English
English Overview
English Curriculum
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Year Group | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
Year 6
| Titanic | Titanic | The Arrival | The Arrival | World War II | World War II |
| Fiction and Non-Fiction
Non-chronological report Persuasive text Informal letters Explanation text
| Fiction and Non-Fiction
Character description Narrative News report (formal) Poetry
| Fiction and Non-Fiction
Non-chronological report Character -description Narrative - setting
| Fiction and Non-Fiction
Informal letters Formal letters Explanation text | Fiction and Non-Fiction
Character description Formal Speech Setting description Narrative
| Fiction and Non-Fiction
Instructions Persuasive writing Diary entry Biography Performance poetry
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Text | Titanic Detective Agency | Titanic Detective Agency | The Arrival | The Arrival | Goodnight Mr Tom | Goodnight Mr Tom
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Year 5
| Friend or Foe
| War Horse
| Space | The Highwayman | Greek Myths | America (North/ South) |
| Fiction and Non-Fiction
Biography Non-chronological report Narrative – dilemma Letter writing
| Fiction and Non-Fiction
Narrative Character analysis Explanation text Letter writing Diary writing
| Fiction and Non-Fiction
Explanation text Discussion Information text Non-chronological report | Fiction and Non-Fiction
Poetry performance Discussion Persuasive text Recounts
| Fiction and Non-Fiction
Narrative Recounts Persuasive writing Discussion
| Fiction and Non-Fiction
Persuasive writing Information text Discussion Instructions
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Text | Friend or Foe The Silver Sword | War Horse | Hidden Figures Tim Peake | The Highwayman’s Revenge Poems (selection) | Theseus and the Minotaur | Journey to the River Sea |
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Year 4
| Robin Hood
| Science Fiction | The Normans | Dragons | Rainforest | Author study |
| Fiction and Non-Fiction
Information text Discussion Character profile Non-chronological report
| Fiction and Non-Fiction
Narrative Characterisation Extended writing
| Fiction and Non-Fiction
Non-chronological report – news Information text Summarisation
| Fiction and Non-Fiction
Narrative Characterisation Poetry
| Fiction and Non-Fiction
Persuasive writing Non-chronological report Explanation text
| Fiction and Non-Fiction
Biography, Information text Information text Diary writing
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Text | Outlaw | Dr Who – Choose your own adventure | Newspapers | How to grow a dragon
| Rainforest: Explorer
| The Creakers |
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Year 3
| Roald Dahl | Chocolate | Robots | Superheroes | Castles | Egypt
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| Fiction and Non-Fiction
Biography Non-chronological report Narrative–character description Instructions Recount | Fiction and Non-Fiction
Recount - diary Narrative-setting Persuasive writing Poetry Information text
| Fiction and Non-Fiction
Discussion Persuasive texts Letter writing Narrative Poetry
| Fiction and Non-Fiction
Discussion Recount Narrative Newspaper report
| Fiction and Non-Fiction
Explanation text Non-chronological report Recount – diary entries
| Fiction and Non-Fiction
Discussion Narrative Information text
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Text | Georges Marvellous Medicine
| Charlie and the chocolate factory
| Wild Robot Curious young minds: Robots and Gadgets | The Twelve Labours of Heracles My brother is a Superhero | The Castle the King built Castles (DK Find out) | The Boy who stole the Pharaoh’s lunch Egypt - selection |
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Year 2
| Food | Fairy tales | Ourselves | Madagascar | Horrid Henry | Pirates |
| Fiction
Non-chronological Instructions Character profiles Narrative – alternative endings | Fiction
Narrative – comparisons Persuasive texts
| Fiction and Non-Fiction
Poetry Non-chronological -information text
| Fiction and Non-Fiction
Explanation text Information text Narrative – alternative endings
| Fiction
Recounts Instructions Letter writing Persuasive writing
| Fiction and Non-Fiction
Poetry Recount Diary entries Information text
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Example Text | Pumpkin Soup Pipkin of Pepper Delicious | Little Red Riding Hood Hansel and Gretel
| Funny Bones The Human Body | Madagascar – Escape to Africa Animal Book | Horrid Henry – School Stinks Get Rich Quick
