Magical Me 

Into the Woods 

Artic Adventures 

Castles 

Creepy Crawlies 

Seaside 

Stimulus for writing 

Goldilocks and the Three Bears (2 weeks) 

The Runaway Chapatti (2 weeks) 

(2 weeks) 

Stickman (1 week) 

   One Snowy Night by Christina Butler (1 week) 

Up and down (2 weeks) 

The Paper Bag Princess (2 weeks) Sleeping Beauty (2 weeks) 

Sleeping Handsome and the Princess Engineer (Science week) 

Jack and the Beanstalk (2/ 3 weeks weeks)  

Snail and the Whale Julia Donaldson (2weeks) 

Commotion in the ocean  

Stimulus for writing 

(2 weeks) 

Instructions:  

Robert Falcon Scott (1 week) Diary Entry 

How to make a castle CCL DT 

(2 weeks)  

Castles 

Minibeasts – range of non – fiction texts (2 weeks) 

Trip to seaside (2 weeks) 

Seaside Postcards 

Stimulus for writing 

(1 week) 

Guided Reading 

The Little Red Hen  

Little Red Riding Hood  

Gruffalo’s child 

Where the Wild Things Are 

Room on the Broom 

Stick Man 

Lost and Found 

Knuffle Bunny 

Peace at Last 

The Kiss that Missed 

The Three Wishes  

Good Knight, Sleep Tight 

Super Worm 

Commotion in the Ocean 

Grandad’s Island 

Year 2 

Fairy tales 

Fire! Fire! 

We are Britain 

Toys 

Gardeners World 

Kenya 

Stimulus for writing 

Little Red Riding Hood (3 weeks) 

Hansel and Gretel (3 weeks) 

The Three Little Pigs (2 weeks) 

George and the Dragon (3 weeks) 

The Tiger Who Came to Tea (2 weeks) 

The Enormous Turnip by Nikolai Tolstoy (2 weeks) 

Postcards 

Bringing the Rain to Kapiti Plain 

(2 weeks) 

Stimulus for writing 

The Great Fire of London – range of non- fiction texts ( 2 weeks) 

United Kingdom – range non- fiction texts (2 weeks) 

Trip to Abbey House Museum (2 weeks) 

Report 

Toys – range of non- fiction texts (2 weeks) CCL History 

Life Cycle of a frog – 

Growing Frogs 2 wk. 

Instructions 

How to plant a sunflower- 

A seed in Need 1 wk 

Kenya –range of non-fiction texts (2 weeks) 

Stimulus for writing 

Guided Reading 

Hansel and Gretel –Anthony Browne 

Three Little Wolves and the Big Bad Pig 

The Magic Bed 

Poetry – Shirley Hughes – Out and About 

Ben’s Magic Telescope 

The Wizard Punchkin 

Range of Non- fiction linked to the UK (CCL Geography) 

One True Bear 

Jolly Tall 

Lost in the Toy Museum 

Non-fiction texts about toys 

The Secret Garden 

Poetry – In Abigail’s Garden 

The Tiny Seed 

The Bad Tempered Ladybird 

How Leo Learned to Be King 

The Slightly Annoying Elephant 

The Selfish Crocodile 

Tigress 

The Ugly Five 

Stone Age 

Stone Age 

Ancient Egypt 

Ancient Egypt 

Rivers and Mountains 

Rivers and Mountains 

Stimulus for writing 

 Into the Forest by Anthony Browne 

(3 weeks) 

Stone Age Boy  

The Snow Dragon 

The Egyptian Cinderella 

(3 weeks) 

The Secret of Black  Rock 

Diary 

(2 weeks) 

Stimulus for writing 

Recount of trip 

(2 weeks) 

Howard Carter’s discovery of Tutankhamun’s tomb 

Travel brochure – 

Ancient Egypt 

(2 weeks) 

LA Group: Non-fiction reports on Egyptian Gods and Goddesses 

 River formation CCL Geography 

(2 weeks) 

