English

Four types of simple sentence

Three ways for co-ordination in compound sentences

Using the comma rule in compound sentences

Adverbial complex sentences

Understanding the comma rule in adverbial complex sentences

Using the comma rule in adverbial complex sentences

Subordination with 'as' in adverbial complex sentences

Compound and adverbial complex sentences revision

In this unit, pupils learn that the position of the subordinate clause in an adverbial complex sentence can vary. In 'Simple and progressive tense forms', pupils will write a variety of sentence structures in different tenses.

In 'Adverbial complex sentences', pupils built on from co-ordination to how to stretch a simple sentence with subordination and a second idea. In this unit, pupils will learn that the position of the subordinate clause in an adverbial complex sentence can vary.

In this unit, pupils learn two comma rules within different sentence structures: compound and adverbial complex sentences. Pupils revise simple, compound and adverbial complex sentences and extend their knowledge by learning that an adverbial clause can come first or second in a complex sentence.

Simple, compound and adverbial complex sentences

Simple present, past and future tense

Progressive present, past and future tense

Simple and progressive tense

Perfect present tense

Progressive and perfect tense

In this unit, pupils are taught for the first time the three tense forms: simple, progressive and perfect. In 'Tense forms', pupils will deepen their understanding of how to apply to writing these different tense forms.

In 'Simple, compound and adverbial complex sentences', pupils deepened their understanding of three sentence types in a variety of tenses. In this unit, pupils will be taught the three tense forms: simple, progressive and perfect.

In this unit, pupils learn formal conventions around simple and progressive tense forms in the present, past and future tenses. They learn about main and auxiliary verbs, including that main verbs can be having, as well as doing or being verbs. Pupils also learn about the perfect present tense.

Tense forms: simple, progressive and perfect

Direct speech: inverted commas

Speech first: punctuation rules

Apostrophes for contraction and singular possession review

Apostrophes for plural possession

Apostrophes for singular possession and for plural possession

In this unit, pupils learn to use the apostrophe for plural possession and inverted commas for direct speech. In 'Speech punctuation and apostrophes', pupils will develop their accuracy of inverted comma use in both speech first and speech second sentences.

In 'Speech punctuation and apostrophes', pupils learnt to use the apostrophe for contraction and for singular possession. In this unit, pupils will learn to use the apostrophe for plural possession and inverted commas for direct speech.

In this unit, pupils punctuate direct speech for the first time in a sentence where the direct speech comes first and the reporting clause comes second. They review learning around using apostrophes for contraction and singular possession; they also learn to use an apostrophe for plural possession.

Speech first punctuation and apostrophes

Spelling words with the suffix "-ed"

Spelling words with the suffix "-ed", using alternative rules

Applying all of the rules for the suffix "-ed"

Spelling words with the suffix "-ing"

Spelling words with the suffix "-ing", using alternative rules

Applying all of the rules for the suffix "-ing"

Changing nouns from singular to plural

Practise and apply turning nouns from singular to plural

Changing nouns from singular to plural using the suffix "-es"

Practise and apply turning nouns from singular to plural using the suffix "-es"

Changing nouns from singular to plural using alternative rules

Practise changing nouns from singular to plural using alternative rules

In this unit, pupils learn the spelling and grammar conventions used with common suffixes: -ed and -ing.  In 'More suffixes and silent letters', pupils learn spelling and grammar conventions used with the suffixes -ly, -ful and -less.

In ‘Suffixes’, pupils learnt  the spelling and grammar conventions used with common suffixes. In this unit, pupils build on this knowledge, focusing on the suffixes -ed and -ing.

In this unit, pupils learn certain spelling rules associated with -ed and -ing suffixes. Pupils learn how the addition of a suffix can affect the grammar of a word, particularly in relation to a word's tense.

Writing -ed and -ing suffixes

Spelling adjectives with the suffix "-y"

Practise and apply spelling adjectives using the suffix "-y"

Spelling words with the suffix "-ly"

Practise and apply spelling adverbs using the suffix "-ly"

Spelling words with the suffixes "-ful" and "-less"

Practise and apply spelling words with the suffixes "-less" and "-ful"

Spelling words with the suffixes -er and -est

Practise and apply spelling words with the suffixes "-er" and "-est"

Spelling words with the suffixes -er and -est using alternative rules

Practise and apply spelling -er and -est words with alternative rules

spelling words with silent letters: "b", "w", "k" and "g"

Practise and apply spelling words with the silent letters "b", "w", "k" and "g"

In this unit, pupils learn the spelling and grammar conventions used with the suffixes -ly, -ful and -less.  In 'Prefixes, Homonyms and Homophones', pupils learn spelling and grammar conventions used with prefixes meaning 'not' and the spelling of homophones and homonyms.

