Weekly Focus 

Magical Me 

Into the Woods 

Artic Adventures 

Castles 

Creepy Crawlies 

Seaside 

Goldilocks and the Three Bears (2 weeks) 

The Runaway Chapatti (2 weeks) 

Bear Snores On  

(2 weeks) 

Stickman (1 week) 

   One Snowy Night by Christina Butler (1 week) 

Lost and Found (2 weeks)  

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)  

Sharing a shell (2 weeks) 

Snail and the Whale Julia Donaldson (2weeks) 

Commotion in the ocean  

(2 weeks) 

Instructions: How to make a Hedgehog Home 

Polar Animals – range of non-fiction texts (2 weeks) 

Robert Falcon Scott (1 week) Diary Entry 

Castles 

How to make a castle CCL DT 

(2 weeks)  

Reports: 

Castles 

The caterpillar butterfly 

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

Trip to seaside (2 weeks) 

Postcards 

Trip to the seaside 

(1 week) 

Weekly Focus 

Letter formation UC 

Finger Spaces 

Cap letters/full Stops 

Capital Letters for people and places 

Cap letters/full Stops 

Nouns 

Conjunctions – and 

Time Conjunctions 

Capital Letters for days/people/places 

Adjectives 

Cap Letters/full stops 

Question Marks 

Capital letter for days and months/P nouns 

Plurals 

Cap Letters/full stops 

Cap letters for names and pronoun I 

Plurals 

Conjunctions – and 

Question marks 

Cap letters/full Stops 

Prefix – un 

Suffixes –ing 

Cap letters for names and pronoun I 

Cap letters/full Stops 

Exclamation marks 

Conjunctions – and/because 

Suffixes – ed 

Suffixes – er, est 

Adjectives 

Cap letters/full Stops 

Fairy tales 

Fire! Fire! 

We are Britain 

Toys 

Gardeners World 

Kenya 

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) 

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) 

Weekly Focus 

Identifying nouns 

Adjectives 

Verbs 

Plurals 

Contractions 

Subordination 

Commas in a list 

Adverbs 

Sentence types 

Poss. apostrophe 

Suffixes 

Homophones 

Punctuation 

Contractions 

Conjunctions 

Sentence types 

Punctuation 

Contractions 

Adjectives, nouns, verb 

Noun phrases 

Apostrophes 

Sentence types 

Plurals 

Tenses 

Prefixes/Suffixes 

Noun phrases 

Punctuation 

Homophones 

Suffixes 

Adverbs 

Stone Age 

Stone Age 

Ancient Egypt 

Ancient Egypt 

Rivers and Mountains 

Rivers and Mountains 

 Into the Forest by Anthony Browne 

(3 weeks) 

Setting description and re-telling 

Stone Age Boy – diary extracts 

The Snow Dragon 

The Egyptian Cinderella 

(3 weeks) character description and re-telling 

(3 weeks) 

(3 weeks) 

LA Group: The Secret of Black Rock (descriptions and retelling) 

Diary 

(2 weeks) 

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) 

Autumn 

(2 weeks) 

Weekly Focus 

Verbs/Adverbs 

Nouns/Adjectives 

Expanded noun phrase 

Conjunctions 

Prepositions 

Past tense forms 

Inverted commas Words with irregular tense changes  

Homophones 

a or an before words 

Possessive 

apostrophe 

Adverbs 

Prepositions 

Conjunctions 

Homophones 

Conjunctions 

Near Homophones 

Inverted commas 

a or an before words 

Prepositions 

Prefixes sub, super, anti and auto 

Word families 

Adverbs/prepositions 

Possessive apostrophes 

Endings tion and sion 

Words with irregular tense changes 

Adverbs/prepositions 

Conjunctions 

Homophones 

Roman Invaders 

Roman Invaders 

Natural Disasters 

Natural Disasters 

Vikings 

Vikings 

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) 

The Roman Chronicle 

(3 weeks) 

Travel Brochure Rome 

(2 weeks) 

(2 weeks) 

The Pebble in My Pocket 

(2 weeks) 

(2 weeks) 

(2 weeks) 

(2 weeks) 

(1 week) 

Windrush Child by John Agard 

(2 weeks) 

Weekly Focus 

apostrophe 

Plurals 

Past tense forms 

Time conjunctions 

Prepositions 

Sentence 

construction 

Inverted commas 

Fronted Adverbials 

Inverted commas 

Expanded noun phrases 

Commas (incl. commas after fronted adverbials) 

Adverbs 

Prepositions 

Words with the prefixes ‘dis’, ‘mis’, ‘in’ and ‘im’ 

