IPrimary Scheme of Work English

iPrimary English Scheme of Work
Year 1
Teaching unit iPrimary objectives Activities
Year 1 R1.1A Say the letter names and sounds associated with all 26 lower-case Read text using pictures to help; Match
Unit 1: Fiction letters of the English alphabet. pictures to read words; Introduce nouns;
10 days R1.2A Follow sentences from left to right and from the top to the Introduce verbs; Students practise English
(suggested) bottom of the page. by talking about themselves and the
R1.2B Decode 3-4 known letters in words when reading simple, familiar school day.
texts.
R1.2D Recite or sing the alphabet.
R1.3A Match a picture to a word they have read.
R1.5A Use pictures in texts (including IT texts) to understand and explain
what they are about.
R1.6A Read simple everyday nouns and verbs as labels.
SL1.1A Follow short, basic classroom instructions, supported by pictures
or gestures.
SL1.2A Give and request simple personal information using a basic
phrase.
SL1.2B Use simple everyday words from taught vocabulary sets.
SL1.2C Answer short, simple questions using a word or basic phrase.
SL1.2D Recite simple sentences by heart, including rhymes and poems.
W1.1A Say and write the sounds in words they wish to spell, where each
sound is represented by a single letter.
Please note that the Writing: Transcription and Phonics objectives from the Primary English Curriculum should be taught in addition to these units and
refer to the curriculum itself and its appendices. Examples of addressing objectives include reading schemes, spelling lists, or phonics programmes.
W1.1B Spell 15 basic everyday words (up to 4 letters in length).
W1.2A Label pictures using already familiar nouns and verbs.
W1.3A Write short words that have been learned or sounded out,
including own name.
W1.5A Write labels of one or two words, leaving spaces between words.
Year 1 R1.1B Blend to read words in which letters of the alphabet are Link reading to own experiences; Match
Unit 2: Non- associated with known sounds. pictures to words; Find information in a
fiction R1.2A Follow sentences from left to right and from the top to the text with support; Organise information;
10 days bottom of the page. Learn how words can be combined to
(suggested) R1.2B Decode three to four known letters in words when reading make sentences; Explain the importance
simple, familiar texts. of spaces between words and end
R1.3A Match a picture to a word they have read. punctuation; Practice sequencing
R1.3B Sequence three pictures to retell a familiar story or sequence of information.
events.
R1.5C Read and talk about simple sequences that give information or
recount what someone has done.
SL1.1A Follow short, basic classroom instructions supported by pictures
or gestures.
SL1.1B Recognise familiar key words and phrases in short basic
descriptions, if spoken slowly and clearly.
including own name.
Year 1 R1.1B Blend to read words in which letters of the alphabet are Make predictions about a book; Link
Unit 3: Fiction associated with known sounds. reading to own experiences; Sequence
15 days R1.2A Follow sentences from left to right and from the top to the events to retell a story; Infer the thoughts
(suggested) bottom of the page. or feelings of characters; Practise
R1.2B Decode three to four known letters in words when reading common nouns, proper nouns and capital
simple, familiar texts. letters; Retell a familiar story and write
R1.3A Match a picture to a word they have read. labels using familiar words; Talk aloud
R1.3B Sequence three pictures to retell a familiar story or sequence of about own experiences; Link simple
events. adjectives to nouns.
or gestures.
including own name.
Year 1 R1.2A Follow sentences from left to right and from the top to the Link reading to own experiences and
Unit 4: bottom of the page. match pictures to words; Find and
Non-fiction R1.2B Decode three to four known letters in words when reading organise information; Introduce question
15 days simple, familiar texts. marks; Generate question sentences and
(suggested) R1.2D Recite or sing the alphabet. agree how to construct them; Explore
R1.3A Match a picture to a word they have read. question words; Ask and answer
R1.5A Use pictures in texts (including IT texts) to understand and explain questions about events and ideas in a
what they are about. text; Explore adjectives to describe
R1.5C Read and talk about simple sequences that give information or animals; Explore adjectives of colour and
recount what someone has done. size; Introduce simple prepositions;
R1.6B Know that ‘a’, ‘an’ or ‘the’ are often used before nouns. Create a simple table to share
SL1.1A Follow short, basic classroom instructions supported by pictures information.
or gestures.
W1.1B Spell 15 basic everyday words (up to four letters in length).
W1.5B Use the determiners (articles) ‘the’ and ‘a’/‘an’.
W1.5C Write everyday verbs as labels.
W1.5D Use adjectives of colour and size in labels.
Year 1 R1.1B Blend to read words in which letters of the alphabet are Make predictions and link reading to own
Unit 5: Fiction associated with known sounds. experiences; Retell stories in own words;
10 days R1.3A Match a picture to a word they have read. Sequence stories; Explore sequences and
(suggested) R1.3B Sequence three pictures to retell a familiar story or sequence of alter stories; Revise nouns; Practise plural
events. spellings; Infer feelings of characters; Ask
R1.5A Use pictures in texts (including IT texts) to understand and explain questions; Correct mistakes.
or gestures.
including own name.
Year 1 R1.3A Match a picture to a word they have read. Share prior knowledge about a topic;
Unit 6: Non- R1.5A Use pictures in texts (including IT texts) to understand and explain Identify the layout of simple reports;
fiction what they are about. Revise verbs; Look at labelling in non-
15 days R1.6A Read simple everyday nouns and verbs as labels. fiction texts; Label simple pictures;
(suggested) SL1.1A Follow short, basic classroom instructions supported by pictures Explore the impact of opening sentences;
or gestures. Recognise and use topic words in a
SL1.2C Answer short, simple questions using a word or basic phrase. report; Practise topic-specific words; Use
SL1.2D Recite simple sentences by heart, including rhymes and poems. capital letters appropriately; Complete a
W1.1A Say and write the sounds in words they wish to spell, where each postcard and write an address; Retrieve
sound is represented by a single letter. information on a specific subject; Use
W1.1B Spell 15 basic everyday words (up to four letters in length). information learned as evidence; Plan a
W1.2A Label pictures using already familiar nouns and verbs. report; Write a simple report; Label a
W1.5A Write labels of one or two words, leaving spaces between words. diagram to accompany a report.
Year 1 R1.1A Say the letter names and sounds associated with all 26 lower-case Make predictions and link reading to own
Unit 7: Fiction letters of the English alphabet. experiences; Retell stories; Explore
15 days R1.3A Match a picture to a word they have read. sequencing; Investigate suffixes and how
(suggested) R1.4A With support, use pictures to infer what may happen next. they change English words; Compose a
R1.4B With support, use pictures to infer how characters are feeling. sentence orally; Design posters to
R1.5A Use pictures in texts (including IT texts) to understand and explain communicate information; Explore the
what they are about. feelings of characters; Retell a story from
R1.5C Read and talk about simple sequences that give information or a different perspective; Introduce
recount what someone has done. exclamation marks; Compare stories;
SL1.2C Answer short, simple questions using a word or basic phrase. Revise sentence punctuation.
including own name.
Year 1 R1.3B Sequence three pictures to retell a familiar story or sequence of Share prior knowledge on a given topic;
Unit 8: Non- events. Sequence information; Use numbered
fiction R1.5A Use pictures in texts (including IT texts) to understand and explain bullet points; Revise adjectives and
10 days what they are about. articles; Label and explore vocabulary of
(suggested) R1.5C Read and talk about simple sequences that give information or colour; Ask and answer questions;
recount what someone has done. Sequence instructions; Write sentences
R1.6B Know that ‘a’, ‘an’ or ‘the’ are often used before nouns.
SL1.2C Answer short, simple questions using a word or basic phrase. about a topic; Create a poster about a
SL1.2D Recite simple sentences by heart, including rhymes and poems. topic and explain it to a group.
including own name.
Year 1 R1.3A Match a picture to a word they have read. Make predictions; Explore the cover of a
Unit 9: Fiction R1.3B Sequence three pictures to retell a familiar story or sequence of book; Link ideas and reading to own
10 days events. experiences; Retell a story in own words;
(suggested) R1.4A With support, use pictures to infer what may happen next. Explore feelings; Revise topic words; Role
R1.4B With support, use pictures to infer how characters are feeling. play; Write key phrases; Revise verbs;
R1.5A Use pictures in texts (including IT texts) to understand and explain Label pictures.
including own name.
Year 1 R1.2A Follow sentences from left to right and from the top to the Explore different activities and talk about
Unit 10: Non- bottom of the page. preferences; Share experiences; Make
fiction R1.2D Recite or sing the alphabet. predictions; Give and request personal
15 days R1.3A Match a picture to a word they have read. information; Revise capital letters; Revise
(suggested) R1.4A With support, use pictures to infer what may happen next. nouns and articles; Create a fact file;
R1.6B Know that ‘a’, ‘an’ or ‘the’ are often used before nouns. Revise plurals; Share new topic
SL1.1B Recognise familiar key words and phrases in short basic vocabulary and use adjectives to expand
descriptions, if spoken slowly and clearly. descriptions; Understand charts; Create
SL1.2A Give and request simple personal information using a basic charts; Revise the alphabet; Answer a
phrase. letter; Create a letter; Read aloud and
SL1.2B Use simple everyday words from taught vocabulary sets. feedback on others’ work.
including own name.
Year 1 R1.3A Match a picture to a word they have read. Talk about favourite experiences, relate
Unit 11: Fiction R1.3B Sequence three pictures to retell a familiar story or sequence of reading to these; Share predictions; Retell
15 days events. stories; Explore sequencing; Investigate
(suggested) R1.4A With support, use pictures to infer what may happen next. suffixes; Revise verbs and label pictures
R1.4B With support, use pictures to infer how characters are feeling. with action words; Make inferences;
Explore feelings and give explanations for
R1.5A Use pictures in texts (including IT texts) to understand and explain characters’ actions; Retell a story from a
what they are about. different perspective; Label drawings;
R1.5C Read and talk about simple sequences that give information or Revise end punctuation; Compare stories.
R1.6B Know that ‘a’, ‘an’ or ‘the’ are often used before nouns.
including own name.
Year 1 R1.3A Match a picture to a word they have read. Explore senses and describe sensations;
Unit 12: Non- R1.5B Use a picture-contents page to locate the relevant page in the Share prior knowledge and vocabulary;
fiction book. Label physical items using nouns; Find
10 days R1.6A Read simple everyday nouns and verbs as labels. information in a non-fiction book; Explore
(suggested) SL1.1A Follow short, basic classroom instructions supported by pictures the '-ing' ending; Design and produce a
or gestures. poster; Practise spoken descriptions;
SL1.1B Recognise familiar key words and phrases in short basic Plan, create, edit and improve a simple
descriptions, if spoken slowly and clearly. book.