In ‘Capital letters and numerals’, pupils learnt the spelling and grammar conventions used with common suffixes: -ed and -ing. In this unit, pupils build on this knowledge, learning the spelling and grammar conventions used with the suffixes -ly, -ful and -less.

In this unit, pupils learn spelling and grammar conventions used with the suffixes -ly, -ful and -less, as well as the spelling of words with silent letters. Pupils will learn how the addition of a suffix can affect the grammar of a word, for example its word class or tense.

More suffixes and silent letters

Spelling words with the prefixes "dis-", "non-", "mis-" and "un-"

Practise and apply spelling words with the prefixes "dis-", "non-", "mis-" and "un-"

Spelling words with the prefixes "de-", "re-", "sub-" and "super-"

Practise and apply spelling words with the prefixes "de-", "re-", "sub-" and "super-"

Identifying and spelling homonyms

Practise and apply spelling homonyms

Identifying and spelling homophones

Practise and apply spelling homophones

Spelling more compound words

Practise and apply spelling compound words

Spelling words ending in  -sure and -ture

Practise and apply spelling words ending in "-sure" and "-ture"

Spelling the 'ay' sound with 'a', 'eigh' or 'ey'

Spelling the 'ay' sound with 'ei' or 'ea'

In this unit, pupils learn spelling and grammar conventions used with prefixes meaning 'not’ and the spelling of homophones and homonyms.  In 'Verb and adjectives suffixes’, pupils learn verb and adjective suffixes.

In ‘More suffixes and silent letters’, pupils learnt spelling and grammar conventions used with the suffixes -ly, -ful and -less. In this unit, pupils learn spelling and grammar conventions used with prefixes meaning 'not’ and the spelling of homophones and homonyms.

In this unit, pupils learn spelling and grammar conventions associated with prefixes meaning 'not', like dis-, non-, mis- and un-, as well as the spelling of homophones, homonyms and some compound words.

Prefixes, homonyms and homophones

The first join: in, ig, ed, eg, aw, ap, an, ar

The second join: ck, ch, if, il, it

The third join: oo, wa, wo, on, om, ow

The third join: oe, we, os, rs

The fourth join: wl, of, rt, ok

Reviewing sentences with all four joins, using lead-ins

In this unit, pupils build on their joined up handwriting skills, focusing on the formation of the four joins, size and orientation. In 'Letter strings', pupils apply their knowledge and skills through a focus on suffixes, prefixes and other word endings. 

In 'YReview, using lead-ins', pupils revisited their handwriting skills, focusing on formation, size and orientation.  In this unit, pupils build on their joined up handwriting skills, focusing on the formation of the four joins, size and orientation. 

In this unit, pupils strengthen cursive skills by practising the four joins with attention to letter size and orientation. They write sentences in cursive, applying each join type, using capital letters and focusing on when to lift the pencil, as well as when to use lead-ins and lead-outs.

Further study of the four joins

Suffixes: -ed and -ing

Suffixes: -y and -ly

Suffixes: -ful and -less

Suffixes: -er and -est

Word endings: -sure and -ture

Prefixes: un-, non-, mis- and dis-

In this unit, pupils  apply their knowledge and skills through a focus on suffixes, prefixes and other word endings. In 'Building Fluency in silent letters, homophones, and common exception words', pupils practise their handwriting with a focus on increasing legibility, consistency and quality. 

In 'The four joins', pupils built on their joined up handwriting skills, focusing on the formation of the four joins, size and orientation.  In this unit, pupils  apply their knowledge and skills through a focus on suffixes, prefixes and other word endings. 

In this unit, pupils apply their handwriting skills to writing words with prefixes, suffixes and other word endings.They identify which of the four joins are used within a letter string and focus on using consistent joins, pencil lifts and lead ins and lead outs in each letter string.