Words with the endings ‘tion’ and ‘sion’   

Conjunctions – what so, when because, while 

Words ending in ssion and cian 

Possessive  

apostrophe  

Fronted adverbials 

Prefixes sub, super, anti and auto 

Plurals 

Possessive apostrophe 

Tenses 

Expanded noun phrases 

Conjunctions 

Fronted Adverbials 

Commas 

Suffixes and Prefixes 

Life In Leeds – Local history – Victorians 

Mayans 

Rainforests 

 Oliver Twist 

3 weeks 

Gaslight by Eloise Williams 

Biographies 

Her Story – Ada Lovelace, Emily Bronte, William Morris 

Alma 

2 weeks 

Narrative – Hugo Cabret 

2 weeks 

Hugo Cabret 

 The Explorer 

(3 weeks) 

Running Wild 

(3 weeks)   

Narrative 

 – Video – Ride of Passage  

2 weeks  

(3 weeks) 

 Ada Lovelace/William Morris 

(3 weeks) 

Debates – Victorian Childhood 

(2 weeks) 

 Hugo 

(2 weeks) 

How to Make an automaton  

Explanation text: Pok-aTok 

(2 weeks)   

Adverts for chocolate they have designed 

(2 weeks)  

CCL DT  

Balanced Arguments (intro to rainforest/deforestation) 

(3 weeks)  

(2 weeks) 

Letters  

Formal Letter (to MP) – destruction of rainforests 

(2 weeks) 

(2 weeks) 

(1 week) 

(2 weeks) 

Weekly Focus 

Conjunctions 

Fronted adverbials 

Expanded noun phrases 

Verb prefixes – dis and de 

Punctuation for effect 

Apostrophes 

Direct speech 

Verb prefixes – mis, over and re 

Modal verbs 

Adverbs 

Tenses 

Commas to clarify meaning 

Complex sentences 

Apostrophes 

Brackets, dashes and commas to indicate parenthesis 

Relative clauses 

Suffixes – ate, ise, ify 

Modal verbs 

Commas 

Imperative verbs 

Adverbs of time, place and number 

Tense choices 

Word classes 

Relative clauses 

Apostrophes 

Homophones 

Conjunctions 

Direct speech 

Pronouns and prepositions 

Ancient Greeks 

Kirkstall  Abbey 

Tudors 

Discursive text 

Recount  

Non-chron report 

Setting description 

Narrative character description 

Story opening – writing to build tension 

Goodnight Mr Tom 

Diary extracts 

Letter – formal and informal 

Play script 

The Silver Sword 

Narrative, building tension 

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 

Biographies – CCL Science Mary Anning 

Charles Darwin 

Explanation Text: Ancient Greeks civilisation 

Biography Greek Gods Balanced argument 

Letter to Macbeth from Lady Macbeth 

Is it ever right to break the law?  

Weekly Focus 

Adverbs, adjectives 

Nouns (abstract, coll) 

Punctuation for effect 

Word classes 

Cohesive devices 

Expanded noun phrases 

Direct speech 

Active v Passive  

Complex sentences 

Word classes 

Subjunctive forms 

Colon/Semi colon 

Punctuation for effect 

Word classes 

Spelling review 

Word Classes 

Cohesive devices 

Direct speech 

Phrase/Clause 

Main/Subordinate  

Apostrophes 

Punctuation for effect 

Spelling review 

Revision 

Rhetorical questions 

Cohesive devices 

Colon/Semi colon 

Spelling review 

Passive voice 

• words containing each of the 40+ phonemes already taught 
• common exception words 
• the days of the week 
• name the letters of the alphabet: 
• naming the letters of the alphabet in order 
• using letter names to distinguish between alternative spellings of the same sound 
• add prefixes and suffixes: 
• using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs 
• using the prefix un– 
• using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] 
• apply simple spelling rules and guidance.  
• write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far 

Pupils should be taught to: 

• sit correctly at a table, holding a pencil comfortably and correctly 
• begin to form lower-case letters in the correct direction, starting and finishing in the right place 
• form capital letters 
• form digits 0-9 
• understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these 

• write sentences by: 
• saying out loud what they are going to write about 
• composing a sentence orally before writing it 
• sequencing sentences to form short narratives 
• re-reading what they have written to check that it makes sense 
• discuss what they have written with the teacher or other pupils 
• read their writing aloud, clearly enough to be heard by their peers and the teacher 

• develop their understanding of the concepts set out in English appendix 2 by: 
• leaving spaces between words 
• joining words and joining clauses using ‘and’ 
• beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark 
• using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ 
• learning the grammar for year 1 in English appendix 2 
• use the grammatical terminology in English English appendix 2 in discussing their writing 

