Outcomes

Outcomes for each lesson are split into assessment and material categories (see tabs 1-4). Assessment outcomes are based on the learning that the teacher and learners can assess at the end of the lesson, whilst material outcomes are the actual physical outcomes that the children produce.

They are provided to give teachers an overview of the unit at a glance, and also to aid in assessment purposes. The outcomes are only recommended and can be changed, in meaning or number, depending on the teacher, lesson and learners. We have attempted to provide differentiated outcomes for different levels of ability, and of course, teachers can also change and add to these, as they amend the lesson plans for their class.

1. Outcomes (Week 1)

Day 1 Day 2 Day 5
 Day 8
 Day 9

Assessment

1. Identification of the genre features of non-chronological reports.
2. Re-call and understanding of information from section/s of a non-chronological report.
3. Participation in role play to present parts of a non-chronological report as a documentary.

Assessment

1. Identification of the genre features of non-chronological reports.
2. Re-call and understanding of information from section/s of a non-chronological report.
3. Participation in role play to present parts of a non-chronological report as a documentary.

Assessment

1. Identification of the genre features of non-chronological reports.
2. Re-call and understanding of information from section/s of a non-chronological report.
3. Participation in role play to present parts of a non-chronological report as a documentary.

Assessment

1. Identification of the genre features of non-chronological reports.
2. Re-call and understanding of information from section/s of a non-chronological report.
3. Participation in role play to present parts of a non-chronological report as a documentary.

Assessment

1. Re-call and understanding of information from section/s of a non-chronological report.
2. Use of strategies to answer comprehension questions.

Material

1. Create a report map of a section or sections of a non-chronological report.
2. Work in a group to present a report map as a documentary.

Material

1. Create a report map of a section or sections of a non-chronological report.
2. Work in a group to present a report map as a documentary.

Material

1. Create a report map of a section or sections of a non-chronological report.
2. Work in a group to present a report map as a documentary.

Material

1. Create a report map of a section or sections of a non-chronological report.
2. Work in a group to present a report map as a documentary.

Material

1. Answer a range of questions based on a non-chronological report.
2. Visualise pictures based on a non-chronological text.

2. Outcomes (Week 2)

Day 3
 Day 4
 Day 6
 Day 7
 Day 10

Assessment

1. Identification of the text features of non-chronological reports.
2. Grouping of non-chronological information.
3. Listening to a recount of a space mission.

Assessment

1. Identification of the word features of non-chronological reports.
2. Ability to remember phonemes and graphemes.
3. Ability to remember common spelling rules.
4. Use of spelling rules for words ending in -cial or-tial.
5. Understanding of context to choose the correct synonym.

Assessment

1. Identification of the sentence features of non-chronological reports.
2. Use of a capital letter, full stop and comma in sentences.
3. Recognition of parenthesis in a sentence.
4. Use of parenthesis to add extra information to a sentence.

Assessment

1. Identification of the genre features of non-chronological reports.
2. Identification of the features of non-chronological reports.
3. Use of capital letters, full stops and commas.
4. Use of expanded nouns.
5. Use of parenthesis.
6. Choice of vocabulary.

Assessment

1. Recognition of active and passive sentences.
2. Participation in role play to create a documentary.
3. Creativity in generating ideas.

Material

1. Note key information from a recount under topic headings.

Material

1. Revise phonic/HFW targets.
2. Replace words in a recount with synonyms that end in -cial or -tial.

Materials

1. Add capital letters, full stops and commas to sentences.
2. Add and correct parenthesis in sentences.
3. Write sentences with parenthesis.

Materials

1. An effective description of an alien.

Materials

1. Work in a group to plan and present a documentary on a new planet.

3. Outcomes (Week 3)

Day 11 Day 12 Day 13 Day 14 Day 15

Assessment

1. Use of conjunctions in simple, compound and complex sentences.
2. Creativity in generating ideas.
3. Participation in role play to create a documentary.

