Primary: EYFS, Key Stage 1, Key Stage 2€¦ · Web viewEnglish. Primary: EYFS, Key Stage 1, Key...
Transcript of Primary: EYFS, Key Stage 1, Key Stage 2€¦ · Web viewEnglish. Primary: EYFS, Key Stage 1, Key...
EnglishPrimary: EYFS, Key Stage 1, Key Stage 2
Curriculum plan 2020-21
1. Curriculum Principles
Coherence and flexibility
We strive to support schools by giving them an online learning offer that can be flexible to fit alongside their existing curriculum. We need to balance this together with coherence as complete flexibility would imply only standalone lessons where none can build upon any other. This is particularly important in English where we need to expose students to whole stories or texts and therefore require longer sequences of lessons to build up knowledge and skills.
Knowledge organisation
For English at EYFS, KS1 and KS2 we have organised units to ensure a balance of coverage and progression across the year, incorporating key knowledge and skills relating to Phonics, Reading, Writing, Grammar and Spelling. Oracy underpins teaching in all units. All elements of English are embedded within the units, rather than being taught as separate strands. We will offer suggested sequences to ensure logical progression and development of knowledge and skills. The curriculum reinforces the reciprocal relationship between Reading and Writing. Although some phonics practice is embedded, Oak is not providing a phonics programme.
Knowledge selection
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We are seeking to support schools to deliver their curriculum to children who cannot attend school. Our choice of what to teach will primarily be guided by what is being taught in schools so that we can serve them well and will follow the guiding principles of The National Curriculum.
Inclusive and ambitious
We want Oak to be able to support all children. Our units will appropriately scaffolded so that children with different starting points can access them. This is supported by developing children’s skills in Communication and Language throughout the Primary English Curriculum. Schools, who know their pupils best, will be essential in directing pupils to the lessons that will most help them.
Pupil engagement
We need pupils to be thinking during their lessons - both to engage with the subject and to strengthen memory of what is being learnt. Our lessons will not be video lectures. We seek to exercise pupils’ minds throughout their lessons. This will involve questions and tasks throughout instruction, just as we would with classroom teaching.
Motivation through learning
Like all teachers, we recognise that clear presentation and teaching helps pupils keep participating in our lessons. We will build intrinsic motivation through children’s success and enjoyment within lessons. However, we are teachers, and not entertainers. As English teachers, we believe in the power of storytelling and language to motivate and inspire children, and we hope to capture this in our video resources.
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2. Subject structure overview
The demands of Literacy at EYFS and English at KS1 and KS2 differ in scope and, in order to be developmentally appropriate, they are organised slightly differently. Writing effectively for purpose incorporates significant knowledge and skills: the knowledge of conventions within specific text types, wide ranging vocabulary, awareness of the reader – and using grammar and punctuation precisely and for effect. Writing units ensure that pupils are first clear on the ‘what to write’ – the content, the sequencing, the ideas, the vocabulary so that they can the focus on ‘how to write’ – effective use of punctuation, sentence structure, cohesive and stylistic devices in order to achieve the intended purpose on the reader. Knowledge of spelling, grammar and punctuation is applied in context – with specific rules and conventions taught incrementally, to ensure mastery of application.
The units detailed below are the units we hope to teach. In some cases we are still awaiting agreement from publishers to use texts that are subject to copyright. In the event that publishers do not agree to certain texts being used we will update the plan and use the closest substitute available.
The below lays out the structure of literacy and English within EYFS and both primary key stages.
Literacy at EYFS
We know that learning in the EYFS is driven by a combination of adult-led sessions and facilitation of learning as part of continuous provision. Our ability to do the latter is limited by the online nature of the resources but we endeavour to present videos that provide options for further independent learning and high quality play. We know that the division of learning into subjects can sit contrary to the EYFS framework, in which one task can engage the child in developing in multiple areas. Although, given the nature of this project, our Literacy provision may initially seem ‘stand alone’, it will heavily integrate other areas including Understanding the World, Physical, Social and Emotional, Communication and Language and Expressive Arts and Design. ‘Playing and exploring, ‘active learning’ and ‘creating and thinking critically’ will drive the way children learn in Literacy. Literacy in EYFS aims to build solid
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foundations in the key areas of communication and language, reading and writing through engagement with stories. Stories will provide meaningful context and purpose for all learning.
Unit structure
The curriculum is organised through 10 lesson (2 week) units. Units are ideally taught in the sequence provided for progression, however, they can also be taught as stand-alone units if desired. The learning in each unit will centre on a particular story or non-fiction type, deliberately sequenced for progression in terms of complexity of language/plot/non-fiction genre. Oral stories from around the world provide the engaging context for teaching literacy in EYFS. For fiction, each unit has an overall learning focus designed to provide clear overarching purpose and explicitly teach great fiction writing based on key story building blocks, for example, character, action, setting and description. These build progressively over the year. Non-fiction is integrated in the Spring and Summer terms linked to the fiction stories that have just been learnt and worked with as a springboard. The non-fiction genres covered are: Persuasion, Recounts, Discussion and Explanation, chosen since these provide the most meaningful links to the stories that precede them. Each of these will be taught in an age-appropriate manner. Our aim is to provide balance between breadth and depth so that pupils have a strong foundation in their introduction to non-fiction that can then be built upon in KS1.
Phonics: Schools will have their preferred phonics programme. As there are a range of commonly used programmes, all of which use different sequences, it would not be appropriate to include explicit phonics instruction in Oak lessons. We would not want to disrupt the sequence in which a child is learning to read.
Communication and Language: Oral rehearsal is placed at the heart of learning within every unit to support acquisition of language and fluent, confident communication. By the end of the year, pupils will be able to tell lots of nursery rhymes as well as 9 stories from memory, filling them with language, turn of phrase, ideas and plots to draw upon. The foundations of non-fiction types will be taught as they provide the basis for everyday thinking and communication, even at this young age. There will be a strong focus on using song, music, dance, drama, movement and art linked to story to embed language and structures.
Reading and writing: Daily rhyming, as well as short reading and writing activities, will take place within a creative story-context to revisit key knowledge and provide frequent application of skills. Teaching of writing will maximise
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opportunities for imaginative input from pupils, building self-esteem and motivation. There is an overarching purpose for each fiction unit which builds progressively over the year (action, character, setting, description, mood and middles) so that each of these can be explicitly taught to support great fiction writing. Towards the end of the year, story writing will focus on drawing a combination of these elements together to support application of what has been learnt. At the end of some units, there will be the opportunity for pupils to recycle/innovate the original story.
Grammar: this is taught and continually reinforced in context in relation to the stories/non-fiction type so that this knowledge can be used ‘in-action’.
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Key changes to the EYFS and KS1 curriculum plan since version 1 (published 6 July 2020)
● In Reception, we have stuck to a 2-week structure for every story (some stories in the summer term before
were 4 weeks). As a result, we have added more stories. We have also added a more diverse range of stories.
● There are extra stories in the summer term such as Fox’s Sack, Lucky Duck and Emperor’s New Clothes.
● In Year 1, Snip Snip in Autumn term 2 has changed to Anansi and Tiger to offer greater diversity. The
persuasive advert that followed Snip Snip has therefore been changed to Information: All About Tigers and
the information text: All about honey after Honey and Trouble has been changed to Persuasion: buy my
honey.
● We have also changed the story at the end of Year 1 to How Butterflies Came to Be.
● In Year 2, the first story has changed from The Freedom Bird to How Coyote Brought Fire to Earth and the
instruction text title following has therefore changed to How to defeat the fire giants.
● Snow White has changed to Ganesh Gets Married. The discussion text that follows is now called: Who was
right: Ganesh or Kartikeya?
● We have now included the first term of Year 1 spelling and made some grammar amendments to LOs to
better reflect year group specifications in the NC.
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Year group
Unit title Length of unit Prior knowledge required
Reading, writing and grammar are all incorporated within every unit.
Reception The Noisy House 10 lessons(2 weeks)
N/A
Reception Bat Learns to Dance 10 lessons(2 weeks)
N/A
Reception The Little Red Hen 10 lessons(2 weeks)
N/A
Reception The Three Billy Goats Gruff 10 lessons(2 weeks)
N/A
Reception Mouse Deer and Tiger 10 lessons(2 weeks)
N/A
Reception The King and the Moon 10 lessons(2 weeks)
N/A
Reception The Gingerbread Man 10 lessons(2 weeks)
Phase 2 phonics
Reception Persuasion: Buy my gingerbread.
10 lessons(2 weeks)
Phase 2 phonics
Reception The Three Little Pigs 10 lessons Phase 2 phonics
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(2 weeks)
Reception Goldilocks and the Three Bears
10 lessons(2 weeks)
Phase 2 phonics
Reception Recount: what happened from other characters’ viewpoints.
10 lessons(2 weeks)
Phase 2 phonics
Reception The Giant Turnip 10 lessons(2 weeks)
Phase 2 phonics
Reception The Sweet-Talking Potato 10 lessons(2 weeks)
Phase 3 phonics
Reception Explanation: Why the king was amazed.
10 lessons(2 weeks)
Phase 3 phonics
Reception Fox’s Sack 10 lessons(2 weeks)
Phase 3 phonics
Reception The Little Duck 10 lessons(2 weeks)
Phase 3 phonics
Reception Little Red Riding Hood 10 lessons(2 weeks)
Phase 3 phonics
Reception Discussion: Should Little Red Riding Hood go into the woods alone?
10 lessons(2 weeks)
Phase 3 phonics
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Reception The Emperor’s New Clothes 5 lessons(1 week)
Phase 3 phonics
English at KS1Oral stories from around the world provide the engaging context for teaching fiction, non-fiction, grammar and punctuation at KS1. Each year is divided into 2-week units with a focus on either fiction or non-fiction. For fiction, each unit has an overall learning focus designed to provide clear overarching purpose and explicitly teach high-quality fiction writing based on the following areas: action, character, problem, setting, mood, description, openings, middles, and endings. These build progressively over the year. For non-fiction, 6 non-fiction writing types are taught progressively over the course of each year. This is to provide balance between breadth and depth so that pupils have a strong foundation in these 6 genres before KS2.
Communication and Language: Oral rehearsal is placed at the heart of learning within every unit to support acquisition of language and fluent, confident communication. We know that pupils are not able to effectively write stories until they can effectively communicate their ideas. We will therefore continue to build upon the Communication and Language skills developed throughout the EYFS as part of our KS1 English Curriculum.
ReadingEach unit comprises 1 specific reading lesson linked to a key skill. Reading also takes place at various other points throughout a unit, in warm-ups, reading as a writer activities and when drafting and editing writing. Skills in reading are taught in relation to the stories and non-fiction pieces used in each unit. Key skills are repeated throughout the year to embed strategies and behaviours. The idea is that reading in context motivates pupils, supports understanding and reinforces the interrelationship between reading and writing.
Spelling is taught discretely with a new spelling rule taught every week. Spelling is taught in a fun, interactive way in 3 discrete sessions per week with a ‘consolidation and review’ week at the end of each half term. Common exception
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words are also taught each half term. Where possible, application will be linked to words in the story or non-fiction piece used in the corresponding unit.
WritingThe idea is that pupils learn to tell stories and non-fiction pieces from memory in their own words which develops memory, sequence and language. As mentioned above, there is a strong focus on writing for purpose. Each unit comprises a progressive sequence which builds towards an extended writing outcome for a particular purpose. First, the story or non-fiction piece is learnt orally. The learnt piece is then deepened for understanding and language acquisition using the creative arts including drama, poetry and writing. Once language and structure is internalised, pupils move into writing. Pupils will be taught to think like writers with key tools for planning, drafting (through shared writing) and editing. Pieces can then be recycled/created leading to independence. Over the course of the year, this process of learning will become familiar for pupils, building confidence, motivation and metacognition.
Year 1
Year group Unit title Length of unit Prior knowledge required
Reading, writing, spelling and grammar are all incorporated within every unit.
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Year 1 The Magic Paintbrush: mood 10 lessons(2 weeks)
N / A
Year 1 The Magic Paintbrush: created story (mood)
10 lessons(2 weeks)
N / A
Year 1 Recount: diary entry 10 lessons(2 weeks)
N / A
Year 1 Monkeys and Hats: problems 10 lessons(2 weeks)
Phonics and Y1 T1 grammatical knowledge
Year 1 Monkeys and Hats: recycled story (problems)
10 lessons(2 weeks)
Y1 T1Phonics and Y1 T1 grammatical knowledge
Year 1 Instructions: How to Make a Magic Hat
10 lessons(2 weeks)
Phonics and Y1 T1 grammatical knowledge
Year 1 Awongalema: description 10 lessons(2 weeks)
Phonics and Y1 T2 grammatical knowledge
Year 1 Awongalema: recycled story (description)
10 lessons(2 weeks)
Phonics and Y1 T2 grammatical knowledge
Year 1 Discussion: Should animals be kept in zoos?
10 lessons(2 weeks)
Phonics and Y1T2 grammatical knowledge
Year 1 Honey and Trouble: character
10 lessons(2 weeks)
Phonics and Y1 T2 grammatical knowledge
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Year 1 Honey and Trouble: recycled story (character)
10 lessons(2 weeks)
Phonics and Y1 T2 grammatical knowledge
Year 1 Persuasion: Buy my honey 10 lessons(2 weeks)
Phonics and Y1 T2 grammatical knowledge
Year 1 Anansi and Tiger: action 10 lessons(2 weeks)
Phonics and Y1 T3 grammatical knowledge
Year 1 Anansi and Tiger: recycled story (action)
10 lessons(2 weeks)
Phonics and Y1 T3 grammatical knowledge
Year 1 Information: All about Tigers 10 lessons(2 weeks)
Phonics and Y1 T3 grammatical knowledge
Year 1 Jack and the Beanstalk: problems
10 lessons(2 weeks)
Phonics and Y1 T3 grammatical knowledge
Year 1 Jack and the Beanstalk: created story(problems)
10 lessons(2 weeks)
Phonics and Y1 T3 grammatical knowledge
Year 1 Explanation: How beans grow
10 lessons(2 weeks)
Phonics and Y1 T3 grammatical knowledge
Year 1 How Butterflies Came to Be: description
5 lessons(1 week)
Phonics and Y1 T3 grammatical knowledge
Reading is taught in context in relation to the stories being used in the corresponding unit; however, the lessons can also be used discretely if desired. Each unit will include 1 specific reading lesson dedicated to a particular skill,
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although key skills will be revisited throughout. These skills are outlined below:
Skill Retrieval: to find key information in the text
7 lessons N / A
Skill Inference: to make inferences based on what is said and done
5 lessons N / A
Skill Prediction: To make informed predictions
1 lesson N / A
Skill Summarise: to summarise the main points
3 lessons N / A
Skill Personal interpretation: To give personal opinions about what is read/to link reading to our own experiences
3 lessons N / A
Grammar and Spelling are incorporated into the Reading and Writing units. However, these objectives can be pulled out in isolation where needed.