Letter strings

Writing words with silent letters

Writing homophones

Writing common exception words

Writing more common exception words

Reviewing handwriting using a poem

Reviewing handwriting using another poem

In this unit, pupils pupils practise their handwriting with a focus on increasing legibility, consistency and quality. In 'Building  Fluency in the Four Joins, Suffixes and Common exception words', pupils build on the quality, legibility and consistency of their handwriting through the written application of spelling and conventions of speech. 

In 'Letter strings', pupils focus on the handwriting of suffixes, prefixes and other word endings.  In this unit, pupils practise their handwriting with a focus on increasing legibility, consistency and quality.

In this unit, pupils practise their handwriting with a focus on increasing legibility, consistency and quality. They practise writing words with silent letters, homophones and common exception words. The unit culminates in pupils applying their handwriting skills to reviewing and copying poems.

Building fluency in silent letters, homophones, and common exception words

Rich vocabulary associated with big words

More rich vocabulary associated with big words

Rich vocabulary associated with beauty

More rich vocabulary associated with beauty

Rich vocabulary associated with eyes

More rich vocabulary associated with eyes

In this unit, pupils learn a range of vocabulary to support writing about characters, including big, beautiful and eye words.  In the next unit, pupils learn a wider range of vocabulary to describe characters, including small, confident and shy words.

In this unit, pupils learn to grow their descriptive vocabulary in discrete lessons for the first time. They learn a range of vocabulary to support writing about characters, including ambitious vocabulary for big, beautiful and eye words that can be applied to descriptive writing passages.

Character: big, beautiful and eye words

Rich vocabulary associated with small or thin words

More rich vocabulary associated with small or thin words

Rich vocabulary associated with confidence

More rich vocabulary associated with confidence

Rich vocabulary associated with shy or uncertain words

More rich vocabulary associated with shy or uncertain words

In this unit, pupils learn a range of vocabulary to support writing about characters, including small, confident and shy words. In the next unit, pupils learn a wider range of vocabulary to describe characters, including clever and clumsy words.

In 'Character: big, beautiful and eye words' pupils learnt a range of vocabulary to support writing about characters. In this unit, pupils learn a wider range of vocabulary to describe characters, including small, confident and shy words.

In this unit, pupils learn a wider range of vocabulary to support writing about characters, including ambitious vocabulary for small, confident and shy words that can be applied to descriptive writing passages.

Character: small, confident and shy words

Rich vocabulary associated with clever or sly words

More rich vocabulary associated with clever or sly words

Rich vocabulary associated with clumsy or silly words

More rich vocabulary associated with clumsy or silly words

In this unit, pupils learn a range of vocabulary to support writing about characters. In the next unit, pupils learn a wide range of rich vocabulary associated with weather.

In 'Character: small, confident and shy words' pupils learnt a range of vocabulary to support writing about characters. In this unit, pupils learn a wider range of vocabulary to describe characters, including clever and clumsy words.

In this unit, pupils learn a wider range of vocabulary to support writing about characters, including ambitious vocabulary for clever and clumsy words that can be applied to descriptive writing passages.

Character: clever and clumsy words

Developing reading preferences in Year 3 through personal reflection

Developing reading preferences in Year 3 through appreciation of characters

Developing reading preferences in Year 3 through text recommendations

Developing reading preferences in Year 3 by exploring a range of forms

In this unit, pupils developed reading for pleasure through exploration of a range of different text types, focusing on genre and form. Pupils were introduced to a range of authors and illustrators and considered their reader identity. In 'Developing reading preferences in Year 4', pupils will build on this knowledge through the introduction to a new range of texts suitable for Year 4.

In 'The Planet in a Pickle Jar: book club’, pupils developed personal responses to a text. In this unit, pupils will develop reading for pleasure through exploration of a range of different text types, focusing on genre and form. Pupils will be introduced to a range of authors and illustrators and consider their reader identity.

In this unit, pupils will develop their reading preferences by exploring different genres and reflecting on their reading identity. Pupils will learn how to make effective text recommendations and create a reading community. Finally, they will develop their awareness of different forms in reading.

