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English Curriculum Overview
English Scheme of Work Year 3
Aims:
Provide a safe, happy, stimulating environment
 Children as individuals can experience high quality learning
 Establish a supportive partnership with parents, carers and governors
Excellent teaching for all children showing respect of diversity, values, cultures,
belief, abilities and additional needs
 A stimulating and challenging curriculum accessible to all.
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Context
OFSTED/ School Priorities
English Response
To raise attainment in writing so that it is in line or above
national expectation across the whole school.
To implement a new scheme for writing which shows progression and
embedding of grammar into teaching sequences.
To engage with other agencies to support the social,
moral, spiritual, cultural and emotional aspects of
learning pertaining to writing.
All children’s work to be celebrated on publishing display boards.
‘Good News’ letters to be sent home weekly to celebrate all ability
groups.
To foster a whole school approach to writing.
To raise the profile of reading across the school.
Consistent use of the Literacy Tree evidenced through planning,
teaching and learning. Opportunities for extended writing to be
planned into the Literacy Tree scheme. Review the curriculum so that
writing is delivered in a more purposeful and meaningful way across
the curriculum to engage all children but especially boys. Extra focus
across the school in the choice of literary texts to engage boys in light
of the new requirements of the new curriculum.
To adopt a whole school approach to the teaching of
Grammar and Phonics based on the requirements of the
National Curriculum for English
All learning resources support the delivery of the National Curriculum.
Grammar and phonics expectations clearly outlined for all teachers.
Develop the use of letters and sounds so that it is taught consistently.
Teachers to adopt a consistent approach in the marking
of pupils’ work.
New marking policy to be consistently used by every class teacher.
Next step comments to be effective to ensure children are making
good progress.
What our children say about English:
I have enjoyed English because I like writing! (Year 1)
I love writing poetry, I’d like to do it more! (Year 2)
I like writing creative stories because it’s fun! (Year 3)
I love using my neatest handwriting and publishing my work for display (Year 4)
I’ve enjoyed learning about persuasive writing! (Year 5)
I think English is interesting and important. The lessons are always made to be fun! (Year 6)
General Information:
 English is delivered through a discrete lesson lasting up to 45 minutes a day in Key Stage 1 and Key Stage 2.
 English skills can be taught discretely through GPaS starters if necessary.
 English should also be encouraged through the teaching of a range of other subjects in the curriculum to ensure a crosscurricular approach.
 Individual reading, both at home and at school, is a high priority for our school.
 Each year group covers a selection of ‘genres’ in both reading writing throughout the year.
 Children have the opportunity, throughout the year, to revisit and extend their understanding of these genres.
 Children have individual writing targets which are reviewed continually. These targets are recorded in their English books
and are related to the Symphony Assessment.
 Children with SEN are supported within their own classrooms during the main lesson by adults, and take part in
additional learning on an individual or small group basis at other times. Any interventions that take place are recorded
on provision maps.
 Experience-led learning and thematic linked learning takes place for all age groups, to provide a real life context for
writing and to spark children’s imaginations.
 Handwriting in school is taught using the Penpal’s Scheme. Cursive handwriting is encouraged throughout the school,
commencing from Reception-Year 6.
National Curriculum: Year 3/4 Programme of Study
Reading – word reading
Reading - comprehension
National Curriculum: Year 3/4 Programme of Study
Writing – transcription
Writing – composition
National Curriculum: Year 3/4 Programme of Study
Writing – vocabulary, grammar and punctuation
Year 1 – 6 Spoken Language
Reading to Succeed
At Maundene Primary School we introduce our children to a range of good quality fiction and non-fiction
books through whole-class teaching and weekly guided reading sessions. We strongly believe that the
appreciation of reading should be embedded from an early age. A wide range of reading strategies are
taught throughout school including: guided reading, shared reading and independent reading. During guided
reading sessions children are encouraged to explore story plots, character motivation and the way writers
look to inspire the imagination. Children have access to a range of fiction and non-fiction books both in
classrooms and in our new, exciting school library.
At Maundene Primary School we use ‘Letters and Sounds’ as our preferred method of delivering quality
phonics teaching.
