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Open day for prospective year R parents will be on Tuesday 7th November 2023. Please phone the academy on 02380 227 925 to book a place. Thank you.
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Freemantle

Church of England Community Academy Trust

Long Term Plan

 AUT 1AUT 2SPR 1SPR 2SUM 1SUM 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 1AUT 2SPR 1SPR 2SUM 1SUM 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 1AUT 2SPR 1SPR 2SUM 1SUM 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 1AUT 2SPR 1SPR 2SUM 1SUM 2
Key text/sThe Iron ManCakes in SpaceThe Firework Maker's DaughterThe Fastest Boy in the WorldFortunately the MilkWanted!
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 1AUT 2SPR 1SPR 2SUM 1SUM 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 1AUT 2SPR 1SPR 2SUM 1SUM 2
Key text/sBrightstormPrivate 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 1AUT 2SPR 1SPR 2SUM 1SUM 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.

    
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