| Pirate stories - selection |
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Year 1/ Year 2 (2024-2025) | Space | Dinosaurs | Fairy Tales | Knights and Castles | Animals | The Lighthouse Keepers Lunch
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| Fiction and Non-Fiction
Biography (Tim Peake) Letter writing Narrative Recount Diary entries | Fiction and Non-Fiction
Fact file Open Questions Narrative - story map
| Fiction and Non-Fiction
Newspapers, Questioning Narrative Non-chronological report | Fiction and Non-Fiction
Extended story writing Narrative Fact file
| Fiction and Non-Fiction
Explanation text Glossary (Alphabet) Rhyming
| Non-Fiction
Poetry & Purpose Instructions Recount
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Example Text | The Darkest dark Goodnight Spaceman Field Trip to the Moon | Harry and his bucket of dinosaurs
| Three Little Pigs Three Little Wolves Big Bad Pig | Jack and the Beanstalk | Handa’s Surprise | The Lighthouse Keepers Lunch |
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EYES | All about me
| Celebrations and festivals
| Traditional tales
| Bigger than me
| Our community/ local area
| The Great outdoors
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Example Text
| The Colour Monster The Gruffalo, Brown Bear, Brown Bear Nursery rhymes (poetry and rhyming words) Animal Bop
| The hungry caterpillar Dear Zoo Jasper’s Beanstalks Ruby’s worry Lost and Found
| The 3 little pigs The Gingerbread man The Little Red Hen The Billy goats gruff Little red Riding Hood
| Dinosaur Rumpus Rumble in the jungle Commotion in the ocean Car, car truck jeep Mr Grumpy’s motorcar | Oliver’s veg One plastic bag Delicious! Supertato Messy Magpie
| The tiny seed The quiet cricket Mad about minibeasts Harray for fish Me on a map |
Reading Progression Map
Year | EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Text | Weekly text to develop vocabulary – Julia Donaldson
Daily texts – rhymes, traditional tales, stories with repeated refrains, texts which develop readiness to read through print referencing.
RWI texts linked to reading ability. | Term 1: Text: Out of this World Texts (all fiction): Goodnight Spaceman, Field Trip to the Moon, The Darkest Dark, Look Up!
Non-fiction studies on: Tim Peake, Tim Hadfield, Mae Jemison
Term 2: Text: Harry and his bucket of dinosaurs. (Fiction) Texts: Dinosaurs (non – fiction) Text: Giants (Fiction)
Term 3: Once Upon a Time (Traditional Tales) Texts: The Three Little Pigs, The Three Little Wolves and the Big Dad Pig Plus non-fiction studies on Wolves.
Term 4: Jack and the Beanstalk Plus non-fiction studies on Castles and Knights
Term 5: Animals Texts: Handa's Surprise Plus non-fiction studies on animals
Term 6: The Lighthouse Keeper's Lunch | Text: The little red hen. Oliver’s vegetables (non – fiction) Texts: Jack and the beanstalk, Jack and the incredibly mean stalk. (fiction) Text: Funny Bones (Fiction) Human Body (Non – fiction) Text: Madagascar (fiction) Animal facts (Non – fiction) Text: Horrid Henry (fiction) Texts: Night Pirates, Pirate Pete and other pirate stories. Real – life pirates – Blackbeard(Edward Teach and others (non fiction)
| Texts: Biography of R Dah, George’s marvellous medicine, revolting rhymed. (Non – fiction and non- fiction) Texts: Charlie and the chocolate factory (fiction) History of chocolate ( non – fiction) Text: Robots (fiction and non – fiction) Text: Superheroes (Marvel stories) Fiction Texts: Castles 9non – fiction) Texts: Ancient Egypt (non – fiction) | Text: The legend of Robin Hood (Non – fiction) Text: Science fiction (Fiction) Text: Normans (non – fiction) Text: Rainforests (non – fiction) Text: The Demon dentist (fiction) | Texts: Biography of Michel Morpurgo ( non – fiction) Texts: The legend of King Arthur (fiction) Texts: Arctic adventure (non – fiction) Text: Theseus and the Minotaur (fiction) Texts: Greek Myths (fiction) Texts: China(non – fiction) | Text: Goodnight Mr Tom Texts: Holacaust Text: The Titanic (non – fiction) Text: The unforgotten coat(fiction) Text: the Templeton Twins (fiction) Hidden figures (fiction/non – fiction) |
Word Reading | Recognises familiar words and signs such as own name and advertising logos. Hears and says the initial sounds in words. Can segment the sounds in simple words and blend them together Link sounds to letters, naming and sounding some letters of the alphabet. Read simple sentences. Use phonics knowledge to decode regular words and read them aloud accurately. Read some common irregular words.
