Fox Federation

Primary English curriculum

Primary

English

Language of persuasion

Aspects of narrative

Traditional tales

Texts that inform

Identity and belonging

Environmental awareness

Migration

Aspiration

Preparing for analytical writing

Developing grammatical knowledge

Developing handwriting fluency 

Appreciation of poetry

Developing spelling accuracy

Developing reading preferences and personal responses

In this unit, pupils learn to identify and use the four main word classes. In 'Year 1: Grammar 2: simple sentences', pupils will learn to write and say different types of simple sentence in the simple present and simple past tense.

Simple sentences

Nouns: common and proper

Nouns: singular and plural

Adjectives: to describe

Adjectives: to compare

Adjectives: expanded noun phrases

Verbs: doing verbs

Verbs: doing and being verbs

Adverbs

Word class 

In this unit, pupils learn to build grammatically accurate simple sentences with the correct word class, tense and punctuation. In 'Compound sentences', pupils will learn to join two simple sentences to build a compound sentence. 

Compound sentences 

In 'Word class', pupils learnt to identify and use the four main word classes. In this unit, pupils will learn to build grammatically accurate simple sentences with the correct word class, tense and punctuation.

Present tense

Past tense

Present and past tense

Statements and questions

Questions and commands

Joining using 'and'

Co-ordination with 'and'

In this unit, pupils learn print letter formation for all 26 letters of the alphabet. In ‘Capital letters’, pupils build on this by learning the formation of all the capital letters.

Capital letters

Introduction to skills and patterns

Formation of i, l and t

Formation of u, y and j

Formation of m, n and r

Formation of h and k

Formation of b and p

Formation of c, a and d

Formation of o, g and q

Formation of e, s and f

Formation of v,w, x and z

Practice of x-height letters

Practice of letters with descenders

Practice of letters with ascenders

Writing lower case letters in print

In this unit, pupils learn capital letter formation for all 26 letters of the alphabet. 'Numerals 0-10’, pupils build on this by learning the formation of the numerals 0-10.

Numerals 1-10

In 'Lower case letters', pupils learnt the letter formation for all 26 lower case letters. In this unit, pupils  build on this knowledge, learning the formation of all capital letters.

Formation of C, G, O and Q

Formation of M, N, W and V

Formation of B, D, P and R

Formation of I, E, F, and L

Formation of A, H, K and T

Formation of S, J and U

Formation of X, Y and Z

Practice of capital letters and days of the week

Matching lower case letters with their capital letters

In this unit, pupils learn  formation for the numerals 0-10. In ‘Pre-cursive lower case letters’, pupils build on this by learning the pre-cursive formation of all 26 letters of the alphabet.

Pre-cursive lower case letters or lower case letters revision

In 'Capital letters', pupils learnt capital letter formation for all 26 letters of the alphabet. In this unit, pupils  build on this knowledge, learning the formation of the numerals 0-10.

Formation of numerals 0-5

Formation of numerals 6-10

In 'The Three Billy Goats Gruff', pupils will apply their simple sentence writing into a narrative form, retelling a well known traditional tale.

'The Three Billy Goats Gruff': reading and writing

In the EYFS, pupils will have had lots of opportunities to listen, engage with and respond to a range of texts and will have likely been discovered to the theme of People who help us’. In this unit, pupils will build on this within the context of a rich text.’

Exploring the idea of a superhero and predicting

The theme of community in 'A Superhero Like You'

Characters in 'A Superhero Like You'

Writing captions about people who help us

Introducing adjectives to describe people who help us

Writing simple sentences about people who help us

Describing yourself

Writing about your future job

'A Superhero Like You': reading and writing

In 'The Magic Porridge Pot', pupils will build on their ability to retell traditional tales and application of this to writing simple sentences using some modelled sequencing language.

'The Magic Porridge Pot': reading and writing

In 'A Superhero Like You!', children learnt to write captions and short sentences including adjectives. In this unit, pupils will build on this by applying their sentences to a narrative form. 