Year 2
Year 2 R2.1A Match lower-case and upper-case letters, saying the sounds and Use picture cues to predict meanings;
Unit 1: Fiction letter names associated with each one. Link reading to own experiences; Make
10 days R2.3A Answer simple questions about a sentence they have read. predictions; Ask and answer simple
(suggested) R2.3B Recall what happened next in a simple story or sequence of questions; Retell stories in own words,
events. saying sentences aloud and recording
R2.4A Use picture cues to predict the meaning of unfamiliar words. them in writing; Write simple sentences;
R2.4B Combine information from text and pictures to infer how a Explore the feelings of characters;
character feels. Compose sentences about feelings;
R2.4C Use own experiences to predict what might happen at the end of Practise the English alphabet; Write
a short story. simple sentences about a given topic.
R2.5A With support, find information in texts (including IT texts) to
answer a simple question
R2.5B Know that information can be given through photographs and
illustrations as well as text.
R2.6A Say whether or not a group of words is a sentence.
R2.6B Identify nouns and verbs in a simple sentence and use the terms
'noun' and 'verb'.
R2.6C Recognise regular singular and plural forms of nouns.
SL2.2D Recite and interpret sentences by heart, including poems and
other texts.
W2.2A Use vocabulary from reading in own writing.
W2.3A Compose orally and then write a simple sentence.
W2.3B Sequence three pictures and then write a sentence for each to
tell a story.
W2.3D Re-read own writing to check the meaning is clear.
W2.4A Write most lower-case letters and copy all upper-case letters and
numbers, using correct letter formation.
W2.5A Say a simple sentence and then write it.
W2.6A Use full stops at the end of simple sentences.
Year 2 R2.3A Answer simple questions about a sentence they have read. Share key questions about a non-fiction
Unit 2: Non- R2.3B Recall what happened next in a simple story or sequence of text; Answer questions; Follow
fiction events. instructions; Investigate the features of
10 days R2.4A Use picture cues to predict the meaning of unfamiliar words. instructional texts; Use everyday verbs;
(suggested) R2.5A With support, find information in texts (including IT texts) to Sequence instructions; Write instructions;
answer a simple question Improve instructions with adjectives; Use
R2.5B Know that information can be given through photographs and determiners; Revise and form plurals;
illustrations as well as text. Improve and edit instructions.
R2.5C Read simple instructions and identify key text features.
R2.6A Say whether or not a group of words is a sentence.
'noun' and 'verb'.
SL2.1A Follow two-step instructions, when these are given slowly and
clearly.
W2.1C Form plurals of nouns where the root word does not change by
adding '-s' and '-es'.
W2.5B Use the correct determiner ('a'/'an', 'the' or 'some') for single and
plural nouns in simple sentences.
W2.5C Use everyday verbs in simple sentences.
W2.5F Use correct singular or plural forms of regular nouns.
Year 2 R2.1A Match lower-case and upper-case letters, saying the sounds and Examine the cover of a book and discuss
Unit 3: Fiction letter names associated with each one. possible ideas and contents; Make
15 days R2.3A Answer simple questions about a sentence they have read. predictions; Explore characters within a
(suggested) R2.3B Recall what happened next in a simple story or sequence of story; Recall events heard in a story; Retell
events. events in own words; Write a reply to a
R2.4B Combine information from text and pictures to infer how a letter, in character; Discuss what makes a
character feels. sentence and revise sentence
R2.4D Discuss favourite words and phrases. punctuation; Ask and answer questions;
R2.5A With support, find information in texts (including IT texts) to Design and create a poster; Explore
answer a simple question pronouns I and We; Compare stories.
tell a story.
W2.5D Use adjectives in expanded noun phrases, in simple sentences.
W2.5E Use the subject pronouns 'I' and 'we' before verbs.
Year 2 R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 Ask questions as motivation for reading
Unit 4: Non- words). non-fiction; Introduce a key question
fiction R2.2B Decode unrecognised words (up to 6 letters) when reading aloud. about a topic to encourage research; Find
15 days R2.2D Organise words into alphabetical order by their first letters. information; Read texts to find answers to
(suggested) R2.5A With support, find information in texts (including IT texts) to specific questions; Use capital letters and
answer a simple question. other simple punctuation correctly; Write
R2.6B Identify nouns and verbs in a simple sentence and use the terms a letter; Construct commands and
'noun' and 'verb'. instructional sentences; Recognise and
SL2.2D Recite and interpret sentences by heart, including poems and identify verbs; Write instructions; Make
other texts. predictions; Revise nouns; Revise
SL2.2C Answer simple questions using rehearsed expressions. adjectives; Explore forming plurals;
W2.1C Form plurals of nouns where the root word does not change by Explore indexes and alphabetical order;
adding '-s' and '-es'. Design a poster and use technical
W2.1B Spell another 30 basic everyday words (up to 5 letters in length). vocabulary and topic words.
Year 2 R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 Recite rhymes with predictable patterns;
Unit 5: Poetry words). Invent actions to accompany the
10 days SL2.1B Understand basic, familiar information given by the teacher, recitation of poetry; Work in groups to
(suggested) when supported by pictures or if spoken slowly and clearly. plan a performance; Listen to, learn and
SL2.2D Recite and interpret sentences by heart, including poems and appreciate the meaning of a poem; Revise
other texts. start and end punctuation; Write
W2.3A Compose orally and then write a simple sentence. invitations for a poetry recital; Discuss
and choose favourite poems for a recital;
W2.4A Write most lower-case letters and copy all upper-case letters and Practise and try out ideas for class and
numbers, using correct letter formation. group performance; Support others to
W2.5A Say a simple sentence and then write it. improve performances; Perform poems
to an audience.
Year 2 R2.1A Match lower-case and upper-case letters, saying the sounds and Make predictions about a text; Answer
Unit 6: Fiction letter names associated with each one. simple questions; Plan and ask questions;
15 days R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 Retell stories from different points of
(suggested) words). view; Plan sentences orally; Write
R2.3A Answer simple questions about a sentence they have read. sentences; Explore descriptions and
R2.3B Recall what happened next in a simple story or sequence of motivations for characters; Revise
events. adjectives; Write character profiles using
R2.4B Combine information from text and pictures to infer how a expanded noun phrases; Revise capital
character feels. letters; Design a poster for a purpose;
R2.4D Discuss favourite words and phrases. Explore feelings and compose sentences
R2.5A With support, find information in texts (including IT texts) to about feelings; Explore rhyming words;
answer a simple question Revise simple pronouns; Retell a story in
W2.3A Compose orally and then write a simple sentence. the first person.
Year 2 R2.3A Answer simple questions about a sentence they have read. Introduce a key question to frame
Unit 7: Non- R2.4D Discuss favourite words and phrases. research; Share prior knowledge about a
fiction topic; Ask and answer questions; Identify
15 days R2.5A With support, find information in texts (including IT texts) to the layout of a simple report; Add
(suggested) answer a simple question. adjectives to nouns; Investigate and use
R2.5B Know that information can be given through photographs and labelling in non-fiction texts; Revise verbs
illustrations as well as text. and plurals; Practise a range of opening
R2.5C Read simple instructions and identify key text features. sentences; Write a postcard; Retrieve
W2.1C Form plurals of nouns where the root word does not change by information to answer questions and
adding '-s' and '-es'. create a report; Use researched
W2.2A Use vocabulary from reading in own writing. information to prove points in writing;
W2.3A Compose orally and then write a simple sentence. Plan, create and improve a report, using
W2.3D Re-read own writing to check the meaning is clear. appropriate punctuation.
Year 2 R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 Discuss the possible plot/contents of
Unit 8: Fiction words). books; Make predictions; Ask and answer
10 days R2.4A Use picture cues to predict the meaning of unfamiliar words. questions; Retell stories; Revise verbs;
(suggested) R2.4B Combine information from text and pictures to infer how a Write sentences to retell a story; Explore
character feels. and develop sentences about feelings;
R2.4C Use own experiences to predict what might happen at the end of Investigate and edit sentence structure to
a short story. change meaning; Plan the next chapter or
R2.4D Discuss favourite words and phrases. sequence in a story; Write and improve a
W2.2A Use vocabulary from reading in own writing. story.
tell a story.
Year 2 R2.1A Match lower-case and upper-case letters, saying the sounds and Explore characters within a story and
Unit 9: Fiction letter names associated with each one. their relationship; Make predictions about
15 days R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 characters’ actions; Recall and sequence
(suggested) words). events from a story; Write sentences to
R2.2D Organise words into alphabetical order by their first letters. retell events from a story; Design a poster
R2.3A Answer simple questions about a sentence they have read. for an event from a book; Find out
R2.3B Recall what happened next in a simple story or sequence of information; Ask and answer simple
events. questions; Revise adjectives; Explore
R2.4B Combine information from text and pictures to infer how a alphabetical order; Write character
character feels. profiles; Use adjectives to design a
R2.4D Discuss favourite words and phrases. character; Write profiles using expanded
R2.5A With support, find information in texts (including IT texts) to noun phrases; Design a TV programme or
answer a simple question. story.
tell a story.
Year 2 R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 Share prior knowledge about a topic; Plan
Unit 10: Non- words). questions to inform research; Ask and
fiction R2.2D Organise words into alphabetical order by their first letters. answer questions; Explore the layout of a
15 days R2.3A Answer simple questions about a sentence they have read. report; Use glossaries to understand
(suggested) R2.4D Discuss favourite words and phrases. technical words; Create glossary entries;
R2.5A With support, find information in texts (including IT texts) to Revise verbs and plurals; Revise adjectives
answer a simple question. and noun phrases; Model and create
R2.5B Know that information can be given through photographs and openings to reports; Compare true and
illustrations as well as text. false statements; Plan, write and improve
R2.5C Read simple instructions and identify key text features. a report on a given (researched) topic.
'noun' and 'verb'.
SL2.1A Follow two-step instructions, when these are given slowly and
clearly.
W2.1C Form plurals of nouns where the root word does not change by
adding '-s' and '-es'.
Year 2 R2.2A Read aloud a familiar text of 6-8 basic sentences (about 50 Explore and share known poems or
Unit 11: Poetry words). songs; Explore rhyming; Create rhyming
10 days R2.4A Use picture cues to predict the meaning of unfamiliar words. strings; Perform a poem aloud; Create a
(suggested) R2.4B Combine information from text and pictures to infer how a poem as part of a group; Look for
character feels. patterns in poetry; Make inferences;
R2.4D Discuss favourite words and phrases. Explore verbs; Explore movement and
R2.6B Identify nouns and verbs in a simple sentence and use the terms sounds in poetry; Create a class poem
'noun' and 'verb'. based on a model; Discuss favourite lines
SL2.2D Recite and interpret sentences by heart, including poems and from a poem and create a new poem
other texts. from these.