| Match all 40+ graphemes to their phonemes (Phase 3) Blend sounds in unfamiliar words Divide words into syllables, for example, pocket, rabbit, carrot Read compound words, for example, football, playground Read words with contractions, e.g. I'm, I'll, we'll, and Read phonically decodable texts with confidence Read words containing 's, es, ing, ed, er , est' endings Read words which have the prefix -un added Add the endings -ing, -ed and -er to verbs where no change Read words of more than one syllable that contain taught GPCs | Decode automatically and fluently Read accurately by blending the sounds in words that contain the graphemes taught Recognise and read alternative sounds for graphemes Read accurately words of two or more syllables that contain the same GPCs Read words containing common suffixes Read further common exception words Read and notice unusual correspondence between grapheme and phoneme Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation Read books fluently and confidently
| Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
| Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
| Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words Re-read and read ahead to check for meaning
| Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words Apply knowledge of prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Use combined knowledge of phonemes and word derivations to pronounce words correctly. for example: arachnophobia, audience Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words Read fluently, using punctuation to inform meaning
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Reading Comprehension | Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Shows awareness of how stories are structured
Suggests how a story might end.
Describes main story settings, events and principal characters.
Demonstrate an understanding when talking with other about what they have read. | 1. Say what they like or dislike bout a text
2.Link what they read or hear read to their own experiences
3.Retell key stories orally using narrative language. Understand and talk about the main characteristics within a known key story
4. Use prior knowledge, context and vocabulary provided to understand texts
Explain what they understand about a text
Learn some poems and rhymes by heart Check that the text makes sense to them as they read and correct miscues Begin to draw inferences from the text and/or the illustrations Make predictions based on the events in the text Read accurately and confidently words of 2 or more syllables Talk about favourite authors or genre of books Can predict what happens next in familiar stories Happy to read aloud in front of others Tell someone about likes and dislikes related to story they have read or a story they have had read to them Read a number of signs and labels in the environment drawing from phonic knowledge when doing so Aware of mistakes made because reading does not make sense Re-read a passage if unhappy with own comprehension Growing awareness of how non-fiction texts are organised Use illustrations as an important feature in aiding reading
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2. Use prior knowledge and context and vocabulary explored to understand texts
3. Retell orally some stories, including fairy stories and traditional tales. Discuss the sequence of events in books and how they are related to each other.
Read for meaning, checking that the text makes sense and correcting inaccurate reading Know and recognise simple recurring literary language in stories and poetry Talk about favourite words and phrases Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear Answer and ask appropriate questions and make predictions on the basis of what has been read so far Draw simple inferences from illustrations, events and characters' actions and speech Enhance meaning through expression and intonation Identify and comment on main characters in stories and the way they relate to one another Self-correct, look backwards and forwards in the text and search for meaning Comment on the way characters relate to one another Show understanding of the main points of the text and re-tell the story Make sensible predictions about what is likely to happen in the story and to different characters Know how suspense and humour is built up in a story, including the development of the plot Recognise similarities in the plot or characters within different stories Extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary Read poetry, using intonation and expression, and handle humour appropriately when needed
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2. Ask questions to improve understanding of a text
3. Identify main idea of a text Identify how structure, and presentation contribute to the meaning of texts.
Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas. Know that non-fiction books are structured in different ways and be able to use them effectively
Predict what might happen from details stated Draw inferences such as inferring characters' feelings, thoughts and motives from their actions Use dictionaries to check the meaning of unfamiliar words Retrieve and record information from non-fiction Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others' opinions Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action Skim materials and note down different views and arguments Pause appropriately in response to punctuation and/or meaning Justify predictions by referring to the story Begin to find meaning beyond the literal, e.g. the way impressions of people are conveyed through choice of detail and language Read ahead to determine direction and meaning in a story Investigate what is known about the historical setting and events and their importance to the story Deduce from the evidence in the text what characters are like Explore figurative language and the way it conveys meaning succinctly Identify the way a writer sets out to persuade Explore the relationship between a poet and the subject of a poem
| 1. Know which books to select for specific purposes, especially in relation to science, history and geography learning
2. Discuss and record words and phrases that writers use to engage and impact on the reader
3. Identify how the writer has used precise word choices for effect to impact on the reader
Know and recognise some of the literary conventions in text types covered Begin to understand simple themes in books
