In this unit, children are introduced to the idea that people from other societies have been coming to settle in Britain for a long time. Children find out about what was discovered at Sutton Hoo. By investigating the finds, children learn about the work of archaeologists and about the culture and way of life of Anglo-Saxons who settled in Britain. Lesson 1 On the move The purpose of this lesson is to consider why people move away from where they were born. Lesson 2 Invaders and settlers The purpose of this lesson is: to establish that the Anglo-Saxons both invaded and settled in Britain. Lesson 3 Where did they come from and where did they go? The purpose of this lesson is: to develop a clear understanding of where the Anglo-Saxons came from and where they settled. Lesson 4 Archaeology The purpose of this lesson is: to develop an understanding of archaeology and archaeological evidence. Lesson 5 Sutton Hoo The purpose of this lesson is:to find out how the ship burial at Sutton Hoo was discovered and what sort of objects were found. Lesson 6 The Sutton Hoo treasure The purpose of this lesson is: look in detail at some of the Sutton Hoo finds. Lesson 7 Sutton Hoo drama The purpose of this lesson is: to consolidate learning about the Sutton Hoo ship burial. Lesson 8 Everyday Anglo-Saxon life The purpose of this lesson is: to research and record information about the everyday life of Anglo-Saxons. Lesson 9 Presenting everyday Anglo-Saxon life The purpose of this lesson is: for children to present the information they have researched about the everyday life of Anglo-Saxons. Lesson 10 Anglo-Saxon writing The purpose of this lesson is: to investigate different types of writing in Anglo-Saxon times. Lesson 11 Riddles and stories The purpose of this lesson is:to look at the Anglo-Saxon oral tradition with reference to Anglo-Saxon riddles and the Beowulf story. Lesson 12 Visit to an Anglo-Saxon site The purpose of this lesson is: to visit a location that will provide evidence of Anglo-Saxon life.*

The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response. Learning objectives Children learn: to say where they live to ask others where they live Learning outcomes Children learn: to use a set phrase to respond to the question, for example Vivo en Lincoln to substitute items in the model phrase to vary the statement to take part in a brief prepared task using visual clues to help them initiate and respond to show understanding of short wordprocessed dialogue, made up of familiar language Includes: Lesson Plan and Activity Sheets Like this? Check out the full units available on TES or our website

In this section, the children will learn the nouns for members of a family and how to say the date. They will also learn how to describe using colours, to express preferences and to look carefully at some Spanish words for their sound and spelling. **Topic titles My family** The purpose of this topic is for children to identify members of their family, to respond to questions and to write short phrases correctly with support. **2. Today’s date ** The purpose of this topic is for children to ask and respond correctly to the question ¿Qué día es hoy? It is also to understand and use the numbers 22–31. 3. Colours ** The purpose of this topic is for children to learn vocabulary to describe the colour of items. ** 4. Sounds and spellings The purpose of this topic is to consolidate and apply the phonetic skills the children have learnt in this and in other sections by looking specifically at the sounds and spellings of words Includes: Medium Term Plans, Lesson Plans and Activity Sheets Topic 1 and 2 available on TES or on our website.

The purpose of this topic is for children to say what the weather is like, using a few simple phrases. Learning objective Children learn: to describe the weather, using a few simple phrases Learning outcomes Children learn: to respond to the question ¿Qué tiempo hace? using short phrases, e.g. hace buen/mal tiempo; hace calor/frío to name and describe the weather in various places, e.g. en Alicante hace calor to write the phrases so they can describe the weather correctly Includes Lesson Plan and Activity Sheets

In this section, the children will learn to say their age and where they live. They will learn the numbers 13–21, the days of the week, some phrases about the weather and the Spanish alphabet. This is a 7 week unit of work Includes: Medium Term Plan, Individual Lesson Plans, Lesson Activities **Topic titles How old are you?** The purpose of this topic is for children to know how to say how old they are and to ask others their age 2. Where do you live? The purpose of this topic is to teach and ensure that children can respond to the question ¿Dónde vives? Children should also be able to ask others the same question and to understand the response. 3. Nationalities The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak. 4. Numbers 13–21 The purpose of this topic is to ensure that children can count to 21 in Spanish 5. Days of the week The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy? 6. The weather The purpose of this topic is for children to say what the weather is like, using a few simple phrases. 7. The Spanish alphabet The purpose of this topic is for children to learn the Spanish pronunciation and sounds of the alphabet that will aid accurate pronunciation and the spelling of simple words.