Letters and Sounds is a phonics resource published by the Department of Education. The programme aims
to extend children's speaking and listening skills in their own right as well as to prepare children for learning
to read by developing their phonic knowledge and skills.
In Early Years Foundation Stage, children follow a detailed programme with the aim of them becoming fluent
readers by age seven.
In KS1 we use a range of reading schemes to provide variety and depth for our pupils. These include:
Oxford Reading Tree, Collins Big Cat, Ginn, Heinemann Story World, Discovery World and Dandelion along
with "real" books by well-known authors
Children in Key Stage 2 will receive phonic teaching when and if necessary, often through interventions or
guided reading sessions.
At Maundene Primary School, we want our children to become enthusiastic and engaged readers and to
develop a life-long love of books.
The Role of the Teacher
 In EYFS and KS1, phonics must be taught each day and in KS2 where appropriate.
 To have an understanding of children’s reading strengths and difficulties, identifying children who may
be struggling.
 To monitor progress through guided reading sessions, the reading symphony and target tracker.
 To support and encourage children during reading activities and guided reading sessions.
 To teach reading discretely through a variety of other subjects in the curriculum.
 To reward children for good progress in reading.
 To ensure a balance of shared, guided and independent reading every day.
 To engage in shared class reading of whole novels chosen to capture pupils’ interest and enrich their
vocabulary.
“I have a passion for teaching kids to become readers, to become comfortable with a book, not
daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and
learning to be a reader gives a terrific advantage” ~ Roald Dahl
Guided Reading
Enjoyment of reading and reading to children is emphasised in the English Programmes of Study 2014. It is
recognised that reading increases pupils’ vocabulary because they encounter words they would rarely hear
or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder
and joy for curious young minds.
It is for these reasons that Reading skills need to be taught daily through Guided Reading sessions.
Reading skills can be taught on a rotational basis termly and should consist of:
 At EYFS, a phonics-based activity for children to consolidate their skills, listening to a recorded story,
hearing an adult read, being heard to read and participating in a comprehension or listening skills
development activity.
 At KS1, a phonics-based activity in preparation for the phonics test, a writing activity based on the
book being read, being heard to read, participating in
a comprehension activity and a Grammar or
Punctuation activity.
 At KS2, a phonics activity if an intervention is needed
for individuals, a comprehension activity, paired or
group reading, reading to an adult and participating
in a Grammar or Punctuation activity.
An example of a KS1 Guided Reading Timetable is to the
right.
Classroom Book Corners
It is very important to provide an attractive, welcoming book corner. The children should visit frequently,
enjoy looking at the books and make a start on their journey to reading.
You should look at the book corner through the eyes of the children, ask their views and get them to help
design or make suggestions. You should work with them to create an exciting and inviting book corner
together. They can follow the theme of your topic or book being studied e.g. habitats, the rainforest, the
ocean, castles etc. Make them as imaginative as possible!
Please remember, your book corner should reflect the aims and values of Maundene Primary School and it
should promote the importance of reading.
Reading corners must be comfortable and remain tidy as this is setting an example for the children in your
class. There should be a good display of books that will entice readers to enter the area and encourage
reading for pleasure.
Home Readers
It is important that all children throughout Maundene Primary School are encouraged to read at home.
Books must be changed at least three times a week and parents should be encouraged to understand the
value of reading at home with their child. Home Readers must be signed by an adult at home as evidence
that children have read and teachers must then sign and return with a new book. This reinforces
communication between the teacher and parent and models the sort of comments that parents could be
making at home.
“You can find magic wherever you look. Sit back and relax. All you need is a book” ~ Dr Seuss
Phonics Overview
At Maundene Primary School we follow the ‘Letters and Sounds’ scheme of work. We believe that phonics is
a vital initial step in teaching children to read and it is essential that daily teaching of phonic skills is multisensory, interactive and enjoyable.
Subject Knowledge - Glossary
Phoneme - The smallest unit of sound. There are approximately 44 phonemes in English (it depends on
different accents). Phonemes can be put together to make words.