Year 2 R2.3A Answer simple questions about a sentence they have read. Introduce research questions; Discuss
Unit 12: Non- R2.5A With support, find information in texts (including IT texts) to contrasting environments (or other
fiction answer a simple question. subject); Revise features of non-fiction;
10 days R2.5B Know that information can be given through photographs and Introduce, explain and use new
(suggested) illustrations as well as text. vocabulary; Revise adjectives and noun
R2.5C Read simple instructions and identify key text features. phrases; Use drama to explore concepts;
W2.2A Use vocabulary from reading in own writing. Revise pronouns; Write a short report to
W2.3A Compose orally and then write a simple sentence. convey information; Make comparisons;
W2.3D Re-read own writing to check the meaning is clear. Collect information; Write a longer text on
W2.5A Say a simple sentence and then write it. a given subject.
Year 3
Year 3 R3.3A Answer simple questions about a character, event or piece of Discuss a story; Make predictions; Ask
Unit 1: Fiction information about which they have read. and answer simple questions; Retell
10 days R3.3B Retell two events from a story or sequence in the correct order. stories from different points of view;
(suggested) R3.4A Use context to infer the meaning of unfamiliar words Sequence events to create a new story;
R3.4C Use knowledge of other books or films to predict what might Use adjectives in expanded noun phrases;
happen at the end of a short story or other text. Explore characters; Join sentences with
R3.6A Point out the conjunctions 'and', 'but' and 'because', and explain conjunctions; Use subject and object
how they join sentences. pronouns; Write a longer description of a
R3.6B Identify adjectives in expanded noun phrases and use the term character; Edit and improve writing.
'adjective'.
R3.6D Identify subject and object pronouns and link them to the head
noun phrase they replace.
SL3.2A Give brief descriptions using two or more linked sentences.
SL3.2D With some guidance, take on the role of a character, from a play
or other text, using some knowledge of conventions.
W3.3A Compose and write a sequence of three or more simple or
compound sentences.
W3.3B Sequence three pictures and write two or three sentences about
each one to tell a story.
W3.3D Re-read own writing, improving it at sentence level.
W3.5A Say and then write compound sentences using the co-ordinating
conjunctions 'and' and 'but'.
W3.5E Use subject and object pronouns instead of noun/noun phrases.
W3.5D Use adjectives in expanded noun phrases, in own writing of three
or more simple or compound sentences.
Year 3 R3.3A Answer simple questions about a character, event or piece of Decide on a key question to frame
Unit 2: Non- information about which they have read. research on a topic; Ask and answer
fiction R3.5A Use contents pages and online menus to locate relevant pages questions; Share existing knowledge;
10 days and find requested information. Identify features of explanation texts;
(suggested) R3.5B Use a simple contents page and index to locate information. Write glossaries; Add simple suffixes;
R3.5C Read simple reports and alphabetically organised texts, Explore past and present tenses; Plan and
identifying key text features and beginning to distinguish between fact produce success criteria for an
and opinion. explanation text; Collect information; Plan
R3.6C Recognise that the past tense of verbs is often indicated by the features and layout of an explanation
suffix '-ed'. text; Research and find information;
SL3.1A Follow three-step instructions, when these are given slowly and Write, edit and improve an explanation
clearly. text; Plan and write an instructional text.
SL3.2C Participate in discussions when invited to do so by the teacher.
W3.1C Add the suffixes '-s', '-ed', '-ing', '-er' and '-est, and the prefix 'un-'
to words where the root word does not change
compound sentences.
W3.3C Select pictures and write simple report texts of up to 100 words.
W3.5F Write simple sentences showing grammatical agreement of
regular verbs with singular and plural nouns/pronouns.
Year 3 R3.3A Answer simple questions about a character, event or piece of Make predictions and answer simple
Unit 3: Fiction information about which they have read. questions about a text; Retell events from
R3.3B Retell two events from a story or sequence in the correct order. a story and relate these to each other;
15 days R3.4A Use context to infer the meaning of unfamiliar words Use conjunctions; Revise subject and
(suggested) R3.4C Use knowledge of other books or films to predict what might object pronouns; Write descriptions of
happen at the end of a short story or other text. sequences of events; Make notes about
R3.4B With support, infer a character's feelings from information given main characters; Use drama to explore
in a text. characters’ feelings; Investigate the prefix
R3.6D Identify subject and object pronouns and link them to the head un-; Write character descriptions;
noun phrase they replace. Introduce direct speech; Write sentences
SL3.2A Give brief descriptions using two or more linked sentences. that are dictated; Write a book review and
SL3.2C Participate in discussions when invited to do so by the teacher. share aloud.
to words where the root word does not change.
compound sentences.
W3.5C Use present- and past-tense forms of regular verbs in writing.
W3.6A With support, use capital letters and end punctuation correctly
when writing dictated sentences.
Year 3 R3.2D Organise words into alphabetical order by their first two letters, Ask and answer simple questions;
Unit 4: Non- and use alphabetical order to find words in dictionaries and glossaries. Distinguish between fact and opinion;
fiction R3.3A Answer simple questions about a character, event or piece of Explore the layout of a simple report;
15 days information about which they have read. Explore sequencing, adding endings '-ing',
(suggested) R3.3B Retell two events from a story or sequence in the correct order. '-ed', '-er', '-est'; Use adjectives in
R3.4D Listen and respond to stories of a level beyond that of expanded noun phrase in sequence of
independent reading. sentences; Find information; Explore
R3.5A Use contents pages and online menus to locate relevant pages determiners; Use commas in a list;
and find requested information. Investigate and use alphabetical order;
R3.5B Use a simple contents page and index to locate information. Create and present a report; Plan and
R3.5C Read simple reports and alphabetically organised texts, write a report; Write a glossary; ‘Use
identifying key text features and beginning to distinguish between fact labelling non-fiction’.
and opinion.
R3.6E Identify a range of quantifiers as determiners.
SL3.2E Present information to the class when prompted.
W3.2A Use a range of adjectives (around 20, in addition to colour and
size) to add description.
compound sentences.
W3.5B Use a range of quantifiers as determiners in writing.
W3.6D Use commas to separate items in lists of nouns.
Year 3 R3.3A Answer simple questions about a character, event or piece of Share and use prior knowledge of school
Unit 5: Non- information about which they have read. and news events; Ask and answer
fiction R3.3B Retell two events from a story or sequence in the correct order. questions; Use role play to develop
10 days R3.4A Use context to infer the meaning of unfamiliar words understanding; Discuss and give views on
(suggested) R3.5C Read simple reports and alphabetically organised texts, news reports; Retell a news story;
identifying key text features and beginning to distinguish between fact Recount events in the past tense
and opinion. consistently; Compose own questions;
SL3.1B Follow information during two to three minutes of listening to Plan a school news report about a real
teacher-talk supported by pictures. event; Write a news report; Edit and
SL3.2A Give brief descriptions using two or more linked sentences. proofread news reports.
compound sentences
Year 3 R3.3A Answer simple questions about a character, event or piece of Ask and answer simple questions; Explore
Unit 6: Non- information about which they have read. the layout of a simple report; Explore
fiction R3.3B Retell two events from a story or sequence in the correct order. present and past tense; Use commas to
10 days R3.5A Use contents pages and online menus to locate relevant pages separate lists; Explore sequencing of
(suggested) and find requested information. events and sentences; Retrieve
R3.5B Use a simple contents page and index to locate information. information on a specific subject; Plan
R3.5C Read simple reports and alphabetically organised texts, and write the opening paragraph of a
identifying key text features and beginning to distinguish between fact report; Plan and write a full report; Edit
and opinion. and improve sentences; Present a report
R3.6C Recognise that the past tense of verbs is often indicated by the orally.
suffix '-ed'.
compound sentences.
Year 3 R3.3A Answer simple questions about a character, event or piece of Ask and answer simple questions; Retell
Unit 7: Fiction information about which they have read. events; Use apostrophes for contraction;
15 days R3.3B Retell two events from a story or sequence in the correct order. Investigate and use direct speech; Identify
(suggested) R3.4A Use context to infer the meaning of unfamiliar words and use adjectives; Use subject and object
R3.4C Use knowledge of other books or films to predict what might pronouns; Practise adding endings ('-ing');
happen at the end of a short story or other text. Explore and create written conversations;
R3.6B Identify adjectives in expanded noun phrases and use the term Write sentences that are dictated; Design
'adjective'. and produce a story; Plan and write a
R3.6D Identify subject and object pronouns and link them to the head story; Review and improve stories.
compound sentences.
each one to tell a story
W3.6B Use apostrophes in common contractions.
W3.6C Put inverted commas around spoken words.
Year 3 R3.3A Answer simple questions about a character, event or piece of Select and explain information from non-
Unit 8: Non- information about which they have read. fiction to support thinking; Explore the
fiction R3.3B Retell two events from a story or sequence in the correct order. layout of an explanation text; Discuss
15 days R3.5C Read simple reports and alphabetically organised texts, information in book as a group; Use a
(suggested) identifying key text features and beginning to distinguish between fact glossary; Use commas in a list; Ask and
and opinion. answer questions; Explore and use
R3.6B Identify adjectives in expanded noun phrases and use the term adjectives; Create extended noun
'adjective'. phrases; Design a persuasive poster;
SL3.2A Give brief descriptions using two or more linked sentences. Write an advertising slogan; Plan features
SL3.2C Participate in discussions when invited to do so by the teacher. and layout of explanation text; Write an
W3.2A Use a range of adjectives (around 20, in addition to colour and explanation text using notes; Revise, edit
size) to add description. and evaluate a text.
compound sentences.
Year 3 R3.3A Answer simple questions about a character, event or piece of Read and understand a text; Understand
Unit 9: Fiction information about which they have read. the idea of an autobiography; Explore
15 days R3.3B Retell two events from a story or sequence in the correct order. literal and inferential comprehension; Ask
(suggested) R3.4B With support, infer a character's feelings from information given questions to clarify meaning; Explore
in a text. different types and styles of writing –
R3.4D Listen and respond to stories of a level beyond that of presentations, stories, blogs; Understand
independent reading. the idea of chunking text into sections
SL3.1B Follow information during two to three minutes of listening to (paragraph introduction); Focus on
teacher-talk supported by pictures. feelings and thoughts of a character; Ask
SL3.2A Give brief descriptions using two or more linked sentences. questions to clarify meaning; Infer
SL3.2C Participate in discussions when invited to do so by the teacher. motivations and feelings; Revise past and
SL3.2E Present information to the class when prompted. present tense; Make notes to inform
W3.3A Compose and write a sequence of three or more simple or writing; Turn notes into a storyboard;
compound sentences. Turn a storyboard into a presentation;
W3.3C Select pictures and write simple report texts of up to 100 words. Evaluate and edit own and others’ work;
W3.3D Re-read own writing, improving it at sentence level. Perform own writing to a small group;
W3.4B Use a QWERTY keyboard to write short texts. Evaluate and give feedback on other’s
W3.5C Use present- and past-tense forms of regular verbs in writing. performance.