Grammar units
Year 1 Term 1A:LO: To use the past tense -edLO: To use the coordinating conjunction ‘but’LO: To use the past tense - ed
+3 specific lessons + warm-ups
N/A
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Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks, exclamation marks, adjectives
Year 1 Term 1B:LO: To use full stops and capital lettersLO: To use adjectivesLO: To use imperative verbs Ongoing focus: spaces between words, full stops and capital letters
3 specific lessons + warm ups
Y1 T1A grammatical knowledge
Year 1 Term 2A:LO: To add -es for plural nounsLO: To use repetition for descriptionLO: To use coordinating conjunctions Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks
3 specific lessons + warm ups
Y1 T1 grammatical knowledge
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Year 1 Term 2B:LO: To use adjectivesLO: To use exclamations LO: To write questions to hook the reader Ongoing focus: coordinating conjunctions, full stops, capital letters, question marks, adjectives
3 specific lessons + warm ups
Y1 T1 grammatical knowledge
Year 1 Term 3A:LO: To use the conjunction ‘and’ to join clausesLO: To add suffixes to verbsLO: To write questions
Ongoing focus: full stops, capital letters, spaces between words, ‘and’, suffixes, ?s
3 specific lessons + warm ups
Y1 T2 grammatical knowledge
Year 1 Term 3B:LO: To add suffixes to verbsLO: To use full stopsLO: To use capital letters for pronouns Ongoing focus: full stops,
3 specific lessons + warm ups
Y2 T2 grammatical knowledge
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capital letters, past tense
Spelling is taught discretely (made applicable to context where possible) and taught in 3 short burst sessions every week. Coverage is outlined below:
Year 1 Spelling: Words ending in y (e.g. happy, funny)
3 sessions N/A
Year 1 Spelling: ‘Wh’ grapheme (e.g. when, where)
3 sessions N/A
Year 1 Spelling: Letter string ‘are’ (e.g. care, aware, glare)
3 sessions N/A
Year 1 Spelling: suffixes ‘s’ and ‘es’ (e.g. cats, catches)
3 sessions N/A
Year 1 Spelling: CEWs: today, were, was, my, so, I, me, of, ask
3 sessions N/A
Year 1 Spelling: Review and consolidation
3 sessions N/A
Year 1 Spelling: Letter names and alphabet
3 sessions N/A
Year 1 Spelling: Vowels and consonants introduced
3 sessions N/A
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Year 1 Spelling: suffix -ed and -ing (e.g. jumped, hunted, buzzing)
3 sessions N/A
Year 1 Spelling: suffix -ed and -ing (e.g. jumped, hunted, buzzing)
3 sessions N/A
Year 1 Spelling: adding ‘s’ and ‘es’ to make nouns plural.
3 sessions N/A
Year 1 Spelling: CEWs: go, by, here, there, where, school, house, the, a, I, is
Review and consolidation
3 sessions N /A
Year 1 Spelling: Grapheme ‘ear’ (e.g. pear)
3 sessions N /A
Year 1 Spelling: f, l, s, z and k - ff, ll, ss, zz, ck after vowel (e.g. off, miss, buzz, back)
3 sessions N /A
Year 1 Spelling: Prefix -un (e.g. unhappy, unhelpful)
3 sessions N /A
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Year 1 Spelling: Grapheme ‘ore’ (e.g. more)
3 sessions N /A
Year 1 CEWs: one, love, your, once, be
3 sessions N /A
Year 1 Spelling: review and consolidation
3 sessions N /A
Year 1 Spelling: Grapheme ‘tch’ (e.g. catch, fetch)
3 sessions N /A
Year 1 Spellings: when to use ‘k’ (e.g. skin, sketch)
3 sessions N /A
Year 1 Spelling: days of the week 3 sessions N /A
Year 1 Spelling: multisyllable words 3 sessions N /A
Year 1 Spelling: CEWs: today, were, was, my, so, I, me, of ask
3 sessions N/A
Year 1 Spelling: review and consolidation
3 sessions N /A
Year 1 Spellings: compound words (e.g. bookshop, footbridge)
3 sessions N /A
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Year 1 Spellings: n before k (e.g. bank, honk)
3 sessions N /A
Year 1 CEWs: do, to, you, come, he, are, is, his, our
3 sessions N /A
Year 1 CEWS: said, full, some, she, they, we
3 sessions N /A
Year 1 Spellings: adding the suffix -est
3 sessions N /A
Year 1 Spellings: review and consolidation
3 sessions N /A
Year 1 Spelling: ‘ve’ grapheme. Words do not usually end in v (e.g. love, give)
3 sessions N /A
Year 1 Spelling: ‘s’ and ‘es’ for plural nouns
3 sessions N /A
Year 1 CEWs recap 3 sessions N /A
Year 1 Spelling: ‘ph’ phoneme 3 sessions N /A
Year 1 CEWs recap 3 sessions N /A
Year 1 Spelling: review and 3 sessions N /A
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consolidation
Year 1 Spelling: adding the suffix -est
3 sessions N /A
Year 1 Spelling: review and consolidation
3 sessions N /A
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Year 2Year group
Unit title Length of unit Prior knowledge required
Reading, writing, spelling and grammar are all incorporated within every unit.
Year 2 How Coyote Brought Fire to Earth: description
10 lessons(2 weeks)
N /A
Year 2 How Coyote Brought Fire to Earth: recycled story: description
10 lessons(2 weeks)
N /A
Year 2 Instructions: How to defeat the fire giants
10 lessons(2 weeks)
N /A
Year 2 Baba Yaga: openings 10 lessons(2 weeks)
Y2 T1 grammatical knowledge
Year 2 Baba Yaga: recycled story(openings)
10 lessons(2 weeks)
Y2 T1 grammatical knowledge
Year 2 Information text: All about the Ice Witch
10 lessons(2 weeks)
Y2 T1 grammatical knowledge
Year 2 The Eagle Who Thought He Was A Chicken: problems
10 lessons(2 weeks)
Y2 T2 grammatical knowledge
Year 2 The Eagle Who Thought He 10 lessons Y2 T2 grammatical knowledge
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Was A Chicken: recycled story (problems)
(2 weeks)
Year 2 Explanation: How birds fly 10 lessons(2 weeks)
Y2 T2 grammatical knowledge
Year 2 Ganesh Gets Married: mood 10 lessons(2 weeks)
Y2 T2 grammatical knowledge
Year 2 Ganesh Gets Married: recycled story (mood)
10 lessons(2 weeks)
Y2 T2 grammatical knowledge
Year 2 Discussion: Who was right: Ganesh or Kartikeya?
10 lessons(2 weeks)
Y2 T2 grammatical knowledge
Year 2 Persephone: endings 10 lessons(2 weeks)
Y2 T3 grammatical knowledge
Year 2 Persephone: recycled story(endings)
10 lessons(2 weeks)
Y2 T3 grammatical knowledge
Year 2 Recount: news report 10 lessons(2 weeks)
Y2 T3 grammatical knowledge
Year 2 The Bird and the Forest Fire: middles
10 lessons(2 weeks)
Y2 T3 grammatical knowledge
Year 2 The Bird and the Forest Fire: recycled story (middles)
10 lessons(2 weeks)
Y2 T3 grammatical knowledge
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Year 2 Persuasion: Why you should never light fires in a dry forest
10 lessons(2 weeks)
Y2 T3 grammatical knowledge
Year 2 The Unlucky Man: character 5 lessons(1 week)
Y2 T3 grammatical knowledge
Each unit will include 1 specific reading lesson dedicated to a particular skill, although key skills will be revisited throughout. These skills are outlined below:
Skill Retrieval: to find key information in the text
5 lessons N / A
Skill Inference: to make inferences based on what is said and done
5 lessons N / A
Skill Prediction: To make informed predictions
3 lessons N / A
Skill Summarise: to summarise the main points
3 lessons N / A
Skill Personal interpretation: To give personal opinions about what is read
2 lessons N / A
Grammar and Spelling are incorporated into the Reading and Writing units. However, these objectives can be pulled out in isolation where needed.
Grammar units
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Year 2 Term 1A: LO: To use expanded noun phrases for descriptionLO: To use the 4 types of sentencesLO: To use the subordinating conjunction ‘if’Ongoing focus: punctuation
3 specific lessons + warm ups
Y1grammatical knowledge
Year 2 Term 1B:LO: To use prepositional phrases of placeLO: To use similes for descriptionLO: To use the present tense (third person for report) Ongoing focus: coordinating conjunctions, adjectives, punctuation
3 specific lessons + warm ups
Y2 T1 grammatical knowledge
Year 2 Term 2A:LO: To use the progressive form of verbsLO: To use irregular past tense verbsLO: To use subordinating conjunctions: when, if,
3 specific lessons + warm ups
Y2 T1 grammatical knowledge
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because, that Ongoing focus: coordinating conjunctions, punctuation, verb tenses
Year 2 Term 2B:LO: To use the 4 types of sentencesLO: To vary sentences for effectLO: To use subordinating conjunctions Ongoing focus: sentence types, punctuation, subordinating conjunctions
3 specific lessons + warm ups
Y2 T1 grammatical knowledge
Year 2 Term 3A:To use singular possessive apostrophesTo use apostrophes for contractionTo use past tense verbs Ongoing focus: conjunctions, punctuation, verb tenses
3 specific lessons + warm ups
Y2 T2 grammatical knowledge
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Year 2 Term 3B:LO: vary sentence length for effectLO: To vary sentence openersLO: To use commas in a list Ongoing focus: conjunctions, punctuation, verb tenses
3 specific lessons + warm ups
Y2 T3 grammatical knowledge
Spelling units
Year 2 Spellings: Suffix -ful and -ly (beautiful, quickly)
3 sessions N / A
Year 2 Spellings: suffixes -ment and -ness and less(e.g. excitement, hopeless, witness
3 sessions N / A
Year 2 Spellings: ‘u’ sound spelt ‘o’ (e.g. other, mother, brother)
3 sessions N / A
Year 2 Spellings: / / sound spelt ‘a’ ɒafter ‘qu’ and ‘w’ (e.g. was, walk)
3 sessions N / A
Year 2 CEWs: find, behind, pretty, beautiful, after, last, father, move, because, both, bath
3 sessions N / A
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Year 2 Spelling review and consolidation
3 sessions N / A
Year 2 Spellings: suffix -ed and -ing (e.g. hunted, buzzed, jumped)
3 sessions N / A
Year 2 Spellings: possessive apostrophe (e.g. the whale’s)
3 sessions N / A
Year 2 Spelling: ‘l’ spelt ‘le’ at end of words (e.g. whale, mile)
3 sessions N / A
Year 2 Spelling: contractions (e.g. shouldn’t, couldn’t, can’t)
3 sessions N / A
Year 2 CEWS: every, most, great, water, only, many, even, any
3 sessions N / A
Year 2 Spelling: review and consolidation
3 sessions N / A
Year 2 Spelling: ‘l’ spelt ‘il’ (e.g. pencil, fossil, nostril)
3 sessions N / A
Year 2 Spelling: ‘ar’ phoneme, spelling ‘al’ (e.g. walk, also, already)
3 sessions N / A
Year 2 Spelling: contractions (e.g. 3 sessions N / A
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shouldn’t, couldn’t, can’t)
Year 2 Spelling: suffixes -ment and -ness and less(e.g. excitement, hopeless, witness
3 sessions N / A
Year 2 CEWs: every, most, great, water, only, many, even, any
3 sessions N / A
Year 2 Spelling: review and consolidation
3 sessions N / A
Year 2 Spelling: adding suffixes to verbs where changes are made to the spelling of the root word
3 sessions N / A
Year 2 Spelling: suffix ‘s’ and ‘es’ (e.g. cats, catches)
3 sessions N / A
Year 2 Spellings: ‘r’ sound spelt ‘wr’ (e.g. wreck, wrote)
3 sessions N / A
Year 2 Spellings: ‘e’ sound spelt -ey (e.g. key, journey, nosey)
3 sessions N / A
Year 2 CEWs: child, children, poor, old, cold, would, people, sure, told, hold
3 sessions N / A
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Year 2 Spelling: review and consolidation
3 sessions N / A
Year 2 Spelling: -ge and -dge (e.g. hedge, large)
3 sessions N / A
Year 2 Spellings: ‘n’ sound spelt ‘gn’ & ‘kn (e.g. gnome, knock)
3 sessions N / A
Year 2 Spellings: ‘u’ sound spelt ‘or’ after ‘w’ (e.g. work, world, worse)
3 sessions N / A
Year 2 Spellings: prefix -un (e.g. unhappy, unhelpful)
3 sessions N / A
Year 2 CEWs: wild, door, floor, could, eye, clothes, fast, grass, path, gold, pass, break, busy
3 sessions N / A
Year 2 Spelling: review and consolidation
3 sessions N / A
Year 2 Spelling: suffix -tion (e.g. station, portion)
3 sessions N / A
Year 2 Spelling: ‘s’ sound spelt ‘c’ before e, i & y (e.g. scissors, circle)
3 sessions N / A
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Year 2 Spellings: phoneme ‘zh’ spelled ‘s’ (e.g. measure, decision)
3 sessions N / A
Year 2 Spellings: grapheme ‘tch’ (e.g. catch, fetch)
3 sessions N / A
Year 2 CEWs: plant, improve, whole, should, again, half, money, class, sugar, steak
3 sessions N / A
Year 2 Spelling: review and consolidation
3 sessions N / A
Year 2 Spelling: adding suffixes to verbs where the spelling of the root word changes
3 sessions N/A
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English at KS2English at KS2 comprises several elements that complement each other, and can work together or discretely. These
are Writing, Reading, Spelling, Grammar and Vocabulary.
