*New* And Tango Makes Three – Newspaper Report Writing Unit (6 Sessions)

And Tango Makes Three – Newspaper Report Writing Unit (6 Sessions)

Inclusive English planning promoting diversity, empathy and purposeful writing
This detailed Scheme of Work is based on And Tango Makes Three by Justin Richardson & Peter Parnell — a true story celebrating family diversity and belonging. Through sensory storytelling, discussion, sequencing and shared writing, pupils explore characters, emotions and real-world issues around different types of families before producing a newspaper article as their final written outcome.
Designed for learners across Pre-Formal, Semi-Formal, Formal and Formal+ pathways, this planning ensures all learners can access the narrative and develop communication skills at their level. The unit provides rich opportunities for building empathy, social understanding, and respect — with explicit links to British Values (democracy, rule of law, individual liberty, mutual respect & tolerance) and SMSC embedded throughout the sequence
And Tango Makes Three SoW with …

What’s included
• 6 structured sessions delivered over six weeks
• Sensory storytelling + writing skills taught weekly
• Fully differentiated learning pathways every lesson
• Attention Autism integrated throughout
• Newspaper features: headline, caption, who/what/when/where/why questioning
• Sequencing, story mapping and illustration-based inference
• Vocabulary development including Makaton key words
• Sentence building using Colourful Semantics scaffolds
• Self-assessment frame for independence and editing
• Real-world journalism task linked to EHCP/SOLAR evidence collection
A huge amount a prepared resources adn SMART board activities ready made and accessible for a wide range a learners from EYFS access points to year 3 in SEND settings or mainstream depending on their ability or communication complexities.

Curriculum and skill development
• Listening, responding and comprehension using a meaningful text
• Recognising and discussing family diversity in a safe setting
• Understanding and identifying newspaper features
• Using who/what/where/when/why to structure information
• Writing sentences with correct punctuation and simple conjunctions
• Communicating ideas through symbols, speech or writing
• Developing emotional literacy and empathy
• Participation, turn-taking and purposeful discussion

Intended outcomes
• By the end of the unit, learners will have:
• Engaged with a narrative about love, care and different family structures
• Sequenced key events and responded to character emotions
• Identified newspaper features and communicated key facts
• Written or contributed to a short news report based on the story
• Demonstrated progress in communication, literacy and confidence