Year 3 R3.2A Read aloud an unfamiliar text of 10-12 basic sentences (about 100 Discuss riddles, inference, use of
Unit 10: Poetry words). figurative language; Listen to and solve
10 days R3.2D Organise words into alphabetical order by their first two letters, riddles; Explore poems that ask
(suggested) and use alphabetical order to find words in dictionaries and glossaries. questions; Revise adjectives; Explore
R3.3A Answer simple questions about a character, event or piece of vocabulary and poetic language; Draft
information about which they have read. and write a riddle poem; Write a class
R3.4A Use context to infer the meaning of unfamiliar words. poem; Collect ideas for a picture poem;
SL3.2C Participate in discussions when invited to do so by the teacher. Draft a word picture poem; Review, edit
SL3.2D With some guidance, take on the role of a character, from a play and read aloud poems.
compound sentences.
Year 3 R3.3A Answer simple questions about a character, event or piece of Ask and answer simple questions; Create
Unit 11: Non- information about which they have read. a question to frame learning; Explore
fiction R3.4D Listen and respond to stories of a level beyond that of non-fiction features; Use skimming and
15 days independent reading. scanning to find information; Practise
(suggested) R3.5C Read simple reports and alphabetically organised texts, linking with 'and', but', ‘because; Explore
identifying key text features and beginning to distinguish between fact using contents and index; Read for
and opinion. information and record facts; Use
R3.6A Point out the conjunctions 'and', 'but' and 'because', and explain adjectives to improve writing; Use
how they join sentences. paragraphs to organise ideas; Use
SL3.2C Participate in discussions when invited to do so by the teacher. headings to organise writing; Compare
W3.2A Use a range of adjectives (around 20, in addition to colour and texts and identify differences; Write about
size) to add description. familiar topics or lives; Plan and discuss
W3.3A Compose and write a sequence of three or more simple or ideas; Draft and write a report; Evaluate
compound sentences. own and others' writing; Edit and redraft
W3.3C Select pictures and write simple report texts of up to 100 words. reports.
Year 3 R3.3A Answer simple questions about a character, event or piece of Make predictions; Ask and answer simple
Unit 12: Fiction information about which they have read. questions; Retell events from a story;
10 days R3.3B Retell two events from a story or sequence in the correct order. Sequence three pictures and write two to
(suggested) R3.4A Use context to infer the meaning of unfamiliar words three sentences; Use subject and object
R3.4C Use knowledge of other books or films to predict what might pronouns; Use apostrophes for
happen at the end of a short story or other text. contractions; Use direct speech; Write
R3.4B With support, infer a character's feelings from information given conversations; Give and receive dictation;
in a text. Design and produce a poster to convey
R3.6B Identify adjectives in expanded noun phrases and use the term key information; Sequence pictures and
'adjective'. write sentences to go with each to tell a
R3.6D Identify subject and object pronouns and link them to the head story.
W3.6B Use apostrophes in common contractions.
W3.6C Put inverted commas around spoken words.
Year 4
Year 4 SL4.2B Use a wider range of more descriptive nouns and powerful Ask questions about a text, using
Unit 1: Fiction verbs. inference and prediction; Punctuate direct
15 days SL4.2C Participate in discussions, building on contributions of previous speech; Discuss settings and begin to look
(suggested) speakers. at more descriptive sentences; Set
SL4.2D Perform as a character in a short dramatic scene. context in a story and look at the
R4.2A Recall significant events and pieces of information from texts and techniques authors use to do this; Plan
explain why they are important. and write descriptive sentences; Evaluate
R4.2B Retell three or more main events from a story or sequence in the and edit descriptive sentences; Sequence
correct order. events; Revise nouns, adjectives and
R4.3B Infer characters’ motives from information given in a text. expanded noun phrases; Find and refer
R4.3C With some guidance, make predictions based on clear evidence in to evidence in a text; Use powerful verbs
a text. to capture interest; Rehearse and plan
W4.2A Use a range of adverbs (around 20) to add to descriptions. conversations; Write conversation;
W4.3A Organise writing so that ideas are sequenced or grouped. Evaluate and edit conversations and read
W4.5C Use present- and past-tense forms of irregular verbs in writing. them aloud.
W4.6C Use inverted commas in sentences where the speaker is
identified at the end of the sentence.
Year 4 SL4.1B Identify a main point after five to seven minutes of listening to Introduce a topic and set key questions
Unit 2: Non- teacher-talk supported by pictures. for research; Discuss non-fiction features;
fiction SL4.2C Participate in discussions, building on contributions of previous Summarise and record relevant
speakers. information; Role-play an event from the
10 days SL4.2D Perform as a character in a short dramatic scene. text to demonstrate understanding;
(suggested) R4.1C Recognise on sight common past-tense verbs, including irregular Retrieve and summarise information with
verbs. reference to the text; Use causal
R4.2A Recall significant events and pieces of information from texts and conjunctions; Identify subordinate and
explain why they are important. main clauses; Identify features of an
R4.4A Use headings and other features to locate a relevant paragraph. information text; Revise forming the past
R4.4B Understand the purpose of a wider range of textual features tense; Understand the importance of
when directly asked to do so. paragraphs; Write paragraphs; Organise
R4.5C Recognise irregular past-tense verb forms, including the verb ‘to ideas from a text into a plan for writing an
be’. information text; Draft, write, edit and
W4.3A Organise writing so that ideas are sequenced or grouped. improve an information text.
W4.3D Reread own writing, improving it at paragraph level.
W4.4B Know how to move a word or phrase to improve the sense of a
text.
W4.5A Say and then write compound and complex sentences using the
conjunctions ‘and’, ‘but’, ‘or’, ‘so’ and ‘because’.
W4.5C Use present- and past-tense forms of irregular verbs in writing.
W4.6A Use upper-case and end punctuation correctly when writing
dictated sentences unaided.
Year 4 SL4.2C Participate in discussions, building on contributions of previous Introduce students to a poem; Discuss
Unit 3: Poetry speakers. first impressions; Reason and explain
10 days SL4.2D Perform as a character in a short dramatic scene. likes and dislikes; Identify poetic features,
(suggested) SL4.2E Present information on a given subject, alone or in a group. including rhyme and rhythm; Identify and
R4.1C Recognise on sight common past-tense verbs, including irregular use alliteration and personification;
verbs. Discuss the use of personification;
R4.2A Recall significant events and pieces of information from texts and Perform a poem; Revise irregular verbs;
explain why they are important. Draft and write own poems; Edit own
R4.2B Retell three or more main events from a story or sequence in the poems and prepare for performance;
correct order. Perform and evaluate own poems.
R4.4B Understand the purpose of a wider range of textual features
when directly asked to do so.
R4.5C Recognise irregular past-tense verb forms, including the verb ‘to
be’.
R4.1C Recognise on sight common past-tense verbs, including irregular
verbs.
R4.2A Recall significant events and pieces of information from texts and
explain why they are important.
R4.2B Retell three or more main events from a story or sequence in the
correct order.
be’.
W4.3A Organise writing so that ideas are sequenced or grouped.
W4.3B Write short stories (of around 200 words) that include brief
descriptions of characters or settings.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Read and understand an autobiographical
Unit 4: Non- experience. text; Explore further what makes a
fiction SL4.2C Participate in discussions, building on contributions of previous biography and what makes an
15 days speakers. autobiography; Ask questions to clarify
(suggested) SL4.2E Present information on a given subject, alone or in a group. meaning; Look at differences between
R4.2A Recall significant events and pieces of information from texts and books and presentations; Understand
explain why they are important. how chunking up text into different
R4.2B Retell three or more main events from a story or sequence in the sections contributes to understanding;
correct order. Infer motivations and feelings; Revise past
R4.3B Infer characters’ motives from information given in a text. and present tense; Focus on personality,
R4.4A Use headings and other features to locate a relevant paragraph. thoughts and feelings; Makes notes for
R4.5B Identify adverbs of manner and talk about their impact. writing; Turn notes into a storyboard;
R4.5C Recognise irregular past-tense verb forms, including the verb ‘to Turn storyboard into a presentation;
be’. Evaluate and edit own and others’ work;
W4.3A Organise writing so that ideas are sequenced or grouped. Perform own writing to a small group and
W4.3D Reread own writing, improving it at paragraph level. to a wider group.
W4.5E Use possessive pronouns accurately in writing.
W4.6A Use upper-case and end punctuation correctly when writing
dictated sentences unaided.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Explore folk tales; Make predictions;
Unit 5: Fiction experience. Recall and retell main events; Map story
15 days SL4.2A With support, give a logically connected description. structures; Explore oral retelling and
(suggested) SL4.2C Participate in discussions, building on contributions of previous language used for storytelling; Explore
speakers. dilemma through drama; Draw inference
SL4.2D Perform as a character in a short dramatic scene. about character; Use adjectives to
R4.2A Recall significant events and pieces of information from texts and describe and specify; Punctuate direct
explain why they are important. speech; Identify and use conjunctions;
R4.2B Retell three or more main events from a story or sequence in the Plan and write descriptive sentences to
correct order. create alternative settings; Improvise,
R4.3B Infer characters’ motives from information given in a text. rehearse and draft dialogue; Write a folk
R4.3C With some guidance, make predictions based on clear evidence in tale – plan, discuss, draft, write and
a text. improve.
R4.3D Begin to form and explain preferences about types of stories.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Ask and answer simple questions on a
Unit 6: Non- experience. chosen topic; Discuss non-fiction features
fiction SL4.1B Identify a main point after five to seven minutes of listening to of an information text; Summarise and
10 days teacher-talk supported by pictures. record relevant information; Retrieve and
(suggested) SL4.2C Participate in discussions, building on contributions of previous summarise information; Role-play an
speakers. event described in a non-fiction text to
SL4.2D Perform as a character in a short dramatic scene. demonstrate understanding; Revise past
SL4.2E Present information on a given subject, alone or in a group. tense verbs, including irregular verbs;
R4.1A Read aloud an unfamiliar text of about 250 words, including Explore adverbials of time; Identify
complex sentences, observing full stops and question marks. devices helping cohesion within a text;
R4.1B Decode unfamiliar three- to four-syllable words, using a range of Organise key information in a text; Write
strategies. paragraphs to collate ideas from the text;
R4.1C Recognise on sight common past-tense verbs, including irregular Discuss features of a recount; Organise
verbs. ideas from a text into a plan; Draft an
R4.2A Recall significant events and pieces of information from texts and information text; Answer key questions
explain why they are important. about the text.
R4.2B Retell three or more main events from a story or sequence in the
correct order.
R4.4A Use headings and other features to locate a relevant paragraph.
R4.4C Read and follow explanations and newspaper reports, identifying
key text features and distinguish between fact and opinion with more
ease.
R4.5A Recognise adverbials of time and the conjunctions ‘so’ and ‘or’ and
talk about their impact.
be’.