Rivers and Mountains 

Letters: (1 week) 

Stimulus for writing 

Autumn 

(2 weeks) 

Guided Reading 

The Golden Cage 

The Unicorn Princess The Fire Bird 

Range of non-fiction 

Clever Katya 

Range of Nonfiction: CCL Stone Age 

Stories from Ancient Egypt 

Isis and the Seven Scorpions 

The Time Travelling Cat and the Egyptian Goddess 

Range of non-fiction  

Plants 

Roman Invaders 

Roman Invaders 

Natural Disasters 

Natural Disasters 

Vikings 

Vikings 

Stimulus for writing 

Pompeii – Usborne 

Setting description 

Narrative diary  

(3 weeks) 

The Thieves of Ostia 

(3 weeks) 

(3 weeks) 

Character description 

Setting description 

The Green Ship 

(3 weeks) 

How to Train Your Dragon 

(3 weeks) 

Stimulus for writing 

The Roman Chronicle 

(3 weeks) 

Travel Brochure Rome 

(2 weeks) 

(2 weeks) 

The Pebble in My Pocket 

(2 weeks) 

(2 weeks) 

(2 weeks) 

Stimulus for writing 

(2 weeks) 

(1 week) 

Windrush Child by John Agard 

(2 weeks) 

Guided Reading 

Pompeii 

SO you think you’ve got it bad? Non-fiction Roman text 

Range of nonfiction 

Range of nonfiction 

Quakes, Floods and other disasters 

Roald Dahl Poetry 

Viking Boy by tony Bradman 

Range of nonfiction 

Life In Leeds – Local history – Victorians 

Mayans 

Rainforests 

Stimulus for writing 

 Oliver Twist 

Gaslight by Eloise Williams 

Biographies 

Her Story – Ada Lovelace, Emily Bronte, William Morris 

Alma 

Narrative – Hugo Cabret 

Hugo Cabret 

 The Explorer 

(3 weeks) 

Running Wild 

(3 weeks)   

Narrative 

 – Video – Ride of Passage  

2 weeks  

Stimulus for writing 

(3 weeks) 

 Ada Lovelace/William Morris 

Debates – Victorian Childhood 

 Hugo  Cabret 

How to Make an automaton  

Explanation text: Pok-a-Tok 

(2 weeks)   

Adverts for chocolate they have designed 

(2 weeks)  

CCL DT  

Balanced Arguments (intro to rainforest/deforestation) 

(3 weeks)  

Letters  

Formal Letter (to MP) – destruction of rainforests 

(2 weeks) 

Stimulus for writing 

(2 weeks) 

(1 week) 

(2 weeks) 

Guided Reading 

Essential Texts 

Range of non-fiction 

Essential Texts A range of Biographies  

Poems – A Poem to be Spoken Silently, The Magic of the Brain, 

Holes 

Range of non-fiction 

Mayan myths and creation story 

The chocolate Tree (Mayan Folktale) 

Journey to the River Sea 

The Great Kapok Tree 

Rain Player 

Range of non-fiction 

Plays 

Ancient Greeks 

Kirkstall  Abbey 

Tudors 

Stimulus for writing 

Goodnight Mr Tom 

The Silver Sword 

The Orchard Book of Greek Myths 

Essential Texts 

Who Let the Gods out? 

The Iliad and the Odyssey by Marcia Williams 

Shakespeare 

Macbeth 

Treason by Berlie Doherty 

Stimulus for writing 

Science-Biographies –Science Mary Anning 

Charles Darwin 

Explanation Text: Ancient Greeks civilisation 

Biography Greek Gods Balanced argument 

Charge of the Light Brigade 

• Comprehension 

Early Years Foundation Statutory Framework 2021 states that 

‘Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. ‘ 

• Say a sound for each letter in the alphabet and at least 10 digraphs; 
• Read words consistent with their phonic knowledge by sound-blending;  
• Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words. 

• Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;  
• Anticipate, where appropriate, key events in stories; – 
• Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. 

• apply phonic knowledge and skills as the route to decode words 
• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes 
• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught 

• read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word 

• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings 

• read other words of more than one syllable that contain taught GPCs 

• read words with contractions, and understand that the apostrophe represents the omitted letter(s) 

• read books aloud, accurately that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words 

• reread these books to build up their fluency and confidence in word reading 

• listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently 
• being encouraged to link what they read or hear to their own experiences 
• becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics 
• recognising and joining in with predictable phrases 
• learning to appreciate rhymes and poems, and to recite some by heart 
• discussing word meanings, linking new meanings to those already known 
• understand both the books they can already read accurately and fluently and those they listen to by 
• drawing on what they already know or on background information and vocabulary provided by the teacher 
• checking that the text makes sense to them as they read and correcting inaccurate reading 
• discussing the significance of the title and events 
• making inferences on the basis of what is being said and done 
• predicting what might happen on the basis of what has been read so far 
• participate in discussion about what is read to them, taking turns and listening to what others say 

• explain clearly their understanding of what is read to them 

• continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent 
• read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes 
• read accurately words of two or more syllables that contain the same graphemes as above 
• read words containing common suffixes 
• read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word 
• read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered 
• read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation 
• reread these books to build up their fluency and confidence in word reading 

• listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently 
• discussing the sequence of events in books and how items of information are related 
• becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales 
• being introduced to non-fiction books that are structured in different ways 
• recognising simple recurring literary language in stories and poetry 
• discussing and clarifying the meanings of words, linking new meanings to known vocabulary 
• discussing their favourite words and phrases 
• continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear 

understand both the books that they can already read accurately and fluently and those that they listen to by: 

• drawing on what they already know or on background information and vocabulary provided by the teacher 
• checking that the text makes sense to them as they read, and correcting inaccurate reading 

Year 3 and 4 

The focus in years and 3 is developing pupils’ comprehension. The reading programmes of study are similar in years 3 and 4. The writing the pupils are exposed to becomes more longer and more complex therefore raising the level of reader challenge 

• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology)  both to read aloud and to understand the meaning of new words they meet 
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word 

• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks 
• reading books that are structured in different ways and reading for a range of purposes 
• using dictionaries to check the meaning of words that they have read 
• increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally 
• identifying themes and conventions in a wide range of books 
• preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action 
• discussing words and phrases that capture the reader’s interest and imagination 
• recognising some different forms of poetry [for example, free verse, narrative poetry] 
• understand what they read, in books they can read independently, by: 
• checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context 
• asking questions to improve their understanding of a text 
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 
• predicting what might happen from details stated and implied 
• identifying main ideas drawn from more than 1 paragraph and summarising these 
• identifying how language, structure, and presentation contribute to meaning 
• retrieve and record information from non-fiction 
• participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say 
•  

Year 5 and 6 

The reading programmes of study are similar in years 5 and 6. The writing pupils read becomes more challenging and complex, therefore raising the level of reader challenge 

• apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet 

• continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks 
• reading books that are structured in different ways and reading for a range of purposes 
• increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions 
• recommending books that they have read to their peers, giving reasons for their choices 
• identifying and discussing themes and conventions in and across a wide range of writing 
• making comparisons within and across books 
• learning a wider range of poetry by heart 
• preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience 

understand what they read by: 

• checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context 
• asking questions to improve their understanding 
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 
• predicting what might happen from details stated and implied 
• summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas 
• identifying how language, structure and presentation contribute to meaning 
• identifying how language, structure and presentation contribute to meaning 
• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader 
• distinguish between statements of fact and opinion 
• retrieve, record and present information from non-fiction 
• participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously 
• explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary 
• provide reasoned justifications for their views