English Medium Term Planning – Year 1 and 2
Narrative
Unit
Year One
Learning
Objectives
Year Two
Learning
Objectives
Traditional Tales
• To be able to retell a familiar traditional story in
chronological order using story language.
• To be able to read a simple playscript aloud
using appropriate expression.
• To be able to identify the main events in
traditional tales, sequencing them in
chronological order.
• To be able to say what a playscript is for and
identify some ways in which it differs from a
story text.
• To be able to discuss the appearance,
behaviour, characteristics and goals of characters.
• To be able to write a profile of a character using
visual and written text.
• To be able to write their own version of a
traditional story, using a series of complete
sentences organised into chronological order.
• To be able to express ideas about a character
using evidence from the text to justify their
opinion.
• To understand that connectives can be used to
link ideas and create tension in a narrative.
• To be able to write a simple traditional story
using a range of connectives to link ideas and
build tension for the reader.
• To understand that words, images and sounds
can convey different elements of a narrative for a
reader.
Different Stories by the Same Author
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To be able to work as a member of a
group to present a scene from a known
story to an audience
To be able to make predictions about a
text and discuss the way characters
develop across a story.
To be able to plan a story that has a
logical sequence of events.
Identify story elements: characters,
setting, and key events.
Plan a story by making notes under the
headings (story map –T4W)
• To be able to work as a member of a group to
discuss and reach agreement over a task.
• To be able to make inferences about characters
and use the text to support their answers
• To be able to talk about a text and explain their
reaction to it.
• Children plan and write a sustained story about
a familiar character.
• To be able to use the past tense, third person
and be able to include some dialogue and detail to
add interest.
Stories with familiar settings
• To be able to tell stories and describe incidents
from their own experience in an audible voice
• To be able to retell stories, ordering events
using story language
• To be able to re-enact a story, sequencing the
main events and using phrases from the text.
• To be able to identify the main character and
setting in a story using evidence from the
illustrations and text.
• To be able to plan what to write and be able to
dictate or write the storyline
• To use key features of narrative in their own
writing
• To be able to write simple sentences to tell a
story.
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To be able to retell stories focusing on
the sequence of events.
To be able to use role-play to retell the
story from one character's point of view
and explore different courses of action.
To be able to describe what a character
does in the story, orally and in writing.
To be able to discuss the way that one
event leads to another and identify
temporal connectives.
To be able to represent the story
structure in note form.
To be able to plan the structure of a
story: opening, something happens,
events to sort it out, ending.
To be able to write a story from their
own experience using correct story
structure
Unit
Fantasy
Stories from Other Cultures
Animal Adventure Stories
Year One
Learning
Objectives
• To be able to orally tell an adventure narrative
during role-play with the events organised
sequentially into problem and resolution.
• To be able to predict possible events in a
narrative based on their experience of other
texts.
• To be able to identify features of the fantasy
genre.
• To be able to compose complete sentences
correctly demarcated by capital letters and full
stops.
• To be able to use imagination and knowledge
of the fantasy genre to create settings and
characters.
• To be able to write a short story with the
events organised sequentially into problem and
resolution.
• To be able to work as part of a group, taking
turns sharing ideas, listening to others and
reporting their findings.
• To be able to explore familiar characters
through improvisation and role play
• Be able to recognise rhyming patterned
language and join in at the appropriate place
• To be able to recognise language patterns and
repeated words and phrases in a text and discuss
their effect on a reader.
• To be able to write simple sentences using
patterned language, words and phrases taken
from familiar stories.
• To be able to write their own sentences based
on patterned language from a familiar text.
• To be able to tell stories and describe incidents
from their own experience in an audible voice
• To be able to retell stories, ordering events
using story language
• To be able to re-enact a story, sequencing the
main events and using phrases from the text.
• To be able to identify the main character and
setting in a story using evidence from the
illustrations and text.
• To be able to plan what to write and be able to
dictate or write the storyline
• To use key features of narrative in their own
writing
• To be able to write simple sentences to tell a
story.
Year Two
Learning
Objectives
• To be able to respond to presentations by
making constructive comments.
• To be able to work as a member of a group to
present a scene from a known story to an
audience.
• To be able to make predictions about a text and
discuss the way characters develop across a story.
• To be able to plan a story that has a logical
sequence of events.
• To be able to write an extended narrative with:
o a logical sequence of events
o sentences grouped together
o temporal connectives
o consistent use of the third person and past
tense.
• To be able to listen to and read and perform
stories, identifying different patterns in their
language use and structure.
• To understand how to play with interesting and
inventive language choices to create or continue
particular patterns.
• To know how to go about writing a story with a
pattern.
• To be able to write a story of their own, playing
with interesting and inventive language choices
to create or continue a particular pattern.
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To be able to retell stories focusing on
the sequence of events.
