Lancashire Professional Development Service helps educational settings like schools and academies to realise the full potential of their children and young people, by providing professional training, bespoke consultancies and inspiring resources. All of our curriculum resources are designed by highly experienced teaching and learning consultants.
Lancashire Professional Development Service helps educational settings like schools and academies to realise the full potential of their children and young people, by providing professional training, bespoke consultancies and inspiring resources. All of our curriculum resources are designed by highly experienced teaching and learning consultants.
Year 5 Summer 1 English Planning Unit : Amazon Adventure
This half term block, based around a theme of Amazon Adventure, consists of two English units:
Narrative – Stories from other cultures
Non Fiction – Debate – a persuasive speech
Cross curricular links
Although the units will stand alone, they can be planned to run alongside a Geography unit linked to the Amazon Rainforest and a Science unit on Life cycles in a different environment. A debate can be based upon any focus, either linked to the theme or other relevant contexts, depending upon the curriculum focus.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
This supplementary unit is specifically designed to help Year 6 teachers in the summer term to generate quality writing outcomes in order to inform their end of year teacher assessments. It comprises four mini-units and is complemented by several shorter independent writing outcomes. Teachers can select which mini-units to cover, or can cover them all dependent on gaps in learning.
The unit focuses on using a quality text (Wonder by R.J. Palacio) to plan a wealth of writing opportunities in a wide range of genres (fiction, non-fiction and poetry). It also provides guidance on how to aim for the higher standard in writing.
The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b.
The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements.
Year 3 Spring 2 English Planning Unit : The Iron Man
This half term block, based around a theme of The Iron Man, consists of two English units:
Novel as a theme
Recount: diaries
Cross curricular links
Although the units will stand alone, they can be planned to run alongside science, music and design technology. The class novel can be linked to the creation of the children’s own character using mechanical systems – levers and linkages. This character can feature in children’s own stories. Linked to Design Technology, Computing and Music, children could create a film trailer using a suitable application such as iMovie.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
This document offers a series of phonics lessons aimed at helping children in Years 2, 3 and 4 who may have missed, or not fully understood, some of the crucial stages of systematic synthetic phonics teaching in the early years.
The units of work will be useful if some of your children are experiencing difficulties with:
• blending phonemes for reading and segmenting for spelling;
• selecting the correct spelling for long vowel phonemes;
• reading and spelling longer words containing adjacent consonants.
The lessons cover the alternative spellings of common vowel phonemes (Phase 5) and can be used flexibly to meet the needs of your children, based on your assessment of their current phonic knowledge. The simple assessment tool provided will help you to identify the phonemes you need to teach or to revisit, thereby filling crucial gaps in phonic knowledge.
Included also are six lessons which cover some tricky phonemes e.g. wr, ph, kn, gn, tch and softening c. These can be used at your discretion.
In addition, there are two blocks of work which address the teaching of Phases 4 and 5 tricky words. These sessions will help you to teach your children to read and spell these words automatically.
The lessons should be conducted three times a week by teachers or by trained teaching assistants and should be lively, exciting and full of fun.
The Loch Ness Monster
Reading and writing skills for Year 3 and Year 4 are interwoven throughout these two units of work lasting 3-4 weeks for narrative and 2-3 weeks for non-fiction, all based around the theme of the Loch Ness Monster.
The first unit focuses on exploring and researching the infamous legend using film clips, websites, texts and news sources, before children write their own non-fiction article for a children’s magazine.
Following this, a narrative unit is provided which includes developing a new Loch Ness monster character based on a plot pattern inspired by the classic cartoon, The Family-Ness! Enjoy singing along to the theme tune with your class!
A Bear Called Paddington by Michael Bond
Year 2 and Year 3 reading and writing skills are interwoven throughout both narrative and non-fiction units in this publication, all themed around one of our favourite bears from children’s literature – Paddington!
