The Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the phonic progression application for word reading, tricky words and high frequency words, alongside comprehension development. Insert the specific phonic progression, tricky words and high frequency words for your systematic, synthetic programme alongside each Learning and Progression Step. The comprehensive statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading across Reception towards the Early Learning Goals. These grids can be used alongside any systematic, synthetic phonic programme.

The Red Rose Letters and Sounds Learning and Progression Steps for Reading in Reception Group Grids are designed to support progression, planning and assessment for the teaching of reading in the Reception year. They outline the Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme corrsepondences, tricky words and high frequency words, alongside comprehension development. The comprehension statements have been derived from the Early Years Foundation Stage Stautory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading using Red Rose Letters and Sounds Progression, across Reception towards the Early Learning Goals.

Fast Forward Spelling has been developed to prepare pupils for the higher expectations in the current National Curriculum and to support them to achieve successfully in both papers of the Grammar, Punctuation and Spelling test at the end of Year 6. This intervention has been designed to address any gaps in learning. Fast Forward Spelling is a twelve week programme with daily sessions planned for each week. It focuses on: Spelling rules and conventions Teaching approaches Independent practice.

Fast Forward Grammar 2 replaces the original Fast Forward Grammar 1 publication developed by a group of leading teachers. It has been developed to prepare pupils for the higher expectations in the revised National Curriculum and to support them to achieve successfully in the Grammar and Punctuation test at the end of Year 6. This resource is a fourteen week programme of three sessions per week focusing upon sentence structure, word classes and grammatical terminology.

This 4-5 week ‘last push pack’ based on Aladdin, facilitates a range of reading and writing opportunities linked to the STA Key Stage 1 Teacher Assessment Framework. Using a quality text and supporting film material, this motivating and engaging unit incorporates narrative, non-fiction and poetry, equipping teachers with a complete unit of work to enhance quality outcomes and aid transition into Key Stage 2. A reading and writing skills overview is provided within the unit, together with daily lesson plans. A balance of modelled and independent writing opportunities are also included throughout the sequence. Whilst reference is made to numerous texts, the key text shared throughout the unit is Animated Classics Disney Aladdin (text adapted by Lily Murray) 2019.

The Push Pack has been designed for Year 6 teachers in order to create an independent evidence base, in conjunction with other work, to support making judgements against the Teacher Assessment Framework for Writing at the end of Key Stage 2 (TAF). This 6-7 week detailed sequence of work revisits a range of reading and writing key skills using a quality text (The 1,000 Year Old Boy by Ross Welford) and supporting link texts. It assumes that children will have already been taught the key skills throughout the Key Stage and this unit provides the opportunity to review and apply skills within a motivating and engaging context. A reading and writing overview has been provided with key skills listed. This highlights the key skills which have been identified for each outcome. However, teachers may decide to supplement sessions / activities with additional skills pertinent to the needs of their class. The Push Pack comprises of two main units: an integrated fiction and non-fiction unit and a separate poetry unit. In addition to the final independent written outcomes referenced above, each sequence embeds a balance of modelled and independent writing opportunities. Opportunities for aiming towards the higher standard in writing are also included.

This half termly publication consists of a thematic unit incorporating poetry, narrative and non-fiction. This unit can be adapted for the skills taught in either Year 1 or Year 2. For this reason, Key Learning has been referenced from both year groups.

This brand new booklet has been created to provide a bank of ideas to support teachers in developing ideas for responding to texts in reading. The ideas can be used within the reading phase of an English unit and in guided reading sessions. Each section includes an overview of approaches with scaffolds and prompts that can be adapted and modified to suit the learning being developed across a range of year groups.

This publication consists of a 4-6 week fiction unit based on the novel ‘The One Hundred and One Dalmatians’ by Dodie Smith. This unit can be adapted to the skills taught in either Year 3 or Year 4, or in a mixed Year 3/4 class. For this reason, Key Learning has been referenced from both year groups.