W4.3C Write brief explanation texts of around 150 words.
text.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Discuss given poems; Give reasons for
Unit 7: Poetry experience. likes and dislikes; Examine a poem in
10 days SL4.1B Identify a main point after five to seven minutes of listening to more depth, focusing on the use of
(suggested) teacher-talk supported by pictures. language; Identify poetic features such as
SL4.2C Participate in discussions, building on contributions of previous rhyme, rhythm and alliteration; Revise
speakers. direct speech; Use drama to explore
SL4.2D Perform as a character in a short dramatic scene. characters in a poem; Learn poems by
SL4.2E Present information on a given subject, alone or in a group. heart; Plan to write a poem – compare
R4.1A Read aloud an unfamiliar text of about 250 words, including and contrasting own experience with
complex sentences, observing full stops and question marks. others in the poem; Draft, write, edit and
R4.1C Recognise on sight common past-tense verbs, including irregular improve poems; Practise performing
verbs. poems; Evaluate and improve
performances.
W4.5F Write sentences showing grammatical agreement of irregular
verbs (including the verb ‘to be’) with singular and plural
nouns/pronouns.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Introduce the text/topic and decide on
Unit 8: Non- experience. questions to drive learning; Ask
fiction SL4.1B Identify a main point after five to seven minutes of listening to questions, discuss and read factual texts
15 days teacher-talk supported by pictures. for information; Skim-read to identify own
(suggested) SL4.2C Participate in discussions, building on contributions of previous ideas contained in the texts; Identify
speakers. specific information; Compare and
SL4.2D Perform as a character in a short dramatic scene. contrast events/topics within the text with
SL4.2E Present information on a given subject, alone or in a group. those from another environment/time;
R4.1A Read aloud an unfamiliar text of about 250 words, including Distinguish between fact and opinion;
complex sentences, observing full stops and question marks. Explore non-fiction through drama; Use
R4.2A Recall significant events and pieces of information from texts and apostrophes to show possession; Revise
explain why they are important. the past and present tense; Revise the
R4.3C With some guidance, make predictions based on clear evidence in use of commas to separate a list and
a text. practise the use of a colon; Plan writing
R4.4B Understand the purpose of a wider range of textual features and start writing an explanation;
R4.4C Read and follow explanations and newspaper reports, identifying Complete and improve an explanation
key text features and distinguish between fact and opinion with more text.
ease.
W4.4A Write legibly, joining some letters.
text.
W4.6B Use apostrophes to show singular possession.
W4.6D Use commas to separate a list of actions.
W4.6E Use a colon to introduce a list.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Use prior knowledge and retrieve
Unit 9: Non- experience. information to answer questions; Explore
fiction SL4.1B Identify a main point after five to seven minutes of listening to features of non-fiction; Identify and
10 days teacher-talk supported by pictures. summarise main ideas; Practise colon
(suggested) SL4.2A With support, give a logically connected description. use; Plan and hold a debate on topic; Plan
SL4.2C Participate in discussions, building on contributions of previous writing and start writing an explanation
speakers. non-fiction text; Draft and write an
SL4.2E Present information on a given subject, alone or in a group. explanation text; Finish writing, Edit and
R4.1A Read aloud an unfamiliar text of about 250 words, including improve text; Read and share text.
complex sentences, observing full stops and question marks.
R4.1B Decode unfamiliar three- to four-syllable words, using a range of
strategies.
R4.2A Recall significant events and pieces of information from texts and
explain why they are important.
R4.3C With some guidance, make predictions based on clear evidence in
a text.
R4.4A Use headings and other features to locate a relevant paragraph.
R4.4C Read and follow explanations and newspaper reports, identifying
key text features and distinguish between fact and opinion with more
ease.
R4.5A Recognise adverbials of time and the conjunctions ‘so’ and ‘or’ and
talk about their impact.
W4.2A Use a range of adverbs (around 20) to add to descriptions.
W4.6E Use a colon to introduce a list.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Ask questions about a text; Use inference
Unit 10: Fiction experience. and prediction; Punctuate direct speech;
15 days SL4.2B Use a wider range of more descriptive nouns and powerful Explore thoughts and feelings; Explore
(suggested) verbs. how setting creates pictures and evokes
SL4.2C Participate in discussions, building on contributions of previous mood; Explore the use of similes adding
speakers. to a mood; Explore language and
SL4.2D Perform as a character in a short dramatic scene. sentence structures used to build up
suspense; Use and examine adverbs of
R4.1A Read aloud an unfamiliar text of about 250 words, including manner; Revise different types of
complex sentences, observing full stops and question marks. sentences, their purpose and
R4.1B Decode unfamiliar three- to four-syllable words, using a range of punctuation; Use powerful verbs to
strategies. capture reader’s interest; Use drama to
R4.1C Recognise on sight common past-tense verbs, including irregular explore feelings; Plan and discuss
verbs. continuing the story in the chosen text;
R4.3A Infer the meaning of similes using context. Write, edit and improve the continuation.
R4.3B Infer characters’ motives from information given in a text.
R4.3C With some guidance, make predictions based on clear evidence in
a text.
R4.3D Begin to form and explain preferences about types of stories.
R4.5B Identify adverbs of manner and talk about their impact.
W4.2A Use a range of adverbs (around 20) to add to descriptions.
text.
W4.5F Write sentences showing grammatical agreement of irregular
verbs (including the verb ‘to be’) with singular and plural
nouns/pronouns.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Share knowledge about a topic; Decide on
Unit 11: Non- experience. questions to research and answer;
fiction SL4.1B Identify a main point after five to seven minutes of listening to Explore the use of possessive pronouns
15 days teacher-talk supported by pictures. and determiners; Retrieve and summarise
(suggested) SL4.2C Participate in discussions, building on contributions of previous information with reference to the text;
speakers. Role-play to demonstrate understanding;
SL4.2D Perform as a character in a short dramatic scene. Skim-read and identify specific
SL4.2E Present information on a given subject, alone or in a group. information; Revise the past tense and
R4.1A Read aloud an unfamiliar text of about 250 words, including present tense; Discuss key questions;
complex sentences, observing full stops and question marks. Develop higher-order questions; Plan
R4.1B Decode unfamiliar three- to four-syllable words, using a range of character; Plan and write speeches in
strategies. role; Write and practise speech in role;
R4.2A Recall significant events and pieces of information from texts and Plan, draft, write and improve a letter in
explain why they are important. role.
be’.
R4.5D Recognise that a possessive pronoun may have the same function
as a possessive determiner.
R4.5E Recognise that a demonstrative determiner may have the same
function as a demonstrative pronoun.
W4.5B Use possessive determiners accurately in writing.
W4.5E Use possessive pronouns accurately in writing.
Year 4 SL4.1A Follow detailed oral instructions on tasks close to their Identify and discuss the features of a play;
Unit 12: Play experience. Read aloud lines from a play; Explore and
10 days SL4.2C Participate in discussions, building on contributions of previous analyse a character in detail; Ask and
(suggested) speakers. answer questions in role; Explore the
SL4.2D Perform as a character in a short dramatic scene. ending of a play and discuss what might
R4.1A Read aloud an unfamiliar text of about 250 words, including happen next; Recap the features of a
complex sentences, observing full stops and question marks. playscript; Explore the use and purpose
R4.1B Decode unfamiliar three- to four-syllable words, using a range of of stage directions; Revise direct speech
strategies. punctuation; Write a section of playscript
R4.3B Infer characters’ motives from information given in a text. as a narrative, using direct speech and
R4.4B Understand the purpose of a wider range of textual features accurate punctuation; Discuss and choose
when directly asked to do so. ideas for new scenes to add to a play;
W4.3A Organise writing so that ideas are sequenced or grouped. Plan and write a scene, using stage
W4.3B Write short stories (of around 200 words) that include brief directions; Rehearse and perform scene
descriptions of characters or settings. to an audience.
Year 5
Year 5 SL5.1A Follow a sequence of oral instructions to make or draw Discuss and record information using an
Unit 1: Non- something. advert; Read and gather information
fiction SL5.1B Identify the main points of an eight-to-ten-minute, well- using a checklist text; Scan for
15 days structured talk on a familiar topic. information; Create questions; Use drama
(suggested) SL5.2A With support, give a well-structured description or narrative and role play to explore a topic; Read,
account. identify and practise prepositional
SL5.2B Give simple definitions of familiar words. phrases; Research information as a
SL5.2C Ask questions, make suggestions and make predictions during group; Explore records of information
structured discussions. and diaries; Plan and write an exciting
SL5.2D Maintain and rehearse the role of a character in a dramatic diary, using factual research to support
scene. writing; Collect ideas, plan and write a
SL5.2E Rehearse and revise a presentation on a given topic. blog.
R5.1A Read aloud an unfamiliar text of about 400 words, observing full
stops, question marks and speech marks.
R5.1B Decode unfamiliar words using a range of strategies, including
identification of prefixes and suffixes.
R5.1C Recognise on sight common words, including those with various
prefixes and suffixes.
R5.2A Recall details of characters, events or pieces of information from
texts and explain how they are linked.
R5.2B Summarise a story or sequence by retelling the main events in
order.
R5.3A Infer the meaning of metaphors using context.
R5.3B Infer a character’s responses to events and other characters.
R5.3C Make predictions based on more obscure evidence in a text.
R5.3D Begin to form and explain preferences about types of text other
than fiction.
R5.4A Use contents pages, headings, sub-headings and other features
to identify relevant parts of a text quickly, to find an answer.
R5.4B Understand and explain how different text features can convey
information.
R5.4C Read arguments and persuasion texts, identifying key text
features and distinguishing between fact and opinion.
R5.5A Identify fronted adverbials and talk about their impact.
R5.5B Identify adjectives and prepositional phrases used to modify
nouns.
R5.5C Recognise the suffix ‘-ing’ as the progressive form of verb, and
look for the auxiliary verb ‘to be’ to indicate the tense.
R5.5D Identify relative pronouns and know they introduce relative
clauses.
R5.5E Recognise demonstrative determiners and understand how they
identify nouns as known.
W5.1A Use ‘silent’ letters correctly in commonly used words (see
Appendix A).
W5.1B Spell another 100 everyday words in the context of teacher-led
dictation.
W5.1C Add suffixes to words ending in a consonant and ‘y’.
W5.1D With support, distinguish between homophones.
W5.1E With support, proof-read text and correct spelling errors.
W5.2A Use a wider range of nouns and powerful verbs, as well as
adjectives and adverbs.
Begin to use paragraphs in longer pieces of writing.
W5.3B Write short stories (of 300–400 words) where each end links to
the beginning.
W5.3C Write persuasive texts of around 250 words.
W5.3D Evaluate and edit own writing to improve consistency.
W5.3E Read aloud short sections of own writing with some preparation.
W5.4A Write in a legible and partially joined style, with evenly sized and
spaced letters.
W5.4B Compose texts on-screen, editing and improving when
redrafting.
W5.5A Use a range of adverbials, including fronted adverbials, to join
ideas.
