Class Two
Curriculum Plan for English Class Two
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Literary Form |
The Adventures of Egg Box Dragon (fiction) By Richard Adams
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Rapunzel (traditional tale – with a twist) By Bethan Woollvin |
The Emperor's Egg (non-fiction) By Martin Jenkins
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Moth- An Evolution Story (environment/ moral) By Isabel Thomas
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Halibut Jackson (fiction) By David Lucas
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Poems to Perform (poetry anthology) By Julia Donaldson The Storm Whale (fiction – topic linked) By Benji Davies
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Link to theme |
Castles Knights and Dragons
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South Pole Geography – Why penguins don’t need to fly |
Plants/ environment in Science |
Art and design |
Seaside Geography topic |
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Phonics and Early Reading |
Floppy’s Phonics stage 5 revision – following scheme set out in order
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Floppy’s Phonics stage 5 revision– following scheme set out in order
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Floppy’s Phonics stage 5 revision– following scheme set out in order
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Floppy’s Phonics targeted for groups of children |
Floppy’s Phonics targeted for groups of children |
Floppy’s Phonics targeted for groups of children |
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Language competency (from POR) |
•To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives. •To develop creative responses to the text through responding to reading, drama and artwork. •To write in role in order to explore and develop empathy for a character. •To write with confidence for real purposes and audiences.
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•To explore, interpret and respond to a picture book •To identify with and develop connections with key characters in order to deepen reader response and experience the pleasure that can be derived from engaging with a quality text •To write in role in order to explore and develop empathy for characters •To develop reader response by exploring interpretations of themes, plots and characters’ actions and motivations through discussion |
•To develop creative responses to a text through drama, music, dance and artwork •To explore and develop ideas through discussion •To become familiar with the features of information texts •To conduct research in order to contribute a page to a class information text |
•To know that information can be retrieved from a variety of sources •To develop understanding through reading and responding to non-fiction texts •To ask relevant questions to extend their understanding and knowledge •To identify some effective features of non-fiction texts •To write for meaning and purpose in a variety of non-narrative forms •To present information in a range of ways, such as poetry, illustration and oral presentation |
•To engage children with a story with which they will empathise. •To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives. •To write in role in order to explore and develop empathy for a character. •To write with confidence for real purposes and audiences. |
•To make choices in selecting poems for anthologies; •To explore, interpret and respond to poetry; •To explore rhythm, rhyme and pattern in a range of poems; •To respond to and play with language in poetry; •To compose and perform own poetry •To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives. •To develop creative responses to the text through play, drama, music and movement, storytelling •To write with confidence for real purposes and audiences. |
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Extended writing outcome |
Letter writing/ descriptions
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Alternative fairy tale Re-telling a story |
Non- fiction piece/ report Contribute to class book |
Persuasive text |
Extended story |
Poetry in a range of forms
Extended story |
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National Curriculum SPAG Ongoing throughout the year |
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