Use dictionaries to check the meaning of unfamiliar words Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action Explain the meaning of words in context Ask questions to improve understanding of a text Infer meanings and begin to justify them with evidence from the text Predict what might happen from details stated and deduced information Identify some text type organisational features, for example, narrative, explanation, persuasion Retrieve and record information from non-fiction Make connections with prior knowledge and experience Begin to build on others' ideas and opinions about a text in discussion Explain why text types are organised in a certain way Locate and use information from a range of sources, both fiction and non-fiction Compare fictional accounts in historical novels with the factual account Appreciate the bias in persuasive writing, including articles and advertisements Talk widely about different authors, giving some information about their backgrounds and the type of literature they produce Use inference and deduction to work out the characteristics of different people from a story Compare the language in older texts with modern Standard English (spelling, punctuation and vocabulary); Skim, scan and organise non- fiction information under different headings Refer to the text to support predictions and opinions Recognise complex sentences Show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest
| 1.Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features
2. Identify significant ideas , events and characters and discuss their significance
3. Use meaning-seeking strategies to explore the meaning of words in context Use meaning - seeking strategies to explore the meaning of idiomatic and figurative language Identify and comment on writer's use of language for effect. for example, precisely chosen adjectives, similes and personification
Read non-fiction texts and identify purpose and structures and grammatical features and evaluate how effective they are
Learn poems by heart. for example, narrative verse, haiku Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action Identify grammatical features used by writer - rhetorical questions, varied sentence lengths, varied sentence starters, empty words- to impact on the reader Draw inferences such as inferring characters' feelings, thought sand motives from their actions Justify inferences with evidence from the text Make predictions from what has been read Summarise the main ideas drawn from a text Identify the effect of the context on a text. for example, historical or other cultures Identify how language, structure and presentation contribute to the meaning of a text Express a personal point of view about a text, giving reasons Make connections between other similar texts, prior knowledge and experience Compare different versions of texts and talk about their differences and similarities Listen to and build on others' ideas and opinions about a text Present an oral overview or summary of a text Present the author's viewpoint of a text Present a personal point of view based on what has been read Listen to others' personal point of view Explain a personal point of view and give reasons Know the difference between fact and opinion Use knowledge of structure of text type to find key information Use text marking to identify key information in a text Make notes from text marking Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE) Adapt own opinion in the light of further reading or others' ideas Identify formal and informal language Know the features of different narrative text types, for example, adventure, fantasy, myths Compare texts by the same writer Compare texts by different writers on the same topic Summarise key information from different texts Empathise with different character's points of view Infer meaning using evidence from the text and wider reading and personal experience Explain how a writer's use of language and grammatical features have been used to create effects and impact on the reader Explain how punctuation marks the grammatical boundaries of sentences and gives meaning Know how the way a text is organised supports the purpose of the writing Use scanning and text marking to find and identify key information
| 1.Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions
2. Identify and discuss themes in a range of writing and across longer texts
3. Identify and comment on writer's choice of vocabulary, giving example sand explanation Identify and explain how writers use grammatical features for effect. for example, the use of short sentences to build tension Show awareness of the writers' craft by commenting on use of language, grammatical features and structure of texts
Read books that are structured in different ways Consider and evaluate how effectively texts are structured and laid out. Read non-fiction texts to support other curriculum areas. Read closely to ensure understanding Recommend books that they have read to their peers, giving reasons for their choices Identify key points in an appropriate text.
Learn a range of poetry by heart. for example, narrative verse, sonnet Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action Express a personal point of view about a text, giving reasons linked to evidence from texts Raise queries about texts Compare different versions of texts and explain the differences and similarities Listen to others' ideas and opinions about a text Build on others' ideas and opinions about a text in discussion Explain and comment on explicit and implicit points of view Summarise key information from different parts of a text Present a counter-argument in response to others' points of view Provide reasoned justifications for their views Refer to the text to support opinion Distinguish between statements of fact and opinion Find information using skimming to establish main idea Use scanning to find specific information Text mark to make research efficient and fast Organise information or evidence appropriately Explain the structural devices used to organise a text Comment on the structural devices used to organise the text Read several texts on the same topic to find and compare information Explain the main purpose of a text and summarise it succinctly Draw inferences from subtle clues across a complete text Recognise the impact of the social, historical, cultural on the themes in text Comment on the development of themes in longer novels Compare and contrast the styles of different writers with evidence and explanation Evaluate the styles of different writers with evidence and explanation Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience Compare and contrast the language used in two different texts Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes Identify how writers manipulate grammatical features for effect Analyse why writers make specific vocabulary choices Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them Explain how and why a text has impact on a reader Identify how characters change during the events of a longer novel Explain the key features, themes and characters across a text Compare and contrast characters, themes and structure in texts by the same and different writers Explain the author's viewpoint in a text and present an alternative point of view Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE) Present a counter-argument in response to others' points of view using evidence from the text and explanation (PEE) Use a combination of skimming, scanning and text marking to find and collate information Re-present collated information
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