Reading units are 5 day units centred around a specific text, author or genre. These are primarily reading focused.
Some of these units link to writing units. However, they are designed to be accessed discretely. Reading is also
taught and reinforced through the writing units.
Writing units are centred around a specific text or theme. The units also incorporate the other skills and knowledge
within the wider English curriculum: Reading, Grammar, Spelling and Vocabulary building. They build towards
written outcomes with a focus on writing for purpose. The writing units are generally in blocks of 2-3 weeks,
building towards a written outcome of a specific text type. Within this period, there are at least 6 lessons centred
around the text/theme alongside 2 spelling lessons, a linked grammar lesson and a linked vocabulary lesson.
Texts/themes may have between 1-3 blocks relating to a specific written outcome. These can be accessed in
isolation – however, pupils will benefit the most, if they begin the first block within a unit as they will get to know the
context better.
Spelling units are organised into 5 blocks of 2 lessons per term: the first lesson teaches the explicit spelling objective
and the second lesson provides opportunities to practise and apply this knowledge and a test. The test takes place
at the end of the lesson so that it can be viewed at a later date. There are 10 lessons each term. These align with
objectives set out by the National Curriculum. The spelling lessons take place on Tuesdays within the writing units,
however, they can be selected by unit in order for teachers, parents or pupils to match their own curriculum
requirements. Key stage specific spelling knowledge is also applied and reinforced throughout writing units.
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Grammar is taught and reinforced continually through writing and reading units. However, there are 5 lessons per
term that can also be accessed discretely – where a teacher might want to direct pupils to practise a specific
objective – or address a specific gap in knowledge.
Units are low threshold, high ceiling, so it may be useful to also look at a lower or higher year group to find the most
suitable content. Reading units can be selected from the given year group, or from the phase - lower or upper KS2.
Some KS2 texts named in the curriculum plan published 6 July 2020, which were subject to change due to copyright
permissions, have been updated in this version
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Year group
Unit title Length of unit Prior knowledge required
Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 3 The BFG -
Narrative Writing 20 lessons(4 weeks)
N / A
Year 3 Portia Spiders -Non-Chronological Report
20 lessons (4 weeks)
N / A
Year 3 The Man on the Moon - Narrative Writing
15 lessons (3 weeks)
N / A
Year 3 The Fate of Fausto - Narrative writing
20 lessons (4 weeks)
Y3 T1 grammatical knowledge
Year 3 Monster Pizza - Instructions
10 lessons (2 weeks)
Y3 T1 grammatical knowledge
Year 3 Healthy Food - Persuasive writing
10 lessons (2 weeks)
Y3 T1 grammatical knowledge
Year 3 The Day the Crayons Quit - Persuasive writing
15 lessons (3 weeks)
Y3 T1 grammatical knowledge
Year 3 Aladdin - Narrative Writing
20 lessons (4 weeks)
Y3 T2 grammatical knowledge
Year 3 Journey - Narrative writing
20 lessons (4 weeks)
Y3 T2 grammatical knowledge
Year 3 How Bees make Honey - Explanation writing
15 lessons (3 weeks)
Y3 T2 grammatical knowledge
Reading units Year 3 Into the Forest
by Anthony Browne 5 lessons (1 week)
N / A
Year 3 Mulan by Michaela Morgan
5 lessons (1 week)
N / A
Year 3 The Firework Maker's 5 lessons N / A
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Daughter by Phillip Pullman
(1 week)
Year 3 Rushing Rivers by Kingfisher
5 lessons (1 week)
N / A
Year 3 The Suitcase Kid by Jacqueline Wilson
5 lessons (1 week)
N / A
Year 3 King of the Sky by Nicola Davies
5 lessons (1 week)
N / A
Year 3 Reading for Pleasure 3 lessons N / A Grammar and Spelling are incorporated into the Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 3 Term 1:
Sentence level objectives5 lessons Y2 grammatical knowledge
Year 3 Term 2: Word level objectives
5 lessons Y3 T1 grammatical knowledge
Year 3 Term 3: Punctuation level objectives
5 lessons Y3 T2 grammatical knowledge
Spelling unitsYear 3 Suffixes - past and
present tense4 lessons N /A
Year 3 Suffixes - plural 4 lessons N /AYear 3 Suffixes - y 2 lessons N /AYear 3 Suffixes - ly 2 lessons N /AYear 3 Suffixes -ful and -less 2 lessons N /AYear 3 Suffixes - er and -est 4 lessons N /AYear 3 Silent letters 2 lessons N /AYear 3 Prefixes 4 lessons N /AYear 3 Homophones and
homonyms4 lessons N /A
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Year 3 Compound words 2 lessons N /A
Year group
Unit title Length of unit Prior knowledge required
Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 4 Angler Fish - Non
chronological report20 lessons (4 weeks)
N /A
Year 4 The Robin - Narrative writing 20 lessons (4 weeks)
N /A
Year 4 A Christmas Carol - Narrative writing
15 lessons (3 weeks)
N /A
Year 4 John Lyons - Poetry 20 lessons (4 weeks)
Y4 T1 grammatical knowledge
Year 4 Chocolate Making - Explanation writing
20 lessons (4 weeks)
Y4 T1 grammatical knowledge
Year 4 The Borrowers - Narrative writing
15 lessons (2 weeks)
Y4 T1 grammatical knowledge
Year 4 The Jabberwocky - Narrative writing
20 lessons (4 weeks)
Y4 T2 grammatical knowledge
Year 4 Journalistic writing - based on traditional tales
20 lessons (4 weeks)
Y4 T2 grammatical knowledge
Year 4 Whale Rider - Narrative writing
15 lessons (3 weeks)
Y4 T2 grammatical knowledge
Reading units - Year 4 Hidden Depths: Exploring
the Deep by Chloe Rhodes5 lessons (1 week)
N / A
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Year 4 A Christmas Carol by Charles Dickens
5 lessons (1 week)
N / A
Year 4 I Was a Rat by Phillip Pullman
5 lessons (1 week)
N / A
Year 4 There’s a Boy in the Girls’ Bathroom by Louis Sachar
5 lessons (1 week)
N / A
Year 4 Walter Tull's Scrapbook by Michaela Morgan
5 lessons (1 week)
N / A
Year 4 Hansel and Gretel by Anthony Browne
5 lessons (1 week)
N / A
Year 4 Reading for Pleasure 3 lessons N / A Grammar and Spelling are incorporated into the Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 4 Term 1:
Sentence level objectives5 lessons Y3
grammatical knowledgeYear 4 Term 2:
Word level objectives5 lessons Y4 T1 grammatical knowledge
Year 4 Term 3: Punctuation level objectives
5 lessons Y4 T1 grammatical knowledge
Spelling unitsYear 4 Suffixes -
Past and present tense4 lessons N / A
Year 4 Suffixes: -ate -en -ify -ise
2 lessons N / A
Year 4 Suffixes: -tion -ity -ness
2 lessons N / A
Year 4 Suffixes: - tion -cian -sion -ssion
2 lessons N / A
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Year 4 Suffixes: -ous
2 lessons N / A
Year 4 Suffixes: -ial
2 lessons N / A
Year 4 Suffixes: -al
2 lessons N / A
Year 4 Suffixes: -ic
2 lessons N / A
Year 4 Suffixes: -ary / -ery
2 lessons N / A
Year 4 French-derivated sounds - sh (ch) g (gue) k (que)
2 lessons N / A
Year 4 Double consonants 2 lessons N / AYear 4 Compound words 2 lessons N / AYear 4 Homophones 2 lessons N / AYear 4 Suffixes:
-ate -en -ify -ise2 lessons N / A
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Year group
Unit title Length of unit Prior knowledge required
Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 5 How to Train your Dragon -
Mixed outcomes40 lessons(8 weeks)
N / A
Year 5 Wild Cats - Non-chronological reports
15 lesson(3 weeks)
N /A
Year 5 Oliver Twist - Narrative writing
30 lessons (6 weeks)
Y5 T1 grammatical knowledge
Year 5 School Uniform -Persuasive writing
10 lessons (2 weeks)
Y5 T1 grammatical knowledge
Year 5 The Viewer - Narrative writing
15 lessons (3 weeks)
Y5 T1 grammatical knowledge
Year 5 Macbeth - Narrative writing
20 lessons(4 weeks)
Y5 T2 grammatical knowledge
Year 5 Inspirational figures - Biographical writing
10 lessons (2 weeks)
Y5 T2 grammatical knowledge
Year 5 The Highwayman - 25 lessons Y5 T2 grammatical knowledge
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Narrative writing (4 weeks)Reading units - Year 5 Mirror by Jeannie Baker 5 lessons
(1 week)N / A
Year 5 The British by Benjamin Zephaniah
5 lessons (1 week)
N / A
Year 5 Demon Dentist by David Walliams
5 lessons (1 week)
N / A
Year 5 Poetry - The Listeners by Walter de la Mare and The Raven by Edgar Allen Poe
5 lessons(1 week)
N / A
Year 5 Street Child by Berlie Doherty
5 lessons (1 week)
N / A
Year 5 History VIP: Mary Anning by Kay Barnham
5 lessons (1 week)
N / A
Year 5 Reading for Pleasure 3 lessons N / A Grammar and Spelling are incorporated into the Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 5 Term 1:
Sentence level objectives5 lessons Y4
grammatical knowledgeYear 5 Term 2:
Word level objectives5 lessons Y5 T1 grammatical knowledge
Year 5 Term 3: Punctuation level objectives
5 lessons Y5 T2 grammatical knowledge
Spelling unitsYear 5 Suffixes - plurals 2 lessons N / AYear 5 Suffixes: 4 lessons N / A
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ate -en -ify -ise -tion -ity -ness -al -ic -ary -ery -ful -less
Year 5 Homophones + near homophones
2 lessons N / A
Year 5 Syllables - fer syllables 2 lessons N / AYear 5 Suffixes:
- tion / -cian / -sion / -ssion2 lessons N / A
Year 5 /ee/ sound 'ie' or 'ei' spelling 2 lessons N / AYear 5 Word endings:
-ant and -ent4 lessons N / A
Year 5 Suffixes:-able -ible
2 lessons N / A
Year 5 C making soft and hard sound
2 lessons N / A
Year 5 Etymology - words of Greek origin 'ch' 'ph' and 'sc' spellings
2 lessons N / A
Year 5 Unstressed vowels in polysyllabic words
2 lessons N / A
Year 5 Prefixes:un- dis- mis- in- il- im- ir- re- sub- inter- super- anti- auto- bi- trans- tele- circum- de- pre- pro- sus- con- com- a-
4 lessons N / A
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Year group
Unit title Length of unit Prior knowledge required
Writing units - Incorporating Shared Reading, Grammar, Spelling and Vocabulary BuildingYear 6 Sherlock Holmes -
Mixed outcomes30 lessons (6 weeks)
N / A
Year 6 The Windrush - Diary writing
25 lessons (5 weeks)
N /A
Year 6 Spiderman - Journalistic writing
20 lessons (4 weeks)
Y6 T1 grammatical knowledge
Year 6 The Golden Compass - 30 lessons Y6 T1 grammatical knowledge
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Mixed outcomes (7 weeks)Year 6 Rabbit Proof Fence -
Narrative writing30 lessons(6 weeks)
Y6 T2 grammatical knowledge
Year 6 Important Scientists - Biographical writing
10 lessons (2 weeks)
Y6 T2 grammatical knowledge
Year 6 Pandas - Non-chronological report
15 lessons (3 weeks)
Y6 T2 grammatical knowledge
Reading units - Year 6 The Giant’s Necklace by
Michael Morpurgo5 lessons (1 week)
N / A
Year 6 London is the Place for Me by Lord Kitchner
5 lessons (1 week)
N / A
Year 6 The Greenling by Levi Pinfold 5 lessons (1 week)
N / A
Year 6 The Blitz Survivor Stories 5 lessons(1 week)
N / A
Year 6 A career in Computer Games by Anthony Horrowitz
5 lessons (1 week)
N / A
Year 6 Goodnight Mister Tom Michelle Magorian
5 lessons (1 week)
N / A
Year 6 Holes by Louis Sachar 5 lessons (1 week)
N / A
Year 6 Reading for Pleasure 3 lessons N / A Grammar and Spelling are incorporated into the Reading and Writing units. However, these objectives can be pulled out in isolation where needed.Grammar units (themed mostly for Sentence, Word and Punctuation across the three terms)Year 6 Term 1:
Sentence level objectives5 lessons Y4
grammatical knowledgeYear 6 Term 2:
Word level objectives5 lessons Y5 T1 grammatical knowledge
Year 6 Term 3: 5 lessons Y5 T2 grammatical knowledge
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Punctuation level objectivesSpelling unitsYear 6 Homophones 2 lessons N / AYear 6 Suffixes -
Past and present2 lessons N / A
Year 6 Suffixes:-er and -estcomparative and superlative
2 lessons N / A
Year 6 Suffixes - plural 2 lessons N / AYear 6 Suffixes:
-le -el - al - il2 lessons N / A
Year 6 Letter strings: -ough, ear, ou, au, ice
2 lessons N / A
Year 6 Suffixes: -tion, -cian, -sion, -ssion
2 lessons N / A
Year 6 Suffixes: -ous 2 lessons N / AYear 6 Suffixes -ial 2 lessons N / AYear 6 /ee/ sound spelt ie or ei 2 lessons N / AYear 6 Word endings:
-ant -ent -ance -ence2 lessons N / A
Year 6 Suffixes: -ible -able
2 lessons N / A
Year 6 Silent letters 2 lessons N / AYear 6 French and Greek etymology 2 lessons N / AYear 6 Curriculum words 2 lessons N / A
3. Suggested sequence
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The EYFS, KS1 and KS2 writing units above are sequenced in the proposed order. This allows for logical progression
of knowledge and skills across the year - specifically relating to expectations in grammar and punctuation. The
reading units can be accessed in any order. They can interspersed between writing units or sit alongside them.