Developing reading preferences in year 3

Understanding the genre of 'Mulan'

Engaging with the legend of 'Mulan'

Building comprehension of 'Mulan' through rich discussions

Developing a character profile for 'Mulan'

Exploring themes in 'Mulan'

In Moon Dragons’, children will encounter a female protagonist who also has to defy authority and challenge female stereotypes.’

In The Children of Lir’, pupils read a traditional tale from Ireland. In ’Mulan’, children will develop their understanding of the features of traditional tales and draw comparisons between their reading. ’

In this unit, pupils read and explore the legend of 'Mulan'. They discuss folklore as a genre and build comprehension around the text. Finally, pupils will explore the key themes and the moral of the text.

'Mulan': reading

Engaging with 'The BFG'

Engaging with the opening chapter of 'The BFG'

Planning the opening of 'The BFG' (part one)

Writing the opening of 'The BFG' (part one)

Planning the opening  of 'The BFG' (part two)

Writing the opening of 'The BFG' (part two)

Planning the build-up of 'The BFG' (part one)

Writing the build-up of 'The BFG' (part one)

Planning the build-up of 'The BFG' (part two)

Writing the build-up of ‘The BFG’ (part two)

Peer editing a narrative scene based on 'The BFG'

Publishing a narrative based on 'The BFG'

In this visual literacy unit, pupils learned how to use use precise vocabulary to  mirror the film director's choice. In the next visual literacy unit, 'Aladdin', pupils will analyse a scene from a clip to use as as a stimulus for writing and generating descriptive vocabulary.

In 'Lucky Dip', pupils learned how to write complex sentences using a range of joining conjunctions. In 'the BFG', pupils recap and consolidate using complex sentences in descriptive writing. 

In this unit, pupils write their own version of two sections of narrative based on 'The BFG', using their exploration of the original text by Roald Dahl in the accompanying reading unit. Pupils write a narrative opening and build-up, using literary devices to meet specific purposes.

'The BFG': reading and narrative writing

Structural features of a non-chronological report

Linguistic features of a non-chronological report about Portia spiders

Writing the introduction of a non-chronological report about Portia spiders

Planning a section on Portia spiders' appearance for a non-chronological report

Writing a section on Portia spiders' appearance for a non-chronological report

Planning a section on Portia spiders' hunting for a non-chronological report

Writing a section on Portia spiders' hunting for a non-chronological report

Editing two sections of a non-chronological report about Portia spiders

Writing the conclusion of a non-chronological report about Portia spiders

Presenting a non-chronological report about Portia spiders

In this unit, pupils use previously-taught features of a non-chronological report to write more extensively for  purpose.  In the Stone Age unit, pupils will follow a similar structure, using more substantive subject-specific vocabulary.

In the Florence Nightingale unit, pupils learnt how to write a non-chronological report following a similar structure.  In this unit, pupils will use the same features of a non-chronological report to write more extensively for  purpose.

In this unit, pupils research the appearance features and hunting strategies of the Portia Spider in order to write a non-chronological report about them. Pupils focus on using a range of fronted adverbials and subject-specific vocabulary to present their research in a well-structured report.

The Portia Spider: non-chronological report

Learning about the poet Joseph Coelho

Reading and responding to 'Miss Flotsam' by Joseph Coelho

Introduction to 'MORERAPS' by Joseph Coelho

Reading and responding to 'MORERAPS' by Joseph Coelho

Writing a structured poem in response to 'MORERAPS' by Joseph Coelho

Reading and responding to 'If All The World Were Paper' by Joseph Coelho

Reading and responding to 'I Am A Writer' by Joseph Coelho

Joseph Coelho poetry: learning and reciting a poem by heart

Generating a plan for a letter to be written to Joseph Coelho

Writing a letter to Joseph Coelho

In this unit, pupils have analysed several poems by Joseph Coelho, looking for any similarities and common themes. In 'Poetry inspired by weather’, pupils will follow a similar path, but using the poet John Lyons. 

In 'Humourous Poetry’, pupils looked at a range of poems and how the poets used poetic devices to create humour. In this unit, pupils will focus on Joseph Coelho's poems and how he creates humour in his poems. ’

In this unit, pupils read, respond to and perform a variety of poems by Joseph Coelho from the collection 'Werewolf Club Rules'. They learn about the poet, and write their own structured poem in response to 'MORERAPS' and a letter to Joseph Coelho about his poetry.

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