) – a
second story with a different focus.
2 weeks
Use a familiar story (which includes repetition) as a
model to write a new story.
Commas for description, speech marks,
verb/adverb, tense (past, present, future), comma
after –ly opener, noun phrases
Capital letter, exclamation mark, question mark,
speech bubble, sentence, word, capital letter, full
stops, exclamation mark, question mark, finger
spaces, prepositions (inside, outside, towards,
across, under)
Explanations
2 week
Produce a flowchart, ensuring content is clearly
sequenced.
Apostrophes for contractions and singular
possession, tense (past, present, future), statement,
question, command, generalisers, connective.
Connective, bullet points, sentence, word, capital
letter, full stops, exclamation mark, question mark,
finger spaces, commas to separate items,
prepositions (inside, outside, towards, across,
under)
Vocabulary Building towards Structure /Poetic Form
1 week
Experiment with vocabulary and produce a provide poetry with different structures (e.g. acrostic poem).
Noun phrases, suffix, verb/adverb, commas for description, alliteration, commas for sentences of 3
Adjective, verb, sentence, word, capital letter, full stops, exclamation mark, question mark, finger spaces,
similes (as/like), alliteration.
‘Take One Book’
2 weeks
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
English Overview Year 1 Term 1
NARRATIVE
Stories with predictable phrasing (e.g. ‘The Hungry
Caterpillar’, ‘Dear Zoo’) – one story
2 weeks
Suggested final
written outcome
New grammatical
teaching
Write simple sentences using patterened language,
words and phrases taken from familiar stories.
Speech bubble, question mark, exclamation mark,
simile –‘as’, singular/plural, verb, adjective,
prepositions (inside, outside, towards, across,
under).
Stories with predictable phrasing (e.g. ‘The Hungry
Caterpillar’, ‘Dear Zoo’) – another story with a
different focus.
2 weeks
Write simple sentences using patterened language,
words and phrases taken from familiar stories.
Speech bubble, question mark, exclamation mark,
simile –‘as’, singular/plural, verb, adjective,
prepositions (inside, outside, towards, across,
under).
Finger spaces, letter, word, sentence, full stops,
capital letter, simile –‘like’
Finger spaces, letter, word, sentence, full stops,
capital letter, simile –‘like’
Labels, Lists and captions
1 week
Write lables and sentences for an in-class
exhibition/museam display.
Bullet points, question mark, exclamation mark,
simple connectives, commas to separate items in a
list.
Finger spaces, letter, word, sentence, full stops,
capital letter.
Recount
2 weeks
Write simple first person recounts based on personal
experience, using adverbs of time to aid sequencing.
Bullet points, question mark, exclamation mark,
simple connectives, commas to separate items in a
list, capital letter for personal pronoun ‘I’.
Finger spaces, letter, word, sentence, full stops,
capital letter.
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Vocabulary Building towards Structure
1 week
Read, write and perform free verse poems.
Poetic structure – rhyming couplets
1 week
Recite familiar poems by heart, explore and write
rhyming couplets.
Simile – ‘as’, alliteration, adjective, verb, singular/plural
Finger spaces, letter, word, sentence, full stops, capital letter, simile –‘like’
‘Take One Book’
2 weeks
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
English Overview Year 1 Term 2
NARRATIVE
Contemporary fiction – stories reflecting children’s
own experience (e.g. ‘Dogger’ – Shirley Hughes)
2 weeks
Suggested final
written outcome
New grammatical
teaching
Write a series of sentences to retell events based
upon personal experience.
Speech bubble, question mark, exclamation mark,
simile –‘as’, singular/plural, verb, adjective,
prepositions (inside, outside, towards, across,
under).
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from
teacher assessment, of classes’ strengths and
weaknesess.
2 weeks
‘Take One Book’
2 weeks
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
Finger spaces, letter, word, sentence, full stops,
capital letter, simile –‘like’
Report
2 weeks
A simple non-chronological report with series of
sentences to describe aspects of the subject;
distinguish between a description of a single member
of a group and the group in general.
Bullet points, question mark, exclamation mark,
simple connectives, commas to separate items in a
list.
Finger spaces, letter, word, sentence, full stops,
capital letter.
Instructions
2 weeks
Following a practical experience, write up the
instructions for a simple recipe.
Bullet points, question mark, exclamation mark,
simple connectives, commas to separate items in a
list.
Finger spaces, letter, word, sentence, full stops,
capital letter.
Vocabulary Building towards structure/poetic form
2 weeks – could be split into separate week blocks.
Experiment with vocabulary and produce a provide poetry with different structures (e.g. rhyming couplets,
simple listing poems).
Simile – ‘as’, alliteration, adjective, verb, singular/plural
Finger spaces, letter, word, sentence, full stops, capital letter, simile –‘like’
English Overview Year 1 Term 3
NARRATIVE
Traditional Tales – Fairy Tales
3 weeks
Suggested final
written outcome
New grammatical
teaching
Write a retelling of a traditional story (or two stories)
Consolidate
grammatical
teaching
NON-FICTION
Suggested final
written outcome
New grammatical
teaching
Consolidate
grammatical
teaching
POETRY
Suggested
outcome
New grammatical
teaching
Consolidate
grammatical
teaching
Assertive mentoring – text type identified from
teacher assessment, of classes’ strengths and
weaknesess.
2 weeks
‘Take One Book’
2 weeks
Speech bubble, question mark, exclamation mark,
simile –‘as’, singular/plural, verb, adjective,
prepositions (inside, outside, towards, across,
under).
One or more written outcomes linked
with fiction/non-fiction of own
choice/context
Finger spaces, letter, word, sentence, full stops,
capital letter, simile –‘like’
Report
2 weeks
A simple non-chronological report with series of
sentences to describe aspects of the subject;
distinguish between a description of a single member
of a group and the group in general.
Bullet points, question mark, exclamation mark,
simple connectives, commas to separate items in a
list.
Finger spaces, letter, word, sentence, full stops,
capital letter.
Vocabulary Building
1 week
Experiment with poetic vocabulary and structure.
Read, write and perform free verse poetry.
Explanations
2 weeks
Draw pictures to illustrate a simple process and
prepare several sentences to support the
explanation.
Question mark, exclamation mark, simple
connectives, commas to separate items in a list.
Finger spaces, letter, word, sentence, full stops,
capital letter.
Take one poet – poetry appreciation
Look at a particular poet together. Personal
responses to a poet and replicate poet’s style. Recite
familiar poems by heart.
Simile – ‘as’, alliteration, adjective, verb, singular/plural
Finger spaces, letter, word, sentence, full stops, capital letter, simile –‘like’