Grapheme - A way of writing down a phoneme. Graphemes can be made up from 1 letter e.g. p, 2 letters
e.g. sh, 3 letters e.g. tch or 4 letters e.g ough.
GPC - This is short for Grapheme Phoneme Correspondence. Knowing a GPC means being able to match a
phoneme to a grapheme and vice versa.
Digraph - A grapheme containing two letters that makes just one sound (phoneme).
Trigraph - A grapheme containing three letters that makes just one sound (phoneme).
Oral Blending - This involves hearing phonemes and being able to merge them together to make a word.
Children need to develop this skill before they will be able to blend written words.
Blending- This involves looking at a written word, looking at each grapheme and using
knowledge of GPCs to work out which phoneme each grapheme represents and then
merging these phonemes together to make a word. This is the basis of reading.
Oral Segmenting - This is the act hearing a whole word and then splitting it up into the phonemes that make
it. Children need to develop this skill before they will be able to segment words to spell them.
Segmenting - This involves hearing a word, splitting it up into the phonemes that make it, using knowledge
of GPCs to work out which graphemes represent those phonemes and then writing those graphemes down in
the right order. This is the basis of spelling.
Phase 1
By the end of phase 1 children will have experienced a wealth of listening activities including songs, stories
and rhymes. They will be able to distinguish between speech sounds and many will be able to blend and
segment words orally. Some will also be able to recognise spoken words that rhyme and will be able to
provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these
speaking and listening activities continue.
Phase 2 (Up to 6 Weeks)
By the end of phase 2 children should:
 Give the sound when shown any Phase Two letter, securing first the starter letter s, a, t, p, I, n
 Find any Phase Two letter, from a display, when given the sound
 Be able to orally blend and segment CVC words
 Be able to blend and segment in order to read and spell (using magnetic letters)
VC words such as: if, am, on, up and ‘silly names’ such as ip, ug, and ock
 Be able to read the five tricky words the, to, I, no, go.
Phase 3 (Up to 12 Weeks)
By the end of phase 3 children should:
 Give the sound when shown all or most Phase Two and Phase Three graphemes
 Find all or most Phase Two and Phase Three graphemes, from a display, when given the sound
 Be able blend and read CVC words
 Be able to segment and make a phonemically plausible attempt at spelling CVC words
 Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are
 Be able to spell the tricky words the, to, I, no, go
 Write each letter correctly when following a model
Phase 4 (4-6 Weeks)
By the end of phase 4 children should:
 Give the sound when shown any Phase Two and Phase Three grapheme
 Find any Phase Two and Phase Three graphemes, from a display, when given the sound
 Be able blend and read words containing adjacent consonants
 Be able to segment and spell words containing adjacent consonants
 Be able to read the tricky word some, one, said, come, do, so, were, when, have, there, out, little,
what
 Be able to spell the tricky words he, she, we, me, be, was, my, you, her, they, all, are
 Write each letter, usually correctly
Phase 5 (throughout Year 1)
By the end of phase 5 children should:
 Give the sound when shown any grapheme that has been taught
 For any given sound, write the common graphemes
 Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that
are not completely decodable
 Read and spell phonically decodable two-syllable and three-syllable words
 Read automatically all the words in the list of 100-high frequency words
 Be able to spell most of the words in the list of 100-high frequency words
 Write each letter correctly
Phonics Timetable at Maundene Primary School
EYFS - Nursery
EYFS – Reception
Year 1
Year 2
Year 3-6
Term 1/2
Term 3/4
Term 5/6
Phase1
Phase 1
Phase 2
Phase 2
Phase 3
Phase 4
Phase 4/5
Phase 5
Phase 5
Phase 5
Phase 6
Phase 6
Interventions must be put in place for any children who have not passed the
Phonics Screening
“The more you read, the more things you know. The more that you learn, the more places you’ll
go” ~ Dr Seuss
Phonics Lesson Format
Revisit and Revise
Recently and previously learned phoneme-grapheme correspondences, blending and segmenting skills as
appropriate e.g flashcards- BE PACY!
