Writing
Intent, Implementation and Impact
Progression of Language
Progression of Novels
Eastwood Village Primary Text Progression
Eastwood Village Primary Text Progression
| Foundation Plan A | |||||
| Autumn 1 Traditional Tales | Autumn 2 Celebrations | Spring 1 Superheroes | Spring 2 Minibeasts | Summer 1 Friendships | Summer 2 Under the sea |
| Studied Texts: Goldilocks and the Three Bears Gingerbread Man Three Little Pigs Three Billy Goats Gruff Hansel and Grettel by Various Authors | Studied Texts: Jolly Postman by Janet Ahlberg Giraffes Can’t Dance by Giles Andreae The Nativity Story Aliens love Pantaclaus by Claire Freedman | Studied Texts: Superworm by Julia Donaldson Supertato by Sue Hendra Superkid by Claire Freedman | Studied Texts: The Very Hungry Caterpillar by Eric Carle Mad About Minibeasts by Giles Andreae The Bad-Tempered Ladybird by Eric Carle | Studied Texts: Up and Down by Oliver Jeffers Elmer by David McKee Little Rabbit Foo Foo by Michael Rosen | Studied Texts: Pirates Love Underpants by Claire Freedman Commotion In The Ocean by Giles Andreae Sharing A Shell by Julia Donaldson Rainbow Fish by Marcus Pfister |
| Foundation Plan B | |||||
| Autumn 1 Traditional Tales | Autumn 2 Celebrations | Spring 1 Magical | Spring 2 Gardening | Summer 1 Farm | Summer 2 Space |
| Studied Texts: Goldilocks and the Three Bears Gingerbread Man Three Little Pigs Three Billy Goats Gruff Hansel and Grettel by Various Authors | Studied Texts: Jolly Postman by Janet Ahlberg Giraffes Can’t Dance by Giles Andreae The Nativity Story Aliens love Pantaclaus by Claire Freedman | Studied Texts: What’s in the witch’s kitchen? by Nick Sharratt Room On The Broom by Julia Donaldson Magic Porridge Pot by Various Authors Not Now, Bernard by David McKee | Studied Texts: Jack and the Beanstalk by Various Authors The Enormous Turnip by Various Authors Oliver’s Vegetables by Vivian French | Studied Texts: Little Red Hen by Various Authors What the ladybird heard by Julia Donaldson Farmer Duck by Martin Waddell Farmyard Hullabaloo by Giles Andreae | Studied Texts: Whatever Next… by Jill Murphy Aliens Love Underpants by Claire Freedman How to catch a star by Oliver Jeffers |
| Foundation Story Texts | |||||
| Story Text: Owl Babies by Martin Waddell (complexity of the plot/ symbol) | Story Text: Jack and the Beanstalk by Various Authors (archaic text) | Story Text: The Tiger Who Came to Tea by Judith Kerr (complexity of the plot/ symbol) | Story Text: Billy Goats Gruff by Various Authors (archaic text) | Story Text: Not Now, Bernard by David McKee (resistant text) | Story Text: The True Story of the Big Bad Wolf by Jon Sciezka (complexity of narrator) |
| Year 1 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Studied Text: Funny Bones by Janet and Allen Ahlberg | Studied Text: Stick Man by Julia Donaldson | Studied Text: Lost and Found by Oliver Jeffers (resistant text) | Studied Text: Gruffalo by Julia Donaldson | Studied Text: Harry and the Bucketful of Dinosaurs by Ian Whybrow | Studied Text: The Lighthouse Keeper’s Lunch by Ronda and David Armitage |
| Story Text: The Day the Crayons Quit by Oliver Jeffers (complexity of the narrator) | Story Text: Ning Nang Nong by Spike Milligan (resistant text) | Story Text: The Cat in the Hat by Dr Seuss (archaic text) | Story Text: The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Sciezka (non-linear narrative) | Story Text: Dinosaurs and All That Rubbish by Michael Foreman (complexity of the plot and symbol) | Story Text: And the Dish Ran Away With the Spoon by Janet Stevens and Susan Crummel (complexity of the narrator) |
| Poem: The Rhythm of Life by Michael Rosen | |||||
| Year 2 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Studied Text: Meerkat Mail by Emily Gravett (non-linear narrative) | Studied Text: The Owl who was Afraid of the Dark by Jill Tomlinson | Studied Text: Gorilla by Anthony Browne (resistant text) | Studied Text: Who’s Afraid of the Big Bad Book? by Lauren Child | Studied Text: Dr Xargle’s Book of Earthlets by Jeanne Willis | Studied Text: Traction Man is Here by Mini Grey |
