English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

Intent

At Garton on the Wolds & Barmby Moor Primary School, English and the teaching of English is the foundation of our engaging curriculum. Our main aim is to ensure that every single

child becomes literate and progresses in the areas of reading, writing, speaking and listening.

Staff at Garton on the Wolds & Barmby Moor feel it is right to identify and be aware of the differing groups of learners and vulnerable children in their class. Once this information is

acquired, teachers plan and teach personalised English lessons which focus on the particular needs of each child. We recognise that each child has their own starting point upon entry

to every year group and progress is measured in line with these starting points to ensure every child can celebrate success.

English at Garton on the Wolds & Barmby Moor is not only a daily lesson, but is one of the cornerstones of the entire curriculum. It is embedded within all our lessons and we strive for

a high level of English for all. Through using high-quality texts, immersing children in a vocabulary rich learning environment and ensuring that a progression of skills are met, the

children at Garton on the Wolds & Barmby Moor are exposed to a language heavy, creative and continuous English curriculum. This not only enables them to become confident

readers but also develops within them a love of reading, creative writing and purposeful speaking and listening. At Garton on the Wolds & Barmby Moor, our vision is for creativity to be

at the helm of our English curriculum and for children to learn new skills in an imaginative and engaging way.

Implementation: Alongside a daily English lesson, which provides children with an opportunity to develop their spelling and grammar knowledge daily, reading and writing objectives are

balanced across each unit of learning. Each term, at least one fiction, non-fiction and poetry unit is planned to ensure a range of texts are studied. Reading is not only celebrated in

classrooms at Barmby Moor Primary, but around school you will find displays which celebrate authors, children’s favourite books and our reading reward schemes. Each classroom has

their own reading area which further engages children to read independently and offers a range of high-quality texts to all our pupils through class, school and county libraries to give

the children and staff the opportunity to implement a vibrant English curriculum. In addition, throughout the school year the importance of reading is enhanced through World Book Day,

author visits, parent phonic reading workshops and a range of trips and visits which enrich and complement children’s learning.

As we believe consistency and well-taught English is the bedrock of a valuable education, at Barmby Moor Primary we ensure that the teaching of writing is purposeful, robust and

shows clear progression for all children. In line with the primary national curriculum, we ensure that each year group is teaching the explicit grammar, punctuation and spelling

objectives required for that age groups. As well as teaching the objectives, teachers are able to embed the skills throughout the year in cross-curricular writing opportunities and ensure

that children are achieving the objectives at the expected level and additionally children can achieve at a greater depth standard All year groups use the same format for assessing

writing which have been produced in line with the end of Key Stage assessment frameworks as published by the Department for Education.

Writing is taught through the use of a quality text, which exposes the children to inference, high-level vocabulary, a range of punctuation and characterisation. Each text is purposefully

selected in order to promote a love of reading, engagement and high quality writing from each child.

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills. Children are thoroughly taught basic skills which enable them to become confident and

imaginative writers who can write at length, for a variety of different purposes using the correct grammar and punctuation skills.

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

As all aspects of English are an integral part of the curriculum, cross curricular writing standards have also improved and skills taught in the English lesson are transferred into other

subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives. We hope that as children move

on to secondary school that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.

English LTP Year 1

Autumn A 2019

Topic – London’s Burning!

Spring A 2020

Topic – Polar Adventure!

Summer A 2020

Topic: Oh I do like to be beside the seaside!

English

Fiction: Paddington in London Recount: Great Fire of London

Instruction Texts Poems – with Pattern and Rhyme

(Wordsmith)

Fiction: Fantastic Voyages! (Wordsmith) Nature diary – use Wordsmith frame (animals

in Antarctica) Report – Scott of the Antarctic (use Wordsmith

frame) Poems – Sensational senses! (Wordsmith)

Fiction: The Lighthouse Keeper’s Lunch (stories by the same author)

Postcards – from the seaside (see Wordsmith writing sequence)

Information text – How ice-cream is made (Wordsmith)

Poems – Weather poems (seaside) - Wordsmith Grammar coverage: Year 1

Capital letters

Full stops

Nouns

Verbs

Simple past and present

Co-ordinating conjunctions

Simple pronouns

Year 1

Capital letters

Full stops

Progressive Nouns

Verbs (subject verb agreement)

Simple past and present

Question marks – question sentences

Co-ordinating conjunctions

Year 1

Capital letters and full stops

Verbs (subject verb agreement)