W5.5B Use demonstrative determiners appropriately in writing.
W5.5C Use present- and past-tense forms of all verbs (including
progressive, perfect and passive verbs), largely maintaining tense
consistency, across a piece of writing.
W5.5D Use prepositional phrases to add detail to expanded noun
phrases.
W5.5E Use relative pronouns to introduce relative clauses in writing.
W5.5F Show grammatical agreement of irregular verbs (including the
verb ‘to be’) with singular and plural nouns/pronouns with some
accuracy across a piece of writing.
W5.5G Understand where formal language is required.
W5.6A Use upper-case letters and end punctuation correctly in
independent writing of one or two paragraphs.
Year 5 SL5.2A With support, give a well-structured description or narrative Share an adventure book, discuss
Unit 2: Fiction account. predictions and make inferences and
10 days SL5.2B Give simple definitions of familiar words. predictions; Recall and summarise ideas;
(suggested) SL5.2C Ask questions, make suggestions and make predictions during Predict and act out next events; Recall
structured discussions. events; Look at language and discuss the
SL5.2D Maintain and rehearse the role of a character in a dramatic use of specific words and phrases; Draw
scene. inferences from a text; Explore the
SL5.2E Rehearse and revise a presentation on a given topic. structure of a story; Identify the main
R5.1A Read aloud an unfamiliar text of about 400 words, observing full story components; Write fictional stories;
stops, question marks and speech marks. Improve and edit writing.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
W5.3A Begin to use paragraphs in longer pieces of writing.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
Year 5 SL5.1A Follow a sequence of oral instructions to make or draw Research a familiar topic (perhaps related
Unit 3: Non- something. to science, like electricity); Discuss and
fiction SL5.1B Identify the main points of an eight-to-ten-minute, well- record information about topic; Discuss
15 days structured talk on a familiar topic. and read factual texts; Skim-read to
(suggested) SL5.2A With support, give a well-structured description or narrative identify specific answers to set questions;
account. Read for factual information using a diary
SL5.2B Give simple definitions of familiar words. text; Compare features of a diary with
SL5.2C Ask questions, make suggestions and make predictions during factual texts; Listen to audio recordings
structured discussions. for specific information, ordering
SL5.2D Maintain and rehearse the role of a character in a dramatic statements to describe a process; Follow
scene. instructions; Select texts to discuss and
SL5.2E Rehearse and revise a presentation on a given topic. research information; Read, identify and
R5.1A Read aloud an unfamiliar text of about 400 words, observing full practise using relative pronouns; Plan and
stops, question marks and speech marks. write a poster about the topic; Evaluate
R5.1B Decode unfamiliar words using a range of strategies, including and proofread posters; Read for
identification of prefixes and suffixes. information and identify features of
R5.1C Recognise on sight common words, including those with various reports; Plan, write and improve a
prefixes and suffixes. newspaper report.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
W5.6B Use apostrophes to show plural possession and contractions of
‘have’.
W5.6C Use inverted commas where the speaker is identified in the
middle of the sentence.
Year 5 SL5.2C Ask questions, make suggestions and make predictions during Share and read poetry about nature or
Unit 4: Poetry structured discussions. exciting events; Discuss first impressions;
15 days SL5.2D Maintain and rehearse the role of a character in a dramatic Give reasons for likes and dislikes;
(suggested) scene. Identify poetic features; Discuss use of
SL5.2E Rehearse and revise a presentation on a given topic. language, poem themes and structure;
R5.1A Read aloud an unfamiliar text of about 400 words, observing full Identify and use onomatopoeia; Read,
stops, question marks and speech marks. extend and perform favourite poems;
R5.1B Decode unfamiliar words using a range of strategies, including Discuss personification and create
identification of prefixes and suffixes. sentences using this technique; Discuss
R5.1C Recognise on sight common words, including those with various sound patterns in poems read aloud;
prefixes and suffixes. Write a poem based on a published
R5.2A Recall details of characters, events or pieces of information from favourite; Evaluate and proofread new
texts and explain how they are linked. poems; Finalise and perform poems.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
Year 5 SL5.2C Ask questions, make suggestions and make predictions during Read and listen to stories about different
Unit 5: Fiction structured discussions. cultures; Ask questions about a text,
10 days SL5.2D Maintain and rehearse the role of a character in a dramatic including inference and predictions;
(suggested) scene. Recall and summarise a story; Sequence
SL5.2E Rehearse and revise a presentation on a given topic. and retell events; Develop vocabulary and
R5.1A Read aloud an unfamiliar text of about 400 words, observing full use dictionaries; Explore language and
stops, question marks and speech marks. meaning; Scan a text to find specific
R5.1B Decode unfamiliar words using a range of strategies, including information; Use drama techniques to
identification of prefixes and suffixes. explore character; Identify words and
R5.1C Recognise on sight common words, including those with various phrases to reflect key parts of a story;
prefixes and suffixes. Find and use synonyms from a story; Use
R5.2A Recall details of characters, events or pieces of information from and identify fronted adverbials; Join
texts and explain how they are linked. clauses and write extended sentences;
R5.2B Summarise a story or sequence by retelling the main events in Evaluate and improve letters; Work on
order. partner’s letters and improve them.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
‘have’.
W5.6D Use commas to show parenthesis, demarcating relative clauses
and fronted adverbials.
Year 5 SL5.1B Identify the main points of an eight-to-ten-minute, well- Discuss and read information about the
Unit 6: Non- structured talk on a familiar topic. topic (for example, bikes); Research the
fiction SL5.2A With support, give a well-structured description or narrative history of the topic; Skim-read to find
15 days account. specific information; Select texts to
(suggested) SL5.2B Give simple definitions of familiar words. answer a question; Order information
SL5.2C Ask questions, make suggestions and make predictions during and sequence statements; Design a way
structured discussions. of conveying researched information;
SL5.2D Maintain and rehearse the role of a character in a dramatic Plan questions to ask visitor about topic;
scene. Devise interview questions; Practise role
SL5.2E Rehearse and revise a presentation on a given topic. play; Deduce the meaning of key
R5.1A Read aloud an unfamiliar text of about 400 words, observing full vocabulary from context; Categorise
stops, question marks and speech marks. information; Plan and discuss ideas for
R5.1B Decode unfamiliar words using a range of strategies, including presenting new information about a
identification of prefixes and suffixes. topic; Write a description of a new
R5.1C Recognise on sight common words, including those with various development on a specific topic.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
Year 5 SL5.2A With support, give a well-structured description or narrative Discuss poetic features; Examine the
Unit 7: Poetry account. poem’s themes, structure and the poet’s
10 days SL5.2B Give simple definitions of familiar words. language choices; Look at the poet’s use
(suggested) SL5.2C Ask questions, make suggestions and make predictions during of rhyme; Perform the poem, according to
structured discussions. a set of simple criteria for performing
SL5.2D Maintain and rehearse the role of a character in a dramatic poetry effectively; Draft and write own
scene. poems, using own experiences of change
SL5.2E Rehearse and revise a presentation on a given topic. as a theme.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
‘have’.
Year 5 SL5.1B Identify the main points of an eight-to-ten-minute, well- Research key information on a topic;
Unit 8: Non- structured talk on a familiar topic. Extract essential information; Examine
fiction SL5.2A With support, give a well-structured description or narrative various text types, such as instructions,
15 days account. giving advice and persuasive writing;
(suggested) SL5.2B Give simple definitions of familiar words. Discuss ways of helping the environment,
SL5.2C Ask questions, make suggestions and make predictions during expanding own knowledge; Draw on prior
structured discussions. experience; Engage in writing activities,
SL5.2D Maintain and rehearse the role of a character in a dramatic such as creating instructions and
scene. designing a poster.
SL5.2E Rehearse and revise a presentation on a given topic.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
‘have’.
W5.6D Use commas to show parenthesis, demarcating relative clauses
and fronted adverbials.
W5.6E Use brackets and dashes to show parenthesis, understanding
that dashes are the more informal form of punctuation.
Year 5 SL5.1B Identify the main points of an eight-to-ten-minute, well- Explore historical events through
Unit 9: Non- structured talk on a familiar topic. research; Decide on and answer key
fiction SL5.2A With support, give a well-structured description or narrative questions about events; Make
15 days account. comparisons to other times/events;
(suggested) SL5.2B Give simple definitions of familiar words. Extract essential information and find the
SL5.2C Ask questions, make suggestions and make predictions during answers to their own questions about the
structured discussions. topic; Make comparisons with own
SL5.2D Maintain and rehearse the role of a character in a dramatic experience and compare the topic with
scene. elements of own country’s history,
SL5.2E Rehearse and revise a presentation on a given topic. drawing on prior knowledge and other
R5.1A Read aloud an unfamiliar text of about 400 words, observing full subject areas; Engage in speaking and
stops, question marks and speech marks. writing activities, such as role play,
R5.1B Decode unfamiliar words using a range of strategies, including creating a historical timeline, and a non-
identification of prefixes and suffixes. chronological report, bringing together
R5.1C Recognise on sight common words, including those with various main topic themes from the book.
order.
than fiction.
Use contents pages, headings, sub-headings and other features to
identify relevant parts of a text quickly, to find an answer.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
Year 5 SL5.2A With support, give a well-structured description or narrative Read and listen to a selected story;
Unit 10: Fiction account. Respond to questions that stretch
10 days SL5.2B Give simple definitions of familiar words. comprehension and questioning skills;
(suggested) SL5.2C Ask questions, make suggestions and make predictions during Examine the author’s use of language to
structured discussions. create atmosphere and tension; Examine
SL5.2D Maintain and rehearse the role of a character in a dramatic descriptive words and phrases; Develop
scene. and write own stories, using the shared
SL5.2E Rehearse and revise a presentation on a given topic. story as a model for structure and
R5.1A Read aloud an unfamiliar text of about 400 words, observing full themes; Practise reading own stories
stops, question marks and speech marks. aloud, and incorporate sound effects.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
‘have’.
Year 5 SL5.1A Follow a sequence of oral instructions to make or draw Explore contrasting lives and works of
Unit 11: Non- something. famous individuals from different periods
fiction SL5.1B Identify the main points of an eight-to-ten-minute, well- in history; Read, discuss and develop an
15 days structured talk on a familiar topic. understanding of the topic; Examine
(suggested) SL5.2A With support, give a well-structured description or narrative functional and descriptive language for
account. descriptions; Engage in a variety of writing
SL5.2B Give simple definitions of familiar words. activities, including creating and
SL5.2C Ask questions, make suggestions and make predictions during describing a piece of artwork and
structured discussions. producing a historical leaflet about an
SL5.2D Maintain and rehearse the role of a character in a dramatic individual of own choosing; Examine
scene. various text types in the set book, to use
SL5.2E Rehearse and revise a presentation on a given topic. as models for their own writing.
order.
than fiction.
information.
Identify fronted adverbials and talk about their impact.
nouns.
clauses.
