Scheme of Working for English and
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Scheme of Working for English and Communication for SLD Schools in Hertfordshire Scheme of work written by: Mary Bradbury, Lakeside School Tony Fenwick, Woodfield School Jackie Joiner, Greenside School Vibele Rowe, Amwell View School Supported by: Jo Miller Hertfordshire KS3 Literacy Consultant Brigid de Rivaz Hertfordshire KS2 Literacy Consultant 116103795 September 2003 A Literacy Scheme of Work SLD Schools Introduction This scheme was written in Summer 2002 by teachers from four Hertfordshire SLD schools working at each of the four key stages. It is intended to support Medium Term Planning. The scheme provides termly modules that will enable coverage of balance, range and progression. It corresponds to the National Literacy Strategy and the National Curriculum. Each module provides different learning objectives, suggested activities and resources. Suggested texts are provided for most of the modules, but this list is by no means exhaustive. As you know, finding age appropriate texts is always difficult and we would welcome any suggestions to add to our own. The Scheme and the National Curriculum The scheme is intended to be inclusive and is designed to follow the national Curriculum and provide activities for pupils working within the 'P' levels towards Level 1. Not only are the recommended texts and learning objectives age appropriate, but they link with the orders for pupils in mainstream education at all Key Stages. Cross-curricular Links Communication and literacy skills facilitate access to all areas of the curriculum. ICT support should be made available as appropriate. Teachers may wish to take opportunities to make texts relevant within other curriculum areas. Page numbers may link with numeracy for example, or studying The Tempest may link with science or geography, but these are not explicitly laid out within the activities in the scheme, since the scheme is not designed to be prescriptive. In producing the scheme, we acknowledge the use of the following reference materials: QCA Planning, teaching and assessing the curriculum for pupils with learning difficulties National Literacy Strategy Guidance and Text Range Equals Literacy Strategy Equals Practical Literacy Activities The National Curriculum The English Scheme of Work by Glenwood School, Essex 116103795 September 2003 Key Stage One Autumn 1 Spring 1 Summer 1 Autumn 2 Spring 2 Summer 2 Read List Title Familiar nursery rhymes and stories Cambridge Big Book of Nursery Rhymes Book of Nursery Rhymes Ten in the Bed Five Little Ducks This Old Man This Old Man Traditional Stories and Rhymes We're Going on a Bear Hunt The Little Red hen Hot Hippo Down by the River Stories with everyday settings The Train Ride Amazing Grace Where's Spot? Suddenly The Shopping basket Stories and a variety of poems with familiar settings Mr Gumpy's Outing Each Peach Pear Plum Author Publisher ISBN/Ref James France Lucy Cousins David McKee Cambridge University Press Macmillan Walker Longman 0521555574 0333783352 0744563259 0582335957 Margot Zemach Mwenye Hadith Grace Hallworth Red Fox Hodder Mammoth 0099290014 0340739770 074973762X June Crebbin Mary Hoffman Eric Hill Colin McNaughton John Burningham Walker Frances Lincoln Penguin Collins Reed Fox 0744554748 0711213895 0723245167 003015130 0099899302 Janet & Allan Ahlberg 0050044060 The Sandwich that Max Made Titch Peace at Last Traditional stories: stories and poems from other cultures Handa's Surprise Once Upon a Time The Boy who cried wolf Rama and the Demon King Down by the River Extended Stories; stories by significant children's authors A range of stories by eg Marcia Vaughan Pat Hutchins Jill Murphy Big Book Addison Wesley Longman Kingscourt Red Fox Macmillan Walker Walker Red Fox 0744536340 0744557011 0862648599 0711214484 074973762X Eileen Browne John Prater Tony Ross Jessica Souhami Grace Hallworth Murphy, Carle, Ahlberg 116103795 Revision 4 Date 12/02/2016 Mammoth 009926613X 0333760476 Key Stage Two Autumn 1 Spring 1 Summer 1 Autumn 2 Spring 2 Summer 2 Autumn 3 Spring 3 Summer 3 Autumn 4 Spring 4 Summer 4 Read List Title Stories with familiar settings; plays, poems based on observation and the senses Pig in the Pond Katie Morag and the Two Grandmothers Something Special A quiet night in Hairy MacLary from Donaldson's Dairy Traditional Stories; oral and performance poetry from different cultures The Gingerbread Man Adventure stories; poetry that plays with language Three Billy Goats Gruff Stories, plays and poems based on common themes, eg Space, School What Happened Next? Ham and Jam Dear Daddy Fantasy stories; classic and modern poetry, including poems from different cultures and times The Tiger who Came to Tea Stories from other cultures; alphabet and conversation Hope on a Rope Significant children's writers of stories and poems Stories and poems by eg Rosen, Ahlberg, Dahl Traditional stories, Legends and fables; classic poetry Aesop's Fables, The Three Little Wolves & The Big Bad Pig Stories and poems from a variety of cultures Sun and Moon Two tales from China and Africa Classic fiction and letters Wind in the Willows Stories from a range of genres; nonsense verse; notices and signs Edward Lear Verse, humour, mystery, sci-fi, adventure etc Different authors and poets on the same themes Possible themes - Jungles; Journeys; Seasons; Animals 116103795 Revision 4 Date 12/02/2016 Author Publisher ISBN/Ref no Mairi Herderwick Nicola Moon Jill Murphy Lynley Dodd Red Fox Orchard Walker Heinemann 009926708X 1860398758 0744569257 0947212116 Tony Mitten Cambridge Reading 0521647045 Geraldine McCaighrean Longman 0582333806 Eugene Triviasm Mammoth 074973633X Key Stage Three Autumn 1 Spring 1 Summer 1 Autumn 2 Spring 2 Summer 2 Autumn 3 Spring 3 Read List Title Extended stories, riddles, tongue twisters and humorous verse. Non fiction, information books, maps and guides Treasure Island Our School (information) Contemporary stories and poems. Non-fiction: newspapers, magazines and notices The huge bag of worries What are you afraid of? A day at the Zoo Story Poems Writing from different cultures and traditions Non fiction: brochures, leaflets, magazines A is for Africa The Hunter Mufaro's Beautiful Daughters Holidays (discursive and persuasive) The Brocaded Slipper Introduction to Shakespeare Non-fiction: Shakespeare's biography, history of the theatre Introduction to a Midsummer Night's Dream The Tempest Recent Works Harry Potter Books Media and moving image text Blank Big Books Shakespeare's Macbeth Supernatural Scenes from Shakespeare's Macbeth Graphic Shakespeare Series Myths Non-fiction: background materials Theseus and the Minotaur Narcissus Androcles and the Lion The cave of the One-Eyed Giant from Homer's Odyssey 116103795 Revision 4 Date 12/02/2016 Author Publisher ISBN/Ref. no DfES Big Books Sarah Wimperis David Fulton DfES Big Books Pelican Big Books 1853469033 009926711X 0688129358 Lynette Dyer Young Red Fox Mulberry DfES Big Books Literacy Links Plus Magie Walker David Fulton 1853469092 Paul Geraghty John Steptoe 0582333814 DfES Big Books Christine Hall & Martin Coles Not big books Genre Range, Literacy Land, Longman 0582526663 Maggie Walker Jamie Scott Homer David Fulton Literacy Links Plus Literacy Links Plus 1853469068 Key Stage Three Summer 3 Read List Title Pre-1914 fiction texts Oliver Twist A Christmas Carol Alice in Wonderland Black beauty Robinson Crusoe Huckleberry Finn Author 116103795 Revision 4 Date 12/02/2016 Publisher ISBN/Ref. no Key Stage Four Autumn 1 Spring 1 Summer 1 Autumn 2 Spring 2 Summer 2 Read List Title Contemporary poetry; rhymes and word play Pit-a-pat-a-Parrot Sounds Like poetry Poems to chant Language and Literature Pre-1914 Poetry Classic Poetry 3 Songs of Innocence and Experience The Highwayman The Listeners Story Poems Media and moving image text Billy Eliott Shirley Valentine Biography & Autobiography Penguin Readers, Biography Pack Jacques Cousteau Fiction: Moral Tales, Parables The Selfish Giant Aesop's Fables Balen Fables - A short anthology Fiction: Shakespeare's Romeo and Juliet Non fiction; related to other subjects Romeo and Juliet Planning Party (instruction) Graphic Shakespeare Series Livewire Classics Penguin Readers - Entire range Author Publisher ISBN/Ref. no Maggie Walker Maggie Walker Worksheets David Fulton 1853469009 B& D Publishers William Blake Walter de la Mare Pelican Big Books 0582 333814 Various Longman 0582454255 Croser and Kennett Janeen Brian Junior Novels Magic Bean Classics 1863740422 Equals DfES Big Book 116103795 