Question marks

Exclamation marks

Co-ordinating conjunctions

Key Spelling Objectives to be taught

Year 1:

The sounds /f/ and /s/, spelt ‘ff’ and ‘ss’; The sounds /l/ and /k/, /z/ spelt ‘ll’, ‘zz’ and ‘ck’ ; Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word; The sound spelt n before g ‘ng’ ; The /v/ sound at the end of words spelt with ‘ve’;

The sound /ch/ spelt ‘ch’;

Year 1:

The trigraph igh; The vowel digraph ‘ar’ ;

The vowel digraph ‘ir’, ‘ur’ ; Adding –er and –est to adjectives where no change is needed to the

root word; Days of the week/ Common Exception Words;

The sound /k/ spelt with ‘k’ not ‘c’, before e, i and y; The split vowel digraphs ‘a-e’ and ‘e-e’;

The split vowel digraphs ‘i-e’ ‘o-e’; The /yoo/ and

Year 1:

The sounds/oo/ and /yoo/ spelt with ‘ue’ ‘ew’; The sounds/oo/ and /yoo/ spelt with ‘ue’ ‘ew’;

The sounds/oo/ and /yoo/ spelt with ‘ue’ ‘ew’ ; The sounds/oo/ and /yoo/ spelt with ‘ue’ ‘ew’ ; The sounds/oo/ and

/yoo/ spelt with ‘ue’ ‘ew’; The sounds/oo/ and /yoo/ spelt with

‘ue’ ‘ew’

Use revision words/sounds for phonic test

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

The sound /oa/ spelt with the vowel digraphs ‘oa’, ‘ow’, ‘oe’;

The sound /ee/ spelt ‘e’ and with the vowel digraph ‘ee ;

The vowel digraph ‘ea’ ; The vowel digraph ‘ie’ making the /igh/ and / ee/ sounds

/oo/ sounds spelt with the split digraph ‘u-e’;

The vowel digraph ‘oo’ – very few words have oo

at the end; The sounds/oo/ and /yoo/ spelt with ‘ue’

‘ew’

Word Reading Pupils should be taught to:

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

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

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

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

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

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

re-read these books to build up their fluency and confidence in word reading.

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

Reading Comprehension

Pupils should be taught to:

develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

being encouraged to link what they read or hear read to their own experiences

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

recognising and joining in with predictable phrases

learning to appreciate rhymes and poems, and to recite some by heart

discussing word meanings, linking new meanings to those already known

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

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

discussing the significance of the title and events

making inferences on the basis of what is being said and done

predicting what might happen on the basis of what has been read so far

participate in discussion about what is read to them, taking turns and listening to what others say

explain clearly their understanding of what is read to them.

Handwriting Pupils should be taught to:

sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the right place

form capital letters

form digits 0-9

understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Writing Composition Pupils should be taught to:

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

write sentences by:

saying out loud what they are going to write about

composing a sentence orally before writing it

sequencing sentences to form short narratives

re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupils

read aloud their writing clearly enough to be heard by their peers and the teacher.

English LTP Year 2/3

English

Fiction: Paddington in London

Non-Fiction: Non-Chronological report on The

Great Fire of London (Year 2 unit)

Dear Diary: entry of Samuel Pepys (adapted

from W)

Poetry: Silly Stuff! Fire Poems (W adaptation)

Fiction: Egyptian Cinderella

Non-Fiction: All about me! (focus autobiography)

Children going on to write a biography of Howard

Carter (W)

Letter writing: pretending to be Howard Carter

writing home describing what he has seen in Egypt

Poetry: A closer look (compose own Egyptian

poem (adapted from W)

Fiction: Romans on the Rampage (Jeremy Strong)

Non-Fiction: Chat Show Challenge: Newspaper

Reports linked to finding a Roman settlement in York

(devised from W)

Instruction writing: how to make a mosaic design

Poetry: Shape Poems (creating a mosaic style poem)

(adapted from W)

Grammar coverage: Year 2:

Capital letters, full stops

Co-ordinating conjunctions

Subject-verb agreement

Nouns

Verbs

Commas in a list

Question marks

adjectives

Year 3:

Co-ordinating conjunctions

Capital letters

Verb-tense agreement

Subject-verb agreement

Commas in a list

Adjectives

Questions

Inverted commas

Year 2:

Apostrophes for possession

Tense agreement

Subordinating conjunctions

Simple past and present

Exclamation marks

statement sentences

expanded noun phrases

Year 3:

Apostrophes

Exclamation marks

Nouns

Verbs and adverbs

Statements

Inverted commas

Prepositions

Tense agreement

Year 2:

Commands (revise all 4 sentence types)

Past and present progressive continuous

nouns

Different pronouns

Apostrophes

Commas in a list

co-ordinating and subordinating conjunctions

Year 3:

Revise commands

Present and past progressive ccontinuous

Synonyms and antonyms

Commas after fronted adverbials

Inverted commas

Verbs

Apostrophes

Pronouns

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

Determiners

Adjectives

Nouns

prepositions

Question marks/exclamation marks

Subject-verb agreement

Adjectives

Prefixes

Key Spelling Objectives To Be Taught:

Year 2:

plurals

suffix ness

words beginning with kn and gn

word beginning with wr

sounds s spelt c before iey

dge and ge

sounds j before a,o and u

common exception words

le suffix

el suffix

il suffix

al suffix

plurals ies

Year 3:

Words with the long er sound spelt ey/ei

Words with the long er sound spelt ai

Words spelt with ear

Homophones and near homophones

Creating adverbs using ly

Creating adverbs using exceptions to the rule

Words with the short i sound spelt y

Year 2:

Suffix ed, er, est

Suffix ing to a word ending in y

Sound or spelt a before l or ll

Common exception words

Sound u spelt o

Sound ee spelt ey

Sound o spelt with a after w and qu

Sound zh spelt s

Common exception words

Year 3:

Adding suffixes to words ending with a vowel – er,

ed ing

Creating negative meanings using prefixes eg mis

Creating negative meanings using prefixes eg dis

Words with an a sound spelt ch

Adding the prefix bi

Words with a sh sound spelt ch

Words ending with a g sound spelt gue

Year 2:

Suffix ment, ness and ful

Suffix less and ly

Suffix ion

Contractions

Common exception words

Homophones and near homophones

Months of year

Time words

Question words revision

Year 3:

Words ending in ary

Words with a short u sound spelt o

Words with a short u sound spelt ou

Word families based on common words

Words ending in the suffix al

Words ending with an/zher

Words ending with ture

Silent letters

Below are the key objectives which need to be drawn on across each unit of learning:

Word Reading Pupils should be taught to:

continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

read accurately words of two or more syllables that contain the same graphemes as above

read words containing common suffixes

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

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered

read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

re-read these books to build up their fluency and confidence in word reading

Reading Comprehension

Pupils should be taught to:

develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

discussing the sequence of events in books and how items of information are related

becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

being introduced to non-fiction books that are structured in different ways

recognising simple recurring literary language in stories and poetry

discussing and clarifying the meanings of words, linking new meanings to known vocabulary

discussing their favourite words and phrases

continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

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

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

making inferences on the basis of what is being said and done

answering and asking questions

predicting what might happen on the basis of what has been read so far

participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

Handwriting Pupils should be taught to:

form lower-case letters of the correct size relative to one another

start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters

use spacing between words that reflects the size of the letters.

Writing Composition Pupils should be taught to:

develop positive attitudes towards and stamina for writing by:

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing poetry

writing for different purposes

consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about

writing down ideas and/or key words, including new vocabulary

encapsulating what they want to say, sentence by sentence

make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils

re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]

read aloud what they have written with appropriate intonation to make the meaning clear.

Year 3 pupils in Y2/3 must also follow the statutory requirements of LKS2 (see below).

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

English LTP Y4

Autumn A 2019

Spring A 2020

Summer A 2020

English Units

Fiction: Storm (W)

Non-Fiction: Information & Explanation – Stone

Age (H)

Poetry: Performance Poetry (W)

Live: All About Me (W)

Fiction: Greek Myths (H)

Stories From Other Cultures (H)

Non-Fiction: Greek Information Texts

Live: The Grand Tour (W)

Poetry: Poems About Animals & The Outdoors (W)

Fiction: Roman Myths (H)

Non-Fiction: Newspaper Reports linked to

Romans(H)

Poetry: Shape Poems (W)