Appendix A).
dictation.
Begin to use paragraphs in longer pieces of writing.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
Year 5 SL5.2C Ask questions, make suggestions and make predictions during Read and listen to some traditional folk
Unit 12: Fiction structured discussions. tales or myths; Ask and answer questions
10 days SL5.2D Maintain and rehearse the role of a character in a dramatic and make predictions; Look at the
(suggested) scene. author’s use of powerful language,
SL5.2E Rehearse and revise a presentation on a given topic. including expanded noun phrases and
R5.1A Read aloud an unfamiliar text of about 400 words, observing full similes; Follow a main character through
stops, question marks and speech marks. a story, focusing on the character’s
R5.1B Decode unfamiliar words using a range of strategies, including changing feelings and attitude, and
identification of prefixes and suffixes. examining the language and writing
R5.1C Recognise on sight common words, including those with various techniques that reflect this; Create own
prefixes and suffixes. story that follows a similar structure to
R5.2A Recall details of characters, events or pieces of information from the set text, thinking of similes and
texts and explain how they are linked. powerful noun phrases to describe own
R5.2B Summarise a story or sequence by retelling the main events in imagined characters and events.
order.
than fiction.
information.
nouns.
clauses.
Appendix A).
dictation.
the beginning.
spaced letters.
redrafting.
ideas.
phrases.
‘have’.
Year 6

Year 6 SL6.2A Give well-structured descriptions and explanations for different Read and discuss a poem; Examine
Unit 1: Poetry purposes, including for expressing feelings and giving opinions. poems in more depth, focusing on the
10 days SL6.2B Paraphrase simply to express a forgotten word or expression. use of language; Identify favourite parts
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and of a poem and give reasons for likes; Use
responding to others’ opinions. adjectives and conjunctions in own
SL6.2D Polish and present a memorised performance to an audience. sentences; Compare and contrast poems
SL6.2E Rehearse and give a presentation to an audience. on a similar topic; Use drama to explore
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all feelings of a character; Draft a whole-
punctuation including commas. class descriptive poem; Draft own poem
R6.1B Decode any unfamiliar words using a range of strategies, using notes; Complete poem; Evaluate
including identification of prefixes and suffixes and knowledge of word peers’ poems and give advice to improve.
families.
R6.1C Recognise on sight high-frequency words, including homophones
and near-homophones.
R6.2A Identify words and phrases from more than one place in texts, to
support answers.
R6.2B Distinguish between the order in which events are written and the
order in which they occurred.
R6.3A Infer the meaning of idiomatic language using context.
R6.3B Infer a character’s intentions from their actions and dialogue.
R6.3C With some guidance, make predictions by interpreting a sequence
of clues in a text.
R6.3D Discuss preferences with others, expressing reasons and giving
recommendations.
R6.4A Use titles, contents pages, search engines, headings, sub-
headings and other features to retrieve information quickly and make
notes of key points.
R6.4B Understand the relationship between prose and page features in
a variety of contexts.
R6.4C Read discussion, biographical and autobiographical texts,
distinguishing between fact and opinion.
R6.5A Recognise a range of conjunctions, adverbs and prepositions
used to link ideas and to aid cohesion within a text.
R6.5B Explain how adverbs and adverbials impact on the verb in a
sentence.
R6.5C Recognise all verb tenses, including future-tense and modal verbs
indicating degrees of possibility.
R6.5D Identify all pronouns and explain how they avoid noun repetition
and aid cohesion in a text.
R6.5E Identify all determiners and explain how they add accuracy to and
aid cohesion in a text.
W6.1A Use knowledge of spelling rules to make the correct spelling
choices (see Appendix A).
dictation.
W6.1C Add suffixes to words where the root word needs to be changed
in other ways, such as doubling consonants.
W6.1D Distinguish between homophones unaided.
W6.1E Proof-read text and correct spelling errors.
W6.2A Select the best word from a range of synonyms to convey more
subtle differences in meaning.
W6.3A Generally use paragraphs in longer pieces of writing.
W6.3B Write short stories (of around 500 words or more) using dialogue
to develop character and giving additional details to interest the reader.
W6.3C Write around 400 words in a range of non-fiction genres, using
appropriate structural and language features and considering their
audience.
W6.3D Evaluate and edit own writing to enhance effect and clarify
meaning, using a thesaurus as desired.
W6.3E Read aloud own writing with growing confidence.
Use a fast and fluent handwriting style that is legible and at least
partially joined.
W6.4B Compose texts on-screen, editing and improving throughout the
process.
W6.4A Use a fast and fluent handwriting style that is legible and at least
partially joined.
W6.5A Use a range of conjunctions, adverbials and prepositions to link
ideas within and across paragraphs in a text.
W6.5B Use a range of determiners to add accuracy and aid cohesion in
writing.
W6.5C Maintain tense consistency throughout a text when using all verb
tenses (including future-tense and modal verbs).
W6.5D Use a range of adjectives, adverbs and prepositional phrases to
enrich their writing.
Year 6 SL6.2C Give an opinion in a structured discussion or debate, inviting and Set and explore a key question about a
Unit 2: Non- responding to others’ opinions. topic; Read a non-fiction book on this
fiction SL6.2D Polish and present a memorised performance to an audience. topic, using skimming and scanning skills
10 days SL6.2E Rehearse and give a presentation to an audience. to find answers to questions and using
(suggested) R6.1A Read aloud an unfamiliar text of 500–600 words, observing all the organisational features of the text to
punctuation including commas. locate information; Revise and develop
R6.1B Decode any unfamiliar words using a range of strategies, using relative clauses to present
including identification of prefixes and suffixes and knowledge of word information clearly; Plan and write a non-
families. chronological report about the topic,
R6.1C Recognise on sight high-frequency words, including homophones applying what they have learned about
and near-homophones. relative clauses; Take part in a discussion
R6.2A Identify words and phrases from more than one place in texts, to about the topic and plan and take part in
support answers. a further debate.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
tenses.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Select and study two playscripts; Discuss
Unit 3: Play purposes, including for expressing feelings and giving opinions. the features of plays; Use inference and
15 days SL6.2B Paraphrase simply to express a forgotten word or expression. analyse character; Explore endings,
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and including making predictions about what
responding to others’ opinions. may happen next; Compare and contrast
SL6.2D Polish and present a memorised performance to an audience. the two plays; Write a review of a play;
SL6.2E Rehearse and give a presentation to an audience. Compare formal and informal language,
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all and revise direct speech punctuation;
punctuation including commas. Create a new scene for one of the plays,
R6.1B Decode any unfamiliar words using a range of strategies, applying all they have learned; Perform a
including identification of prefixes and suffixes and knowledge of word play for an audience; Rewrite their
families. playscript as a narrative piece,
R6.1C Recognise on sight high-frequency words, including homophones incorporating direct speech and
and near-homophones. punctuating it accurately.
support answers.
of clues in a text.
recommendations.
Use titles, contents pages, search engines, headings, sub-headings and
other features to retrieve information quickly and make notes of key
points.
sentence.
dictation.
audience.
partially joined.
process.
writing.
W6.5E Use pronouns effectively to aid cohesion and avoid unnecessary
repetition.
W6.5F Sustain grammatical agreement between nouns/pronouns and
verbs to aid cohesion in a text.
W6.5G Understand the difference between formal and informal
language and maintain formal language where necessary.
W6.6A Use upper-case, end punctuation, speech marks and commas
correctly in independent writing of more than three paragraphs.
W6.6B Use apostrophes correctly in all contractions and to show
possession.
W6.6C Use all speech punctuation accurately in dialogue, including
inverted commas, commas, full stops, question marks and exclamation
marks.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Read and discuss a factual recount; Draw
Unit 4: Non- purposes, including for expressing feelings and giving opinions. out key ideas from the text; Analyse
fiction SL6.2B Paraphrase simply to express a forgotten word or expression. character; Explore adverbials of time and
15 days SL6.2C Give an opinion in a structured discussion or debate, inviting and identify how these add to text cohesion;
(suggested) responding to others’ opinions. Plan and write a short diary entry; Explore
SL6.2D Polish and present a memorised performance to an audience. the features of a recount; Plan, draft and
SL6.2E Rehearse and give a presentation to an audience. edit a personal recount; Explore modal
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all verbs, identify these within texts, and use
punctuation including commas. modal verbs when making predictions
R6.1B Decode any unfamiliar words using a range of strategies, about what may happen next; Carry out
including identification of prefixes and suffixes and knowledge of word some online research into the recount’s
families. topic and create a short presentation of
findings.
support answers.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Read a science-fiction adventure story;
Unit 5: Fiction purposes, including for expressing feelings and giving opinions. Draw out key facts from the text; Discuss
15 days SL6.2B Paraphrase simply to express a forgotten word or expression. unfamiliar words, analyse character and
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and explore how verbs, adverbials and
responding to others’ opinions. adjectives add to character profiles;
SL6.2D Polish and present a memorised performance to an audience. Discuss the difference between fact and
SL6.2E Rehearse and give a presentation to an audience. opinion and explore the language used in
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all the story in some depth; Revise the use of
punctuation including commas. pronouns to avoid repetition and work on
R6.1B Decode any unfamiliar words using a range of strategies, the correct use of apostrophes for
including identification of prefixes and suffixes and knowledge of word possession and contraction; Complete
families. two pieces of writing: a short fact file
R6.1C Recognise on sight high-frequency words, including homophones about the topic and a longer narrative
R6.2A Identify words and phrases from more than one place in texts, to piece; Find and provide information
support answers. ‘About the Author’.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
possession.
Year 6 SL6.1A Follow a sequence of more detailed instructions, when these are Draw out key facts and ideas, and explore
Unit 6: Non- spoken by an unfamiliar voice. the structural and organisational features
fiction SL6.1B Identify the main points of an eight-to-ten-minute talk or audio- of the text; Write a fact box, using the text
15 days visual presentation and add own opinions. as a model for writing; Plan, write and
(suggested) SL6.2A Give well-structured descriptions and explanations for different edit a newspaper article; Carry out
purposes, including for expressing feelings and giving opinions. research and create a presentation on a
SL6.2B Paraphrase simply to express a forgotten word or expression. chosen ‘expert’ topic, sharing this with the
SL6.2C Give an opinion in a structured discussion or debate, inviting and class; Take part in activities relating to
responding to others’ opinions. dictionary definitions and instructional
SL6.2D Polish and present a memorised performance to an audience. texts; Write a postcard/email from a
SL6.2E Rehearse and give a presentation to an audience. different setting using research to provide
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all factual details; Explore how hyphens can
punctuation including commas. be used to avoid ambiguity; Write a short
quiz based on what they have learned.
R6.1B Decode any unfamiliar words using a range of strategies,
including identification of prefixes and suffixes and knowledge of word
families.
support answers.
of clues in a text.
recommendations.
points.
R6.4A
points.
