Sproughton CEVC Primary School
English Long Term Plan
Cycle A
Spoken language, writing, spelling, grammar and
punctuation
July 2014
Sproughton CEVCP School English Curriculum Map Cycle A 2014 to 2015
Year 1 See English National Curriculum for details.
Term
Dimensions
Theme
Literacy Focus
Applied Literacy
Composition
Vocabulary, grammar
and punctuation
Spelling
Handwriting
Spoken
 Sit correctly
 Lower case formation
 Capital formation
 0-9
 Practise families
Morrells Handwriting
Learn a poem or rhyme off
by heart.
Use role-play area.
Use drama techniques to
explore texts.
Circle Time
Talk partners
See NC Appendix 1
See NC Appendix 2
A1
Whatever the
weather
Yr1:Stories with Familiar
Settings (N)
Recounts / Information
Dictionary (NF)
Labels, Lists and
Captions (NF)
Patterns on a page (P)
A2
Pupil Voice.
Come and join the
celebration
Stories from a Range of
Cultures (N)
Instructions (NF)
Labels, Lists and
Captions (NF)
Letters (NF)
Sp1
Fairies and Frogs
Traditional Stories and
Fairy Tales (N)
Stories with Predictable /
Patterned Language (N)
Labels, Lists and
Captions (NF)
Instructions (NF)
Sp2
Never eat shredded
wheat.
Non-chronological
reports (NF)
Fantasy Stories (N)
Su1
How does your
Garden grow?
Using the Senses (P)
Explanation Texts (NF)
Su2
Happy Families.
Here comes the
sun.
1
Recount - Fact and Fiction
(NF)
Stories by the Same
Author (N)
Diaries and Blogs (NF)
Yr1:
write sentences by:
 saying out loud what
they are going to write
about
 composing a sentence
orally before writing it
 sequencing sentences
to form short narratives
 re-reading what they
have written to check that
it makes sense
 discuss what they have
written with the teacher or
other pupils
 read aloud their writing
clearly enough to be heard
by their peers and the
teacher.
W: Regular plurals
S: Making sentences
T:Sequencing sentences
P: Finger spaces
W: Regular plurals es
S: Making sentences
T: Sequencing sentences
P: Capitals and full stops
Revision of Phase 4
phonics
Phase 5 phonics
Ff, ll, ss, zz, ck
nk
syllables
tch
ending in ve
plural s
Phase 5 phonics
Plural es
Perform in the Christmas
production
Use role-play area.
Use drama techniques to
explore texts.
Circle Time
Talk partners
W:Suffix to verbs
S:Joining with and
T:Question and
exclamation marks
P:
Phase 5 phonics
Suffix to verbs
Recommend a book to a
friend or the class. Use
role-play area.
Use drama techniques to
explore texts.
Circle Time
Talk partners
Poems on a Theme (P)
W: Prefix un
S: Joining with and
T: Sequencing sentences
P: Capitals for names and
pronoun I.
Phase 5 phonics
Identify rules for discussion
and contribute to class
discussions Use role-play
area.
Circle Time
Talk partners
Instructions (NF)
Information Text (NF)
Stories with Familiar
Settings (N)
Revision and extension
Phase 5 phonics
er and est to adjectives
Identify rules for discussion
and contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
Poems on a Theme
(P)
Letters (NF)
Revision and extension
Phase 5 phonics
Revise and extend
Perform a poem
Use role-play area.
Use drama techniques to
explore texts.
Circle Time
Talk partners
Sproughton CEVCP School English Curriculum Map Cycle A 2014 to 2015
Year 2 See English National Curriculum for details.
Term
Dimensions
Theme
Literacy Focus
Applied Literacy
Composition
Vocabulary, grammar
and punctuation
Spelling
Handwriting
Spoken
Form lower-case letters of
the correct size relative to
one another
 start using some of the
diagonal and horizontal
strokes needed to join
letters and understand
which letters, when
adjacent to one another,
are best left unjoined
 write capital letters and
digits of the correct size,
orientation and relationship
to one another and to
lower case letters
 use spacing between
words that reflects the size
of the letters.
Learn a poem or rhyme off
by heart.
Use role-play area.
Use drama techniques to
explore texts
See NC Appendix 1
See NC Appendix 2
A1
Whatever the
weather
Yr1:Stories with Familiar
Settings (N)
Recounts / Information
Dictionary (NF)
Labels, Lists and
Captions (NF)
Patterns on a page (P)
A2
Pupil Voice.