Grammar Coverage Introducing Direct Speech

Revising Adjectives

Adding Prefixes to Nouns

Articles

Revising Basic Sentence Punctuation

Determiners

Subordinating conjunctions and subordinate clauses

Apostrophes

Pronouns

Prepositions

Using powerful verbs and beginning to

recognising the concept of a verb

Understanding that writing can be 3rd

or 1st

person

Using and punctuating direct speech

Extending the range of sentence with more than

one clause by using a wider range of

conjunctions, including when, if, because and

although

Recognise and use fronted adverbials, and use

commas after fronted adverbials

Synonyms and antonyms

Tense agreement

Prepositions

Present and past progressive continuous

Apostrophes

Use and understand the grammatical terminology: nouns, adjectives, verbs, adverbs

Use and punctuate direct speech

Express meaning using adverbs

Use conjunctions to express time and cause

Use the present form of verbs in contrast to

the past tense

Use adverbs to express time and cause

Synonyms and antonyms

Tense agreement

Prepositions

Present and past progressive continuous

Apostrophes

Extending the range of sentence with more

than one clause by using a wider range of

conjunctions, including when, if, because and

although

Recognise and use fronted adverbials, and

use commas after fronted adverbials

Key Spelling Objectives to be taught

Adding suffixes beginning with vowel letters to words of more than one syllable

The /i/ sound spelt y elsewhere than at the end of words

The sound spelt ou – young, touch, country

Prefixes: un, dis, mis, im, in, ir, re, sub,

Words with the ei, eigh, or ey sound

Homophones or near homophones

Words with the /s/ sound spelt sc (Latin in origin)

Words with the /k/ sound spelt ch (Greek in origin)

Words with the ch – chef, chalet(French in

Words with the ei, eigh, or ey sound

Homophones or near homophones

Words with the /s/ sound spelt sc (Latin in origin)

Words with the /k/ sound spelt ch (Greek in origin)

Words with the ch – chef, chalet(French in

English Long Term Plan

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PRIMARY

SCHOOL

inter, super, anti, auto.

Suffix - ly

origin) origin)

Christian Value

Thankfulness

Hope

Respect

Forgiveness

Perseverance

Tolerance

Autumn B 2020

Spring B 2021

Summer B 2021

English

Fiction: Christophe’s Story (W)

Stories with humour – David Walliams (H)

Non-Fiction: Non-chronological report –

Wolves (H)

Poetry: Creating Images (W)

Live: Sounds Spooky… (W)

Fiction: How To Train Your Dragon (H)

Dragon Slayer (W) Non-Fiction: The World’s Weirdest Sports (W)

Poetry: Exploring Poetic Form

Fiction: Ottoline and the Yellow Cat (W)

Stories by the same author – Foreman (H)

Non-Fiction: Was Tutankhamen killed? (W)

Poetry: Playing With Words (W)

Grammar Coverage Determiners

Adjectives

Adverbs

Prepositions

Introducing Direct Speech

Standard and Non-Standard Verbs

Introducing Noun Phrases

Using the present tense of verbs

Extending the range of sentences with more than one clause and using a wide range of conjunctions, including those expressing time, place and cause

Using present perfect forms instead of simple past

Choosing nouns and pronouns appropriately for clarity and cohesion and to avoid repetition. Recognising and beginning to use possessive apostrophes correctly for singular and plural nouns. Using apostrophes in contractions. Revising sentences with different forms: statements, commands, questions and exclamations.

Comparative and Superlative

Multi-clause Sentences

Punctuating Direct Speech

Adverbs of Manner

Adverbs of Time

Statements and commands

Commas to clarify meaning

Present and past progressive continuous

Choose appropriate nouns and pronouns to aid cohesion and avoid repetition

Use apostrophes correctly to indicate possession

Understand and use adverbials to indicate time

Understand the difference between plural and possessive

Introducing Perfect Form

Present and past progressive continuous

Revising Nouns

Revising Singular and Plural Nouns

Revising Tense

Revising Verbs

Revising Adjectives

Prepositions

Word families

Different Sorts of Sentences

Punctuating Direct Speech

Clauses

Subordinate clauses

Commas to clarify meaning

a. extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although

Key Spelling Objectives to be

Adding suffixes beginning with vowel letters to words of more than one syllable

Suffix – ation

Words ending in sure / ture, measure, creature

Suffix – ation

Words ending in sure / ture, measure, creature

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

taught The /i/ sound spelt y elsewhere than at the end of words

The sound spelt ou – young, touch, country

Prefixes: un, dis, mis, im, in, ir, re, sub, inter, super, anti, auto.