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4. Unit specifics
EYFS Specific Unit Breakdown
TERM 1A
Early Years Development Goals Autumn term 1
Communication and Language
Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.
Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.
Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences
Literacy Reading: To segment and blend sounds to read key words and phrases linked to stories, to read repetitive phrases
Writing: To make a range of marks and talk about their meanings, to write initial sounds in words, to write legible letters, to write key words and short phrases linked to rhymes and stories and personal preferences/feelings.
Expressive arts and design
To change known rhymes and stories to include my own imaginative ideas
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Term 1A: The Noisy House: action
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To draw a story map
3 LO: To use actions to ‘step out’ a story
4 LO: To use actions to mime a story
5 LO: To tell a story independently
6 LO: To recycle a nursery rhyme
7 LO: To recycle a story and create a new one
8 LO: To join in telling a recycled story
9 LO: To step a recycled story
10 LO: To independently tell a recycled story
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Term 1A: The Bat Learns to Dance: action
Lesson number
Core content
1 LO: To listen and join in with a story
2 LO: To sing and map a story
3 LO: To step a story
4 LO: To mime a story
5 LO: To tell a story independently
6 LO: To recycle a story
7 LO: To join in with a recycled story
8 LO: To step a recycled story
9 LO: To mime a recycled story
10 LO: To independently tell a recycled story
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Term 1A: The Little Red Hen: character
Lesson number
Core content
1 LO: To listen and join in with a story
2 LO: To sing and map a story
3 LO: To develop character
4 LO: To reenact a story, focusing on character
5 LO: To tell a story independently, focusing on character
6 LO: To recycle the story and change the ending
7 LO: To join in with a retelling of the new story
8 LO: To step a recycled story and develop character
9 LO: To reenact a recycled story, focusing on character
10 LO: To independently tell a recycled story and compare characters
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TERM 1B
Early Years Development Goals Autumn 2
Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.
Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why, to understand the meaning of new vocabulary
Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences
Reading: To read and understand simple sentences, to read high frequency words in context
Writing: To compose a simple sentence orally and hold it to help me write. To write words, phrases and simple sentences. To write lowercase and capitals correctly. To use finger spaces in between words. To begin to punctuate sentences using capital letters and full stops. To use my sounds to help me spell words correctly.
To change known rhymes and stories to include my own imaginative ideas
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Term 1B: The Three Billy Goats Gruff: problem
Lesson number
Core content
1 LO: To know that stories have problems in them
2 LO: To sing and map a story
3 LO: To step the story
4 LO: To mime the story
5 LO: To tell the story independently
6 LO: To recycle the story of The Three Billy Goats Gruff
7 LO: To join in with a retelling of the recycled story
8 LO: To step the recycled story, focusing on the problem
9 LO: To reenact a recycled story, focusing on problem
10 LO: To independently tell a recycled story and compare problems
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Term 1B: Mouse Deer and Tiger: setting
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To sing and map a story
3 LO: To step the story
4 LO: To mime the story
5 LO: To tell the story independently
6 LO: To recycle the story
7 LO: To join in with a telling of the recycled story, focusing on setting
8 LO: To step the recycled story, focusing on setting
9 LO: To reenact a recycled story, focusing on setting
10 LO: To independently tell a recycled story and compare settings
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Term 1B: Fiction: The King and the Moon: action
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To sing and map a story
3 LO: To step a story
4 LO: To mime a story
5 LO: To independently tell a story
6 LO: To recycle a story
7 LO: To join in with a telling of the recycled story, focusing on action
8 LO: To step the recycled story, focusing on action.
9 LO: To reenact a recycled story, focusing on action
10 LO: To independently tell a recycled story with clear action
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TERM 2A
Early Years Development Goals Spring term 1
Communication and Language
Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.
Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.
Speaking: To tell rhymes and stories orally, to talk about what I like, to discuss stories, to link rhymes and stories to my own experiences
Literacy Reading: To read words of more than one syllable, to read high frequency words in context, to read a more complex sentence with a conjunction and adjective, to recognise speech bubbles and use expression when reading speech, to make predictions and answer questions about a story
Writing: To write lower case and capital letters correctly, to spell words that are phonetically plausible, to write some HFWs correctly, to use capital letters and full stops, to leave finger spaces between words, to write simple lists, captions and labels, to write sentences in a meaningful context.
Expressive arts and design
To change known rhymes and stories to include my own imaginative ideas
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Term 2A: Fiction: The Gingerbread Man: description
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To map and speak the story
3 LO: To step and speak the story
4 LO: To explore description through song
5 LO: To explore description through role play
6 LO: To draw and label characters
7 LO: To write simple sentences with an adjective
8 LO: To recycle a story by changing characters
9 LO: To deepen character choice through description
10 LO: To create a story
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Term 2A: Non-fiction: Persuasion
Lesson number
Core content
1 LO: To listen and join in with a persuasive piece
2 LO: To map and speak a persuasive piece
3 LO: To step and speak a persuasive piece
4 LO: To explore persuasion through song
5 LO: To use role play to explore persuasion
6 LO: To use the boxing method to organise a persuasive piece
7 LO: To write persuasively
8 LO: To recycle a persuasive piece
9 LO: To recycle a persuasive piece and add actions to commit it to memory
10 LO: To create a persuasive piece
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Term 2A: Fiction: The Three Little Pigs: mood
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To map and speak a story
3 LO: To step and speak a story
4 LO: To mime the moods in the story
5 LO: To dance the moods in the story
6 LO: To role play feelings with speech
7 LO: To role play feelings with speech
8 LO: To write simple sentences with an adjective
9 LO: To recycle a story by changing characters and materials
10 LO: To create a story with a familiar lesson learnt
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TERM 2B
Spring term 2
Communication and Language
Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.
Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.
Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences
Literacy Reading: To read words of more than one syllable, to read high frequency words in context, to read a more complex sentence with a conjunction and adjective, to recognise speech bubbles and use expression when reading speech, to make predictions and answer questions about a story
Writing: To write lower case and capital letters correctly, to spell words that are phonetically plausible, to write some HFWs correctly, to use capital letters and full stops, to leave finger spaces between words, to write simple lists, captions and labels, to write sentences in a meaningful context, to use question marks, to use exclamation marks, to use an adjective to describe, to use ‘and’ to link ideas in a sentence
Expressive arts and design
To change known rhymes and stories to include my own imaginative ideas
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Term 2B: Fiction: Goldilocks and the Three Bears: setting
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To map and speak the story
3 LO: To step and speak the story
4 LO: To sing the story with a focus on setting
5 LO: To draw and label settings
6 LO: To write sentences describing settings in the story
7 LO: To box up a recycled story
8 LO: To write the opening of a recycled story
9 LO: To write the middle of a recycled story
10 LO: To write the ending of a recycled story
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Term 2B: Non-fiction: Recount
Lesson number
Core content
1 LO: To listen and join in with a recount
2 LO: To map and speak a recount
3 LO: To step and speak a recount
4 LO: To explore a recounted piece through song
5 LO: To use role play to deepen understanding
6 LO: To role play a recycled recount
7 LO: To sing a recycled recount
8 LO: To write a recycled recount
9 LO: To write a recycled recount
10 LO: To write a recycled recount
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Term 2B: Fiction: The Giant Turnip: action
Lesson number
Core content
1 LO: To listen to and respond to a story
2 LO: To map and speak a story
3 LO: To step and speak a story
4 LO: To dance the story
5 LO: To role play action in a story
6 LO: To write captions to show action
7 LO: To box up a story to show what happens
8 LO: To write a story to show action
9 LO: To write a story to show action
10 LO: To write a story to show action
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TERM 3A
Summer Term 1
Communication and Language
Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.
Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.
Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences
Literacy Reading: To recognise first 100 HFWs, to read and understand a sentence I have written, to ask questions about what I have read, to make predictions, to recognise speech bubbles and use expression when reading speech, to retell stories in own words, to begin to recognise features of non-fiction texts
Writing: To form lower case and capital letters correctly and sitting on the line, to write an increasing range of HFWs accurately, to punctuate sentences using a capital letter and full stop, to write sentences that can be read by myself and others, to use conjunctions such as and, or because, to be able to write with greater stamina- 2 or more sentences, beginning to compose own stories.
Expressive arts and design
To change known rhymes and stories to include my own imaginative ideas
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Term 3A: Fiction: The Sweet-Talking Potato: action
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To map and speak a story
3 LO: To step and speak a story
4 LO: To map and mime moods
5 LO: To draw and describe characters
6 LO: To role play a story
7 LO: To box up a story to show what happens
8 LO: To write a story
9 LO: To write a story
10 LO: To write a story
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Term 3A: Non-fiction: Explanation
Lesson number
Core content
1 LO: To listen to and join in with an explanation
2 LO: To map and speak an explanation
3 LO: To step and speak an explanation
4 LO: To explain through role play
5 LO: To box up an explanation piece
6 LO: To write an explanation
7 LO: To write an explanation
8 LO: To write an explanation
9 LO: To practise using our explanation skills
10 LO: To practise using our explanation skills
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Term 3A: Fiction: Fox’s Sack: action
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To map and speak a story
3 LO: To step and speak a story
4 LO: To deepen a story through role play
5 LO: To deepen a story through art
6 LO: To deepen a story through hot seating
7 LO: To draw, describe and label characters from the story
8 LO: To write a story
9 LO: To write a story
10 LO: To recycle a story
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TERM 3B
Summer term 2
Communication and Language
Listening: To listen to, concentrate on and enjoy a rhyme/story. To listen to and copy sounds/letters, words and phrases.
Understanding: To follow instructions, to sequence the main events in a rhyme/story, to understand how a character feels and why.
Speaking: To tell rhymes and orally, to talk about what I like, to link rhymes and stories to my own experiences
Literacy Reading: To read words of more than one syllable, to read high frequency words in context, to read a more complex sentence with a conjunction and adjective, to recognise speech bubbles and use expression when reading speech, to make predictions and answer questions about a story, to read and understand a sentence I have written, describe main events in stories,
Writing: All of the above for the previous term + I can use key features of narrative in my own writing e.g. ‘one morning, ‘once upon a time’, beginning to use characterisation e.g. ‘The wolf was scary and mean because…’, beginning to introduce setting e.g. ‘Terry the T-Rex lived in a big cave in the forest’, to punctuate sentences accurately with full stops, capital letters, question marks and exclamation marks, to write with greater stamina – stories.
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Expressive arts and design
To change known rhymes and stories to include my own imaginative ideas
Term 3B: Fiction: The Little DuckFocus: middles
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To map and speak a story
3 LO: To step and speak a story
4 LO: To draw and describe characters
5 LO: To write speech and thought bubbles
6 LO: To box up a recycled story
7 LO: To write a recycled story
8 LO: To write a recycled story
9 LO: To write a recycled story
10 LO: To create a story focusing on problems
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Term 3B: Fiction: Little Red Riding HoodFocus: middles
Lesson number
Core content
1 LO: To listen and join in with a story
2 LO: To map and speak a story
3 LO: To step and speak a story
4 LO: To sing a story to show wonder and excitement
5 LO: To write speech and thought bubbles to show how a character is feeling
6 LO: To recycle a story with new ideas
7 LO: To write a recycled story focusing on middles that build drama
8 LO: To write a recycled story focusing on middles that build drama
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9 LO: To write a recycled story focusing on middles that build drama
10 LO: To create a story focusing on middles that build drama
Term 3B: Non-fiction: Discussion
Lesson number
Core content
1 LO: To listen and join in with a discussion
2 LO: To map and speak a discussion
3 LO: To step and speak a discussion
4 LO: To sing a discussion
5 LO: To role play a discussion
6 LO: To box up a discussion
7 LO: To write a discussion
8 LO: To write a discussion
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9 LO: To write a discussion
10 LO: To write a discussion
Term 3B: Fiction: The Emperor’s New Clothes: character
Lesson number
Core content
1 LO: To listen to and join in with a story
2 LO: To retell the story using a story map
3 LO: To use our story map to ‘step out’ the story
4 LO: To tell the story independently
5 LO: To explore the character of the Emperor through role play
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Year 1 Specific Unit BreakdownThe following provides a simple lesson by lesson breakdown for each unit:
Term 1A: Fiction: Monkeys and Hats Focus: Problems
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
3 LO: To retell the main events in the story
4 LO: To use capital letters and full stops
5 LO: To retrieve information
6 LO: To explore a character’s thoughts and feelings
7 LO: To write the first problem in the story
8 LO: To explore a character’s thoughts and feelings
9 LO: To explore a character’s thoughts and feelings
10 LO: To write the second problem in the story
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Term 1A: Fiction: Monkeys and Hats Focus: Problems
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To explore a recycled character’s thoughts and feelings
4 LO: To use adjectives
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To write the opening of a recycled story
8 LO: To write the middle of a recycled story
9 LO: To write the ending of a recycled story
10 LO: To edit and perform a recycled story
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Term 1A: Non-fiction Instructions: How to make a magic hat
Lesson number
Core content
1 LO: To listen to a set of instructions and answer questions
2 LO: To tell a set of instructions from memory
3 LO: To role play a set of instructions
4 LO: To use imperative verbs
5 LO: To summarise main points
6 LO: To box up for purpose
7 LO: To identify key features of instructions: read as a writer
8 LO: To write a clear set of instructions
9 LO: To write a clear set of instructions
10 LO: To write a clear set of instructions
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Term 1B: Fiction: Anansi and Tiger Focus: Action
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
3 LO: To role play action clearly in a story
4 LO: To use the conjunction ‘and’ to join clauses
5 LO: To summarise what we have read
6 LO: To box up for purpose
7 LO: To explore how writers create clear action
8 LO: To write clear action
9 LO: To write clear action
10 LO: To write clear action
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Term 1B: Fiction: Anansi and TigerFocus: Action
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To make the action clear in a recycled story
4 LO: To add the suffixes -er and -ier to make comparisons
5 LO: To make inferences based on what is said and done
6 LO: To box up for purpose
7 LO: To write a recycled story with clear action
8 LO: To write a recycled story with clear action
9 LO: To write a recycled story with clear action
10 LO: To write a recycled story with clear action
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Term 1B: Non-fiction Information: All About Tigers
Lesson number
Core content
1 LO: To listen and respond to an information piece
2 LO: To tell an information piece from memory
3 LO: To deepen an information piece through role play
4 LO: To add ‘s’ to make nouns plural
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To identify key features of an information text: read as a writer
8 LO: To write an information piece
9 LO: To write an information piece
10 LO: To write an information piece
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Term 2A: Fiction: Honey and Trouble Focus: Character
Lesson number
Core content
1 LO: To listen to a story
2 LO: To tell a story from memory
3 LO: To explore character through what they say, do, think and feel
4 LO: To use adjectives to describe (draw and describe the characters)
5 LO: To make inferences about what is said and done
6 LO: To box up for purpose
7 LO: To explore how writers create interesting characters: read as a writer
8 LO: To develop character in a story
9 LO: To develop character in a story
10 LO: To develop character in a story
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Term 2A: Fiction: Honey and Trouble Focus: Character
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To explore character through what they say, do, think and feel (with new characters)
4 LO: To use exclamations
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To explore how writers create interesting characters: read as a writer
8 LO: To show character clearly in a recycled story
9 LO: To show character clearly in a recycled story
10 LO: To show character clearly in a recycled story
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Term 2A: Non-fiction Persuasion: Buy my honey (advert)