| Story Text: Traditional Stories by Various and Unknown Authors (archaic texts) | Story Text: After the Storm by Nick Butterworth (complexity of the plot and symbol) | Story Text: Where the Wild Things Are by Maurice Sendak (complexity of the plot and symbol) | Story Text: The Colour Monster by Anna Llenas (resistant text) | Story Text: Voices in the Park by Anthony Browne (non-linear narrative) | Story Text: Fantastic Mr Fox by Roald Dahl (complexity of the narrator) |
| Poem: I’m walking with my Iguana by Brian Moses | |||||
| Year 3 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Studied Text: The Tunnel by Anthony Browne (complexity of the plot and symbol) | Studied Text: The Last Wolf by Mini Grey (resistant text) | Studied Text: The Lost Happy Endings by Carol Ann Duffy (complexity of the plot and symbol) | Studied Text: Leon and the Place Between by Angela McAllister (complexity of the narrator) | Studied Text: Billy and the Minpins by Roald Dahl | Studied Text: Sheep Pig by Dick King Smith (archaic text) |
| Story Text: Hodgeheg by Dick King Smith (complexity of the plot and symbol) | Story Text: Zoo by Anthony Browne (complexity of the plot and symbol) | Story Text: Revolting Rhymes by Roald Dahl (complexity of the plot and symbol) | Story Text: The Mysteries of Harris Burdick by Chris Van Allsburg (resistant text) | Story Text: Esio Trot by Roald Dahl (complexity of the plot and symbol) | |
| Poem: Life doesn’t frighten at all by Maya Angelou | |||||
| Year 4 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Studied Text: Legend of Podkin One-Ear by Kieran Larwood (complexity of the narrator) | Studied Text: The Accidental Prime Minister by Tom McLaughlin (complexity of the plot and symbol) | Studied Text: Iron Man by Ted Hughes (complexity of the plot and symbol) | |||
| Story Text: The Boy in the Dress By David Walliams (complexity of the plot and symbol) | Story Text: The Gift of Dark Hollow By Kieran Larwood (complexity of the narrator) | Story Text: The Firework Maker’s Daughter by Philip Pullman (non-linear narrative) | |||
| Poem: Instructions for Giants by John Rice | |||||
| Year 5 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Studied Text: Butterfly Lion by Michael Morpurgo (non-linear narrative) | Studied Text: The Lion, The Witch and The Wardrobe by C.S Lewis (archaic text) | Studied Text: Who Let The Gods Out? by Maz Evans (non-linear narrative) | |||
| Story Text: A Different Kind of Freedom – A Romani Story by Richard O’Neill (complexity of the plot and symbol) | Story Text: Charlie and the Chocolate Factory by Roald Dahl (complexity of the plot and symbol) | Story Text: The Midnight Fox by Betsy Byars (non-linear narrative) | |||
| Poem: Refugee by Brian Bilston | |||||
| Year 6 | |||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Studied Text: Street Child by Berlie Doherty (complexity of the plot and symbol) | Studied Text: War Horse by Michael Morpurgo (complexity of the narrator) | Studied Text: Harry Potter and the Philosopher’s Stone by JK Rowling (complexity of the plot and symbol) | |||
| Story Text: Stormbreaker by Anthony Horowitz (complexity of the plot and symbol) | Story Text: Holes by Louis Sachar (non-linear narrative) | Story Text: The Arrival by Shaun Tan (resistant text) | |||
| Poem: The Highway Man by Alfred Noyes | |||||
Assessment Model
End of KS1
End of KS2
Year 1
Year 3
Year 4
Year 5
Oracy
Spelling
Pupils learn to spell through daily systematic synthetic phonics. We begin phonics teaching as soon as pupils start school and begin formalised daily lessons in FS2 using the validated scheme – Read Write Inc. Our highly-trained adults provide targeted lessons with direct instruction to ensure rapid progress. We also ensure that we intervene with targeted interventions for any pupils not making expected progress.
Our pupils read every day and are exposed to the highest quality literature.
To further support our pupils’ spelling, we use the Vocabulary Ninja scheme. Spelling lists are sent home on a Monday to be practiced at home and in school before a test on a Friday.