Revision 4 Date 12/02/2016 Contents KS1 Autumn 1 KS2 Autumn 1 KS3 Autumn 1 KS4 Autumn 1 KS1 Autumn 2 KS2 Autumn 2 KS3 Autumn 2 KS4 Autumn 2 KS1 Spring 1 KS2 Autumn 3 KS3 Autumn 3 KS4 Spring 1 KS1 Spring 2 KS2 Autumn 4 KS3 Spring 1 KS4 Spring 2 KS1 Summer 1 KS2 Spring 1 KS3 Spring 2 KS4 Summer 1 KS1 Summer 2 KS2 Spring 2 KS3 Spring 3 KS4 Summer 2 KS2 Spring 3 KS3 Summer 1 KS2 Spring 4 KS3 Summer 2 KS2 Summer 2 KS3 Summer 3 KS2 Summer 3 KS2 Summer 4 116103795 Revision 4 Date 12/02/2016 Key Stage: 1 Suggested activities Date: Autumn 1 Module: Familiar nursery rhymes and stories Learning objectives: Fiction: To explore familiar stories; to explore stories and rhymes with predictable and repetitive patterns. Non-fiction: signs, pictures, symbols, lists, instructions. Differentiated learning objectives (access levels) A To respond to a range of multi-sensory stimuli in relation to the text. To begin to focus attention on sensory aspects of stories and rhymes. To begin to anticipate appearance of key objects/sounds related to the text. To experience the rhythm of the nursery rhyme. Appropriate text e.g. Cambridge Big Book of Nursery Rhymes. See above read list for texts related to this module Speaking and Listening To participate in tapping and chanting to encourage an awareness of the predictable pattern and structure of the text Activities to encourage sound production of key words associated with the text Anticipation of key words associated with the text Drama or role-play activities associated with the text Listening to rhyme presented in other forms e.g. tape, song Responding to and using signs when retelling rhymes Reading Exploring and matching objects relating to the text Sequencing of key objects, pictures, symbols or words to retell the text Reading symbols and words relating to the text Writing Handwriting; encouraging and developing fine motor skills, including mark making Cooperation in group activities that focus on the text. B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To begin to show recognition of objects and pictures relating to text. To anticipate familiar people, routines, rhymes, activities and actions from the text. sounds in relation to pictures and text. C To make familiar sounds relating to the text. To select and name familiar signs, symbols or words relating to the text. To be able to anticipate and “fill in” missing words from the rhyme. Resources Appropriate objects to illustrate text Pictures, symbols, sounds and words from text. Symbolised text. Clothing and props for drama and role-play. Selection of CDs, tapes, DVDs, songs and video versions of text Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 1 Suggested activities Date: Autumn 2 Module: Stories and a variety of poems with familiar settings Learning objectives: Fiction: to explore stories with everyday settings; to explore stories and poems on similar themes with predictable and patterned structures. Non fiction: signs, symbols, pictures, lists, instructions, visits, events. Differentiated learning objectives (access levels) A To respond to a range of multi-sensory stimuli in relation to the text. To begin to focus attention on sensory aspects of stories and rhymes. To begin to anticipate appearance of key objects/sounds related to the text. To begin to recognize objects from familiar settings. B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To begin to show recognition of objects and pictures relating to text. To anticipate familiar people, routines, rhymes, activities and actions from the text. C To make familiar sounds relating to the text. To select and name familiar signs, symbols or words relating to the text. To begin to recognize the names of familiar settings, and associated terms. Appropriate text e.g. Mr Gumpy’s Outing See above read list for texts related to this module Speaking and Listening Activities to encourage sound production of key words associated with the text Retell stories using key words Games to encourage phonic awareness To extend descriptive vocabulary Drama or role-play activities to re-enact key elements of the story Listening to story presented in other forms e.g. tape, song Cross-curricular activities Discussion of different environments Reading Exploring and matching objects relating to the text Sequencing of key objects, pictures, symbols or words to retell the text Reading symbols and words relating to the text Writing Handwriting; encouraging and developing fine motor skills, including mark making Writing practice, e.g. tracing, overwriting Cooperation in group activities that focus on the text. Resources Appropriate objects to illustrate text Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Selection of CDs, tapes, DVDs, songs and video versions of text Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 1 Suggested activities Date: Spring 1 Module: Traditional stories and rhymes Learning objectives: Fiction: to explore traditional stories and rhymes; to explore stories and rhymes with predictable and patterned language from a range of cultures. Non fiction: signs, symbols, pictures, lists, instructions Differentiated learning objectives (access levels) A To respond to a range of multi-sensory stimuli in relation to the text. To begin to focus attention on sensory aspects of stories and rhymes. To begin to anticipate appearance of key objects/sounds related to the text. To experience the rhythm of the text. B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To begin to show recognition of objects and pictures relating to text. To anticipate familiar people, routines, rhymes, activities and actions from the text. C To make familiar sounds relating to the text. To select and name familiar signs, symbols or words relating to the text. To be able to anticipate and “fill in” missing words from the text. Appropriate text e.g. We’re Going on a Bear Hunt See above read list for texts related to this module Speaking and Listening To participate in tapping and chanting to encourage an awareness of the predictable pattern and structure of the text Activities to encourage sound production of key words associated with the text Anticipation of key words associated with the text, introducing prepositions, e.g. in, on, under Drama or role-play activities associated with the text Games to encourage phonic awareness Listening to story presented in other forms e.g. tape, song Cross-curricular activities Activities to encourage the anticipation, excitement and feelings Reading Exploring and matching objects relating to the text Sequencing of key objects, pictures, symbols or words to retell the text Reading symbols and words relating to the text Writing Handwriting; encouraging and developing fine motor skills, including mark making Cooperation in group activities that focus on the text. Resources Appropriate objects to illustrate text Pictures, symbols, sounds and words from text. Symbolised text. Clothing and props for drama and role-play. Selection of CDs, tapes, DVDs, songs and video versions of text Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 1 Suggested activities Date: Spring 2 Module: Traditional stories; stories and poems from other cultures Learning objectives: Fiction: to explore characters within the story; to explore stories and poems from a wider range of sources. Non fiction: signs, symbols, pictures, lists, instructions, visits, events. Differentiated learning objectives (access levels) A To respond to a range of multi-sensory stimuli from a range of different traditions. To begin to focus attention on sensory aspects of stories and poems. To anticipate appearance of key objects/sounds related to the text. To begin to recognize objects from familiar settings. Appropriate text e.g. Handa’s Surprise See above read list for texts related to this module Speaking and Listening Demonstrate an interest in unfamiliar sensory experiences Retell stories using key words To extend descriptive vocabulary Drama or role-play activities to re-enact key elements of the story Activities to encourage turn taking and anticipation Cross-curricular activities Discussion of different environments Reading Exploring and matching objects relating to the text Sequencing of key objects, pictures, symbols or words to retell the text Recognising and reading new symbols and words relating to the text Writing Handwriting; encouraging and developing fine motor skills, including mark making Writing practice, e.g. tracing, overwriting Cooperation in group activities that focus on the text. B To show an interest in sounds, objects and artefacts from a range of different traditions. To begin to show recognition of objects and pictures relating to text. To anticipate familiar people, routines, rhymes, activities and actions from the text. C To select and name new signs, symbols or words relating to the text. To begin to recognize the names of familiar settings, and associated terms. Resources Appropriate objects to illustrate text Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Introduction of ICT software to support. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 1 Suggested activities Date: Summer 1 Module: Stories with everyday settings Learning objectives: Fiction: to explore stories with everyday settings; to explore stories on similar themes with predictable and patterned structures. Non fiction: signs, symbols, pictures, lists, instructions, visits, events. Differentiated learning objectives (access levels) A To respond to a range of multi-sensory stimuli in relation to the text. To begin to focus attention on sensory aspects of stories and rhymes. To begin to anticipate appearance of key objects/sounds related to the text. To begin to recognize objects from everyday settings. Appropriate text e.g. The Train Ride See above read list for texts related to this module Speaking and Listening Activities to encourage sound production of key words associated with the text Anticipation of key words associated with the text, developing prepositions, e.g. over, under, through Drama or role-play activities to re-enact key elements of the story Listening to story presented in other forms e.g. tape, song Cross-curricular activities Activities to encourage the anticipation, excitement and feelings Discussion of different environments Reading Exploring and matching objects relating to the text Sequencing of key objects, pictures, symbols or words to retell the text Reading symbols and words relating to the text Writing Handwriting; encouraging and developing fine motor skills, including mark making Cooperation in group activities that focus on the text. B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To begin to show recognition of objects and pictures relating to text. To anticipate familiar people, routines, rhymes, activities and actions from the text. C To make familiar sounds relating to the text. To select and name familiar signs, symbols or words relating to the text. To begin to recognize the names of familiar settings, and associated terms. Resources Appropriate objects to illustrate text Pictures, symbols, sounds and words from text. Symbolised text. Visits to everyday places. Clothing and props for drama and role-play. Selection of CDs, tapes, DVDs, songs and video versions of text Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 1 Suggested activities Date: Summer 2 Module: Extended stories; stories by significant children’s authors Learning objectives: Fiction: to explore characters from within the story; to explore stories from a wide range of sources. Non-fiction: signs, symbols, pictures, lists, instructions, visits, events. Differentiated learning objectives (access levels) A To respond to a range of multi-sensory stimuli in relation to the text. To begin able to focus attention on sensory aspects of stories. To begin to anticipate appearance of key objects/sounds related to the text. Appropriate text by significant authors e.g. Murphy, Carle, Rosen, Ahlberg. Revisiting favourite and familiar texts. See above read list for texts related to this module Speaking and Listening Recognizing familiar sensory experiences. Retell stories using key words To consolidate descriptive vocabulary Drama or role-play activities to consolidate key elements of the story Activities to encourage turn taking and anticipation Cross curricular activities Prepare, anticipate and discuss visits Reading Exploring and matching objects relating to the text Sequencing of key objects, pictures, symbols or words to retell the text Consolidating familiar symbols and words relating to the text. Writing Handwriting; encouraging and developing fine motor skills, including mark making Writing practice, e.g. tracing, overwriting Cooperation in group activities that focus on the text. B To show an interest in sounds, objects and artefacts in relation to pictures and text. To begin to show recognition of objects and pictures relating to text. To anticipate familiar people, routines, activities and actions from the text. C To select and name familiar signs, symbols or words relating to the text. To consolidate previous learning of signs, symbols and words. Resources Appropriate objects to illustrate text Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Introduction of ICT software to support. Photo’s of visits. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Autumn 1 Module: Stories with familiar settings; plays; poems based on observation and the senses. Learning objectives: Fiction: To explore familiar stories; and to explore stories and poems through drama Non-fiction: signs, pictures, symbols, lists, instructions, picture and symbol dictionaries, information books. Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to a wider range of texts. To begin to focus attention on sensory aspects of stories, plays and poems. To anticipate appearance of key objects/sounds related to the text. To interact with a wider range of people & in a wider range of situations To take active part in retelling personal events and experiences B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics and reading schemes. To encourage communication of matters of immediate interest. C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To take turns in discussions. Appropriate text e.g. Pig in the Pond. See above read list for texts related to this module Speaking and Listening Convey simple meaning to a range of listeners, using signs symbols and/or verbal media Anticipate key words associated with a text, e.g. insert the last word of a poem Take varied roles in groups and contribute to situations with different demands Activities to encourage turn taking and anticipation Cross curricular activities Responding to and using signs when retelling experiences. Reading To reinforce interest in reading materials through matching activities To show an increasing understanding of how books work, e.g. turning pages, holding the book correct way up, recognizing cover, author Predicting words relating to the text To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to begin to copywrite To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Autumn 1 Module: Stories with familiar settings; plays; poems based on observation and the senses. Learning objectives: Fiction: To explore familiar stories; and to explore stories and poems through drama Non-fiction: signs, pictures, symbols, lists, instructions, picture and symbol dictionaries, information books. Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to a wider range of texts. To begin to focus attention on sensory aspects of stories, plays and poems. To anticipate appearance of key objects/sounds related to the text. To interact with a wider range of people & in a wider range of situations To take active part in retelling personal events and experiences B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics and reading schemes. To encourage communication of matters of immediate interest. C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To take turns in discussions. Appropriate text e.g. Pig in the Pond. See above read list for texts related to this module Speaking and Listening Convey simple meaning to a range of listeners, using signs symbols and/or verbal media Anticipate key words associated with a text, e.g. insert the last word of a poem Take varied roles in groups and contribute to situations with different demands Activities to encourage turn taking and anticipation Cross curricular activities Responding to and using signs when retelling experiences. Reading To reinforce interest in reading materials through matching activities To show an increasing understanding of how books work, e.g. turning pages, holding the book correct way up, recognizing cover, author Predicting words relating to the text To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to begin to copywrite To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Autumn 2 Module: Stories, plays and poems based on common themes, e.g. space, school, animals Learning objectives: Fiction: To explore stories with common themes; and to explore stories and poems through drama Non-fiction: signs, pictures, symbols, information