The English Long-Term Plan contains the breadth of quality texts to be studied for each half term and maps a range and balance of appropriate narrative and non-narrative outcomes in each year which build into a spiral curriculum. The plan is progressive and allows knowledge and skills to be built upon through each year group, including progression in grammar and punctuation and spelling.

Texts chosen reflect progression, breadth and balance – including ethnically diverse authors and male/female authors.

Provision for poetry is encompassed within the long-term plan for English: two poetry focuses per year – one for classic poems and one for contemporary poets with identified appropriate poems and poets for each year group. These can also be seen in overview on the school’s English Poetry Spine.

The five-part teaching sequence for English is to be followed for each unit and supports teachers in producing quality planning:

1. Immerse – read, enjoy, familiarise 

2. Analyse – Share exemplar (WAGOLL), identifying key features of the text type / genre, determine purpose & audience 

3. Skills – teaching key grammar, punctuation or text-level skills linked to the outcome & SC; could include short write

4. Plan – capturing ideas and planning; oral rehearsal as appropriate

5. Write – the writing process: draft, proof read, edit and publish/share 

The writing outcome will always have:

1. Outcome – what the children are writing
2. Purpose – why they are writing it
3. Audience – who they are writing it for