Lesson number
Core content
1 LO: To listen and join in with a persuasive advert
2 LO: To map and speak a persuasive piece
3 LO: To use the power of three for description
4 LO: To write questions to hook the reader
5 LO: To summarise the key points in an advert.
6 LO: To box up a persuasive piece
7 LO: To identify features of a persuasive advert: read as a writer
8 LO: To write a persuasive advert
9 LO: To write a persuasive advert
10 LO: To write a persuasive advert
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Term 2B: Fiction: The Magic Paintbrush Focus: Mood
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
3 LO: To explore the main moods in a story
4 LO: To use the past tense -ed
5 LO: To make inferences based on what is said and done.
6 LO: To box up for purpose
7 LO: To explore how writers create mood: read as a writer
8 LO: To write a story with clear moods
9 LO: To write a story with clear moods
10 LO: To write a story with clear moods
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Term 2B: Fiction: The Magic Paintbrush Focus: Mood
Lesson number
Core content
1 LO: To generate ideas for a created story
2 LO: To tell a created story from memory
3 LO: To explore the moods in a created story
4 LO: To use the coordinating conjunction ‘but’
5 LO: To give personal opinions about what is read
6 LO: To box up for purpose
7 LO: To explore how writers create mood: read as a writer
8 LO: To write a created story showing mood
9 LO: To write a created story showing mood
10 LO: To write a created story showing mood
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Term 2B: Non-fiction Recount: diary entry
Lesson number
Core content
1 LO: To listen and respond to a recount
2 LO: To tell a recount from memory
3 LO: To deepen a recount through role play
4 LO: To use the past tense -ed
5 LO: To find key information in the text
6 LO: To box up for purpose
7 LO: To identify key features of a recount: read as a writer
8 LO: To write a recount
9 LO: To write a recount
10 LO: To write a recount
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Term 3A: Fiction: AwongalemaFocus: Multisensory description
Lesson number
Core content
1 LO: To listen to a story
2 LO: To tell a story from memory
3 LO: To use the senses to describe
4 LO: To add -es for plural nouns
5 LO: To make inferences based on what is said and done.
6 LO: To box up for purpose
7 LO: To explore how writers create vivid description (read as a writer)
8 LO: To write a story vivid multisensory description
9 LO: To write a story with vivid multisensory description
10 LO: To write a story with vivid multisensory description
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Term 3A: Fiction: AwongalemaFocus: Multisensory description
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To use the senses to describe
4 LO: To use repetition for description
5 LO: To make informed predictions
6 LO: To box up for purpose
7 LO: To explore how writers create vivid description (read as a writer)
8 LO: To write a recycled story with vivid multisensory description
9 LO: To write a recycled story with vivid multisensory description
10 LO: To write a recycled story with vivid multisensory description
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Term 3A: Non-fiction Discussion: Should animals be kept in zoos?
Lesson number
Core content
1 LO: To listen to a discussion
2 LO: To tell a discussion text from memory
3 LO: To give reasons for and against
4 LO: To use coordinating conjunctions
5 LO: To give personal opinions about what is read
6 LO: To box up for purpose
7 LO: To identify features of a discussion text (read as a writer)
8 LO: To write a discussion
9 LO: To write a discussion
10 LO: To write a discussion
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Term 3B: Fiction: Jack and the BeanstalkFocus: problems
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
3 LO: To describe character
4 LO: To use coordinating conjunctions
5 LO: To make inferences based on what is said and done.
6 LO: To box up for purpose, detailing the main problem
7 LO: To explore how writers make problems that matter clear (read as a writer)
8 LO: To make the problem matter in a story
9 LO: To make the problem matter in a story
10 LO: To make the problem matter in a story
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Term 3B: Fiction: Jack and the BeanstalkFocus: problems
Lesson number
Core content
1 LO: To generate ideas for a created story about justice
2 LO: To tell a created story from memory
3 LO: To explore problems that matter
4 LO: To add suffixes to verbs
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To explore how writers make problems matter: read as a writer
8 LO: To write a created story about justice
9 LO: To write a created story about justice
10 LO: To write a created story about justice
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Term 3B: Non-fiction Explanation: How beans grow
Lesson number
Core content
1 LO: To listen and respond to an explanation
2 LO: To tell an explanation text from memory
3 LO: To explain the steps in a process
4 LO: To use full stops
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To identify features of an explanation piece: read as a writer
8 LO: To write an explanation piece
9 LO: To write an explanation piece
10 LO: To perform an explanation in role
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Term 3B: FictionHow Butterflies Came to Be
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
3 LO: To describe using the senses
4 LO: To use capital letters for pronouns
5 LO: To link our reading to our own experiences
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Year 2 Specific Unit BreakdownA simple lesson by lesson breakdown for some sample units is provided here:
Term 1A: Fiction: How Coyote Brought Fire to Earth Focus: description
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
3 LO: To describe using the senses
4 LO: To use expanded noun phrases for description
5 LO: To retrieve information
6 LO: To explore how writers create vivid description: read as a writer
7 LO: To write vivid description
8 LO: To write vivid description
9 LO: To write vivid description
10 LO: To write vivid description
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Term 1A: Fiction: How Coyote Brought Fire to EarthFocus: description
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To describe using the senses
4 LO: To use the 4 types of sentences
5 LO: To make informed predictions
6 LO: To box up for purpose
7 LO: To explore how writers create vivid description: read as a writer
8 LO: To write a recycled story with vivid description
9 LO: To write a recycled story with vivid description
10 LO: To write a recycled story with vivid description
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Term 1A: Non-fiction Instructions: How to defeat the fire giants
Lesson number
Core content
1 LO: To listen to a set of instructions and answer questions
2 LO: To tell a set of instructions from memory
3 LO: To use imperative verbs
4 LO: To use the subordinating conjunction ‘when and if’
5 LO: To summarise key points
6 LO: To box up for purpose
7 LO: To identify key features of instructions: read as a writer
8 LO: To write a clear set of instructions
9 LO: To write a clear set of instructions
10 LO: To write a cleat set of instructions
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Term 1B: Baba Yaga Focus: Openings that hook
Lesson number
Core content
1 LO: To listen to a story and answer questions
2 LO: To tell a story from memory
3 LO: To develop detail in the opening scene
4 LO: To use prepositional phrases of place
5 LO: To make inferences based on what is said and done
6 LO: To box up for purpose
7 LO: To explore how writers create openings that hook: read as a writer
8 LO: To write an opening that hooks (setting focus)
9 LO: To write an opening that hooks (action focus)
10 LO: To write an opening that hooks (character focus)
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Term 1B: Baba Yaga Focus: Openings
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To deepen the opening
4 LO: To use similes for description
5 LO: To give personal opinions about what is read
6 LO: To box up for purpose
7 LO: To explore how writers create openings that hook (read as a writer)
8 LO: To write an opening that hooks (setting focus)
9 LO: To write an opening that hooks (action focus)
10 LO: To write an opening that hooks (character focus)
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Term 1B: Non-fictionInformation: All About the Ice Witch
Lesson number
Core content
1 LO: To listen to an information text and answer questions
2 LO: To tell an information text from memory
3 LO: To use descriptive phrases
4 LO: To use the present tense (third person for report)
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To identify features of information texts: read as a writer
8 LO: To write an information text
9 LO: To write an information text
10 LO: To write an information text
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Term 2A: The Eagle Who Thought He Was A ChickenFocus: Problems
Lesson number
Core content
1 LO: To listen to a story and answer questions
2 LO: To tell a story from memory
3 LO: To explore the problem from different characters’ perspectives
4 LO: To use the progressive form of verbs
5 LO: To make predictions
6 LO: To explore a character’s thoughts and feelings
7 LO: To explore how writers make problems matter: read as a writer
8 LO: To write the problem in a story
9 LO: To write the problem in a story
10 LO: To write the problem in a story
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Term 2A: The Eagle Who Thought He Was A ChickenFocus: Problems
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To show how a character is feeling
4 LO: To use irregular past tense verbs
5 LO: To make inferences based on what is said and done.
6 LO: To box up for purpose
7 LO: To write a recycled story with a problem that matters
8 LO: To write a recycled story with a problem that matters
9 LO: To write a recycled story with a problem that matters
10 LO: To write a recycled story with a problem that matters
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Term 2A: Non-fictionExplanation: How birds fly
Lesson number
Core content
1 LO: To listen to an explanation and answer questions
2 LO: To tell an explanation piece from memory
3 LO: To explore cause and effect
4 LO: To use subordinating conjunctions: when, if, that, because
5 LO: To summarise main points
6 LO: To box up for purpose
7 LO: To identify features of explanations: read as a writer
8 LO: To write an explanation text
9 LO: To write an explanation text
10 LO: To write an explanation text
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Term 2B: Ganesh Gets MarriedFocus: Mood
Lesson number
Core content
1 LO: To listen to a story
2 LO: To tell a story from memory
3 LO: To explore the main moods in the story
4 LO: To use the 4 sentence types
5 LO: To make inferences based on what is said and done.
6 LO: To box up for purpose
7 LO: To explore how writers create mood
8 LO: To make our reader feel a certain mood
9 LO: To make our reader feel a certain mood
10 LO: To make our reader feel a certain mood
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Term 2B: Ganesh Gets MarriedFocus: Mood
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To evoke a character’s mood through their actions
4 LO: To vary sentences for effect
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To explore how writers create mood: read as a writer
8 LO: To write a recycled story with a mood that moves
9 LO: To write a recycled story with a mood that moves
10 LO: To write a recycled story with a mood that moves
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Term 2B: Non-fictionDiscussion: Who was right: Ganesh or Kartikeya?
Lesson number
Core content
1 LO: To listen to a discussion and answer questions
2 LO: To tell a discussion from memory
3 LO: To explore arguments for and against
4 LO: To use subordinating conjunctions e.g. whereas, while, because, although to present a balanced argument
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To explore how a writer creates a balanced argument: read as a writer
8 LO: To write a balanced discussion
9 LO: To write a balanced discussion
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10 LO: To write a balanced discussion
Term 3A: PersephoneFocus: Endings
Lesson number
Core content
1 LO: To listen to a story
2 LO: To tell a story from memory
3 LO: To deepen the ending of a story
4 LO: To use singular possessive apostrophes
5 LO: To make inferences based on what is said and done
6 LO: To box up for purpose
7 LO: To explore how writers creates satisfying endings
8 LO: To write an ending showing consequences
9 LO: To generate ideas for an alternative ending
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10 LO: To write an alternative ending
Term 3A: PersephoneFocus: Endings
Lesson number
Core content
1 LO: To generate ideas for a created story
2 LO: To tell a new creation story from memory
3 LO: To explore the consequences of a character’s actions
4 LO: To use apostrophes for contraction
5 LO: To summarise main points
6 LO: To box up for purpose
7 LO: To explore how writers create satisfying endings: read as a writer
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8 LO: To write an opening that hooks
9 LO: To write the middle of a created story
10 LO: To write an ending that satisfies
Term 3A: Non-fictionRecount: News report
Lesson number
Core content
1 LO: To listen and respond to a news report
2 LO: To tell a news report from memory
3 LO: To deepen a news report through role play
4 LO: To use past tense verbs
5 LO: To retrieve information
6 LO: To box up for purpose
7 LO: To identify the features of a news report: read as a
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writer
8 LO: To write a news report
9 LO: To write a news report
10 LO: To write a news report
Term 3B: The Bird and the Forest FireFocus: Middles
Lesson number
Core content
1 LO: To listen to a story
2 LO: To tell a story from memory
3 LO: To explore tension in the middle of a story
4 LO: vary sentence length for effect
5 LO: To make informed predictions
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6 LO: To box up for purpose
7 LO: To explore how writers build drama: read as a writer
8 LO: To write a story with a dramatic middle
9 LO: To write a story with a dramatic middle
10 LO: To write a story with a dramatic middle
Term 3B: The Bird and the Forest FireFocus: Middles
Lesson number
Core content
1 LO: To generate ideas for a recycled story
2 LO: To tell a recycled story from memory
3 LO: To deepen the tension in the middle of the story
4 LO: To vary sentence openers
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5 LO: To make inferences based on what is said and done
6 LO: To box up for purpose
7 LO: To explore how writers build drama: read as a writer
8 LO: To write a recycled story with a dramatic middle
9 LO: To write a recycled story with a dramatic middle
10 LO: To write a recycled story with a dramatic middle
Term 3B: Non-fictionPersuasion: Why you should never light fires in a dry forest
Lesson number
Core content
1 LO: To listen to a persuasive speech and answer questions
2 LO: To tell a persuasive speech from memory
3 LO: To use persuasive language techniques
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4 LO: To use commas in a list
5 LO: To give personal opinions about what is read (persuasion texts)
6 LO: To box up for purpose
7 LO: To identify persuasive techniques: read as a writer
8 LO: To write a persuasive speech
9 LO: To write a persuasive speech
10 LO: To write and perform a persuasive speech
Term 3B: FictionThe Unlucky Man: character
Lesson number
Core content
1 LO: To listen and respond to a story
2 LO: To tell a story from memory
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3 LO: To explore a character from different perspectives
4 LO: To use the 4 sentence types
5 LO: To make inferences based on what is said and done
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English KS2 Specific Unit BreakdownsBelow are sample units to show the breakdown of each English unit. The full scope of unit breakdowns will be
added shortly as soon as copyright permissions are confirmed.