books, e.g. home/school diary, timetables, personal and group books Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems. To respond to key personal objects relating to self To take active part in retelling personal events and experiences B To show an awareness of, and recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics and reading schemes. To encourage communication of matters of personal interest. C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express preferences in response to poems, stories and non-fiction. To take turns in discussions. Appropriate text e.g. What happened Next? Dear Daddy… See above read list for texts related to this module Speaking and Listening Convey simple meaning to a range of listeners, using signs, symbols and/or verbal media To use facial expression and intonation to enhance meanings Activities to encourage turn taking and anticipation Asking and responding to questions about themselves Cross curricular activities Responding to and using signs when retelling experiences. Reading To show an increasing understanding of how books work, e.g. turning pages, recognizing cover, beginning, middle, title Predicting words relating to the text To read a number of words and symbols from a familiar vocabulary Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000 Retelling personal events through photographs and individual books Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Autumn 3 Module: Significant children’s writers of stories and poems Learning objectives: Fiction: to explore stories and poems by significant writers Non-fiction: signs, pictures, symbols, picture and symbol dictionaries, instructional texts e.g. rules, recipes, instructions Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems To anticipate appearance of key objects/sounds related to the text. To participate in group activities following instructional texts B To show an awareness of, and recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To follow simple instructional texts with support C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To follow a sequence of instructions Appropriate text e.g. Roald Dahl books: stories and poems; recipes See above read list for texts related to this module Speaking and Listening To listen to simple instructions To begin to develop styles of language connected with giving instructions Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas. Reading To reinforce interest in reading materials through participation in multi-sensory activities To show an increasing understanding of how books work, e.g. recognizing cover, title, beginning, middle and end To understand that there are different types of text: real and pretend, i.e. stories and instructions To read a number of words and symbols in sequence. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To practise individual letter formation To produce lists Use ICT to support the recording and presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Autumn 4 Appropriate text e.g. Wind in the Willows See above read list for texts related to this module Speaking and Listening To begin to express ideas about characters in the text To begin to explore the range of styles of language used Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas To encourage use of sentences by modelling Reading To reinforce interest in reading materials through participation in multi-sensory activities To consolidate understanding of how books work, e.g. recognizing cover, title, author and illustrator To introduce the concept of new and old through use of language and images Writing Handwriting; developing fine motor skills, including mark making Creative writing; create own stories on paper, and using ICT with a scribe To practise individual letter formation To encourage use of sentences by modelling Module: Classic fiction and letters Learning objectives: Fiction: to explore classic stories and plays Non-fiction: letters Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems To anticipate appearance of key objects/sounds related to the text. To participate in group activities exploring classic stories B To recognize sounds relating to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To follow simple texts with support To participate in writing letters with support C To use knowledge of letters and recognition to read words with support To answer and ask questions To express preferences in response to stories To express opinions about major events or ideas in stories To plan and write letters with support Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids. Theatre visit Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Spring 1 Module: Traditional stories; oral and performance poetry from different cultures Learning objectives: Fiction: To explore traditional stories; and to explore stories and poems through drama Non-fiction: signs, pictures, symbols, lists, instructions, picture and symbol dictionaries, information books. Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to traditional texts. To focus attention on sensory aspects of stories, plays and poems. To anticipate appearance of key objects/sounds related to the text. To interact with a wider range of people & in a wider range of situations To take active part in retelling personal events and experiences B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics and reading schemes. To encourage communication of matters of immediate interest. To perform to an audience. C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To take turns in discussions. Appropriate text e.g. The Gingerbread Man See above read list for texts related to this module Speaking and Listening Convey simple meaning to a range of listeners, using signs, symbols and/or verbal media Anticipate formal elements when retelling stories, e.g. ‘Once upon a time…’ Take varied roles in groups and contribute to situations with different demands Activities to encourage turn taking and anticipation Cross curricular activities Responding to and using signs when retelling experiences. Reading To reinforce interest in reading materials through matching activities To show an increasing understanding of how books work, e.g. turning pages, holding the book correct way up, recognizing cover, author Predicting words relating to the text To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Spring 2 Module: Fantasy stories; classic and modern poetry, including poems from different cultures and times. Learning objectives: Fiction: To explore fantasy stories; and to explore stories and poems through drama and word play. Non-fiction: signs, pictures, symbols, lists, instructions, picture and symbol dictionaries, information books. Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems To anticipate appearance of key objects/sounds related to the text. To participate in an imaginary sensory journey B To show an awareness of, and recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics and reading schemes. To encourage communication about fantastic events C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To use imagination to take part in discussions Appropriate text e.g. The Tiger who Came to Tea, See above read list for texts related to this module Speaking and Listening Use role-play to explore a variety of ways of communication. To develop phonic awareness and listening skills through word play To use facial expression and intonation to enhance meanings Activities to encourage imaginative play Cross curricular activities Responding to and using signs when exploring ideas. Reading To reinforce interest in reading materials through participation in multi-sensory activities To show an increasing understanding of how books work, e.g. recognizing cover, title, beginning, middle and end Predicting words relating to the text To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids. Galaxies and sensory rooms Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Spring 3 Module: Traditional stories, legends and fables; classic poetry Learning objectives: Fiction: to explore stories, legends and fables from our own and other cultures Non-fiction: use content from other subjects for simple explanations e.g. life cycles Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems To anticipate appearance of key objects/sounds related to the text. To participate in group activities exploring myths and legends To respond to real objects relating to non-fictional texts. B To recognize sounds relating to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To follow