Teach
New phoneme-graphemes; skills of blending and segmenting; teach tricky words
Practise
New phoneme – graphemes; skills of blending and reading. Practise segmenting& spelling
Apply
New knowledge and skills while reading/writing- read or write a sentence
Revisit
Revisit quickly what was learnt in the lesson, remind children of the phoneme- grapheme and ask for an
example
Assess
Has everyone achieved this lesson?
Suggested timings
● Revisit/review - most recent phonemes or gaps 3 - 5 minutes
● Teach – 5 minutes
● Practise – opportunity for games with all children involved, fun activities 8 -10 minutes
Apply – don’t over emphasise the writing element at earlier phases, can be differentiated with different
words or captions 3 minutes
Spelling Overview
By the end of Year 1, pupils should be able to read a large number of different words containing the GPCs
that they have learnt, whether or not they have seen these words before. Spelling, however, is a very
different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right
letter or letters depends on their either having made a conscious effort to learn the words or having
absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or
absorb the accurate spelling of all the words that they may want to write.
Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception
words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling.
The ‘exception words’ contain GPCs which have not yet been taught.
The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils
frequently use in their writing and those which they often misspell. Some of the listed words may be thought
of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage
2 alongside other words that teachers consider appropriate.
Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’
attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils
also need to understand the role of morphology and etymology. Although particular GPCs in root words
simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling
where these are relevant. For example, understanding the relationship between medical and medicine may
help pupils to spell the /s/ sound in medicine with the letter ‘c’. Pupils can also be
helped to spell words with prefixes and suffixes correctly.
At Maundene Primary School, children are provided with differentiated spellings every Friday and are tested
the following Friday. They complete their spelling test in the back of their homework books to ensure scores
are easily accessed by parents. The children are provided with spellings related to their phonics, as well as
working through the list of common exception words.
Spelling Overview
Year 1
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f/l/s/z/k
ff/ll/ss/zz/ck
n before k
syllabification
-tch
-v/-ve at the end of words
-s /es endings to plurals
-ing -ed -er endings
-er -est
vowel digraphs and trigraphs:
ai,oi,ay,oy,a-e,e-e,i-e,o-e,u-e,
ar,ee,ea, er,ir,ur
·
·
·
·
·
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oo,oa,oe,ou,ow,ue,ew,ie,ig
h,or,ore, aw,au, air, ear, are,
words ending -y
new consonant spellings ph -wh
prefix un
compound words e.g. football
common exception words e.g.
the, do.
Year 2
*-ge -dge at the end of words.
*variations of g in words.
*s sound spelt c before e i y e.g. ice.
*n sound at beginning of words spelt kn e.g.
knock less often gn – gnaw.
*r sound spelt wr at the beginning of words
e.g. write.
*l sound spelt -le and -el -al -il at end of
words e.g camel petal fossil.
*ai sound spelt y at end of words e.g. July.
*add -es to nouns & verbs ending in -y e.g.
*add -ed -ing -er -est to a root word ending
y with a consonant before e.g. happier
happiest.
*add -ed -ing -er -est to a root word ending
e with a consonant before e.g. hiking hiked.
*add -ed -ing -er -est -y to words with one
syllable ending in a single consonant after a
single vowel e.g. humming & hummed.
*or sound spelt before l and ll e.g. always
ball.
*sound as in other, mother, Monday.
*ey sound as in key.
*a as o sound e.g want watch squash.
*sound following a w as in world word work.
*a after a w as in war, warm, towards.
*s as in treasure, television, usual.
*suffixes - ment -less -ful -less –ly.
*apostrophe of contraction e.g can’t, didn’t,
it’s.
*possessive apostrophe for singular nouns
e.g. Megan’s the girl’s.
*words ending in -tion e.g. station, fiction.
*homophones and near homophones.
*common exception words.