• spell by: 
• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly 
• learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones 
• learning to spell common exception words 
• learning to spell more words with contracted forms 
• learning the possessive apostrophe (singular) [for example, the girl’s book] 
• distinguishing between homophones and near-homophones 
• add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly 
• apply spelling rules and guidance, as listed in English appendix 1 

• write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far 

Pupils should be taught to: 

• form lower-case letters of the correct size relative to one another 
• start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined 
• write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters 
• use spacing between words that reflects the size of the letters 
•  

• develop positive attitudes towards and stamina for writing by: 
• writing narratives about personal experiences and those of others (real and fictional) 
• writing about real events 
• writing poetry 
• writing for different purposes 
• consider what they are going to write before beginning by: 
• planning or saying out loud what they are going to write about 
• writing down ideas and/or key words, including new vocabulary 
• encapsulating what they want to say, sentence by sentence 
• make simple additions, revisions and corrections to their own writing by: 
• evaluating their writing with the teacher and other pupils 
• rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form 
• proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly) 
• read aloud what they have written with appropriate intonation to make the meaning clear 

• develop their understanding of the concepts set out in English appendix 2 by: 
• learning how to use both familiar and new punctuation correctly – see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) 
• learn how to use: 
• sentences with different forms: statement, question, exclamation, command 
• expanded noun phrases to describe and specify [for example, the blue butterfly] 
• the present and past tenses correctly and consistently, including the progressive form 
• subordination (using when, if, that, or because) and co-ordination (using or, and, or but) 
• the grammar for year 2 in English appendix 2 
• some features of written Standard English 
• use and understand the grammatical terminology in English appendix 2 in discussing their writing 

• use further prefixes and suffixes and understand how to add them – see English appendix 1 
• spell further homophones 
• spell words that are often misspelt – see English appendix 1 
• place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] 
• use the first 2 or 3 letters of a word to check its spelling in a dictionary 
• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far 

Pupils should be taught to: 

• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined 
• increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch] 

• plan their writing by: 
• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar 
• discussing and recording ideas 
• draft and write by: 
• composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2 
• organising paragraphs around a theme 
• in narratives, creating settings, characters and plot 
• in non-narrative material, using simple organisational devices [for example, headings and sub-headings] 
• evaluate and edit by: 
• assessing the effectiveness of their own and others’ writing and suggesting improvements 
• proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences 
• proofread for spelling and punctuation errors 
• read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear 

• develop their understanding of the concepts set out in English appendix 2 by: 
• extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although 
• using the present perfect form of verbs in contrast to the past tense 
• choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition 
• using conjunctions, adverbs and prepositions to express time and cause 
• using fronted adverbials 
• learning the grammar for years 3 and 4 in [English appendix 2]/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf) 
• indicate grammatical and other features by: 
• using commas after fronted adverbials 
• indicating possession by using the possessive apostrophe with plural nouns 
• using and punctuating direct speech 
• use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading 

• use further prefixes and suffixes and understand the guidance for adding them 
• spell some words with ‘silent’ letters [for example, knight, psalm, solemn] 
• continue to distinguish between homophones and other words which are often confused 
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1 
• use dictionaries to check the spelling and meaning of words 
• use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary 
• use a thesaurus 

• plan their writing by: 
• identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own 
• noting and developing initial ideas, drawing on reading and research where necessary 
• in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed 
• draft and write by: 
• selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning 
• in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action 
• précising longer passages 
• using a wide range of devices to build cohesion within and across paragraphs 
• using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] 
• evaluate and edit by: 
• assessing the effectiveness of their own and others’ writing 
• proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning 
• ensuring the consistent and correct use of tense throughout a piece of writing 
• ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register 
• proofread for spelling and punctuation errors 
• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear 

• develop their understanding of the concepts set out in English appendix 2 by: 
• recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms 
• using passive verbs to affect the presentation of information in a sentence 
• using the perfect form of verbs to mark relationships of time and cause 
• using expanded noun phrases to convey complicated information concisely 
• using modal verbs or adverbs to indicate degrees of possibility 
• using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun 
• learning the grammar for years 5 and 6 in English appendix 2 
• indicate grammatical and other features by: 
• using commas to clarify meaning or avoid ambiguity in writing 
• using hyphens to avoid ambiguity 
• using brackets, dashes or commas to indicate parenthesis 
• using semicolons, colons or dashes to mark boundaries between independent clauses 
• using a colon to introduce a list 
• punctuating bullet points consistently 
• use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading 

Notes and guidance (non-statutory)