The purpose of this topic is to ensure that the children can say what nationality they are, ask the question of others and say what language they (and others) speak. Learning objective Children learn: to describe their nationality and the languages they speak Learning outcomes Children learn: to describe their nationality and ask others the same question, for example Soy inglés/inglesa to say what languages they speak, for example Hablo inglés y español Includes: Lesson Plan and Activity Sheets

The purpose of this topic is for children to identify members of their family, to respond to questions and to write short phrases correctly with support. Learning objective Children learn: to introduce members of the family Learning outcomes Children learn: to identify correctly names for members of the family to understand and say whether or not they have brothers or sisters to respond with Se llama… when asked someone’s name to understand that el is masculine and la is feminine to role-play members of own, imaginary or famous family to copy familiar short phrases correctly to name and describe people to use visual clues to produce short phrases using mainly memorised language Includes: Lesson Plans, Vocabulary and Lesson Activities

In this first section, which contains a term’s work, the children will learn to introduce themselves in Spanish and to greet others. They will learn numbers 0–12 and some classroom objects. They will also begin to work on sounds and spellings, and use simple classroom instructions. Topic titles (6 Lessons) Greetings How are you? Introducing yourself Numbers 0–12 Classroom instructions Classroom objects Includes Lesson Plans, Subject Vocabulary and Activity Sheets

The purpose of this topic is to ensure that children can greet each other by responding and saying ¡Buenos días!, ¡Hola! and ¡Adiós! It is also to familiarise children with new sounds and to encourage them to speak and practise customs, even if they make mistakes, in order to gain confidence. Learning objectives Children learn: to say hello (distinguish between formal (¡Buenos días!) and informal (¡Hola!)) to say goodbye (¡Adiós!) greeting customs Includes: Lesson Plans and Activity Sheets Includes 5 Activities

The purpose of this topic is to teach children to understand and say the days of the week. It is also to ensure that the children can respond to and ask the question ¿Qué día es hoy? Learning outcomes Children learn: to understand and use the vocabulary for the days of the week to ask and respond to the question ¿Qué día es hoy Includes: Lesson Plans and Activity Sheets

The purpose of this topic is for children to learn vocabulary to describe the colour of items. Learning outcomes Children learn: to say the correct word for the colour in response to the question ¿De qué color es?, e.g. Es azul. to use short phrases to express personal responses and preferences: me gusta el rojo, no me gusta el amarillo. to use correct intonation to indicate they are asking a question to show they understand nouns used with colours to show they understand simple commands, e.g. ¡Buscad! to listen carefully in order to discriminate sounds and identify meaning to show they understand familiar statements to begin to show understanding of syntactic structure in languages, e.g. position of adjectives in Spanish in relation to English adjective position, e.g. un bolígrafo azul – a blue pen Resources: Includes Lesson plan and Activity Sheets

Includes all stories An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child. Covering: Speaking and listening ● Help the children to draw a storyboard or story map to support a retelling of the story. ● Provide fabrics, blocks and smallworld resources to create a threedimensional story map. ● Use role play to tell the story from one point of view. To explore ideas for this, use drama techniques, such as ‘hot-seating’. ● Act out either the monster version of the story or the traditional version, using voices for the characters. Guided and shared reading: ● Use the story as a shared text. Support the children as they read words which contain alternative spellings for phonemes (see table, below). ● Compare and contrast this version with a traditional version of Red Riding Hood (see ‘Resources’, page 91). ● Traditional tales are some of the easiest texts to use when asking young children Assessment Focus 7 questions (Relate texts to social, cultural and historical contexts and literary traditions) as it is relatively easy to find simple retellings that the children can read independently. For example, you could ask: ● How did you know that the boy would do something bad? ● Did anything surprise you in this retelling of the story?