Year 3/4
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add suffixes beginning with
vowels to words of more than one
syllable e.g. forgetting beginner
limited.
the i sound represented as y
other than at the end of words
e.g. myth.
the u sound spelt ou e.g. touch.
additional prefixes:
dis, mis, un, in, il, im, ir, re, sub,
inter, super, anti, auto.
suffixes: -ation, ly.
words ending in -ure or –sure.
words that end in –sion.
words that end in –ous.
endings which ‘sound like’ sion cian, tion, sion, ssion.
words with the k sound spelt ‘ch’character, echo (Greek in origin).
sh sound spelt ‘ch’ e.g. chef
brochure (French in origin).
words ending with ‘g’ sound spelt
- gue e.g. league.
k sound spelt ‘que’ e.g unique.
s sound spelt ‘sc/ce’ e.g. science.
ei sound spelt ei, eigh, ey e.g
vein, weigh, they.
possessive apostrophe with
plural words.
homophones and near
homophones.
Year 5/6
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-tious or cious endings e.g. vicious
infectious.
-cial -tial endings e.g. official
essential.
-words ending in -ant, ance, ent,
ence, ancy, ency e.g. observant,
hesitant, tolerance, innocence,
frequency.
words ending in -able and -ible ably - ibly e.g. adorable
adorably considerable considerably.
add suffixes beginning with vowels to
words ending in -fer e.g. referring
transferred.
use of the hyphen to join a prefix to
a root word if the prefix ends in a
vowel e.g. co- operate and re-enter.
words with ‘e’ sound spelt ei after c
e.g. deceive ceiling (plus exceptions
to the rule).
words containing the letter string ough (which can have many sound
variations) e.g. dough through ought
plough rough.
silent letters e.g. doubt knight island
lamb solemn thistle.
homophones and other words often
confused (see appendix 1 for
examples).
Spelling Overview – Year 3
Statutory
Requirements
Rules and Guidance
Example Words
Adding suffixes beginning
with vowel letters to words
of more than one syllable
If the last syllable of a word is stressed and ends with one
consonant letter which has just one vowel letter before it, the final
consonant letter is doubled before any ending beginning with a
vowel letter is added. The consonant letter is not doubled if the
syllable is unstressed.
forgetting, forgotten, beginning, beginner, prefer, preferred
The /ɪ/ sound spelt y
elsewhere than at the end
of words
These words should be learnt as needed.
myth, gym, Egypt, pyramid, mystery
The /ʌ/ sound spelt ou
These words should be learnt as needed.
young, touch, double, trouble, country
More prefixes
Most prefixes are added to the beginning of root words without any
changes in spelling, but see in– below. The prefix in– can mean
both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’.
in–: inactive, incorrect
Like un–, the prefixes dis– and mis– have negative meanings.
dis–: disappoint, disagree, disobey
mis–: misbehave, mislead, misspell (mis + spell)
gardening, gardener, limiting, limited, limitation
in-: inactive, incorrect
Before a root word starting with l, in– becomes il.
illegal, illegible
Before a root word starting with m or p, in– becomes im–.
immature, immortal, impossible, impatient, imperfect
Before a root word starting with r, in– becomes ir–.
irregular, irrelevant, irresponsible
re– means ‘again’ or ‘back’.
re–: redo, refresh, return, reappear, redecorate
sub– means ‘under’.
sub–: subdivide, subheading, submarine, submerge
inter– means ‘between’ or ‘among’.
inter–: interact, intercity, international, interrelated (inter +
related)
super– means ‘above’.
super–: supermarket, superman, superstar
anti– means ‘against’.
anti–: antiseptic, anti-clockwise, antisocial
auto– means ‘self’ or ‘own’.
auto–: autobiography, autograph
The suffix –ation
Suffix –ation is added to verbs to form nouns. Rules already learnt
still apply.
information, adoration, sensation, preparation, admiration
The suffix –ly
The suffix –ly is added to an adjective to form an adverb. The rules
already learnt still apply.
The suffix –ly starts with a consonant letter, so it is added straight
on to most root words.
sadly, completely, usually (usual + ly), finally (final + ly),
comically (comical + ly)
Exceptions:
(1) If the root word ends in –y with a consonant letter before
it, the y is changed to i, but only if the root word has more
than one syllable.
(2) If the root word ends with –le, the –le is changed to –ly.
(3) If the root word ends with –ic, –ally is added rather than
just –ly, except in the word publicly.
(4) The words truly, duly, wholly.