simple texts with support C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express preferences in response to poems, stories and non-fiction. To express opinions about major events or ideas in poems and stories Appropriate text e.g. Aesop’s Fables See above read list for texts related to this module Speaking and Listening To listen to legends and fables To begin to understand moral issues raised in the text To begin to explore use of historical language Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas To encourage use of sentences by modelling Reading To reinforce interest in reading materials through participation in multi-sensory activities To consolidate understanding of how books work, e.g. recognizing cover, title, beginning, middle and end To understand that stories may be real or imaginary Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To practise individual letter formation To encourage use of sentences by modelling Use ICT to support the recording and presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Spring 4 Module: Stories from a range of genres; nonsense verse; notices and signs Learning objectives: Fiction: to explore a range of genres; to show an increased awareness of word-play Non-fiction: to increase familiarity with signs and public notices in the environment Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and verse To anticipate appearance of key objects/sounds related to the text. To participate in group activities exploring stories from a range of genres Appropriate text e.g. Edward Lear Verse, humour, mystery, sci-fi, adventure etc. See above read list for texts related to this module Speaking and Listening To begin to explore different genres To express different feelings and viewpoints Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas To encourage use of sentences by modelling Reading To reinforce interest in reading materials through participation in multi-sensory activities To anticipate genre by looking at the cover of the big book To begin to appreciate differences in layout e.g. verse and prose To begin to develop a social sight vocabulary in school and local environment Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To practise individual letter formation To encourage use of sentences by modelling B To recognize sounds relating to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To follow simple texts with support To participate in composing verse with support C To use knowledge of letters and recognition to read words with support To answer and ask questions To express preferences in response to stories To express opinions about major events or ideas in stories To plan and write verse with support Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Social sight vocabulary resources Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Summer 1 Module: Adventure stories; poetry that plays with language Learning objectives: Fiction: To explore adventure stories; and to explore stories and poems through drama and word play. Non-fiction: signs, pictures, symbols, lists, instructions, picture and symbol dictionaries, information books, e.g. home/school diary Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems. To anticipate appearance of key objects/sounds related to the text. To interact with a wider range of people & in a wider range of situations To take active part in retelling personal events and experiences B To show an awareness of, and begin to recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics and reading schemes. To encourage communication of matters of immediate interest. C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To take turns in discussions. Appropriate text e.g. Three Billy Goats Gruff See above read list for texts related to this module Speaking and Listening Convey simple meaning to a range of listeners, using signs, symbols and/or verbal media To develop phonic awareness and listening skills through word play To use facial expression and intonation to enhance meanings Activities to encourage turn taking and anticipation Cross curricular activities Responding to and using signs when retelling experiences. Reading To reinforce interest in reading materials through matching activities To show an increasing understanding of how books work, e.g. turning pages, holding the book correct way up, recognizing cover, title Predicting words relating to the text To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Summer 2 Module: Stories from other cultures; alphabet and conversation. Learning objectives: Fiction: To explore stories from other cultures; to explore other cultures, beliefs and faiths Non-fiction: signs, pictures, symbols, picture and symbol dictionaries, information books, brochures and leaflets, catalogues, alphabets, fliers, circulars and advertisements Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems To anticipate appearance of key objects/sounds related to the text. To participate in an imaginary journey B To show an awareness of, and recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To encourage communication about events from other cultures C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To find out about other cultures and faiths through discussion Appropriate text e.g. Tumpa Tumpa See above read list for texts related to this module Speaking and Listening Use role-play to explore a variety of ways of communication. To develop alphabetic and phonic knowledge Activities to encourage imaginative play Cross curricular activities Responding to and using signs when exploring ideas. Reading To reinforce interest in reading materials through participation in multi-sensory activities To show an increasing understanding of how books work, e.g. recognizing cover, title, beginning, middle and end To gain familiarity with new words that express ideas from other cultures To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To practise individual letter formation To convey meaning through marks and symbols Use ICT to support the presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role-play. Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Summer 3 Module: Stories and poems from a variety of cultures Learning objectives: Fiction: To explore stories and poems from other cultures; to explore other cultures, beliefs and faiths Non-fiction: signs, pictures, symbols, picture and symbol dictionaries, information books, brochures and leaflets, catalogues, alphabets, fliers, circulars and advertisements; study visits Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and poems To anticipate appearance of key objects/sounds related to the text. To participate in real and imaginary journeys B To show an awareness of, and recognize sounds in relation to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To encourage communication about events from other cultures To take part in visits to cultural centres C To use knowledge of letters and recognition to read words with support. To answer and ask questions. To express likes and dislikes in response to poems, stories and non-fiction. To find out about other cultures and faiths through discussion To begin to plan and prepare for visits to cultural centres Appropriate text e.g. Sun and Moon: Two tales from China and Africa See above read list for texts related to this module Speaking and Listening To begin to understand cultural issues raised in the text To continue to explore the use of historical language To develop alphabetic and phonic knowledge Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas. Reading To reinforce interest in reading materials through participation in multi-sensory activities To show an increasing understanding of how books work, e.g. recognizing cover, title, beginning, middle and end To gain familiarity with new words that express ideas from other cultures Use globe or travel brochures to locate a place in the text To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making Writing practice; to develop copywriting skills To practise individual letter formation Use ICT to support the recording and presentation of work, e.g. WWS2000. Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Globes Clothing and props for drama and role-play. Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 2 Suggested activities Date: Summer 4 Module: Different authors and poets on the same themes Learning objectives: Fiction: to compare works by different writers on the same theme Non-fiction: to use non-fiction texts to support chosen theme; visits to places relating to themes Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and verse To anticipate appearance of key objects/sounds related to the text. To participate in group activities exploring themes B To recognize sounds relating to pictures and text. To encourage the development of early reading skills through symbols, objects, photographs, print in books, phonics. To follow simple texts with support To participate in shared writing C To use knowledge of letters and recognition to read words with support To answer and ask questions To express preferences in response to stories To express opinions about stories with a common theme To initiate own writing Appropriate theme e.g. Jungles; journeys; seasons; water See above read list for texts related to this module Speaking and Listening To begin to explore common themes To begin to explore and use appropriate vocabulary for common themes Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas To encourage use of sentences by modelling Reading To reinforce interest in reading materials through participation in multi-sensory activities To anticipate themes by looking at the covers and titles of the big book To begin to appreciate differences in layout e.g. verse and prose To continue to develop a social sight vocabulary in school and local environment Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks on a common theme To practise individual letter formation To encourage use of sentences by modelling Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Social sight vocabulary resources. Vocabulary lists. Word/symbol banks Use of ICT software and communication aids. Visits Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Autumn 1 Appropriate text e.g. Treasure Island See above read list for texts related to this module Module: Extended stories, riddles, tongue twisters and humorous verse. Non fiction; Speaking and Listening information books, maps and guides To begin to explore longer stories To begin to communicate understanding of the content of different stories To develop phonic awareness an listening skills through word play Learning objectives: To begin to explore familiar characters in stories Cross curricular activities Fiction: to explore classical stories with particular emphasis on characters and Responding to and incorporating signs/symbols when exploring ideas settings Reading Non-fiction: to use non-fiction texts to support chosen story, including maps and To use multi-sensory activities to access reading materials guides To recognize books by title, and author, or cover To appreciate differences in layout e.g. verse and prose Differentiated learning objectives (access levels) To develop an awareness that longer pieces of writing may be broken down A Writing To respond to multi-sensory stimuli in relation to the text To focus attention on sensory aspects of stories and verse To anticipate appearance of key objects/sounds related to the text. To participate in group activities exploring characters and settings B To recognize sounds relating to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, comics, phonics. To follow simple texts with support To participate in shared writing To begin to consider techniques of presentation C To use knowledge of letters and recognition to read words with support To know that books tell stories and give information To express preferences in response to stories To express opinions about characters an settings in stories To initiate own writing To express preferences about techniques of presentation Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks relating to the text To practise individual letter formation To write simple captions for pictures relating to text Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks Use of ICT software and communication aids. Visits Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Autumn 2 Module: Introduction to Shakespeare Non-fiction: Shakespeare’s biography, history of the theatre Learning objectives: Fiction: to explore poetic, descriptive and archaic language; to explore stories in unfamiliar settings Non-fiction: to develop an age appropriate text Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in role play activities To continue to show awareness of others Appropriate text: Introduction to a Midsummer Night’s Dream See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge, e.g. through poetry To use intonation and facial expression to identify with characters Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure To access a wider range of media for information To become more familiar with the layout of text in a play Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks To practise individual letter formation To write simple captions for pictures relating to text To make character maps B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in role play activities To begin to understand that there is a difference between plays and stories C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To role play and begin to show empathy To begin to understand differences between plays and stories, verse and text Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Autumn 3 Module: Shakespeare’s Macbeth Non-fiction: themed background materials, e.g. witches, castles Learning objectives: Fiction: to revisit poetic, descriptive and archaic language; to explore stories in unfamiliar settings Non-fiction: to develop an age appropriate text, e.g. storyboard, blank big book Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in role play activities To continue to show awareness of others B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in role play activities To begin to understand that there is a difference between plays and stories C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To role play and begin to show empathy To begin to understand differences between plays and stories, verse and text Appropriate text: Macbeth See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge, e.g. through poetry To express feelings in a variety of situations Cross curricular activities Responding to and incorporating signs/symbols and vocabulary To demonstrate understanding that comedies have happy endings and tragedies have sad endings Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure and information To use a variety of contextual cues to anticipate story content To become more familiar with the layout of text in a play To identify rhyming patterns Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise individual letter formation To write simple captions for pictures relating to text To make character maps Resources Blank Big Book Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Spring 1 Module: Contemporary stories and poems. Non-fiction: newspapers, magazines and notices Learning objectives: Fiction: to explore stories and poems about familiar people in familiar settings Non-fiction: to develop awareness that newspapers and magazines give news and information Differentiated learning objectives (access levels) Appropriate text e.g. The Huge Bag of Worries See above read list for texts related to this module Speaking and Listening To begin to communicate understanding of the content of different stories To reinforce phonic awareness To begin to identify with characters in stories Cross curricular activities Responding to and incorporating signs/symbols when exploring ideas Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure To recognize books by title, and author, or cover To appreciate differences in layout e.g. verse and prose Writing A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in group activities To begin to show an awareness of others B To recognize sounds relating to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To follow simple texts with support To participate in group activities relating to the self C To use knowledge of letters and recognition to read words with support To know that books tell stories and give information To express preferences in response to stories To participate in group activities communicating thoughts, ideas, experiences and feelings To initiate own writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks relating to the text To practise individual letter formation To write simple captions for pictures relating to text To produce personal pictures and writing, with support Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks Use of ICT software and communication aids. Library. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Spring 2 Age appropriate text, e.g. Harry Potter books See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To use intonation and facial expression to identify with characters Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure To access a wider range of media for information To understand that longer stories are broken down into chapters To retell sections of the story in correct sequence Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks To practise individual letter formation To write simple captions for pictures relating to text To make character maps Module: Recent works Learning objectives: Fiction: to explore characters and settings in current literature Non-fiction: background research, non fiction related to other subjects Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in role play activities To continue to show awareness of others B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in role play activities To begin to empathise with characters C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To role play and to show empathy with characters To distinguish between the realistic and the fantastic Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Posters, fliers, publicity materials. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Spring 3 Module: Myths Non-fiction: background materials Learning objectives: Fiction: to explore myths from other cultures Non-fiction: to develop an age appropriate text, e.g. storyboard, blank big book, plus non fiction related to other subjects Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in group activities exploring myths and legends Age appropriate text: Theseus and the Minotaur See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To express feelings in a variety of situations Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure and information To use a variety of contextual cues to anticipate story content Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise individual letter formation To write simple captions for pictures relating to text To make character maps B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in group activities exploring myths and legends To begin to understand the existence of old stories C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To initiate group activities exploring myths and legends Resources Blank Big Book Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Summer 1 Module: Writing from different cultures and traditions Non fiction: brochures, leaflets, magazines Learning objectives: Fiction: To explore stories and poems from different cultures Non-fiction: to develop awareness that brochures and magazines give information about other cultures, plus non fiction related to other subjects Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in real and imaginary journeys To continue to show awareness of others Appropriate text e.g. A is for Africa See above read list for texts related to this module Speaking and Listening To begin to understand cultural issues raised in the text To reinforce alphabetic and phonic knowledge To identify with characters in stories, through drama and role play Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure To access a wider range of media for information To read a number of words and symbols from a familiar vocabulary. Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks To practise individual letter formation B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To participate in group activities relating to other cultures To take part in visits to cultural centres C To use knowledge of letters and recognition to read words with support. To answer questions to give information To express preferences in response to stories. To find out about other cultures and faiths through discussion To plan and prepare a visits to a cultural centre, with support Resources Appropriate objects to illustrate text. Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Summer 2 Module: Media and moving image text Learning objectives: Fiction and non-fiction: gathering information and evidence through multi-media Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text and media To anticipate appearance of key objects/sounds related to the text and media To attend to the screen To continue to show awareness of others Making own books and films See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To use intonation and facial expression to communicate confidently Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use a variety of communication aids to access a topic To access a wide range of media for pleasure and information To understand that text can be represented in a variety of media To retell events in correct sequence Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support and/or a scribe To produce word/symbol banks To practise individual letter formation To write simple captions for pictures relating to text To produce, or participate in the production of books B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To recognize that operating a clicker, switch or mouse will affect what appears on a screen C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To review and organize information To produce and present own information Resources Blank Big Books Digital camera, video camera Sensory boxes. Sensory books Use of ICT software and communication aids Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 3 Suggested activities Date: Summer 3 Age appropriate text: Oliver Twist See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To use intonation and facial expression to identify with characters Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials To access a wide range of texts for pleasure and information To understand that longer stories are broken down into chapters To retell sections of the story in the correct sequence Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise individual letter formation To write simple captions for pictures relating to text To make character maps Module: Pre-1914 fiction texts Learning objectives: Fiction: to explore characters in pre-1914 settings Non-fiction: Background research, non fiction related to other subjects Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in role play activities To continue to show an awareness of others B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in role play activities To begin to empathise with characters C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To role play and to show empathy with characters To distinguish between old and modern Resources Museum visits. Artefact boxes Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Art and music Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 4 Suggested activities Date: Autumn 1 Module: Contemporary poetry; rhymes and word play Learning objectives: Fiction: to explore word play and rhymes in verse, including onomatopoeia and alliteration Non-fiction: non fiction related to other subjects Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in role play activities To continue to show an awareness of others Age appropriate text: Pit-a-pat-a-Parrot See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To communicate effectively in a variety of contexts Comment on contributions they and others have made Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials Continue to access a wide range of texts for pleasure and information To understand that longer stories are broken down into chapters Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise full-stops and the formation of capital letters To write simple captions for pictures relating to text To communicate ideas, experiences and feelings B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in role play activities C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To initiate in role play To develop an awareness of descriptive vocabulary Resources Artefact boxes Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 4 Suggested activities Date: Autumn 2 Module: Biography and autobiography Learning objectives: Non fiction; to explore biographical writing Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text and media To anticipate appearance of key objects/sounds related to the text and media To show an awareness of self and others B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To demonstrate an interest in the lives of themselves and others To demonstrate an awareness of the difference between fact and fiction C To use knowledge of capital letters and recognition to read words To ask and answer questions to gain information and give information To describe events