Lesson 1: This activity should be used to focus on considering and analysing evidence, rather than planning an investigation. However, it can also be used before the children carry out an investigation of their own to provide them with a good structure for setting up their own tests Lesson 1: Learning objectives Children should learn: • that plants need water but not unlimited water, for healthy growth • to use results to draw conclusions Lesson 1: Learning outcomes Children will be able to: • state that plants need water to grow but too much or too little water may kill them • describe differences in the way the plants grew Lesson 2: This activity is intended to support children in their understanding of how simple investigations are planned. Begin the lesson by asking the children to recall any investigations that they have done and the stages of planning that they went through. Lesson 2: Learning objectives Children should learn: • to suggest how a fair test could be carried out • that in experiments with living things, using just one plant in each set of conditions does not give sufficient evidence Lesson 2: Learning outcomes Children will be able to: • recognise the correct order in which to undertake a simple investigation • describe factors that contribute to the test being fair • suggest why one sample may not be adequate in each set of conditions Leave a review

Sample one week lesson plans from LCP’s Phonics Planning 3rd Edition Day-by-Day Lesson Plans based on Letters and Sounds Please note: This is just the planning and does not come with the lesson’s resources. What is LCP Phonics Planning? It is not a phonics teaching scheme and I have assumed that your school already has such a scheme in place, for example, LCP Phonics. There are many other commercially produced schemes available. LCP Phonics Planning is a planning tool for teachers who are teaching phonics using the Letters and Sounds document from the DfE. It is a guide and should be used with flexibility and at a pace which is appropriate to each group or class. Objectives and criteria for success: Teach new graphemes for reading (p134) ay ou ie. Teach the rules for spelling words containing these digraphs. (Appendix 6). Teach reading the tricky word people (p140) and decodable words house, about (p141). Teach reading and spelling compound words. (Appendix 7). Practise reading and spelling high frequency words (p141/p148). Leave a review

Get the full unit: https://www.tes.com/teaching-resource/year-2-english-literacy-information-texts-unit-skimming-and-scanning-12330609 This lesson focuses on the features or signposts of information texts. It will lead the children to use the skill of skim-reading to help them to evaluate the usefulness of information texts and to speed up their investigative reading. The more fun the children have within this lesson, the easier they will find it to use and appreciate the skill they are learning. Depending on the class dynamic, this lesson could be made into one big competition with time limits and/or point systems for each activity. WALT • Spot and talk about different parts of information texts, so we can use them to help us find specific information. • Make up questions about a topic and learn to skim read, so we can find out the general idea of the text. Leave a review

Taken from Year 2 Literacy Resource File This unit is closely linked to the curriculum areas of natural science, geography and history. The children begin by learning and practising skimming, scanning and gist-reading skills using a variety of texts. They then focus on a main topic (the life of a famous person) and practise close reading and note-taking. This leads them on to posing questions about the life and times of the person: in this case, Pocahontas. They then carry out the necessary research to answer their questions and, finally, compose a collaborative information text on the topic. This text is divided into chapters with sub-headings, and also incorporates images. The children will build on work in Unit 2 by producing a glossary to go with their information text 1 A review of information texts • To review and assess prior knowledge of information texts. • To talk about what information a specific text contains 2 Skimming• To focus on the form and organisational features of information texts. • To use skim-reading to read for gist and to evaluate the usefulness of a text. • To review question forms. • To identify and describe the uses of different parts of an information text. 3 Scanning• To develop scanning skills when reading non-fiction information texts. • To find key words in a text. • To match subheadings to sections of a text. 4 Pocahontas • To research and write an information text based on an historical topic. • To practise notetaking and close reading of a text. • To navigate an online text. • To use an online glossary. • To use notes to answer questions about the text. • To understand a text about a famous person. 5 Selecting information • To research a specific topic area and collate information in order to collaboratively compose an information text. • To pose questions. • To record the information using an appropriate method 6 Writing an information text • To use research in order to put together an information text. • To maintain purpose, narrative tense and information text features in composition. • To use images to aid written text. Leave a review