To be able to use role-play to retell the
story from one character's point of view
and explore different courses of action.
(4a)
To be able to describe what a character
does in the story, orally and in writing.
To be able to discuss the way that one
event leads to another and identify
temporal connectives.
To be able to represent the story
structure in note form.
To be able to plan the structure of a
story: opening, something happens,
events to sort it out, ending.
To be able to write a story from their
own experience using correct story
structure
English Medium Term Planning – Year 1 and 2
Poetry
Unit
Year One
Learning
Objectives
Poems on a Theme
• To extend the pupils use of language
• To be able to compose poetic sentences
• To be able to build on prior knowledge and
skills
• To write a poem independently
• To be able to write a simple descriptive poem in
the style of a previously heard poem
Poems with a Structure
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To be able to identify the patterns and
rhyming words in traditional poems (7e)
To be able to identify more complex
patterns and rhymes in traditional poems.
To be able to compose new poems by
substituting words. (9d)
Traditional and Classic Poems
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Year Two
Learning
Objectives
• To be able to listen to and read and perform
poems, identifying different patterns in their
language use and structure. (1a)
• To understand how to play with interesting and
inventive language choices to create or continue
particular patterns. (7e, 9d)
• To know how to go about writing a pattern or
shape poem of their own. (9e)
• To be able to write a simple poem of their own,
playing with interesting and inventive language
choices to create or continue a particular pattern.
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To be able to identify descriptive words
and phrases from a range of poems and
their own experiences.(7e)
To be able to express their opinions
about the language used by a poet and
the intended impact of the language. (8c)
To be able to make adventurous word
choices appropriate to the audience and
purpose of the poem.(9d)
To be able to express opinions about the
layout of a poem on the page for best
effect on the reader.(10)
To listen to texts that play with language.
To be able to listen to a poem, talk about
it and develop their writing in response.
(2c, 9a)
To be able to write their own version of a
simple known poem. (9a, 9e)
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To be able to identify the patterns and
rhyming words in traditional poems (7e)
To be able to identify more complex
patterns and rhymes in traditional
poems.
To be able to compose new poems by
substituting words. (9d)
To be able to recite some poems by heart
To continue to build up a repertoire of
well known and traditional poems
To be able to recite well known and
traditional poems with appropriate
intonation
To be able to read aloud poems they
have written with appropriate intonation
to make the meaning clear
To respond to humour in poetry. (8c)
English Medium Term Planning – Year 1 and 2
Non Fiction
Unit
Year One
Learning
Objectives
Instructions
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To be able to listen and respond to a
series of oral instructions. (2b)
To be able to say whether a text is a
fiction or a non-fiction text. (8c)
To be able to write the next step in a
sequence of instructions, with the
support of a partner. (10a)(11a)
To be able to produce oral and written
instructions in a series of simple
sentences.(10b)(11a)
Recount
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To be able to give a simple factual
recount of an event that has been
experienced using temporal connectives
to link the sentences. (1a)
To be able to ask and respond to
questions while planning a recount (3b)
To be able to write a simple factual
recount using a series of sentences linked
by temporal connectives. (9c, 10a, 11a)
• To be able to follow a series of simple
instructions correctly.
• To be able to effectively give oral instructions
in the correct sequence.
• To be able to read and follow a simple sequence
of instructions related to another curriculum area
or classroom procedure.
• To be able to identify key features of written
instructions.
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Year Two
Learning
Objectives
Report/Explanation
• To be able to talk about what information a
specific text contains.
• To be able to identify and describe the uses of
different parts of an information text.
• To be able to research a specific topic area
using non- fiction texts.
• To be able to make simple notes from nonfiction texts, for example key words and phrases,
page/web references, headings, to use in
subsequent writing.
• To be able to draw on knowledge and
experience of texts in deciding and planning what
and how to write.
• To be able to write simple information texts
incorporating labelled pictures and diagrams,
charts, lists as appropriate.
• To maintain consistency in non-narrative
writing, including purpose and tense.
• To be able to create an alphabetically ordered
dictionary or glossary of special interest words.
Use alphabetical order to access simple
dictionaries and glossaries.
Read simple definitions and
explanations.
Write simple reports - explanations
require many of the same language
structures as reports, but explanations
are an extension of report texts in that
they explain phenomena, rather than
simply describe them.
Contribute to class discussions on the
use of conjunctions which relate to
cause and effect, for example because
and so.
• To be able to identify the main features of a
non-chronological report, including grammatical
features and key vocabulary. (7c)
• To be able to evaluate non-chronological
reports, expressing their views clearly and using
evidence from the text. (8c)
• To be able to organise their ideas into general
themes, subheadings, key details and information.
(9e,10a)
• To be able to write a paragraph on a theme,
using subheadings, key details and information to
structure the text.