Suggested Long Term Planning – Years 1 to 6
The Long Term Plans allow for two planning approaches:
- Planning which follows the teaching sequence for writing:
Uses the three phases of the teaching sequence, leading to a quality written outcome.
- Topic based planning using a text as a stimulus (‘Take One Book’):
Allows teachers a wider creative freedom and an enhanced opportunity to focus on the ‘reading for pleasure’ element of the curriculum. One book is chosen, and from this, a variety of outcomes could be produced and links made across the curriculum where appropriate.
Both approaches are designed to be tailored to the needs of the children through ongoing assessment/national expectations.
The following document is designed to ensure whole school coverage of 6 non-fiction genres/text types.
There is alignment with other curriculum areas e.g. where children are expected to ‘explain’ in science in year 1, an opportunity has been provided for the children to encounter an ‘explanation’ module beforehand.
The modules have been chosen to allow for the embedded teaching of the grammar statements for each year group e.g. the recount module in year 3 that allows for the use of present perfect verb forms. Modules have also been designed to take account of any mention of specific text types in the English Reading Comprehension and Writing Composition Programmes of Study e.g. the new curriculum places emphasis on ‘fairy stories’ and ‘traditional tales’ from years 1 to 4 and this is reflected in the narrative module titles. Where possible, titles also reflect terminology of the National Curriculum e.g. ‘predictable phrasing’ in year 1. The non-fiction provision map provides a graphic illustration of the time allocated to each non-fiction module and the coverage across Key Stages 1 and 2.
As the children progress through Key Stage 2, narrative units vary their focus e.g. from plot in years 1, 2 and 3 to other aspects of narrative writing such as characterisation and creating atmosphere. In every group, opportunities are planned for children to write complete narratives.
Three aspects of poetry are addressed in each year group: vocabulary building; structure e.g. Haiku and poetry appreciation (Take one Poet – where children can become familiar with a poet appropriate for their year group). Opportunities for performance and recital should occur regularly throughout the year.
The ‘suggested written outcomes’ have been chosen to ensure a variety of outcomes throughout the Key Stages and may also incorporate learning from other curriculum areas. Some module outcomes have been chosen to allow for the embedded teaching of grammar.