The first unit explores Michael Bond’s classic text, alongside the use of more recent film material. Regular short and long writing opportunities are embedded throughout the sequence as the children work towards an extended narrative of their own Paddington adventure.
This is followed by a non-fiction unit, in which children will explore a range of non- fiction sources, websites and clips, before writing their own tourist guide to either London or your local area. Be prepared for your classroom to be transformed to a tourist destination, complete with regular tours!
Applying skills from both Year 1 and Year 2, this publication is based around the theme of wolves and integrates both narrative and non-fiction in a 5-6 week sequence.
Children will share in the delights of The Way Home for Wolf by Rachel Bright and Jim Field, before taking on the role of researchers to find out more about wolves and other animals.
Using their newly found facts, children will produce an information leaflet to inform an audience. The unit concludes with a return to fiction, where children will create an innovation based on the original story.
The Key Learning documents are based on the programmes of study from the National Curriculum and pinpoint the key pieces of learning in each year group for Y1 to Y6.
They build upon the statutory elements to provide teachers with more specific guidance, further examples or additional and relevant objectives to ensure clarity, cohesion and continuity.
This package will enable you to identify the Key Learning within English and Mathematics. The subjects included are as follows:
English (Reading)
English (Writing)
Mathematics
Spoken Language
The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements.
This bundle includes the following documents: Mixed age Key Learning in Reading and Writing for Years 1-2, Years 3-4, Years 4-5 and Years 5-6.
Themed around magic, mystery and much more, both the narrative and non-fiction units within this publication, interweave reading and writing skills from Year 5 and Year 6.
Children will be taken on a magical journey whilst reading Ross MacKenzie’s award-winning The Nowhere Emporium. Regular short and long writing opportunities are embedded throughout the sequence - with opportunities for further challenge and independent writing also signposted – whilst the final written outcome is an extended narrative based around the plot of The Nowhere Emporium.
This is followed by a non-fiction unit, flexibly themed around magic or the circus – it’s your choice! Following research, children will work towards producing a hybrid information text in the form of a magazine page. This includes a mini biography, a discussion text and a non-chronological report. The children could be finding out about the history of magic, researching a famous magician or discussing whether animals should be allowed to perform in a circus. Lots of interesting facts to find and discussions to have!
Key Learning for the EYFS in CLL
What is Key Learning for the EYFS in CLL?
The Key Learning for EYFS in CLL statements are the small step goals for Reception children to work through to achieve the ‘Expected’ ELGs in Reading and Writing.
Where have they come from?
The Key Learning for EYFS in CLL statements have been identified primarily from the EYFS. Other key documents cross referenced in their preparation include Development Matters, Letters and Sounds, and Lancashire Assessment and Progression materials.
How are they different from the EYFS ELGs?
There were two main aims in creating Key Learning for EYFS. The first aim was to pull out the key steps in learning to enable clear planning for the Literacy elements within EYFS, and the second was to provide a clear progression to achieve the ELGs for the Prime and Specific aspects towards the ‘Expected’ Level.
How might Key Learning for the EYFS in CLL be useful?
The Key Learning for EYFS in CLL statements should help to focus, and be exemplified, during whole class and group teaching. Taught in the context of lively, engaging and creative themes, they help to ensure that pupils make progress as readers and writers. Teaching should ensure that skills are modelled and scaffolded and that pupils are given opportunities to apply them in a range of different contexts and through continuous provision.
