Theme

Activity/Skill/Knowledge

Year 3

Year 4

Year 5

Year 6

Term 1

Term 2

Term 3

Term 1

Term 2

Term 3

Term 1

Term 2

Term 3

Term 1

Term 2

Term 3

Explanations/Explanatory texts

key features of explanatory texts; writing explanations (of a process)

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reading a range of; features of; plan, compose, edit, refine

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features of explanatory texts

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Information texts

read information texts; compare a variety of; identify main points of

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make a simple record of information from texts read

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write alphabetically ordered texts using information from books etc.

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collect information from variety of sources and present it in one simple format

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Instructions/Instructional texts

read (and follow) instructional texts

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compare/evaluate instructional texts; purposes of/organisation of

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how instructions are organised; writing instructions using organisational devices

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features of instructional texts; writing instructions coherently

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writing clear instructions using appropriate conventions, link phrases & organisational devices

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evaluate range of instructional texts; writing instructional texts

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Letters

reading letters written for a range of purposes

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form and layout of letters; ways of starting, ending addressing; organise into paragraphs

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write letters matched to intended reader; letters to authors about books

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draft, write individual, group or class letters for real purposes

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Newspaper reports

see Reports

Non-chronological reports

see Reports

Notes (see also summarising)

making clear notes - purposes of/for notes; different audiences; key words/points

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ways of writing ideas, messages, in shortened forms

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note-making, revise/extend work from previous term; using abbreviations

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writing notes matched to intended reader

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note making by editing down a sentence

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annotating and selecting key headings, words or sentences

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making short notes; filling out brief notes into connected prose

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using simple abbreviations in note making

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note making for different purposes

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discuss purposes of note-taking

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using notes in their own writing or speaking

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making notes as preparation for storytelling

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making notes ‘in your own words’; when to copy, quote, adapt

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converting personal notes into notes for others

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filleting passages for relevant information

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Persuasive writing

features of; how style/vocabulary are used to convince reader

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read & evaluate advertisements; compare/evaluate arguments and discussions

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present a point of view, linking points persuasively (use writing frames if necessary)

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design advertisement using linguistic/other features of adverts

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construct/evaluate an argument in note form/full text to persuade others

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reading text which informs and persuades

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collect and investigate; identify how opinion can be disguised as fact

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how arguments are constructed to be effective; writing effective arguments

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writing a balanced report of a controversial issue

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Playscripts

read, prepare and present/perform a playscript

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write playscripts based on reading/oral work

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compare playscripts with prose

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chart build-up of a scene in a play

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compare organisation of scripts with stories

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writing playscripts

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writing playscripts, applying conventions

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writing an evaluation

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annotating a section of a playscript for performance

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building tension, communicating character in words/gesture

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conventions of scripting, writing, applying conventions

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prepare a short section of story as a script

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compare/evaluate printed version of a script with film/TV version

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Poems: reading, reciting, performing

read aloud & recite poems

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choose, prepare, rehearse, perform poems

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read/recite poems that play with language or entertain

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clap out/count syllables in regular poetry

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recognise simple forms of poetry and their uses

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read further poems by a favourite writer

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read work of significant poets

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read a range of narrative poems

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perform poems in a variety of ways

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read, rehearse, modify performance of poems

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read humorous verse

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read challenging poems

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Poems and rhyme

distinguish rhyming & non-rhyming poetry

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patterns of rhyme & verse

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how a poet does/does not use rhyme

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impact of sound patterns in poems

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Poems: range, form, style, content of

impact of layout in poems

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write calligrams/shape poems

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compare different views of same subject in poems

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discuss choice of words/phrases

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compare/contrast similar themes

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recognise simple forms of poetry

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analyse/compare poetic style; forms/themes used by significant poets

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identify what is distinctive about style/content of poems by significant poets

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narrative poems

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identify typical features of different kinds, terms describing different kinds

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poems from different cultures

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identify cultural features by reference to the text

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how messages, moods, feelings and attitudes are conveyed in poetry

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how poets manipulate words, (sound, connotation, layers of meaning)

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humorous verse

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how linked poems relate to one another

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Poetry: readers‘ response to

express their views about poems, identify words/phrases to support view

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build up class collections of pupils‘ poems

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explain/justify personal tastes; respond to shades of meaning in poems

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compile a class anthology of poems with commentaries

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select poems and justify choices

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consider/evaluate cultural features in relation to own experience

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interpret challenging poems

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comment critically on the overall impact of poems