Come and join the
celebration
Stories from a Range of
Cultures (N)
Instructions (NF)
Labels, Lists and
Captions (NF)
Letters (NF)
Sp1
Fairies and Frogs
Traditional Stories and
Fairy Tales (N)
Stories with Predictable /
Patterned Language (N)
Labels, Lists and
Captions (NF)
Instructions (NF)
Sp2
Never eat shredded
wheat.
Non-chronological
reports (NF)
Fantasy Stories (N)
Poems on a Theme (P)
Su1
How does your
Garden grow?
Using the Senses (P)
Instructions (NF)
Information Text (NF)
Stories with Familiar
Settings (N)
Explanation Texts (NF)
Su2
Happy Families.
Here comes the
sun.
2
Recount - Fact and
Fiction (NF)
Stories by the Same
Author (N)
Diaries and Blogs (NF)
Poems on a Theme
(P)
Letters (NF)
Develop positive attitudes
towards and stamina for
writing by:
 writing for different
purposes
Consider what they are
going to write before
beginning by:
 planning or saying out
loud what they are going to
write about
 writing down ideas
and/or key words,
including new vocabulary
 encapsulating what they
want to say, sentence by
sentence
Make simple additions,
revisions and corrections
to their own writing by:
 evaluating their writing
with the teacher and other
pupils
 re-reading to check that
their writing makes sense
and that verbs to indicate
time are used correctly and
consistently, including
verbs in the continuous
form
 proof-reading to check
for errors in spelling,
grammar and punctuation
[for example, ends of
sentences punctuated
correctly]
Read aloud what they
have written with
appropriate intonation to
make the meaning
W: Compound words
S: Noun phrases
T: Present and past tense
P: Demarcate sentences
with caps, . ! ?
Revision of phase 5
phonics
Phase 6 phonics
W: Formation of nouns
using suffixes such as –
ness, –er
S: 4 Sentence types.
T: Present and past tense
P: Commas in a list.
Phase 6 phonics
Suffix ment, ness ful, ness
& ly
W: Formation of
adjectives using suffixes
such as –ful, –less.
S: Noun phrases
T: Progressive form of
verbs.
P: Apostrophes to mark
contraction
W:Adjectives to adverbs
S: Subordination and
coordination
T: Progressive form of
verbs.
P: Apostrophes to mark
possession.
Phase 6 phonics
W:Adjectives to adverbs
S: Subordination and
coordination
T: Present and past tense
P: Apostrophes to mark
possession and
contraction.
Phase 6 phonics
Identify rules for discussion
and contribute to class
discussions.
Use drama techniques to
explore texts
Revision and extension
Phase 6 phonics
Perform a poem.
Use role-play area.
Use drama techniques to
explore texts
The /dʒ/ sound spelt as ge
and dge
The /s/ sound spelt c
Kn/gn & Wr
Ending in:le, el. al. il
Y as in cry
Adding –ing, –ed, –er, –est
and –y to words of one
syllable ending in a single
consonant letter after a single
vowel letter
Phase 6 phonics
Contractions.
Possessive apostrophe
Taught to write with a
joined style as soon as
they can form letters
securely with the correct
orientation
Morrells Handwriting
Perform in the Christmas
production
Use drama techniques to
explore texts
Recommend a book to a
friend or the class.
Use drama techniques to
explore texts
Identify rules for discussion
and contribute to class
discussions
Use drama techniques to
explore texts
Sproughton CEVCP School English Curriculum Map Cycle A 2014 to 2015
Years 3 & 4 See English National Curriculum for details.
Term
Dimensions
Theme
Literacy Focus
Applied Literacy
Composition
Vocabulary, grammar
and punctuation
Spelling
Handwriting
Spoken
Pupils should be taught to:
 use the diagonal and
horizontal strokes that are
needed to join letters and
understand which letters,
when adjacent to one
another, are best left
unjoined
 increase the legibility,
consistency and quality of
their handwriting [for
example, by ensuring that
the downstrokes of letters
are parallel and
equidistant; that lines of
writing are spaced
sufficiently so that the
ascenders and descenders
of letters do not touch].
Identify rules for discussion
and contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
See NC Appendix 1
See NC Appendix 2
A1
Let’s Walk the
Timeline: It’s all
Greek to Me!
Order, Order!
A2
Sp2
Su1
Su2
3
Recounts – Fact and
Opinion (NF)
Pupil Voice Project
Come and Join
the Celebration
Sp1
Myths and Legends N)
Newspaper / Magazines
(NF)
Persuasive Writing (NF)
Out of the Box
Business Enterprise
Healthy Food
Project
Health and
Wellbeing / Science
and Technology
Let’s Walk the
Timeline: “Ug!”