Reading and responding to 'The Three Billy Goats Gruff'

Introduction to traditional tales

Imagining you are the characters: 'The Three Billy Goats Gruff'

Sequencing and making a story mountain: 'The Three Billy Goats Gruff'

Describing the troll in 'The Three Billy Goats Gruff'

Describing the goats in 'The Three Billy Goats Gruff'

Writing about characters, setting and plot: 'The Three Billy Goats Gruff'

Writing the end of the story: 'The Three Billy Goats Gruff'

In 'Anna Hibiscus' Song', pupils will continue to build their descriptive vocabulary by describing characters, settings and their own family members as well as starting to write for a range of purposes. 

'Anna Hibiscus' Song': reading and writing

In 'The Three Billy Goats Gruff', children were introduced to the genres and features of fairytales and wrote sentences using an adjective. In this unit, pupils will compare fairytales and write a simplified version of the Magic Porridge Pot with a scaffolded introduction to sequencing and storytelling language. 

Reading and responding to 'The Magic Porridge Pot'

Comparing fairy tales

Imagining you are the characters in 'The Magic Porridge Pot'

Sequencing and making a story mountain: 'The Magic Porridge Pot'

Writing descriptive sentences

Writing the beginning of the story: 'The Magic Porridge Pot'

Writing the middle of the story: 'The Magic Porridge Pot'

Writing the end of the story: 'The Magic Porridge Pot'

In 'Poetry: Zim Zam Zoom', pupils will listen to, discuss, learn and perform a selection of poems by James Carter and discuss what a poet is.

'Zim Zam Zoom' by James Carter: reading poetry

In EYFS, pupils learnt to listen to and sing a range of well-known nursery rhymes and songs. Pupils learnt to try to move in time with music. In this unit, pupils will build on this by performing nursery rhymes in a small group, dedicating more time to discussing and contexualising the rhymes and expressing a preference.

'Little Bo Peep'

'Hickory Dickory Dock'

'Five Little Ducks Went Swimming One Day'

'The Magic Porridge Pot'

Nursery rhymes performance

Nursery rhymes: reading poetry

In this unit, pupils learnt that a comma is placed in between two adjectives in an expanded noun phrase. In 'Looking After Pets', pupils will learn that a comma is placed in a list of nouns and apply this to writing instructions.

Looking after pets: reading and writing

In 'The Magic Porridge Pot', pupils learnt to write simple sentences including an adjective or adverbial of time. In this unit, pupils will build on this by learning to write expanded noun phrases as well as be introduced to adverbial of manner. 

Character, setting and plot in 'Anna Hibiscus' Song'

The theme of happiness in 'Anna Hibiscus' Song'

Thinking from the character's perspective in 'Anna Hibiscus' Song'

Describing the setting in 'Anna Hibiscus' Song'

Writing descriptive sentences about the setting in 'Anna Hibiscus' Song'

Comparing adjectives and adverbs to show emotion

Character description of a family member

Writing the beginning of a letter: 'Anna Hibiscus' Song'

Writing the middle of a letter: 'Anna Hibiscus' Song'

Writing the end of a letter: 'Anna Hibiscus' Song'

In this unit, pupils learnt to write descriptive sentences about characters. In 'Paddington', pupils will build on this by joining two simple ideas together using 'and'.

'Paddington': reading and writing

In 'Anna Hibiscus', pupils were introduced to expanded noun phrases to describe characters and settings. In this unit, pupils will build on this as well as use commas in a list. 

Introduction and reading "Lulu gets a cat"

Differences between fiction and non-fiction texts

Using a non-fiction book to recall and learn facts

Reading "We are getting a cat" by Vivian French

Writing facts

Writing instructions

Writing an information report with a list and commands.

Writing an information report with questions and commands

Thinking from the Lulu's perspective and asking questions

The theme of responsibility

In this unit, pupils learnt to recite poems by James Carter and explore the language used. In 'The Magic Box', pupils will explore the genre of imaginative poetry and develop their inference skills within poems.