Suffix - ly

Words ending in tion, sion, ssion, cian

Suffix – ous

Words ending in –gue and –que

Possessive apostrophe with plural words

Words ending in tion, sion, ssion, cian

Suffix – ous

Words ending in –gue and –que

Possessive apostrophe with plural words

Christian Value

Thankfulness

Hope

Respect

Forgiveness

Perseverance

Tolerance

Below are the key objectives which need to be drawn on across each unit of learning:

Word Reading Pupils should be taught to:

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet

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

Reading Comprehension

Pupils should be taught to:

develop positive attitudes to reading and understanding of what they read by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

using dictionaries to check the meaning of words that they have read

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

discussing words and phrases that capture the reader’s interest and imagination

recognising some different forms of poetry [for example, free verse, narrative poetry]

understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

asking questions to improve their understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying main ideas drawn from more than one paragraph and summarising these

identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Handwriting Pupils should be taught to:

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Writing Composition Pupils should be taught to:

plan their writing by:

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

discussing and recording ideas

draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

English Long Term Plan

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PRIMARY

SCHOOL

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

English LTP Year 5/6

Autumn A 2019

Spring A 2020

Summer A 2020

English

Fiction: Kensukee’s Kingdom (H)

Significant Authors: Northern Lights

Pullman (H)

Non-Fiction: Non-chronological reports

linked to Science / Geography.

Travel Writing – Lonely Planet (H)

Poetry: Compare & Perform (W)

Fiction: Harry Potter & The Philosopher’s Stone Unit

(H)

Non-Fiction: Newspaper reports linked to Tudor

exploration

Classic Fiction: The Hobbit (H)

Non-Fiction: Argument & Discussion Texts

Non-Fiction: Persuasive writing

Poetry: The Highwayman (H)

Grammar Coverage using expanded noun phrases to

convey complicated information

concisely

using modal verbs or adverbs to

indicate degrees of possibility

use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

link ideas across paragraphs

use appropriate devices to create

cohesion within a paragraph

revise use of inverted commas

and other correct speech

punctuation .

identify and use pronouns

subordinating/co-ordinating

conjunctions, main/subordinate

clauses

using expanded noun phrases to convey

complicated information concisely

using modal verbs or adverbs to indicate

degrees of possibility

using relative clauses beginning with who,

which, where, when, whose, that or with an

implied (i.e. omitted) relative pronoun

sentences with different forms: statement,

question, exclamation, command

indicating possession by using the

possessive apostrophe with singular and

plural nouns/ apostrophes for contracted

forms

phrases, clauses and verbs

using and punctuating adverbials

using brackets, dashes or commas to

indicate parenthesis

cohesion within paragraphs

using conjunctions, adverbs and prepositions

to express time and cause

verbs and tense

recognise vocabulary and structures that are

appropriate for formal speech and writing,

including subjunctive forms

extending the range of sentences with more than one clause by using a wider range of conjunctions

using commas to clarify meaning or avoid

ambiguity

using expanded noun phrases to convey

complicated information concisely

use relative clauses beginning with who,

which, where, why, whose, that or with an

implied relative pronoun

using and punctuating direct speech (Year 3/4 revision)

revise adverbials for time, place, manner

using relative clauses beginning with who,

which, where, when, whose, that or with an

implied (i.e. omitted) relative pronoun

using the perfect form of verbs to mark

relationships of time and cause

English Long Term Plan

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PRIMARY

SCHOOL

use passive verbs to affect the presentation

of information in a sentence

use and understand subordinate clauses

using a colon to introduce a list

punctuating bullet points consistently

revising dialogue punctuation and introducing reported speech

using commas to clarify meaning

using semi-colons, colons or dashes to mark boundaries between independent clauses

Key Spelling Objectives to be taught

Endings - -cious or –tious if the root word

ends in ce the sound is usually spelt as –

c.

Endings which are –cial after a vowel

letter and –tial after a consonant, there

are some exceptions.

Words ending in –ant, -ance,/-ancy, -ent, -

ence/-ency. Use –ant, -ance/-ancy usually

–ation endings are a clue. Use –ent and

–ence/-ency after soft C, soft g and qu.

Words ending in –able and –ible. Words ending in –

ably and –ibly.

Adding suffixes beginning with vowel letters to words

ending in –fer.

Use of the hyphen.