Stone Age to Celts
Place and Time
Poems to Perform (P)
Plays (N)
Letters (NF)
Authors ( N & P)
Reports (NF)
Green Fingers
Plants
May the Force be
With You
Forces and Magnets
Science and
Technology
Explanations (NF)
Mystery (N)
Three Giant
Steps…
Locality, UK and
Beyond
Place and Time
Brochures and Leaflets
(NF)
Stories from a Range of
Cultures (N)
Reports (NF)
Stories with Familiar
Settings (N)
Labels, Lists and
Captions (NF)
Stories with Familiar
Settings (N)
Poems to Perform (P)
Persuasive Writing
(NF)
Pupils should be taught to:
 plan their writing by:
 discussing writing similar to
that which they are planning
to write in order to understand and learn from its
structure, vocabulary and
grammar
 discussing and recording
ideas
 draft and write by:
 composing and rehearsing
sentences orally,
progressively building a
varied and rich vocabulary
and an increasing range of
sentence structures
 organising paragraphs
around a theme
 in narratives, creating
settings, characters and plot
 in non-narrative material,
using simple organisational
devices [for example,
headings and sub-headings]
 evaluate and edit by:
 assessing the effectiveness
of their own and others’
writing and suggesting
improvements
 proposing changes to
grammar and vocabulary to
improve consistency,
including the accurate use of
pronouns in sentences
 proof-read for spelling and
punctuation errors
 read aloud their own
writing, using appropriate
intonation and controlling the
tone and volume so that the
meaning is clear.
W: Compound nouns
S: Conjunctions
T: Paragraphs
P: Inverted commas for
direct speech
Revision from KS1, especially
suffix rules.
W: Use of a or an
S: Expanded noun phrases
T: Headings and
subheadings
P: Revise apostrophes
Adding suffixes beginning
with vowel letters to words
of more than one syllable.
The //
sound spelt y elsewhere
than at the end of words.
Ou as in young
W: Word families
S: Conjunctions
T:Present perfect form of
verbs
P: Inverted commas for
direct speech
Prefix un, dis, mis & in
W:Word families
S: Fronted adverbials
T: use of nouns and
pronouns
P: Inverted commas for
direct speech
Words ending in ure and
sion
Suffix ous
Endings which sound
like /ən/,
spelt –tion, –sion, –ssion–
cian
W: plural and possessive s
S: Expanded noun phrases
T:Use of paragraphs
P: Apostrophes to mark
possession
/k/ ch ;/s/ch; /g/ league
/s/ sc science; /ei/ vein
Revision and extension
W: Standard English for
verb inflections.
Homophones and near
homophones
Single Word Spelling Test:
identify and teach gaps
Prefix re, sub, inter, super,
anti, auto
Suffix ation
Suffix ly
Possessive apostrophe
with plural words
Pupils should be using
joined handwriting
throughout their
independent writing.
Handwriting should
continue to be taught, with
the aim of increasing the
fluency
Morrells Handwriting
Link with spelling,
grammar and punctuation.
Perform a poem
Debate
Contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
Prepare and deliver a
presentation.
Contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
Take part in a debate.
Contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
Learn a poem off by heart.
Contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
Take part in the KS2
production.
Contribute to class
discussions Use drama
techniques to explore
texts.
Circle Time
Talk partners
Sproughton CEVCP School English Curriculum Map Cycle A 2014 to 2015
Years 5 & 6 See English National Curriculum for details.
Term
Dimensions
Theme
Literacy Focus
Applied Literacy
Composition
Vocabulary, grammar
and punctuation
Spelling
Handwriting
Spoken
Pupils should be taught to:
 write legibly, fluently and
with increasing speed by:
 choosing which shape
of a letter to use when
given choices and deciding
whether or not to join
specific letters  choosing
the writing implement that
is best suited for a task.
Identify rules for discussion
and contribute to class
discussions and debates
Use drama techniques to
explore texts.
Circle Time
Talk partners
Philosophy
See NC Appendix 1
See NC Appendix 2
A1
A2
Abracadabra!
Materials Properties and
Behaviour
Science and
Technology
Sp2
Su1
Su2
4
Animation Scripts (N)
Pupil Voice Project
Novels and Stories
by Significant
Authors 2 (N)
Sp1
Novels and Stories by
Significant Authors 1 (N)
Instructions (NF)
That’s Life Episode
1
Life and Living
Things in the
Environment
Science and
Technology / Place
and Time
Walk Like an
Egyptian
Ancient Civilization
Place and Time
A World of
Cracking Ideas!