Writing: The BFG, Narrative Writing, Year 3
The BFG Narrative outcome 1: The opening
Lesson Number Core Content
1 LO: To identify the main characters and the setting in a visual narrative.
2 LO: To investigate suffixes past and present tense
3 LO: To explore simple sentences
4 LO: To sequence and retell the opening.
5LO: To develop a rich understanding of words associated
with night
6 LO: To generate vocabulary for character description.
7LO: To practise and apply knowledge of suffixes past and
present tense, including test
8 LO: To analyse an opening scene.
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9 LO: To plan the first part of the opening.
10 LO: To write the first part of the opening.
The BFG Narrative outcome 2: The Build up
11 LO: To plan the second part of the opening.
12 LO: To investigate suffixes more past and present tense
13 LO: To explore compound sentences
14 LO: To write the second part of the opening.
15LO: To develop a rich understanding of words associated
with night
16 LO: To sequence and retell the build-up.
17LO: To practise and apply knowledge of suffixes more past
and present tense, including test
18 LO: To generate vocabulary for the build-up.
19 LO: To write the build-up.
20 LO: To write the build-up.
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Writing: Portia Spiders, Non Chronological Report writing, Year 3
Portia Spiders: Non chronological report
Lesson Number Core Content
1.LO: To identify features of a non-chronological
report
2. LO: To investigate suffixes - plural
3. LO: To revise compound sentences
4. LO:To learn about the portia spider
5.LO: To develop a rich understanding of words
associated with the jungle
6.LO: To develop vocabulary to describe the portia
spider
7.LO: To practise and apply knowledge of suffixes –
plural including test
8. LO:. To plan a report (first section)
9. LO:To write the opening of a report
10.LO: To write compound sentences for a non-
chronological report
11. LO: To explore complex sentences
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12. LO: To investigate suffixes – more plurals
13. LO: To write complex sentences for a report
14. LO: To write the first section
15.LO: To develop a rich understanding of words
associated with the jungle
16. LO: To edit the first section
17.LO: To practise and apply knowledge of suffixes –
more plurals, including test
18. LO: To plan the second section of a report
19. LO: To write the second section of a report
20. LO: To write the closing of a report
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Writing: Man on the Moon, Narrative writing, Year 3
Man on the moon: Narrative writing
Lesson number Core Content
1. LO: To develop initial responses
2. LO: To investigate – y suffix
3. LO: To explore complex sentences
4.LO: To describe two contrasting settings and
characters
5.LO:. To develop a rich understanding of words
associated with sadness
6. LO: To write the opening of a narrative
7.LO: To practise and apply knowledge of suffixes – y
suffix including test
8. LO: To plan the build up of a narrative
9.LO: To write a range of sentences for the build-up of a
narrative
10. LO: To write the first part of a build up of a narrative
11. LO: To write the second part of a build up of a
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narrative
12. LO:. To plan the climax of a narrative
13. LO: To write the climax of a narrative
14. LO: To edit the climax of a narrative
15. LO: To develop reading for pleasure
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Writing: The Fate of Fausto, Narrative Writing, Year 3
The Faste of Fausto: Narrative writing - coming soon
Lesson number Core Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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16.
17.
18.
19.
20.
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Writing: Monster Pizza, Instruction writing, Year 3Monster Pizza: Instructional writing
Lesson number
Core content
1. LO: To identify the features of instructions
2. LO: To investigate suffixes: -er and -est suffixes
3. LO: To explore 'being' verbs
4. LO: To devise ingredients for our monster pizza
5. LO: To develop a rich understanding of words associated
with disgusting food
6. LO: To generate vocabulary for our monster pizza
7. LO: To practise and apply knowledge of suffixes: - er and -
est suffixes, including test
8. LO: To orally rehearse our instructions
9. L O: To write the instructions for our monster pizza
10 LO: To write an invitation asking our monster friends to a
pizza party
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Writing: Healthy Eating, Persuasive leaflet, Year 3
Healthy Eating: Persuasive leafletLesson number
Core content
1. LO: To identify the features of advertisements
2. LO: To investigate suffixes - more -er and -est suffixes
3. LO: To explore prepositions
4. LO: To build scientific vocabulary to describe healthy
snacks
5. LO: To develop a rich understanding of words associated
with meals
6. LO: To design a healthy snack
7. LO: To practise and apply knowledge of suffixes - more - er
and -est suffixes, including test
8. LO: To build persuasive vocabulary to use in our
advertisement
9. LO: To write complex sentences about our healthy snack
10 LO: To design and write an advertisement for a healthy
snack
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Writing: The Day the Crayons Quit, Persuasive writing, Year 3
The Day the Crayons QuitLesson Number
Core content
1. LO: To share and discuss a story
2. LO: To investigate silent letters
3. LO: To explore conjunctions
4. LO: To explore the features of a persuasive letter
5. LO: To develop a rich understanding of words associated
with negative emotions
6. LO: To devise a character and describe how they are
feeling
7. LO: To practise and apply knowledge of silent letters,
including test
8. LO: To express opinions and give reasons for them
9. LO: To use commands and rhetorical questions to
persuade
10. LO: To orally rehearse paragraph one of a persuasive letter
11. LO: To write the first paragraph of a persuasive letter
12. LO: To orally rehearse paragraph two of a persuasive letter
13. LO: To write the second paragraph of a persuasive letter
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14. LO: To write a persuasive letter (Free Write)
15. LO: to develop reading for pleasure
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Writing: Aladdin, Narrative writing, Year 3
AladdinLesson number
Core content
1. LO: To orally rehearse a section of narrative.
2. LO: To investigate prefixes.
3. LO: To revise our understanding of simple, compound and
complex sentences.
4. LO: To generate ideas for writing.
5. LO: To develop a rich understanding of words associated
with clever or sly traits.
6. LO: To plan a setting description.
7. LO: To practise and apply prefixes, including test.
8. LO: To write the opening setting description.
9. LO: To practise writing speech.
10. LO: To write a scene with speech.
11. LO: To plan a build-up.
12. LO: To investigate more prefixes.
13. LO: To understand the two functions of apostrophes.
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14. LO: To write the build-up.
15. LO: To develop a rich understanding of words associated
with clever or sly traits.
16. LO: To plan the climax.
17. LO: To practise and apply knowledge of more prefixes,
including test.
18. LO: To write the climax.
19. LO: To edit our work.
20. LO: To write the end of the narrative.
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Writing: Journey, Narrative writing, Year 3
Journey - coming soonLesson number
Core content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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17.
18.
19.
20.
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Writing: How Bees Make Honey, Explanation writing, Year 3
How Bees Make HoneyLesson number
Core content
1. LO: To identify the features of an explanation text
2. LO: To investigate compound words
3. LO: To explore using apostrophes for plural possession
4. LO: To understand and sequence how bees make honey.
5. LO: To develop a rich understanding of words associated
with trying hard
6. LO: To link ideas with causal conjunctions/LO: To generate
vocabulary.
7. LO: To practise and apply knowledge of compound words,
including test
8. LO: To orally explain how bees make honey
9. LO: To plan an explanation text
10. LO: To orally practice and write complex and compound
sentences.
11. LO: To write the introduction to an explanation text.
12. L.O. To write the first section of an explanation text
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13. LO: To edit an explanation text
14. LO: To write the second section of an explanation text
15. LO: To develop reading for pleasure
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Writing: The Anglerfish, Non Chronological Report Year 4
The Anglerfish 1 - Non Chronological Report
Lesson number Core content
1L.O: To identify feature of a non-chronological
report
2 L.O: To investigate suffixes - past and present tense
3 L.O: To explore simple and compound sentences
4L.O: To learn about the anglerfish and generate
subject-specific vocabulary
5L.O: To develop a rich understanding of words
associated with water
6L.O: To learn about the anglerfish and their
appearance
7L.O: To practise and apply knowledge of suffixes -
past and present tense, including test
9 L.O: To practise using formal conjunctions
8L.O: To write the opening paragraph of a non-
chronological report
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10L.O: To write the appearance paragraph of a non-
chronological report
The Anglerfish 1 - Non Chronological Report 2
11 L.O: To edit a non-chronological report
12L.O: To investigate suffixes - more past and present
tense
13L.O: To revise our understanding of simple and
compound sentences
14 L.O: To learn about the anglerfish’s diet
15L.O: To develop a rich understanding of words
associated with being wet
16L.O: To write the diet paragraph of a non-
chronological report
17L.O: to practise and apply knowledge of suffixes -
more past and present tense, including test
18 L.O: To learn about the anglerfish’s habitat
19L.O: To write habitat paragraph of a non-
chronological report
20 L.O: To write the closing of a non-chronological report
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Writing: The Robin, Narrative writing, Year 4
The Robin: Outcome 1 (The opening and build Up)
Lesson number Core Content
1. LO: To analyse a film clip and order the story
2. LO: To investigate suffixes (-ate, -en)
3. LO: To explore complex sentences.
4. LO: To generate vocabulary
5.LO: To develop a rich understanding of words
associated with the countryside
6. LO: To plan the opening of the story
7.LO: To practise and apply knowledge of suffixes (-ate, -
en)
8. LO: To write the opening of the story
9. LO: To plan the build-up of the story
10. LO: To write the build-up of the story
The Robin: Outcome 2 (The climax and ending)
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11. LO: To generate vocabulary for the climax
12. LO: To investigate suffixes (-tion, -ity, -ness)
13. LO: To develop understanding of complex sentences
14. LO: To plan the climax
15.LO: To develop a rich understanding of words
associated with the countryside
16. LO: To write the climax
17.LO: To practise and apply knowledge of suffixes (-tion, -
ity, -ness)
18. LO: To practise editing skills
19. LO: To plan the ending
20. LO: To write the ending
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Writing: A Christmas Carol, Narrative, Year 4
A Christmas Carol: NarrativeLesson Number
Core Content
1. LO: To analyse a visual clip
2. LO: To investigate suffixes: -tion, -cian, -sion, ssion
3. LO: To develop our understanding of simple, compound and
complex sentences
4. LO: To generate vocabulary to describe the setting
5. LO: To develop a rich understanding of words associated
with anger
6. LO: To generate vocabulary to describe a character
7. LO: To practise and apply knowledge of suffixes: tion, -cian, -
sion, -ssion
8. LO: To write the opening
9. LO To generate vocabulary to write the build up
10. LO: To develop our understanding of how to ue verbs and
adverbs
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11. LO: To learn how to use fronted adverbials
12. LO: To practise writing speech
13. LO: To plan the build up
14. LO: To write the build up
15. LO: To develop reading for pleasure
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Writing: John Lyons, Poetry, Year 4
John Lyons: Poetry
Lesson number Core Content
Outcome one: free verse poem1. LO: To learn about John Lyons
2. LO: To investigate suffixes -ous
3. LO: To explore word classes
4. LO: To explore and respond to John Lyons’ poetry
5.LO: To develop a rich understanding of words
associated with happiness
6. LO: To explore and respond to John Lyons’ poetry
7.LO: To practise and apply knowledge of suffixes -ous,
including test
8. LO: To perform a poem
9. LO: To analyse ‘Carib Nightfall’
10. LO: To analyse ‘Dancing in the Rain’
11. LO: To generate and develop vocabulary
12. LO: To investigate suffixes -ial
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13. LO: To explore expanded noun phrases
14. LO: To write a free verse poem
15.LO: To develop a rich understanding of words
associated with happiness
Outcome 2: poem with a rhyming refrain
16. LO: To analyse ‘Carnival Jumbie’
17.LO: To practise and apply knowledge of suffixes -ial,
including test
18. LO: To analyse ‘Carnival Dance Lesson’
19. LO: To generate and develop vocabulary
20. LO: To write a poem
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Writing: Chocolate Making, Explanation writing, Year 4
Chocolate Making: Explanation writing - coming soon
Lesson number Core Content
1. LO: To identify the features of an explanation text
2. LO: To investigate the -al suffix
3. LO: To explore pronouns
4.LO: To develop an understanding of the chocolate
making process.
5.LO: To develop a rich understanding of words
associated with delicious food
6. LO: To write complex sentences
7. LO: To practise and apply knowledge of suffix: -al, including test
8. LO: To practice using formal conjunctions
9. LO: To plan the opening of an explanation text
10. LO: To write the opening of an explanation text
11. LO: To plan an explanation text
12. LO: To investigate the suffix -ic
13. LO: To explore the functions of fronted adverbials
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14. LO: To write an explanation text
15.LO: To develop a rich understanding of words
associated with delicious food
16. LO: To edit an explanation text
17. LO: To practise and apply knowledge of suffix: -ic, including test
18. LO: To plan an explanation text
19. LO: To write an explanation text
20.LO: To write the closing paragraph of an explanation
text
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Writing: The Borrowers, Narrative writing, Year 4
The Borrowers: Narrative 1: The Opening
Lesson number
Core Content
1 L.O: To develop an understanding of key characters.
2. L.O: To investigate suffixes: -ary/-ery
3. L.O: To revise our knowledge of word class
4. L.O: To generate vocabulary for a character description.
5. L.O To develop a rich understanding of words associated with large objects
6. L.O: To analyse and interpret the setting description from an extract.
7. L.O: To practise and apply knowledge of suffixes –ary/-ery
8. L.O: To plan the opening.
9. L.O: To write the opening.
10. L.O: To practise speech with punctuation.
The Borrowers: Narrative 2 The Build-Up
11. L.O: To generate vocabulary for the build-up.
12. L.O: To plan the build-up.
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13. L.O: To write the build-up.
