Freemantle
Church of England Community Academy Trust
Long Term Plan
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | Happy to be me Happy I want to go first! Incredible You Hello Friend Something Blue Wow! Said the Owl Sometimes I am FURIOUS Avocado Baby
| The Leaf Thief Ish/The Dot Kindness Grows Kipper’s Birthday Our class is a family Sweep Biscuit Bear When jelly had a wobble Meesha Makes Friends The squirrels who squabbled | Jack Frost Rapunzel The Gingerbread Man Goldilocks and the three Bears Goldy Luck and the Dim Sum for Everyone The three Billy Goats Gruff The Ugly Duckling
| Mixed – A world of colour I can catch a monster The Perfect Fit Hooray for Hoppy Blown Away Somebody Swallowed Stanley Whatever Next Mini Rabbit must Help Emergency! | A squash and a squeeze Dog Loves Books The Selfish Crocodile Above and Below Growing Frogs Farmer Duck Shark in the Park Poo in the Zoo Bears don’t eat egg sandwiches | My big book of outdoors/Matisse’s Magical Trail Tree: seasons come, seasons go The Very Hungry Caterpillar More Would you Rather Grumpy Frog Bee The Suitcase Look Up Petra |
| Writing opportunities | Children will be learning to: Develop a preference for a dominant hand, use a tripod grip, make marks on paper, give meaning to their marks and label.
This will be achieved by: Name writing, shopping lists, writing initial sounds, using initial sounds to label characters or images, role play writing opportunities, speech bubbles
| Children will be learning to: Develop a preference for a dominant hand, use a tripod grip, make marks on paper, give meaning to their marks and label.
Recount, Name writing, labelling, Retelling stories, letter writing (from Stick Man, from themselves) list writing, role play writing opportunities, speech bubbles
|
Children will be learning to: Use exciting adjectives ‘Wow words’, Rhyming words/sentences Write instructions, captions, recipes, lists
| Creating own story maps, writing captions and labels, writing simple sentences. Writing short sentences to accompany story maps. Labels and captions Character descriptions. Order the Easter story
| Writing for a purpose in role play using phonetically plausible attempts at words, beginning to use finger spaces. Form lower-case and capital letters correctly. Rhyming words. Recount – A trip to the Country Park Introduce Acrostic poems
| Writing sentences using a range of tricky words that are spelt correctly. Use full stops, capital letters and finger spaces. Descriptive writing Letter writing
|
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | Supertato Paul Linnet & Sue Hendra Bears Don’t Read Emma Chichester Clark The Colour Monster Anna Llenas Newspaper Boy and Origami Girl Michael Foreman Little People, Big Dreams: Rosa Parks Lisbeth Kaiser The Dark Lemony Snicket | Kindness Grows Britta Teckentrup Sweep Louise Greig The Owl Who Was Afraid of the Dark Jill Tomlinson Little Red Riding Hood Rapunzel Rumpelstiltskin
| That Rabbit Belongs to Emily Brown Cressida Cowell Nothing Mick Inkpen Toys in Space Mini Grey After the Fall Dan Santat No-Bot Sue Hendra The Day the Crayons Quit Drew Daywalt | Little People, Big Dreams: Mary Anning Isabel Sanchez Vegara Dinosaurs and All That Rubbish Michael Foreman The Stinky Cheese Man Jon Scieszka Am I Yours? Alex Latimer Worrysaurus Rachel Bright | Growing Frogs Vivian French Lila and the Secret of the Rain David Conway The Little Gardener Emily Hughes The Secret Sky Garden Linda Sarah The Stinky Cheese Man Jon Scieszka The Gingerbread Man | Where the Wild Things Are Maurice Sendak The Proudest Blue Ibtihaj Muhammad & S.K. Ali Somebody Swallowed Stanley Sarah Roberts Anna Hibiscus’ Song Atinuke Grandad’s Island Benji Davies The Cat in the Hat Dr. Seuss |
| Writing opportunities |
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | Chester Fire Cat Great Fire of London (NF)
| The Hunter Bringing the Rain to the Kapiti Plain One Plastic Bag Cinderella, Cinderella of the the Nile | Someone Swallowed Stanley
The Antlered Ship | The Secret Sky Garden | ||
| Writing opportunities | GPS and foundational writing skills
Direct writing with urgency to persuade the reader to take action.
Instructional ordered writing to inform the reader on how to make a food product.
| Factual writing to inform the reader about an animal.
Direct writing to persuade the reader to take action.
Positive, descriptive writing to persuade the reader to purchase a product.
(Independent) Use story language to entertain and engage the reader. | Well-ordered, using onomatopoeic verbs to engage the reader.
Descriptive writing to entertain and engage the reader to feel gripped & scared.
| Descriptively, using consistent past tense to engage and inform the council, making them feel inspired to take action.
| TBC............ | TBC............ |
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | The Iron Man | Cakes in Space | The Firework Maker's Daughter | The Fastest Boy in the World | Fortunately the Milk | Wanted! |
| Writing opportunities | Informal diary entry, detailing shock (to entertain)
Instructional writing to inform the reader how to complete a task
| Informal, chatty tone to entertain, showing a feeling of excitement
Passionate and descriptive tone to persuade customers to not buy a product | Figurative description to entertain and impress
Passionate writing showing anger and frustration to inform and create a reaction.
| TBC............ | TBC............ | TBC............ |
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | The Boy at the Back of the Class | The House with Chicken Legs | Into the Volcano | The Day the Screens Went Blank | The Way Past Winter | The Explorer |
| Writing opportunities | Write emotively to engage the reader so they empathise with the narrator.
To write persuasively to make the reader consider their personal position and to bring about positive changes
| To write informatively in an informal tone In order to record first hand experiences through a diary entry.
To write descriptively To inform and provide an accurate and detailed description of a character. | To write informatively to provide an accurate and detailed guide.
To write in an exaggerated tone, including different voices/viewpoints to persuade.
| Influentially but informally to inform and influence so that the class can cope with an unusual situation.
| TBC............ | TBC............ |
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | Brightstorm | Private Peaceful | Egyptian Non fiction texts
Egyptian Myths | A Series of Unfortunate Events | ||
| Writing opportunities | Use description to build fear in the reader to entertain.
Write formally to inform the reader about a character and their life.
| Write emotively and informally in role as a character to engage the reader through their emotional reaction.
Write persuasively and formally to encourage/persuade British Men in 1914 to join the army.
| Write formally and in an impersonal tone to present a balanced argument on the inclusion of artefacts in the British Museum.
Write descriptively with emotion to inform and engage the reader, making them feel gripped.
| To write concisely, factually, managing detail appropriately to inform the reader about a real event.
| TBC............ | TBC............ |
| AUT 1 | AUT 2 | SPR 1 | SPR 2 | SUM 1 | SUM 2 | |
| Key text/s | Holes
| Once
| The Knife of Never Letting Go | Greek Mythology
| Rebound | Romeo and Juliet William Shakespeare |
| Writing opportunities | Personally and informally but duplicitously to reformulate negative events as positive experiences.
To write concisely and informatively to produce a detailed, objective and factual report of events. | To write in an engaging and informative manner, producing a detailed, chronological biography for Felix.
To write engagingly in the style of Morris Gleitzman, manipulating the reader’s emotions through characterisation techniques and drawing on the author’s stylistic choices. |