in their lives and those of others To understand that writing can be used for a range of purposes Age appropriate text; e.g. Jacques Cousteau See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To retell the story through drama and role play To communicate effectively in a variety of contexts To comment on contributions they and others have made Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use a variety of communication aids to access a topic Continue to access a wide range of media for pleasure and information To understand that text can be represented in a variety of media To retell sections of biographies in the correct sequence Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise full-stops and the formation of capital letters To communicate ideas, experiences and feelings To produce or participate in the production of an autobiography Resources Blank Big Books Artefact boxes Whiteboards. Digital camera. Photographs from home Sensory boxes and books Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 4 Suggested activities Date: Spring 1 Module: Pre-1914 poetry Learning objectives: Fiction: to explore archaic and poetic language; to explore the role of nature in verse Non-fiction: non fiction related to other subjects Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text. To participate in role play activities To continue to show an awareness of others B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute in role play activities C To use knowledge of letters and recognition to read words with support. To ask questions to gain information To express preferences in response to the text To initiate in role play To develop an awareness of descriptive vocabulary Age appropriate text: Classic Poetry Three See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To listen to and appreciate formal and poetic language To communicate effectively in a variety of contexts Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use multi-sensory activities to access reading materials Continue to access a wide range of texts for pleasure and information To understand that longer stories are broken down into chapters To retell sections of stories in the correct sequence Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise full-stops and the formation of capital letters To write own verse To communicate ideas, experiences and feelings Resources Artefact boxes Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Vocabulary lists. Word/symbol banks. Library Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 4 Suggested activities Date: Spring 2 Age appropriate text; e.g. The Selfish Giant, Aesop’s Fables See above read list for texts related to this module Module: Fiction: Moral Tales, parables Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To retell the story through drama and role play Learning objectives: To argue and debate issues raised in the text Cross curricular activities Fiction; to explore stories that have a moral; plus non fiction related to other subjects Responding to and incorporating signs/symbols and vocabulary Reading To use a variety of communication aids to access reading materials Continue to access a wide range of texts for pleasure and information To retell sections of biographies in the correct sequence Differentiated learning objectives (access levels) Writing Handwriting; developing fine motor skills, including mark making A To create own writing using a range of media, with support To respond to multi-sensory stimuli in relation to the text To produce word/symbol banks To anticipate appearance of key objects/sounds related to the text To practise full-stops and the formation of capital letters To participate in role play To communicate ideas, experiences and feelings To show an awareness of self and others To participate in shared writing about story related events B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute to role play activities To demonstrate an awareness of right and wrong To develop awareness of consequences C To use knowledge of capital letters and recognition to read words To ask and answer questions to gain information and give information To initiate role play To begin to explore ideas and issue relating to the text Resources Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role play. Religious texts Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 4 Suggested activities Date: Summer 1 Module: Media and moving image text Learning objectives: Fiction and non fiction; gathering information and evidence through multi-media; to produce a bag book Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text and media To anticipate appearance of key objects/sounds related to the text and media To attend to the screen To continue to show an awareness of others B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To recognize that operating a clicker, switch or mouse will affect what appears on the screen and anticipate effects C To use knowledge of capital letters and recognition to read words To ask and answer questions to gain information and give information To review and organize information To produce and present information Age appropriate text; e.g. Shirley Valentine See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To retell the story through drama and role play To communicate effectively in a variety of contexts To comment on contributions they and others have made Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Reading To use a variety of communication aids to access a topic Continue to access a wide range of media for pleasure and information To understand that text can be represented in a variety of media To retell sections of stories in the correct sequence Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise full-stops and the formation of capital letters To communicate ideas, experiences and feelings To produce, or participate in the production of books Resources Blank Big Books Book bags. Digital camera, video camera Sensory boxes. Sensory books Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016 Key Stage: 4 Suggested activities Date: Summer 2 Module: Fiction: Shakespeare’s Romeo and Juliet Non fiction; related to other subjects Learning objectives: Fiction: to explore themes, e.g. love and hate; to explore unfamiliar settings; Non fiction: contemporary magazines, developing text Differentiated learning objectives (access levels) A To respond to multi-sensory stimuli in relation to the text To anticipate appearance of key objects/sounds related to the text To participate in role play To show an awareness of self and others To begin to express preferences B To recognize sounds in relation to pictures and text. To continue the development of early reading skills through symbols, objects, photographs, print in books, phonics. To contribute to role play activities, and express preferences To explore feelings and emotions To develop awareness of consequences C To use knowledge of capital letters and recognition to read words To ask and answer questions to gain information and give information To develop role play, and express preferences To begin to explore themes relating to the text To explore families, feelings and viewpoints Age appropriate text; e.g. Romeo and Juliet See above read list for texts related to this module Speaking and Listening To demonstrate an interest in unfamiliar settings and experiences To reinforce alphabetic and phonic knowledge To retell the story through drama and role play To argue and debate themes raised in the text Cross curricular activities Responding to and incorporating signs/symbols and vocabulary Consider different endings Reading To use a variety of communication aids to access reading materials Continue to access a wide range of texts for pleasure and information To retell sections of the story in the correct sequence To understand the difference between a play and a novel To know the characters and their appropriate groups Writing Handwriting; developing fine motor skills, including mark making To create own writing using a range of media, with support To produce word/symbol banks To practise full-stops and the formation of capital letters To make character maps To participate in shared writing about story related events Resources Pictures, symbols, sounds and words from text. Symbolised text. Whiteboards. Clothing and props for drama and role play. Theatre visits and videos. Music Use of ICT software and communication aids. Evaluation Individual learning outcomes as recorded in IEPs and P levels. 116103795 Revision 4 Date 12/02/2016