14. L.O: To analyse the climax and resolution.
15. LO: To develop reading for pleasure
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Writing: The Jabberwocky, Narrative Year 4
The Jabberwocky: Outcome 1 (opening and build up)
Lesson number
Core content
1 LO: To engage with the poem
2 LO: To investigate French-derivated sounds: sh (ch) g (gue) k (que)
3 LO: To explore the functions of apostrophes
4 LO: To generate vocabulary to write the opening
5 LO: To develop rich understanding of words associated with being confident
6 LO: To plan the opening
7 LO: To practise and apply knowledge of French-derivated sounds: sh (ch) g (gue) k (que), including test
8 LO: To write the opening
9 LO: To plan the build up
10 LO: To write the build up
The Jabberwocky: Outcome 2 (climax and ending)
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11 LO: To generate vocabulary for the climax
12 LO: To investigate double consonants
13 LO: To explore punctuating speech first
14 LO: To plan the climax
15 LO: To develop rich understanding of words associated with fighting or being in battle
16 LO: To write the climax
17 LO: To practise and apply knowledge of double consonants, including test
18 LO: To generate vocabulary for the ending
19 LO: To plan the ending
20 LO: To write the ending
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Writing: Journalistic Writing, based on traditional tales, Year 4
Journalist Writing, based on traditional tales - coming soon
Lesson number Core Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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16.
17.
18.
19.
20.
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Writing: Whale Rider, Narrative writing, Year 4
Whale Rider: Narrative writing - coming soon
Lesson number Core Content
1. LO: To learn about Maori culture
2. LO: To investigate suffixes -ify -ise
3.LO: To revise simple, compound and complex
sentences
4.LO: To develop an understanding of the main
characters of a film
5.LO: To develop a rich understanding of words
associated with eyes
6. LO: To plan a narrative build-up
7.LO: To practise and apply knowledge of suffixes -ify -
ise
8. LO: To practise punctuating speech
9. LO: To write a narrative build-up
10. LO: To analyse a visual film clip
11. LO: To plan a narrative climax
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12. LO: To write a narrative climax
13. LO: To plan a narrative resolution
14. LO: To write a narrative resolution
15.LO: To develop reading for pleasure through book
recommendations
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Writing: How to Train Your Dragon, Narrative Year 5
How to Train Your Dragon 1: Narrative opening
Lesson Number
Core Content
1 LO: To engage with the context of the ‘How to Train Your
Dragon’ narrative
2 LO: To investigate suffixes - plurals
3 LO: To explore simple and compound sentences
4 LO: To identify the C and S features of an opening scene.
5 LO: To develop a rich understanding of words associated with
water
6 LO: To generate precise adverbs and verbs to describe the
opening scene
7 LO: To practise and apply knowledge of suffixes - plurals,
including test
8 LO: To plan and write the first part of an opening scene
9 LO: To plan and write the second part of an opening scene
10 LO: To plan and write the third part of an opening scene
How to Train Your Dragon 2: Narrative build up
11 LO: To generate vocabulary to describe the characters
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12 LO: To investigate suffixes: - ate -en -ify -ise
13 LO: To explore complex sentences
14 LO: To plan the first part of a build-up scene
15 LO: To develop a rich understanding of words associated with
clumsiness
16 LO: To write the first part of a build-up scene
17 LO: To practise and apply knowledge of suffixes - ate -en -ify -
ise suffixes, including test
18 LO: To plan the second part of a build-up scene
19 LO: To write the second part of a build-up scene
20 LO: To edit the build-up
How to Train Your Dragon 3: Instructions
21 LO: To identify the features of an instructional text
22 LO: To investigate suffixes: -al, -ic and -tion, -ity, -ness
23 LO: To revise complex sentences
24 LO: To write an introduction
25 LO: To develop a rich understanding of words associated with
trying hard
26 LO: To plan a first set of instructions
27 LO: To practise and apply knowledge of suffixes: -ic, -al and -
ity, -tion, -ness, including test
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28 LO: To write a first set of instructions
29 LO: To plan a second set of instructions
30 LO: To write a second set of instructions
How to Train Your Dragon 4: Persuasive Letter
31 LO: To identify the features of a persuasive letter
32 LO: To investigate homophones
33 LO: To explore relative clauses
34 LO: To plan a persuasive letter
35 LO: To develop a rich understanding of words associated with
trying hard
36 LO: To write the opening to a persuasive letter
37 LO: To practise and apply knowledge of homophones,
including test
38 LO: To write the first paragraph of a persuasive letter
39 LO: To write the second paragraph of a persuasive letter
40 LO: To write the closing paragraph of a persuasive letter
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Writing: Wild Cats, Non Chronological Report, Year 5
Wild Cats, Non Chronological Report
Lesson number Core Content
1.LO: To identify the features of a non-chronological
report
2. LO: To investigate the letter string -fer
3. LO: To develop knowledge or relative clauses
4.LO: To develop and generate subject-specific
vocabulary
5.LO: To develop a rich understanding of words
associated with eating
6. LO: To learn about tigers and their appearance
7.LO: To practise and apply knowledge of the letter
string -fer, including test
8. LO: To practise using formal conjunctions
9.LO: To write the opening paragraph of a non-
chronological report
10. LO: To write the appearance paragraph of a non-
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chronological report
11. LO: To edit a non-chronological report
12. LO: To learn about tigers’ diet and habitat
13.LO: To write the diet paragraph of a non-chronological
report
14.LO: To write the closing paragraph of a non-
chronological report
15.LO: To develop reading for pleasure through book
recommendations
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Writing: Oliver Twist, Narrative Writing, Year 5
Oliver Twist - Narrative Writing 1 - Opening
Lesson number Core Content
1.LO: To understand the historical context of ‘Oliver
Twist’
2. LO: To investigate suffixes: -tion, -cian, -sion, -ssion
3. LO: To explore word class
4. LO: To analyse a film clip and generate vocabulary
5.LO: To develop a rich understanding of words
associated with meals
6. LO: To plan the first part of an opening scene
7.LO: To practise and apply knowledge of suffixes: -tion,
-cian, -sion, -ssion
8. LO: To write the first part of the opening
9. LO: To plan the second part of the opening
10. LO: To write the second part of the opening
Oliver Twist - Narrative Writing 2 - Build-up 1
11. LO: To analyse a clip and generate vocabulary
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12. LO: To investigate /ee/ sound ‘ie’ or ‘ei’ spelling
13. LO: To explore expanded noun phrases
14. LO: To practise using speech in complex sentences
15.LO: To develop a rich understanding of words
associated with hunger or thirst
16. LO: To plan the first part of a narrative scene
17.LO: To practise and apply knowledge of /ee/ sound ‘ie’
or ‘ei’ spelling, including test
18. LO: To write the first part of a narrative scene
19. LO: To plan the second part of a narrative scene
20. LO: To write the second part of a narrative scene
Oliver Twist - Narrative Writing 3 - Build-up 2
21. LO: To analyse a clip and generate vocabulary
22. LO: To investigate the suffixes -ant and -ent
23. LO: To explore the functions of fronted adverbials
24.LO: To practise conveying character through verb and
adverb choices
25.LO: To develop a rich understanding of words
associated with hunger or thirst
26. LO: To plan and write the first part of a narrative scene
27. LO: To practise and apply knowledge of suffixes -ant
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and -ent, including test
28.LO: To plan and write the second part of a narrative
scene
29. LO: To edit a narrative scene
30. LO: To write the ending of the story (Free write)
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Writing: School Uniform, Persuasive writing, Year 5
School uniform: persuasive writing
Lesson number
Core Content
1. LO: To understand the features of a persuasive letter
2. LO: To investigate word endings -more, -ent and -ant
3. LO: To explore pronouns
4. LO: To generate points to use in our persuasive letter
5. LO: To develop a rich understanding of words associated with
surprised
6. LO: To plan a persuasive letter
7. LO: To practise and apply knowledge of suffixes: -ent and -ant,
including test
8. LO: To develop an understanding of how to use formal
conjunctions
9. LO: To write a persuasive letter
10.
LO: To write a persuasive letter (free write)
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Writing: The Viewer, Narrative Writing, Year 5
The Viewer, Narrative Writing - coming soon
Lesson number
Core content
1.
2. LO: To investigate suffixes: -able and -ible
3. LO: To explore relative pronouns
4.
5.
6.
7. LO: To practise and apply knowledge of suffixes: -able and -ible, including test
8.
9.
10.
11.
12.
13.
14.
15.
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Writing: Macbeth, Narrative Year 5
Macbeth: Narrative 1 - Setting Description
Lesson number Core content
1.LO: To build knowledge of the historical context of the
play
2. LO: To investigate C making soft and hard sounds
3.LO: To explore using the simple past, present and future
tense
4. LO: To analyse opening of the play
5.LO: To develop rich understanding of words associated
with dark and rainy weather
6. LO: To generate vocabulary
7.LO: To practise and apply knowledge of C making soft
and hard sounds, including test
9. LO: To practise writing complex sentences
8. LO: To plan the setting description
10. LO: To write the setting description
Macbeth, Narrative 2 - Character Description
11. LO: To analyse quotes from the script
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12.LO: To investigate etymology - words of Greek origin 'ch'
'ph' and 'sc' spellings
13.LO: To explore the past, present and future progressive
tense
14. LO: To analyse evidence from the clip
15.LO: To develop rich understanding of words associated
with intelligence and confidence
16.LO: To practise using precise verbs and adverbs for
characterisation
17.LO: To practise and apply knowledge of etymology -
words of Greek origin 'ch' 'ph' and 'sc' spellings
18. LO: To plan a character description
19. LO: To write a character description (part 2)
20. LO: To write a character description (part 2)
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Writing: Inspirational Figures, Biography, Year 5
Biography Writing: Harriet Tubman
Lesson Number
Core Content
1 LO: To identify features of a biography
2 LO: To investigate unstressed vowels in polysyllabic words
3 LO: To revise the past, present and future progressive
tense
4 LO: To retrieve information from a non-fiction text
5 LO: To develop a rich understanding of words associated
with trying hard
6 LO: To research an inspirational figure
7 LO: To practise and apply knowledge of unstressed vowels
in polysyllabic words, including test
8 LO: To plan a biography
9 LO: To write a biography
10 LO: To write a biography
Writing: The Highwayman, Narrative, Year 5
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The Highwayman: Outcome 1 (opening)
Lesson number
Core content
1. LO: To build knowledge of the historical context of the poem
2. LO: To investigate more prefixes
3. LO: To explore the function of apostrophes
4. LO: To analyse the opening
5. LO: To develop a rich understanding of words associated with night time
6. LO: To generate vocabulary for the opening
7. LO: To practise and apply knowledge of more prefixes, including test
8. LO: To practise adverbial complex sentences
9. LO: To plan the opening
10. LO: To write the opening
The Highwayman: Outcome 1 (build up)
11. LO: To analyse the build up (part 1)
12. LO: To investigate more prefixes
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13. LO: To revise using apostrophes
14. LO: To generate vocabulary for the build up (part 2)
15. LO: To develop a rich understanding of words about associated with looking or seeing
16. LO: To plan the build up (part 1)
17. LO: To practise and apply knowledge of more prefixes, including test
18. LO: To write the build up (part 1)
19. LO: To analyse the build up (part 2)
20. LO: To generate vocabulary for the build up (part 2)
21. LO: To practise writing speech
22. LO: To plan the build up (part 2)
23. LO: To write the build up (part 2)
24. LO: To write the ending (free write)
25. LO: To develop reading for pleasure
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Writing: Sherlock Holmes, Narrative, Year 6
Lesson number
Core content
Sherlock Holmes 1: Narrative (setting description)
1 LO: To build knowledge of the historical context of the narrative
2 LO: To investigate homophones
3 LO: To explore simple and compound sentences
4 LO: To analyse a visual clip
5 LO: To develop a rich understanding of words associated with cities
6 LO: To write compound and complex sentences
7 LO: To practise and apply knowledge of homophones, including test
8 LO: To write a setting description
9 LO: To plan a setting description
10 LO: To write a setting description
Sherlock Holmes 2: Narrative (introducing the characters)
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11 LO: To develop understanding of the key characters
12 LO: To investigate suffixes - past and present
13 LO: To explore complex sentences
14 LO: To generate descriptive vocabulary
15 LO: To develop a rich understanding of words associated with looking or seeing
16 LO: To practise speech punctuation
17 LO: To practise and apply knowledge of suffixes - past and present, including test
18 LO: To introduce the characters
19 LO: To edit
20 LO: To write a narrative (free write)
Sherlock Holmes 3: Persuasive Letter
21 LO: To identify the features of a persuasive letter
22 LO: To investigate suffixes: -er and -est comparative and superlative
23 LO: To explore relative clauses
24 LO: To develop a context for a persuasive letter
25 LO: To develop a rich understanding of words associated
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with sadness or anger
26 LO: To practise persuasive techniques
27 LO: To practise and apply knowledge of suffixes: - er and -est comparative and superlative, including test
28 LO: To write the opening of a persuasive letter
29 LO: To write the main body of a persuasive letter
30 LO: To write the main body of a persuasive letter
167 Version 3.0, 24 August 2020 Oak National Academy
Writing: The Windrush, Diary entry and Letter writing, Year 6
The Windrush, Narrative 1: Diary Entry
Lesson number Core content
1 LO: To consider the purpose and features of a diary
2 LO: To investigate suffixes - plurals
3 LO: To develop our knowledge of relative clauses
4 LO: To develop a character and plan the opening
5LO: To develop a rich understanding of words
associated with feeling stressed or scared
6 LO: To write the opening
7LO: To practise and apply knowledge of suffixes -
plurals, including test
8 LO: To plan the chronology paragraph
9 LO: To write the chronology paragraph
10 LO: To plan and write the closing
The Windrush, Narrative 2: Letter Home
11 LO: To build understanding of the historical context,
to develop a character and to consider the tone of a
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this letter
12 LO: To investigate suffixes: - le -el - al - il
13 LO: To explore non-finite subordinate clauses
14 LO: To plan the opening of a letter
15LO: To develop a rich understanding of words
associated with feeling hopeful
16 LO: To write the opening of a letter
17LO: To practise and apply knowledge of suffixes: - le -
el - al - il, including test
18 LO: To plan the main body of a letter - housing
19 LO: To write the main body of a letter- housing
20 LO: To plan the main body of a letter - jobs
21 LO: To write the main body of a letter - jobs
22 Plan closing
23 Write closing
24Free write: What is Windrush day and why do we
celebrate it?