Inventions and
Developments
Science and
Technology / Place
and Time
Spaced Out!
Earth and the Solar
System
Science and
Technology
Location, Location,
Location
Our Locality
Place and Time
Novels and Stories by
Significant Authors 2 (N)
Older Literature (N)
Classical / Narrative
Poems (P)
Traditional Stories,
Fables, Myths, Legends
(N)
Choral and Performance
(P)
Plays (N)
Instructions (NF)
Information text (NF)
Revision*
Recounts /
Newspapers /
Magazines (NF)
Revision*
Recounts (NF)
Persuasive Writing (NF)
Film Narrative (N)
Science Fiction (N)
Stories with Historical
Settings (N)
Newspapers (NF)
Plan their writing by: 
identifying the audience for
and purpose, selecting the
appropriate form and using
other similar writing as
models for their own  noting
and developing initial ideas,
drawing on reading and
research where necessary 
in writing narratives,
considering how authors have
developed characters and
settings  draft and write by:
 selecting appropriate
grammar and vocabulary,
understanding how such
choices can change and
enhance meaning  in
narratives, describing
settings, characters and
atmosphere and integrating
dialogue to convey character
and advance the action 
précising longer passages 
using a wide range of devices
to build cohesion within and
across paragraphs  using
further organisational and
presentational devices to
structure text and to guide the
reader [for example,
headings, bullet points,
underlining]  evaluate and
edit by:  assessing the
effectiveness of their own and
others’ writing  proposing
changes to vocabulary,
grammar and punctuation to
enhance effects and clarify
meaning  ensuring the
consistent and correct use of
tense  ensuring correct
subject and verb agreement
when using singular and
plural, distinguishing between
the language of speech and
writing and choosing the
appropriate register  proofread for spelling and
punctuation errors
W: nouns/adjectives to verbs
S: Relative clauses
T: Cohesion within a
paragraph
P: Parenthesis
W: Informal & formal
vocabulary
S:Passive and active
T: Linking ideas across
paragraphs using time
adverbials
P: Semi-colon, colon and
dash.
Revision
Single Word Spelling Test:
identify and teach gaps.
Endings which sound
like /əs/ spelt –cious or –
tious
Endings tial and cial
Words ending in –ant, –
ance/–ancy, –ent, –ence/–
ency
W: Verb prefixes e.g. dis, de,
mis
S: Degrees of probability
using adverbs and modal
verbs
T: Linking ideas across
paragraphs using other
devices
P: Use of commas
W: Synonyms and antonyms.
S:Informal/formal structures
T: Layout devices
P:Punctuation of bullet points
Words ending in –able and –
ible . Words ending in –ably
and –ibly
W: Verb prefixes
S: Degrees of probability
using adverbs and modal
verbs
T: Linking ideas across
paragraphs using other
devices
P: How hyphens are used
Use of hyphen
Revision and extension
Homophones
Revision
Check word list.
Adding suffixes beginning with
vowel letters to words ending
in –fer
.
i before e.
letter string: ough,
Silent letters.
Homophones
Pupils should continue to
practise handwriting and
be encouraged to increase
the speed of it, so that
problems with forming
letters do not get in the
way of their writing down
what they want to say.
They should be clear about
what standard of
handwriting is appropriate
for a particular task, for
example, quick notes or a
final handwritten version.
They should also be taught
to use an unjoined style,
for example, for labelling a
diagram or data, writing an
email address, or for
algebra and capital letters,
for example, for filling in a
form.
Morrells Handwriting
Link with spelling,
grammar and punctuation.
Identify rules for discussion
and contribute to class
discussions and debates
Use drama techniques to
explore texts.
Circle Time
Talk partners
Philosophy
Learn a poem off by heart
Identify rules for discussion
and contribute to class
discussions Use drama
techniques to explore texts.
Circle Time
Talk partners
Philosophy
Perform a poem
Identify rules for discussion
and contribute to class
discussions Use drama
techniques to explore texts.
Circle Time
Talk partners
Philosophy
Identify rules for discussion
and contribute to class
discussions Use drama
techniques to explore texts.
Circle Time
Talk partners
Philosophy
Take part in the KS2
production Identify rules for
discussion and contribute to
class discussions Use drama
techniques to explore texts.
Circle Time
Talk partners
Philosophy
Sproughton CEVCP School English Curriculum Map Cycle A 2014 to 2015
5