Year 1 Autumn 1 English Planning Unit : Penguins, Possums and Pigs
This half term block, based around a theme of Penguins, Possums and Pigs, consists of three English units:
Stories with familiar settings
Non-chronological reports
Poems on a theme
Cross curricular links
Although the units will stand alone, they can be planned to run alongside Geography and Science units based on animals which live in hot and cold areas of the world. Stories and poetry could be based around animals from different hot and cold habitats. Non-chronological reports on selected animals would further support the
science content of the Key Stage 1 National Curriculum.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Year 5 Spring 1 English Planning Unit : Earthlings
This half term block, based around a theme of Earthlings, consists of three English units:
Science fiction narrative
Information booklets
Poems with a structure
Cross curricular links
Although the units will stand alone, they can be planned to run alongside science, music and art and design work linked to space. Short science fiction stories or a class novel can be linked to the theme, and space can also be the focus for poetry and an information booklet. Linked to music, children could create a book or film trailer
using a suitable application such as iMovie.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Year 5 Autumn 1 English Planning Unit : A Kingdom United
This half term block, based around a theme of A Kingdom United, consists of two English units:
Legends
Persuasion
Cross curricular links
Although the units will stand alone, they can be planned to run alongside Geography and History work on UK cities, counties and key features and Britain’s settlement by Anglo-Saxons and Scots. The unit on legends has been chosen to fulfil the National Curriculum requirement that children in upper Key Stage 2 will increase their
familiarity with a wide range of books, including myths, legends and traditional stories.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Year 4 Summer 2 English Planning Unit : Hunted
This half term block, based around a theme of Hunted, consists of three English units:
Narrative – Folk Tales
Non Fiction – Debate
Poem on a theme.
Cross curricular links
Although the units will stand alone, they can be planned to run alongside a Science focus linked to Living things and their Habitats. Debates can be based upon any focus, either linked to the theme or other relevant contexts, depending upon the curriculum focus.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Year 2 Summer 1 English Planning Unit : Wind in the Willows
This half term block, based around a theme of Wind in the Willows, consists of three English units:
Animal adventure stories
Recounts: letters
Classic poems
Cross curricular links
Although the units will stand alone, they can be planned to run alongside a Science units based on habitats. For example, in the story of The Wind in the Willows, Mole leaves his home to explore the nature around him. Geography links could include exploring different seasons, what the weather is like in each season including what happens to the length of the day, and what happens to plants and animals. Consider the different chapters within the Wind in the Willows text, and the different seasons read about in the story.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Year 2 Autumn 1 English Planning Unit : The Place Where I Live
This half term block, based around a theme of The Place Where I Live, consists of three English units:
Stories with familiar settings
Non-chronological reports
Poems on a theme
Cross curricular links
Although the units will stand alone, they can be planned to run alongside Geography and History work on the local area where the children live. Stories and poetry can be linked to the local area or other familiar places to the children e.g. school, park, home. Non-chronological reports linked to places of interest in the local area are
suggested as the focus for the non-fiction unit.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Year 5 Autumn 2 English Planning Unit : Food, Glorious Food!
This half term block, based around a theme of Food Glorious Food, consists of three English units:
Stories with historical settings
Film and play scripts
Classic narrative poetry
Cross curricular links
Although the units will stand alone, they can be planned to run alongside a broad theme of food e.g. Geography work on food from around the world; Design and Technology work on a variety of cooking techniques; Science work on materials reversible and irreversible changes. The unit ‘Stories with historical settings’ is included to address the National Curriculum requirement to read and discuss an increasing wide range of fiction. The classic poetry and playscripts units are part of the recommendation for children in Y5/Y6 to learn a wider range of poetry by heart and prepare poems and plays to read aloud and to perform.
Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.
Our English Planning Units have all recently been updated to include:
new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
updated suggestions of texts, direct links to specific film clips and resources within every unit;
a tighter focus on grammar skills via warm-up sessions and integration within units;
increased emphasis on vocabulary for reading and writing;
further short and longer writing opportunities built into each unit; and
updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.
Writing Opportunities to Support the Reading Phase of the Teaching Sequence
This document provides guidance on planning an English unit using the teaching sequence from reading to writing. It contains ideas for reading skills and learning objectives which are linked to writing opportunities within the reading phase of the teaching sequence.
This document provides clarity on the difference between learning objectives and outcomes in reading, and can support teachers when planning for reading sessions.