Words containing the letter string ough.

Words with ‘silent’ letters (whose presence cannot be

predicted from the pronunciation of the word).

Homophones and others words which are often

confused.

Christian Value

Thankfulness

Hope

Respect

Forgiveness

Perseverance

Tolerance

Autumn B 2020

Spring B 2021

Summer B 2021

English

Fiction: Oranges In No-Man’s Land (W)

A Christmas Carol

Non-Fiction: Instruction & Explanations

(H)

Poetry: Poems on a theme T.S. Elliot

Fiction: War Game

Non-Fiction: Argument & Debate (H)

Persuasive Writing – Your Country Needs You

Poetry: World War 1 Poetry

Fiction: Friend Or Foe (W)

Wonder R.J. Palacio

Non-Fiction: Information Texts (H)

Poetry: Choral & Performance Poems (H)

Grammar Coverage using modal verbs or adverbs to

indicate degrees of possibility

use devices to build cohesion

using semi-colons or colons

punctuating bullet points

inking ideas … using adverbials of time,

recognising vocabulary and structures that

are appropriate for formal speech and

writing, including subjunctive forms

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

within a paragraph – adverbs

using brackets, dashes or

commas to indicate parenthesis

use brackets, dashes or commas

to indicate parenthesis

use commas to clarify meaning and avoid ambiguity

use colons, semi colons and

dashes to indicate parenthesis

understand and use relative

clauses beginning who, that,

which, where, when…or an

omitted relative pronoun

using commas to indicate parenthesis

place and number

devices to build cohesion

using hyphens to avoid ambiguity

use passive verbs to affect the presentation

of information in a sentence

use the perfect form of verbs to mark the

relationships of time and cause

using expanded noun phrases to convey

complicated information concisely

using commas to clarify meaning or avoid

ambiguity in writing

using expanded noun phrases to convey

complicated information concisely

recognising vocabulary and structures that

are appropriate for formal speech and

writing, including subjunctive forms

use modal verbs to indicate degrees of

possibility

use colons and semi-colons in punctuating

bullet points

recognise vocabulary and structures that are

appropriate for formal speech and writing,

including subjunctive forms

use full stops, commas, exclamation marks,

speech marks and question marks to

punctuate sentences correctly.

Key Spelling Objectives to be taught

Endings - -cious or –tious if the root word

ends in ce the sound is usually spelt as –

c.

Endings which are –cial after a vowel

letter and –tial after a consonant, there

are some exceptions.

Words ending in –ant, -ance,/-ancy, -ent, -

ence/-ency. Use –ant, -ance/-ancy usually

–ation endings are a clue. Use –ent and

–ence/-ency after soft C, soft g and qu.

Words ending in –able and –ible. Words ending in –

ably and –ibly.

Adding suffixes beginning with vowel letters to words

ending in –fer.

Use of the hyphen.

Words containing the letter string ough.

Words with ‘silent’ letters (whose presence cannot be

predicted from the pronunciation of the word).

Homophones and others words which are often

confused.

Christian Value

Thankfulness

Hope

Respect

Forgiveness

Perseverance

Tolerance

Below are the key objectives which need to be drawn on across each unit of learning:

Word Reading Pupils should be taught to:

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

Reading Comprehension

Pupils should be taught to:

maintain positive attitudes to reading and understanding of what they read by:

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

recommending books that they have read to their peers, giving reasons for their choices

identifying and discussing themes and conventions in and across a wide range of writing

making comparisons within and across books

learning a wider range of poetry by heart

preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

identifying how language, structure and presentation contribute to meaning

discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

distinguish between statements of fact and opinion

retrieve, record and present information from non-fiction

participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

challenging views courteously

explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

provide reasoned justifications for their views.

Handwriting Pupils should be taught to:

write legibly, fluently and with increasing speed by:

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

choosing the writing implement that is best suited for a task.

Writing Composition Pupils should be taught to:

plan their writing by:

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

noting and developing initial ideas, drawing on reading and research where necessary

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

draft and write by:

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising longer passages

using a wide range of devices to build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

evaluate and edit by:

assessing the effectiveness of their own and others’ writing

proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

ensuring the consistent and correct use of tense throughout a piece of writing

ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the

English Long Term Plan

BARMBY

MOOR CE

PRIMARY

SCHOOL

appropriate register

proof-read for spelling and punctuation errors

perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.