Get the full unit via our website: https://www.tes.com/teaching-resource/year-2-english-literacy-explanation-5-lesson-unit-life-cycles-12330576 Includes Lesson plan and Worksheets WALT • Read and follow a text about the life cycle of a plant. • Know what a glossary is. This long lesson links to the topic of plants and how they grow by introducing the children to a variety of seeds. It may be preferable to spread the lesson over two sessions, using the Glossary activities on the second day. Children will complete an investigative study, which will form the basis upon which they will learn how to read and compose explanatory texts. Leave a review

Taken from our Year 2 Literacy Resource File The focus is on following and producing explanatory texts. This unit is closely linked to the curriculum area of science and life cycles of plants. Children begin with an investigation into the seeds of various plants. This is followed by a reading phase about the life cycles of some of these plants. The children then link the texts with the appropriate diagrams and pull out some of the key language to help them make a glossary and understand how to write explanatory texts. Children are given the opportunity to look at more examples of explanatory texts before they begin the investigative study which they will finally write about. In groups, children follow instructions to grow potatoes. At each stage they are encouraged to observe and record the process and the results. They are encouraged to keep a diary of the investigation and to evaluate their own work as they go. At the end of the investigation, they are asked to review the process and finally to produce a presentation about the life cycle of the potato 1 What is it? • To promote interest in the topic. • To follow the stages in an explanatory text about the life cycle of a plant. • To understand what a glossary is. 2 Explanation language and features • To focus on the form and organisational features of explanatory texts. • To widen the concept of what topics explanatory texts deal with. 3 Let’s grow potatoes • To initiate an ongoing investigative study in order to develop and produce an explanatory text. • To read, understand and follow instructions. 4 Our potatoes• To conclude an ongoing investigative study in order to develop and produce an explanatory text. • To work collaboratively to produce a paragraph describing the end result of an investigation. • To share information 5 Presentations• To produce an explanatory text/ presentation. • To produce a suitable visual explanation of a process. • To use labels as an aid to visuals. Leave a review

See the full Instructions unit: https://www.tes.com/teaching-resource/year-2-english-literacy-instructions-unit-12330446 One lesson with plan and resources Good for introducing the topic of instructions WALT: Listen to instructions. • Follow instructions and give instructions on how to move. Focus on speaking and listening skills by getting the children to follow a chant. Leave a review

Taken from our Year 2 Literacy Resource file. The unit, Instructions, builds on work done in Year 1 and has three phases, with oral and written outcomes and assessment opportunities at regular intervals. The focus is on following and giving instructions. Children begin with an oral phase, followed by a recognising, reading and following phase, and finally progressing to the written production phase. Within this context, children begin to explore the key structural features of instructions and learn to select the appropriate register and style necessary for instructions. This unit uses many curriculum areas in order to give children as much variety as possible in the instructions they read, follow and compose. Lesson 1 Listen and move • To be able to listen to and follow oral instructions. • To recognise an instruction because of its language style. • To be able to give oral instructions telling someone how to move Photo tableaux • To listen to, follow and give oral instructions explaining how to position one’s body. • To be able to look at a photo of a person and work out how to make another person recreate the same pose. 3 Let’s make a smoothie! • To follow instructions successfully to make a smoothie. • To identify the structure of an instructional text – in this case, a recipe. • To read and match instructions with pictures. 4 Mum’s birthday cake • To consolidate the text structure. • To practise reading and understanding a text which describes a process 5 Writing instructions for making things with paper • Recognise adjectives and nouns. • Be able to write numbered instructions. • Be able to extract a set of instructions from a report text. 6 Instructional texts • To recognise instructional texts from the language, topic and layout. • To complete a chart with information about an instructional text 7 How do I get there? • To use directions as a form of instruction. • To write and follow directions. 8 Looking at language • To use directions in order to focus on written presentation, specifically spelling, collocations and punctuation. Leave a review