’Read and Respond’ unit to support home learning in English and Literacy, Year 3 - Week 11: Monster Mayhem. This resource includes an electronic set of plans for parents for English and Literacy in Year 3. These newly created exciting ‘Read and Respond’ units will support home learning in English and Literacy. The ‘mini units’, available for Years 1-6 inclusive, provide daily English lesson plans and have been designed for you to send home to parents on a weekly basis. (Reception guidance for Literacy is also available, though in a slightly different format). All the plans use text extracts freely downloadable from LoveReading4Kids, Oxford Owl or websites with free audio recordings. Week 11 topic for Year 3: Monster Mayhem. It is suggested that each unit is sent to parents with an accompanying letter as a way of the class teacher personally introducing the unit of work. This will provide the teacher with the opportunity to address any particular sections of the plan, provide supporting materials (e.g. a writing frame) where appropriate and/or make reference to any prior learning. An editable example of how this might look is also included. A message from our Senior English Consultant Nicola Martin: HOT OFF THE PRESS! Lancashire Primary English and Literacy team Home Learning Read and Respond Units Summer 2 overview - Available now! Due to popular demand, the Primary English and Literacy team have created a second overview of units to support schools, teachers, parents and children. This follows on from an overview produced for Summer 1 including 6 weeks of plans for Reception to Y6. You may not have used the full suite yet due to this being a 5 week half term! The Summer 2 overview includes 4 weeks of plans from Reception to Y6 which can be used at home or in school. As in previous weeks, an example letter is included which teachers can send to parents in order to provide additional guidance, or to tailor the units to particular classes. Many schools have been enhancing the units in the following ways: -Providing word banks to support each day or week -Teachers reading aloud some of the stories, poems and texts and sending via an online platform/school website so the children can ‘see and hear’ them -Designing additional activities linked to the suggested texts to make links across the curriculum We hope the units continue to be useful and please share any feedback on our Facebook page…. Twitter feed…. @lancsliteracy @lpds or by emailing Nicola.martin@lancashire.gov.uk Senior Consultant for Primary English and Literacy

’Read and Respond’ unit to support home learning in English and Literacy, Year 6 - Week 9: Explorers and Adventurers part two. This resource includes an electronic set of plans for parents for English and Literacy in Year 6. These newly created exciting ‘Read and Respond’ units will support home learning in English and Literacy. The ‘mini units’, available for Years 1-6 inclusive, provide daily English lesson plans and have been designed for you to send home to parents on a weekly basis. (Reception guidance for Literacy is also available, though in a slightly different format). All the plans use text extracts freely downloadable from LoveReading4Kids, Oxford Owl or websites with free audio recordings. Week 9 topic for Year 6: Explorers and Adventurers part two. It is suggested that each unit is sent to parents with an accompanying letter as a way of the class teacher personally introducing the unit of work. This will provide the teacher with the opportunity to address any particular sections of the plan, provide supporting materials (e.g. a writing frame) where appropriate and/or make reference to any prior learning. An editable example of how this might look is also included. A message from our Senior English Consultant Nicola Martin: HOT OFF THE PRESS! Lancashire Primary English and Literacy team Home Learning Read and Respond Units Summer 2 overview - Available now! Due to popular demand, the Primary English and Literacy team have created a second overview of units to support schools, teachers, parents and children. This follows on from an overview produced for Summer 1 including 6 weeks of plans for Reception to Y6. You may not have used the full suite yet due to this being a 5 week half term! The Summer 2 overview includes 4 weeks of plans from Reception to Y6 which can be used at home or in school. As in previous weeks, an example letter is included which teachers can send to parents in order to provide additional guidance, or to tailor the units to particular classes. Many schools have been enhancing the units in the following ways: -Providing word banks to support each day or week -Teachers reading aloud some of the stories, poems and texts and sending via an online platform/school website so the children can ‘see and hear’ them -Designing additional activities linked to the suggested texts to make links across the curriculum We hope the units continue to be useful and please share any feedback on our Facebook page…. Twitter feed…. @lancsliteracy @lpds or by emailing Nicola.martin@lancashire.gov.uk Senior Consultant for Primary English and Literacy