R6.5A
Recognise a range of conjunctions, adverbs and prepositions used to
link ideas and to aid cohesion within a text.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
possession.
marks.
W6.6D Use commas to clarify meaning and avoid ambiguity.
W6.6E Use hyphens to clarify meaning and avoid ambiguity.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Read and act out two related playscripts;
Unit 7: Play purposes, including for expressing feelings and giving opinions. Discuss the features of plays; Read aloud
10 days SL6.2B Paraphrase simply to express a forgotten word or expression. lines from the plays; Use inference to
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and analyse characters’ thoughts and feelings
responding to others’ opinions. and explore the use of humour; Use
SL6.2D Polish and present a memorised performance to an audience. drama to explore dialogue and character,
SL6.2E Rehearse and give a presentation to an audience. and create and perform their own short
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all talk-show interview, as well as a short
punctuation including commas. scene; Write a short recount in role and
R6.1B Decode any unfamiliar words using a range of strategies, read this aloud to the class; Revise and
including identification of prefixes and suffixes and knowledge of word explore different verb tenses.
families.
support answers.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Select and read part of a fantasy story;
Unit 8: Fiction purposes, including for expressing feelings and giving opinions. Discuss the meaning of unfamiliar words
10 days SL6.2B Paraphrase simply to express a forgotten word or expression. and phrases; Draw out key aspects of the
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and plot; Make predictions and analyse
responding to others’ opinions. character, including making comparisons
SL6.2D Polish and present a memorised performance to an audience. between characters’ reactions to events in
SL6.2E Rehearse and give a presentation to an audience. the story; Explore the use of descriptive
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all language to create the story setting, then
punctuation including commas. use what they have learned to write their
R6.1B Decode any unfamiliar words using a range of strategies, own description of a setting; Consider a
including identification of prefixes and suffixes and knowledge of word key decision facing characters in the story
families. and take part in a group debate; Write a
R6.1C Recognise on sight high-frequency words, including homophones short diary entry from the point of view of
and near-homophones. the main character; Explore devices that
R6.2A Identify words and phrases from more than one place in texts, to can be used to make links between and
support answers. within paragraphs; Use these devices in
R6.2B Distinguish between the order in which events are written and the own writing when they write the next part
order in which they occurred. of the story.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Find out about threats to a selected
Unit 9: Non- purposes, including for expressing feelings and giving opinions. environment through book research; Use
fiction SL6.2B Paraphrase simply to express a forgotten word or expression. comprehension skills to extract and
15 days SL6.2C Give an opinion in a structured discussion or debate, inviting and categorise information; Use own
(suggested) responding to others’ opinions. knowledge to form opinions and prepare
SL6.2D Polish and present a memorised performance to an audience. and present arguments to the class;
SL6.2E Rehearse and give a presentation to an audience. Revise and develop the use of
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all determiners in existing writing and in own
punctuation including commas. writing; Plan and write a biography of a
R6.1B Decode any unfamiliar words using a range of strategies, chosen conservationist; Research ways of
including identification of prefixes and suffixes and knowledge of word encouraging others to protect the
families. rainforests.
support answers.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
Year 6 SL6.2E Rehearse and give a presentation to an audience. Revise key comprehension skills of
Unit 10: Fiction R6.1A Read aloud an unfamiliar text of 500–600 words, observing all inference and information retrieval;
Revision punctuation including commas. Answer questions about an author’s
5 days R6.1B Decode any unfamiliar words using a range of strategies, choice of language and the structure of
(suggested) including identification of prefixes and suffixes and knowledge of word texts, and practise finding evidence from
families. the text to support own answers; Focus
R6.1C Recognise on sight high-frequency words, including homophones each lesson on a different curriculum skill
and near-homophones. and use a range of prose, poetry and
R6.2A Identify words and phrases from more than one place in texts, to drama.
support answers.
of clues in a text.
recommendations.
Year 6 SL6.1B Identify the main points of an eight-to-ten-minute talk or audio- Decide on an ideal job (for example,
visual presentation and add own opinions. detective) and explore the question: ‘Do
Unit 11: Non- SL6.2A Give well-structured descriptions and explanations for different you have what it takes to be x?’; Select a
fiction purposes, including for expressing feelings and giving opinions. text to support research into this role that
15 days SL6.2B Paraphrase simply to express a forgotten word or expression. includes a range of non-fiction features
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and and study and discuss these; Read the
responding to others’ opinions. non-fiction book to learn about their
SL6.2D Polish and present a memorised performance to an audience. chosen job and retrieve information to
SL6.2E Rehearse and give a presentation to an audience. decide what they would need to do to
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all take on that role; Practise comprehension
punctuation including commas. skills including retrieval and inference to
R6.1B Decode any unfamiliar words using a range of strategies, find answers to questions, locate and use
including identification of prefixes and suffixes and knowledge of word information; Take on different roles and
families. perform in front of the class; Present
R6.1C Recognise on sight high-frequency words, including homophones information to the class to answer
and near-homophones. research questions; Plan and write a
R6.2A Identify words and phrases from more than one place in texts, to handbook/guide.
support answers.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
possession.
marks.
W6.6D Use commas to clarify meaning and avoid ambiguity.
Year 6 SL6.2A Give well-structured descriptions and explanations for different Read selected parts of a longer novel; Ask
Unit 12: Fiction purposes, including for expressing feelings and giving opinions. and answer questions; Make predictions;
15 days SL6.2B Paraphrase simply to express a forgotten word or expression. Look at the author’s use of language to
(suggested) SL6.2C Give an opinion in a structured discussion or debate, inviting and describe and entertain, as well as how
responding to others’ opinions. suspense and drama are built up during
SL6.2D Polish and present a memorised performance to an audience. the novel; Revise knowledge of speech
SL6.2E Rehearse and give a presentation to an audience. marks, composing a conversation, and
R6.1A Read aloud an unfamiliar text of 500–600 words, observing all write in the role of characters from the
punctuation including commas. book; Create own imaginary creature or
R6.1B Decode any unfamiliar words using a range of strategies, person to add to the novel, thinking of
including identification of prefixes and suffixes and knowledge of word similes and powerful noun phrases to
families. describe it, and write a story about what
R6.1C Recognise on sight high-frequency words, including homophones happens when it encounters the other
and near-homophones. characters.
support answers.
of clues in a text.
recommendations.
sentence.
dictation.
audience.
partially joined.
process.
writing.
repetition.
possession.
marks.
iPrimary English Teaching Strategies
If you plan to follow the iPrimary lesson plans you will encounter some of the following teaching strategies:
Babble Gabble: An action by which pairs retell a story they have just heard. One child retells the story as quickly as they can, still
including as much detail as possible. After a minute so, their partner continues the tale.
Big Question: A question that provides a link into a non-fiction subject, sparking children’s interest in the topic to be covered.
Conscience Alley: An activity in which one child takes on the role of a character while the other children create each side of an alley,
putting forth their opposing views on the character’s dilemma as the child in role walks between them. The character listens to his or
her ‘conscience’ before making a decision about the course of action to take.
Envoys: Group members who move between the other groups, sharing information and collecting ideas.
Expert Groups: Groups that each focus on a specific subject, researching and discussing to become experts on it. (Leads to Jigsawing.)
Fortunately/Unfortunately: An activity in which players take turns to tell a story that begins alternately with these words. For example:
‘Unfortunately, I lost my dinner money on the way to school.’ ‘Fortunately, I don’t like school dinners!’
Forum Theatre: An activity in which a small group of children acts out a scene, while the rest of the class works as directors.
Freeze Frame: A drama activity in which the children use their bodies to form a still image that illustrates a specific incident or event.
Grammar Poetry: Nonsense sentences consisting of an adjective, noun and verb all beginning with the same letter or sound. For
example: ‘Angry aardvarks amble.’
Hot-Seating: A drama activity in which a child takes on the role of a character in the ‘hot seat’, while the other children ask the character
prepared or improvised questions.
Improvisation: A drama activity that is not planned in any way. The children take on roles and make up the dialogue, actions, etc. as
they go along.
Jigsawing: An idea-sharing technique: group members are given numbers and form new groups of children with the same number.
They undertake investigations, discuss their work and/or agree on main points, before reporting back to their original groups.
Just a Minute: An activity in which the children speak for one minute on a chosen subject, trying not to hesitate or repeat themselves.
Learning Wall: A place where key ideas, information and success criteria are stored in the classroom, so that children can easily refer to
it throughout the sessions.
Mind Map: A document, usually in the form of a diagram, on which the children write down their ideas about a particular topic, such as
the personality traits of a character or the features of a story type. (Also the action of creating this document.)
Modelled Writing: A teaching technique in which the teacher models the writing process by orally rehearsing before writing, making
and explaining decisions and changes out loud, while encouraging the children to share the writing process.
Rainbowing: An idea-sharing technique: discussion is paused and group members are given colours. They form new groups of children
with the same colour and share their ideas.
Role Play: An activity in which the children take on the roles of different characters to act out a scene.
Role on the Wall: A presentation area consisting of an outline of a character, on which key words and phrases are placed inside and
outside the character: the character’s thoughts are placed inside; actions and other characters’ opinions are placed outside.
Signifier: A prop or item of clothing used to signify a role being played during drama activities.
Snowballing: An activity in which pairs discuss a subject and then join with another pair to form a group and share ideas. Two groups
then join together and so on, until there is a whole-class discussion.
Statement Game: An activity in which the children are given a set of cards on which statements are written. Groups or pairs then use
the cards to discuss and decide how to categorise the statements.
Talk Partners: Pairs who talk through and develop ideas together.
Teacher Demonstration: A teaching technique in which the teacher models the writing process by orally rehearsing before writing,
making and explaining out loud decisions and changes.
Teacher in Role: A teaching technique in which the teacher takes on the role of a focus character in order to introduce, control or
develop drama activities.
Think Alouds: A teaching technique in which the teacher explains their thought processes out loud during a writing activity. This
includes aspects such as rereading the text to check for sense and making changes to the text (e.g. crossing out or improving words for
effect).
Think-Pair-Share: An action by which the children use Think Time and then talk though their ideas with a partner before sharing these
ideas with a larger group or the rest of the class.
Think Time: A brief amount of time the children are given in order to think about a question or subject before answering or discussing
it.
Thought Tracking: An activity in which the action in a story (such as a Role Play) is frozen at a key moment and the thoughts of a
character are spoken aloud, either by a child in role or by a group.
Two Stars and a Wish: A feedback technique: when reviewing each other’s work, the children identify two praiseworthy aspects and
one aspect that could be improved.
Walking Bus: An activity in which music is played while the children walk around the classroom. When the music stops, the teacher asks
a question that the children discuss with those nearest to them.
Word Tennis: An activity in which children, in pairs, take turns to say one word or phrase. This may make up a continuous sentence or
be used as a word-association activity.

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Teaching unit iPrimary objectives Activities

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