25 LO: To develop reading for pleasure
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Writing: Spiderman, Journalistic Writing, Year 6
Spiderman: Journalistic Writing
Lesson number
Core content
1 LO: To analyse features of a newspaper report
2 LO: To investigate letter strings: ough, ear, ou, au, ice
3 LO: To explore word class
4 LO: To gather evidence for a newspaper report
5 LO: To develop a rich understanding of words associated with chaos and confusion
6 LO: To write the opening paragraph
7 LO: To practise and apply knowledge of letter strings: ough, ear, ou, au, ice, including test
8 LO: To plan the recount of events
9 LO: To write a recount
10 LO: To edit recount
11 LO: To practise speech punctuation
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12 LO: To investigate suffixes: -tion, -cian, -sion, -ssion
13 LO: To develop our knowledge of determiners
14 LO: To plan final paragraphs of a newspaper article
15 LO: To develop a rich understanding of words associated with feeling surprised
16 LO: To write eye witness statements
17 LO: To practise and apply knowledge of suffixes: -tion, -cian, -sion, -ssion, including test
18 LO: To write final paragraph of newspaper article
19 LO: To edit newspaper article
20 LO: To write a newspaper article (free write)
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Writing: The Golden Compass, Narrative, Year 6
The Golden Compass, Narrative 1
Lesson number
Core content
1 LO: To identify key characters and events in the plot
2 LO: To investigate suffixes: -ous
3 LO: To explore expanded noun phrases
4 LO: To generate vocabulary to describe a character
5 LO: To develop a rich understanding of words associated with running
6 LO: To analyse the opening scene
7 LO: To practise and apply knowledge of suffixes: -ous, including test
8 LO: To write prepositional phrases
9 LO: To write the opening
10 LO: To edit writing
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The Golden Compass, Narrative 2
11 LO: To plan a narrative scene
12 LO: To investigate suffixes: -ial
13 LO: To explore the functions of fronted adverbials
14 LO: To write a narrative scene (free write)
15 LO: To develop rich understanding of words associated with walking
16 LO: To write non-finite clauses
17 LO: To practise and apply knowledge of suffixes: -ial, including test
18 LO: To develop text cohesion through use of adverbials
19 LO: To plan a diary
20 LO: To write a diary
The Golden Compass, Narrative 3
21 LO: To generate vocabulary
22 LO: To investigate /ee/ sound spelt ie or ei
23 LO: To explore using pronouns (including relative and
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possessive pronouns)
24 LO: To practise speech punctuation
25 LO: To develop rich understanding of words associated with houses
26 LO: To plan a narrative scene
27 LO: To practise and apply knowledge of /ee/ sound spelt ie or ei, including test
28 LO: To write a narrative scene
29 LO: To plan a narrative scene
30 LO: To write a narrative scene
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Writing: Rabbit-Proof Fence, Narrative, Year 6
Lesson number
Core content
Rabbit Proof Fence 1: Narrative (Opening scene)
1 LO: To understand the context of the film
2 LO: To investigate word endings: -ant -ent -ance -ence
3 LO: To explore the function of apostrophes
4 LO: To generate vocabulary
5 LO: To develop a rich understanding of words associated with hot weather
6 LO: To practise non-finite complex sentences
7 LO: To practise and apply knowledge of word endings: -ant -ent -ance -ence, including test
8 LO: To plan a narrative scene
9 LO: To write a narrative scene
10 LO: To edit a narrative scene
Rabbit Proof Fence 2: Narrative (Escape scene)
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11 LO: To plan a narrative scene
12 LO: To investigate suffixes: -ible and -able
13 LO: To explore subject, verb, object
14 LO: To write a narrative scene (free write)
15 LO: To develop a rich understanding of words associated with hot weather
16 LO: To convey character and advance action through use of speech
17 LO: To practise and apply knowledge of suffixes: -ible and -able, including test
18 LO: To plan a narrative scene
19 LO: To write a narrative scene
20 LO: To edit a narrative scene
Rabbit Proof Fence 3: Narrative (The journey)
21 LO: To analyse and scene and generate vocabulary
22 LO: To investigate silent letters
23 LO: To explore active and passive voice
24 LO: To practise conveying character through precise verb and adverb choices
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25 LO: To develop a rich understanding of words associated with trying hard
26 LO: To plan a narrative (Paragraph 1)
27 LO: To practise and apply knowledge of silent letters, including test
28 LO: To write a narrative (Paragraph 1)
29 LO: To plan a narrative (Paragraph 2)
30 LO: To write a narrative (Paragraph 2)
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Writing: Important Scientists, Biography, Year 6
Lesson Number
Core content
1 LO: To identify features of a biography
2 LO: To investigate French and Greek etymology
3 LO: To explore the functions of a colon
4 LO: To retrieve information from a non-fiction text
5 LO: To develop a rich understanding of words associated with being hard working
6 LO: To retrieve information from a non-fiction text
7 LO: To practise and apply knowledge of French and Greek etymology, including test
8 LO: To plan a biography
9 LO: To write a biography
10 LO: To write a biography
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Writing: Pandas, Non Chronological Report, Year 6Non-Chronological Report: Pandas
Lesson
Number
Core Content
1 LO: To analyse the features of a non-chronological report
2 LO: To investigate curriculum words
3 LO: To develop our knowledge of the functions of a colon
4 LO: To gather information for a non-chronological report
5 LO: To develop rich understanding of words associated with eating
6 LO: To plan the opening of a non-chronological report
7 LO: To practise and apply knowledge of curriculum words, including test
8 LO: To write the opening of a non-chronological report
9 LO: To plan the paragraph on appearance
10 LO: To write the paragraph on appearance
11 LO: To edit a non-chronological report paragraph
12 LO: To plan the paragraphs on habitat and diet
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13 LO: To write the paragraphs on habitat and diet
14 LO: To write the conclusion
15 LO: To develop reading for pleasure
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Reading: Year 3
Into the Forest, Anthony Browne, Year 3Into the Forest by Anthony Browne - coming soon
Lesson Number Core Content
1 LO: to read the text and ask questions
2 LO: to answer questions on the text, orally and in
written form
3 LO: to answer questions on the text, orally and in
written form
4 LO: to explore character’s emotions
5 LO: to explore the author’s style
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Mulan by Michaela Morgan, Year 3Traditional Tale: Mulan
Lesson Number Core Content
1 LO: to read the text and introduce genre
2 LO: to answer retrieval questions
3 LO: to answer inference questions
4 LO: to discuss character relationships
5 LO: to analyse character traits
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The Firework Maker’s Daughter, Phillip Pullman, Year 3Narrative: The Firework Maker’s Daughter by Phillip Pullman
Lesson Number Core Content
1 LO: To engage with the text
2 LO: To answer questions on the text, orally and
in written form
3 LO: To analyse a character
4 LO: To explore one of the main themes
5 LO: To explore genre
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Rushing Rivers by Kingfisher, Year 3Non fiction: Rushing Rivers - coming soon
Lesson Number Core Content
1
2
3
4
5
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The Suitcase Kid, Jacqueline Wilson, Year 4Narrative: The Suitcase Kid by Jacqueline Wilson
Lesson Number Core Content
1 LO: To engage with a text
2 LO: To answer retrieval questions
3 LO: To answer inference questions
4 LO: To analyse language
5 LO: To analyse a character
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The King of the Sky, Nicola Davies, Year 3Non fiction: The King of the Sky - coming soon
Lesson Number Core Content
1
2
3
4
5
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Reading for Pleasure, Year 3Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content
1 LO: To develop reading for pleasure through
personal reflection and creating a reading river.
2 LO: To develop reading for pleasure through
recommended reads and character
descriptions.
3 LO: To promote reading for pleasure through
book recommendations.
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Reading: Year 4
Hidden Depths: Exploring the Deep by Chloe Rhodes, Year 4Non-fiction: Hidden Depths
Lesson Number Core Content
1 LO: To engage with a text.
2 LO: To read and answer questions on a text.
3 LO: To read and answer questions on a text.
4 LO: To read and answer questions on a text.
5 LO: To engage with the text and to complete an
independent activity.
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Hansel and Gretel, Anthony Browne, Year 4Picture Book: Hansel and Gretel - coming soon
Lesson Number Core Content
1
2
3
4
5
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I Was a Rat, Phillip Pullman, Year 4Narrative: I Was a Rat by Phillip Pullman
Lesson Number Core Content
1 LO: To engage with the text
2 LO: To answer questions on the text
3 LO: To analyse characters
4 LO: To answer questions on the text
5 LO: To analyse the author’s use of language
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There’s a Boy in the Girls’ Bathroom, Louis Sachar, Year 4Narrative: There’s a Boy in the Girls’ Bathroom - coming soon
Lesson Number Core Content
1
2
3
4
5
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Walter Tull’s Scrapbook, Michaela Morgan, Year 4Non-fiction: Walter Tull’s Scrapbook
Lesson Number Core Content
1 LO: To engage with the text
2 LO: To read about Walter Tull’s family and childhood
3 LO: To read about Walter Tull’s career in football
4 LO: To read about Walter Tull’s career in the
army
5 LO: To reflect upon the text we have read
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A Christmas Carol, Charles Dickens, Year 4Narrative: A Christmas Carol - coming soon
Lesson Number Core Content
1
2
3
4
5
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Reading for Pleasure, Year 4Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content
1 LO:To develop reading for pleasure through
personal reflection and creating a 24 hour
reading log.
2 LO:To develop reading for pleasure through
recommended reads and character
descriptions.
3 LO:To promote reading for pleasure through
book recommendations.
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Reading: Year 5
Mirror, Jeannie Baker, Year 5Picture Book: Mirror - coming soon
Lesson Number Core Content
1
2
3
4
5
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The British, Benjamin Zephaniah, Year 5Poetry: The British
Lesson Number Core Content
1 LO:To learn about a poet and the historical
context of a poem
2 LO:To read and analyse a poem
3 LO:To explore the writer’s purpose
4 LO:To answer questions on a poem and to plan
my own poem
5 LO:To write my own recipe poem
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Demon Dentist, David Walliams, Year 5Narrative: Demon Dentist
Lesson Number Core Content
1 LO:To engage with the text
2 LO:To answer questions on the text
3 LO:To analyse characters
4 LO:To answer questions on the text
5 LO:To analyse the author’s use of language
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The Listeners, Walter de la Mare, The Raven, Edgar Allen Poe Year 5Poetry: The Listeners and The Raven - coming soon
Lesson Number Core Content
1
2
3
4
5
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Streetchild, Berlie Doherty, Year 5Narrative: Streetchild - coming soon
Lesson Number Core Content
1
2
3
4
5
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History VIP: Mary Anning, Kay Barnham, Year 5Non-fiction: History VIP: Mary Anning
Lesson Number Core Content
1 LO: To introduce the context and genre of the
text
2 LO: To answer retrieval questions
3 LO: To answer language questions
4 LO: To answer language questions
5 LO: To make inferences based on the text
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Reading for Pleasure, Year 5Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content
1 LO: To develop reading for pleasure through
personal reflection and creating a Reading River
2 LO: To develop reading for pleasure through
recommended reads and character
descriptions.
3 LO: To promote reading for pleasure through
book recommendations.
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Reading: Year 6
The Giant’s Necklace, Michael Morpurgo, Year 6Narrative: The Giant’s Necklace by Michael Morpurgo
Lesson Number Core Content
1 LO:To engage with the text
2 LO:To read a text and make inferences
3 LO:To read a text and make inferences
4 LO:To analyse a setting
5 LO:To read, comprehend and respond to a
climax
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Holes, Louis Sachar, Year 6Narrative: Holes by Louis Sachar
Lesson Number Core Content
1 LO: To engage with the text
2 LO: To analyse setting
3 LO: To analyse character
4 LO: To analyse character
5 LO: To analyse the author’s use of language
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The Blitz Survivor Stories, Year 6Non-fiction: The Blitz Survivor Stories
Lesson Number Core Content
1 LO: To activate prior knowledge and consider
the historical context
2 LO: To read a recount and answer retrieval and
inference based questions
3 LO: To understand the key information in a text
and consider the author’s perspective
4 LO: To read a new text and consider the
author’s use of language
5 LO: To consider how reading can provide
people with a way of learning new things
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The Greenling, Levi Pinfold, Year 6Picture Book: The Greenling by Levi Pinfold - coming soon
Lesson Number Core Content
1
2
3
4
5
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London is the Place for Me, Lord Kitchner, Year 6Poetry: London is the Place for Me by Lord Kitchner
Lesson Number Core Content
1 LO: To form an initial impression of the a song-
‘London is the place for me’ by Lord Kitchener
2 LO: To consider the author’s purpose and
intended audience
3 LO: To explore the author’s use of language
and word meaning
4 LO: To consider Lord’s Kitchener’s perspective -
‘Sweet Jamaica’ by Lord Kitchener
5 LO: To make comparisons between two songs
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Goodnight Mr Tom, Michelle Magorian, Year 6Narrative: Goodnight Mr Tom by Michelle Magorian
Lesson Number Core Content
1 LO: To establish a background knowledge of
the setting
2 LO: To make inferences about characters in the
book
3 LO: To make inferences about characters in the
book
4 LO: To read and comprehend part of a story
5 LO: To consider a character's perspective and
themes within a text
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A Career in Computer Games, Anthony Horrowitz, Year 6Narrative: A Career in Computer Games by Anthony Horrowitz - coming soonLesson Number Core Content
1
2
3
4
5
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Reading for Pleasure, Year 6Lessons incorporated into writing units, but can be selected discretely. All the lessons aim to promote reading for pleasure.Lesson Number Core Content
1 LO: To develop reading for pleasure through
personal reflection and creating a 24 hour
reading log.
2 LO: To develop reading for pleasure through
recommended reads and character
descriptions.
3 LO: To promote reading for pleasure through
book recommendations.
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