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Poetry - writing

collect words/phrases to write poems; write calligrams/shape poems

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writing new/extended verses for performance ‘performance’ /oral poetry

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writing poetry that uses sound to create effects; use onomatopoeia, alliteration

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writing poems based on personal/imagined experience

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writing poetry based on the structure and/or style of poems read

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writing poems with different styles and structures

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writing poems, revise and polish them

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writing poems to convey feelings, reflections, moods

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writing extensions to poems using poems‘ structures

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writing poetry using performance poems as models

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revise, redraft, present poetry

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revising poems for reading aloud individually

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writing own poems experimenting with active verbs & personification

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writing a sequence of poems

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Recounts

recounting same event in a variety of ways

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reading recounts; identify features of recounted texts; writing recounts

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Reports (including non-chronological reports and newspaper reports) see also recounts

writing non-chronological reports

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writing simple non-chronological reports

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main features of newspapers; predict stories from headlines; write newspaper style reports

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non-chronological reports; writing using organisational devices

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writing newspaper style reports and headlines

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editing newspaper stories to fit a particular space

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writing non-chronological reports, using organisational devices for conciseness

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plan, compose, edit, refine non-chronological report

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features of non-chronological reports, writing reports in other subjects

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features of non-chronological reports

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develop a journalistic style/use the styles/conventions of journalism

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Stories - reading and comparing

read and compare/investigate a range of stories (or features of the stories)

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read traditional stories

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read stories evoking imaginary worlds

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read further stories/poems by a favourite writer

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read stories from other cultures

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widen reading experience

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myths, legends, fables

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read and compare different versions of the same story

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older literature

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to compare written version of story/play with film/TV version

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read a range of literary texts

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study in depth one genre

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different works by the same author

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Stories - story settings

writing short descriptions; description in the style of a familiar story

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compare descriptions; select words/phrases that describe scenes

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how they are built, reader‘s response

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examine opening sentences that set scenes, capture interest, etc

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compare/contrast across a range of stories

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how they influence events/affect characters’ behaviour

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Stories - characters in stories

characters identify and discuss characters; write character portraits

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discuss characters feelings, behaviour, relationships

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how characters are built, reader‘s response to

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main characteristics of characters, using information to predict actions

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writing a character sketch to evoke sympathy or dislike

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how characters deal with issues

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examining characters relationships with other characters; how reader responds to them

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how characters are presented through dialogue, action and description

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perspectives from different characters; treatment of different characters

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Stories: structure and organisation

how dialogue is presented

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identify typical story themes

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examine opening sentences that set scenes, capture interest, etc

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social, moral or cultural issues in

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main stages of the story

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chronology in narrative

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compare organisation of scripts with stories

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narrative order

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narrative structure

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how writers create imaginary worlds

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compare pace, build-up, sequence, complication, resolution

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compare structure of different stories;map out texts showing development and structure

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openings; features of, experimenting with

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treatment of different characters

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how the passing of time is conveyed; time-handling, flashbacks, stories within stories, dreams

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how paragraphs are structured, how paragraphs/chapters they are linked

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Stories: point of view/ narrative view

different voices in stories

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investigate styles and voices of traditional story language

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narrative viewpoint; perspectives from different characters

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identify point of view from which a story is told; how this effects reader

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change point of view/narrator

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viewpoint in a novel, identifying the narrator; implicit/explicit points of view

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explaining different points of view, influence on the reader’s view of events

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Stories - writing

generate ideas by brainstorming, word association

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collect words/phrases/sentences for story openings/endings/short descriptions

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write own passages of dialogue

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write descriptions of known places; descriptions in the style of familiar story

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write alternative sequels to traditional stories

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identifying intended audience

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write more extended stories

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write openings to stories or chapters

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use paragraphs to organise/sequence narrative

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collaborate to write stories in chapters for particular audience

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write own examples of descriptive, expressive language

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write an alternative ending for a known story

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write own longer stories

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write a story about a dilemma

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experiment with ways of opening a story

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write own versions of legends, myths, fables

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change point of view/narrator

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write from another character’s point of view

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manipulate narrative perspective

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write own story using flashbacks/story within a story

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write an extended story

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Summarising: see also note making

summarise the content of a passage/text orally and in writing

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summarise using key words/phrases

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summarise a sentence/paragraph; in writing the key ideas from a paragraph/chapter

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summarise a passage, chapter or text

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summarising fairly competing views

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