* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Thongsley_overview_english
Untranslatability wikipedia , lookup
Morphology (linguistics) wikipedia , lookup
Chinese grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
Kannada grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Sanskrit grammar wikipedia , lookup
Modern Greek grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
English clause syntax wikipedia , lookup
Latin syntax wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Preposition and postposition wikipedia , lookup
Yiddish grammar wikipedia , lookup
Grammatical number wikipedia , lookup
Contraction (grammar) wikipedia , lookup
Old Irish grammar wikipedia , lookup
Arabic grammar wikipedia , lookup
Transformational grammar wikipedia , lookup
Romanian grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Exclamation mark wikipedia , lookup
Comparison (grammar) wikipedia , lookup
Old English grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Spanish grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Malay grammar wikipedia , lookup
Polish grammar wikipedia , lookup
French grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
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’