’Read and Respond’ unit to support home learning in English and Literacy, Year 1 - Week 10: Bare necessities. This resource includes an electronic set of plans for parents for English and Literacy in Year 1. These newly created exciting ‘Read and Respond’ units will support home learning in English and Literacy. The ‘mini units’, available for Years 1-6 inclusive, provide daily English lesson plans and have been designed for you to send home to parents on a weekly basis. (Reception guidance for Literacy is also available, though in a slightly different format). All the plans use text extracts freely downloadable from LoveReading4Kids, Oxford Owl or websites with free audio recordings. Week 10 topic for Year 1: Bare necessities. It is suggested that each unit is sent to parents with an accompanying letter as a way of the class teacher personally introducing the unit of work. This will provide the teacher with the opportunity to address any particular sections of the plan, provide supporting materials (e.g. a writing frame) where appropriate and/or make reference to any prior learning. An editable example of how this might look is also included. A message from our Senior English Consultant Nicola Martin: HOT OFF THE PRESS! Lancashire Primary English and Literacy team Home Learning Read and Respond Units Summer 2 overview - Available now! Due to popular demand, the Primary English and Literacy team have created a second overview of units to support schools, teachers, parents and children. This follows on from an overview produced for Summer 1 including 6 weeks of plans for Reception to Y6. You may not have used the full suite yet due to this being a 5 week half term! The Summer 2 overview includes 4 weeks of plans from Reception to Y6 which can be used at home or in school. As in previous weeks, an example letter is included which teachers can send to parents in order to provide additional guidance, or to tailor the units to particular classes. Many schools have been enhancing the units in the following ways: -Providing word banks to support each day or week -Teachers reading aloud some of the stories, poems and texts and sending via an online platform/school website so the children can ‘see and hear’ them -Designing additional activities linked to the suggested texts to make links across the curriculum We hope the units continue to be useful and please share any feedback on our Facebook page…. Twitter feed…. @lancsliteracy @lpds or by emailing Nicola.martin@lancashire.gov.uk Senior Consultant for Primary English and Literacy

Sentence Construction, Grammar and Punctuation - Exemplification This document provides examples of the application of grammar and punctuation within sentence construction linked to Lancashire’s Key Learning documents. The terminology which pupils need to know, understand and use to describe their own writing is provided at the end of this document. This is taken from National Curriculum 2014 English Appendix 2: Vocabulary, grammar and punctuation.

The Red Rose Letters and Sounds 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 Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme correspondences, tricky words and high frequency words, alongside comprehension development. The comprehension 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 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.

Intent, Implementation and Impact of your curriculum! These documents will support subject leaders and senior leaders in reflecting on the provision for the different subjects within your school curriculum and how these meet the specific needs of your children. This reflects the emphasis on the whole curriculum in the Ofsted inspection framework from September 2019. The aim of the Examining Teaching and Learning in… documents is to provide subject leaders with a precise evaluation of the provision for their subject. Once conducted, the information can then be used as a basis for: the subject improvement plan; a discussion during an Ofsted inspection; a position statement report to the governing body; and general discussions about the subject with senior leaders and teachers in school. The questions and prompts within the resources have been carefully designed to ensure consistency in a school’s approach to evaluation by the subject leader whilst also focusing on the individual characteristics of each subject area. They can be independently used by schools or be provided as part of a subject specific ‘Health Check’ provided by one of the Lancashire Teaching and Learning Consultants.

The Key Learning in Spoken Language document is based upon the expectations outlined in the National Curriculum 2014. It will support teachers to plan spoken language opportunities in English and across the curriculum. The key learning statements have been identified primarily from the National Curriculum 2014 (pg 17) - spoken lanaguage, years 1 to 6. In addition, EYFS Early Learning Goals 2021, and expertise from the Primary English and Literacy team at the LPDS, around speaking and listening, has informed the expectations for all years groups.

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.

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.

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.

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 4 Spring 2 English Planning Unit : Passport to Europe This half term block, based around a theme of Passport to Europe, consists of two English units: Novel as a theme Non-chronological reports Cross curricular links Although the units will stand alone, they can be planned to run alongside geography, design technology and music. A context for writing a non-chronological report could be a region in a European country, including information around a classical European composer. For novel as a theme, any appropriate text could be selected. Design technology could be linked via creating a passport holder or a money container for two or more currencies. 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.

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.

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 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 1 Summer 2 English Planning Unit : Robots This half term block, based around a theme of Robots, consists of three English units: Recounts Stories with fantasy settings Poems on a theme Cross curricular links Although this unit can stand alone, it can be planned to run alongside a Design and Technology unit on designing and making a robot or alien. It can also support the composition of music to suit movements of robots or aliens. It may be worthwhile delivering the non-fiction unit on recounts first, as children make their robots or aliens as part of the Design and Technology unit. This would enable them to write their recount immediately following the making of their own robot or alien. The children’s creations can then feature as the robot or alien character in an innovated narrative story. Poetry writing, linked to the new robot or alien character, could be taught as a stand-alone unit, or integrated within the narrative 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.