Words with endings
The ending sounding like /ʒə/ is always spelt –sure.
happily, angrily
gently, simply, humbly, nobly
basically, frantically, dramatically
measure, treasure, pleasure, enclosure
sounding like
or /ʒə/ ure
The ending sounding like /tʃə/ is often spelt –ture, but check that
the word is not a root word ending in (t)ch with an er ending – e.g.
teacher, catcher, richer, stretcher.
creature, furniture, picture, nature, adventure
Endings which sound like
ʒ/ / ən sion
If the ending sounds like /ʒən/, it is spelt as –sion.
division, invasion, confusion, decision, collision, television
The suffix –ous
Sometimes the root word is obvious and the usual rules apply for
adding suffixes beginning with vowel letters.
Sometimes there is no obvious root word.
–our is changed to –or before –ous is added.
A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to
be kept.
If there is an /i:/ sound before the –ous ending, it is usually spelt as
i, but a few words have e.
poisonous, dangerous, mountainous, famous, various
tremendous, enormous, jealous
humorous, glamorous, vigorous
courageous, outrageous
serious, obvious, curious hideous, spontaneous, courteous
Endings which sound like
spelt –tion, –sion, –ssion, –
cian /ʃən/,
Strictly speaking, the suffixes are –ion and –ian. Clues about
whether to put t, s, ss or c before these suffixes often come from
the last letter or letters of the root word.
–tion is the most common spelling. It is used if the root word ends
in t or te.
invention, injection, action, hesitation, completion
–ssion is used if the root word ends in ss or –mit.
expression, discussion, confession, permission, admission
–sion is used if the root word ends in d or se.
expansion, extension, comprehension, tension
Exceptions: attend – attention, intend – intention.
–cian is used if the root word ends in c or cs.
musician, electrician, magician, politician, mathematician
Words with the /k/ sound
spelt ch (Greek in origin)
scheme, chorus, chemist, echo, character
Words with the
chef, chalet, machine, brochure
sound spelt ch (mostly
French in origin) /ʃ/
The g/ sound spelt –gue
and the /k/ sound spelt –
que (French in origin)
Words with the /s/ sound
spelt sc (Latin in origin)
league, tongue, antique, unique
In the Latin words from which these words come, the Romans
probably pronounced the c and the k as two sounds rather than
one – /s/ /k/.
Words with the /eɪ/ sound
spelt ei, eigh, or ey
Possessive apostrophe
with plural words
Homophones and nearhomophones
science, scene, discipline, fascinate, crescent
vein, weigh, eight, neighbour, they, obey
The apostrophe is placed after the plural form of the word; –s is
not added if the plural already ends in –s, but is added if the plural
does not end in –s (i.e. is an irregular plural – e.g. children’s).
girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular
proper nouns ending in s use the ’s suffix e.g. Cyprus’s
population)
accept/except, affect/effect, ball/bawl, berry/bury, brake/break,
fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll,
knot/not, mail/male, main/mane, meat/meet, medal/meddle,
missed/mist, peace/piece, plain/plane, rain/rein/reign,
scene/seen, weather/whether, whose/who’s
Year 3 Vocabulary, Punctuation and Grammar Overview
Writing Overview
At Maundene Primary School follow The Literacy Tree Learning Consultancy. We believe:
 All children have the right to be critical readers, thinkers and writers.
 Children’s live can be enriched through quality literature.
 Learning should be an exciting and engaging process.
The Literacy Tree provides text-based sequences for all year groups to adapt and follow. They ensure
 Quality children’s literature by significant authors
 Engaging starting points and immersion through experiential learning with a clear sense of audience
and purpose
 Grammar, Spelling and Reading objectives embedded throughout, with some opportunities for Phonics,
all leading to purposeful longer and shorter written application
 Coverage of the National Curriculum 2014 and identified objectives, using revised and explicit
terminology.
Curriculum Overviews are completed at the beginning of each academic year and term by teachers and they
must detail which books are being studied and how they can be linked to other subjects throughout the
National Curriculum. It is vital that children are exposed to a range of fiction and non-fiction texts during the
year and that they gradually revisit each text type as they progress through the school.
Literacy Tree Text-based Teaching Sequences
English Curriculum Coverage – Genres Lower KS2