'The Magic Box': reading imaginative poetry

In 'Poetry: Nursery Rhymes', pupils learnt about rhyme, rhythm and performance through listening to and performing well known nursery rhymes. In this unit, pupils will build on this by listening to, discussing and performing poems by James Carter. Pupils will explore the use of onomatopeoia, volume and timing in supporting meaning and understanding of a poem and develop personal responses.

Introduction to Poetry: "Zim Zam Zoom" by James Carter

Reading "Firework Poem" by James Carter

Reading "Splish Splash Splosh" by James Carter

Reading "BEwARe" by James Carter

Performance of James Carter poems

In 'Wild', pupils will apply this descriptive writing to write a narrative with a beginning, middle and end. 

'Wild': reading and writing

As part of 'Looking After Pets', pupils learnt to understand the interests and motivations of a character. In 'Paddington', pupils will build on this by writing character descriptions based on appearance and personality and joining these ideas together using 'and'.

Characters, setting and plot in 'Paddington'

Comparing 'Coming to England' to 'Paddington'

Writing facts about Floella Benjamin

The theme of identity

Thinking from Paddington and Floella Benjamin's perspectives

Comparing emotions and feelings in 'Paddington'

Writing a character description of Paddington

Describing the setting of 'Paddington'

Writing a postcard from Paddington listing places and activities

Writing a postcard with questions and exclamation sentences

In 'Jack and the Beanstalk', children will build on their descriptive narrative writing by including more powerful verbs as well as generating a list of nouns using commas. 

'Jack and the Beanstalk': reading and writing

In 'Paddington', the children developed their descriptive writing by joining two simple ideas to form a compound sentence. In this unit, pupils will build on this by including compound sentences in a full narrative.

Characters, settings and plot in 'Wild'

The theme of belonging in 'Wild'

Describing the setting of 'Wild'

Thinking from the girl's perspective in 'Wild'

Sequencing and making a story mountain for 'Wild'

Writing to introduce the characters and settings in the story 'Wild'

Writing to describe a problem in 'Wild'

Writing to resolve a problem in 'Wild'

In this unit, pupils wrote a fictional narrative with a beginning, middle and end in the past tense. In 'School Trip Recount', pupils will write a personal, non-fiction recount from their own experience with a beginning, middle and end in chronological order. 

School trip: writing a recount 

In 'Wild', pupils wrote a descriptive narrative using adverbs of time. In this unit, pupils will build on this by writing a fictional narrative including adverbs of time and manner. 

Exploring the genre of fairy tales in 'Jack and the Beanstalk'

Character description of the giant in 'Jack and the Beanstalk'

Character description of Jack in 'Jack and the Beanstalk'

Thinking from different perspectives: 'Jack and the Beanstalk'

Expressing an opinion about events and themes in ‘Jack and the Beanstalk’

Retelling 'Jack and the Beanstalk' and using a story mountain

Writing the beginning of a story, introducing character and setting: 'Jack and the Beanstalk'

Writing the middle, building suspense: 'Jack and the Beanstalk'

Writing the end of the story, building suspense: 'Jack and the Beanstalk'

In this unit, pupils added descriptions to describe their personal feelings, the journey and the activities from a school trip. In 'Ada Twist Scientist', pupils will build on this by writing a detailed character description of themselves.

'Ada Twist Scientist': reading and writing

In 'Jack and the Beanstalk', pupils wrote a fictional narrative with a beginning, middle and end. In this unit, pupils will write a non-fiction recount in chronological order, building on their sequencing skills and writing to a structure.

What is a recount?

Using question prompts to plan a recount

Sequencing events in a recount

Writing the beginning of a school trip recount

Writing the middle and end of a school trip recount

In this unit, pupils applied their learning about descriptive writing to write a detailed character description of the character and themselves. In 'Otherwise', pupils will build on this by describing what they see on film.

'Otherwise': narrative writing

In 'School Trip Recount', pupils described their feelings, activities and journey of a school trip. In this unit, pupils will build on this by writing a more detailed character description of themselves based on personal experiences.

Subject

School phase

KS1 & KS2 English

Overview

Curriculum explainer

Subject principles

Video guide

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