Assessment

1. Re-call and understanding of information from section/s of a non-chronological report.
2. Use of the features of non-chronological reports in plans.
3. Use of prior learning and creativity in plans.
4. The amount of detail in plans.

Assessment

1. Re-call and understanding of information from section/s of a non-chronological report.
2. Ability to move the subordinate clause in a sentence.
3. Inclusion of non-chronological features in writing.
4. Use of modelled writing/own added creativity.
5. Ability to assess and make changes.

Assessment

1. Ability to assess and make changes.
2. Inclusion of non-chronological features in writing.
3. Use of modelled writing/own added creativity.

Assessment

1. Ability to assess and make changes.
2. Inclusion of non-chronological features in writing.
3. Use of modelled writing/own added creativity.

Materials

1. Work in a group to plan and present a documentary on a new planet.
2. Peer assess compositions.

Materials

1. Plan of a non-chronological report based on a new planet.
2. A description of a planet using a plan.

Material

1. Write the first two sections of a non-chronological report introducing and describing the planet.

Material

1. Write three sections of a non-chronological report describing a planet’s atmosphere, climate, rotation, orbit and tilt.
2. Evidence of self-assessment.

Material

1. Write a section of a non-chronological report describing the alien life forms that live on a planet.
2. Evidence of self-assessment.

4. Outcomes (Week 4)

Day 16 Day 17 Day 18

Assessment

1. Ability to assess and make changes.
2. Inclusion of non-chronological features in writing.
3. Use of modelled writing/own added creativity.

Assessment

1. Inclusion of non-chronological features in writing.
2. Use of prior learning/own added creativity.

Assessment

1. Grammar and punctuation knowledge.
2. Assessment and evaluation skills.

Material

1. Write the last two sections of a non-chronological report describing the alien conflict and concluding the report.
2. Evidence of peer-assessment.

Material

1. Independently write a non-chronological report describing an alien planet.

Material

1. Correct grammar and punctuation mistakes in sentences.
2. Assess and evaluate writing against agreed criteria.

NC Objectives

In order to provide teachers with an idea of the unit’s National Curriculum coverage for each country (see flags below), reference to objectives for each day are provided for Writing, Reading and Oracy in Tabs 5, 6, 7 and 8. Tab 9 groups objectives into ‘Set Objectives’ for various activites that occur naturally in a lesson i.e. talk time, role play, reading comprehension, shared writing, shared reading etc.

Objectives that have a red background are the focus of the lesson. Other objectives, which happen as a by-product when concentrating on the lesson’s main objectives, are included for each lesson . Objectives that have a blue background are differentiated objectives from an earlier years’ curriculum and objectives that have a green background are differentiated objectives from a future years’ curriculum. Again, these objectives and the focused objectives (with red backgrounds) are only recommended; teachers are free to change these, depending on the lesson that they teach and their priorities in that lesson.

The objectives in a unit are part of a longer term plan, and we would recommend following the plans if you are considering using other units from Teaching Alive. In this way, we aim to provide thorough coverage of the curriculum.

On daily plans, the National Curriculum objectives are focused and simplified to provide one learning objective, allowing teachers and learners to be explicit in a lesson’s learning objective and use a shared vocabulary.

EnglandFlag

5. NC Links (Week 1)

Day 1 Day 2 Day 5
 Day 8
 Day 9
Writing
•noting and developing initial ideas, drawing on reading and research where necessary
•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•noting and developing initial ideas, drawing on reading and research where necessary
•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•noting and developing initial ideas, drawing on reading and research where necessary
•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•noting and developing initial ideas, drawing on reading and research where necessary
•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
Reading
•Shared Reading
Oracy
•maintain attention
•listen appropriately to adults and their peers
•Talk Time

6. NC Links (Week 2)

Day 3
 Day 4
 Day 6
 Day 7
 Day 10
Writing
•using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
•précising longer passages
Oracy
•maintain attention
•listen appropriately to adults and their peers
•Talk Time
Writing
•endings which sound like /ʃəl/ –cial or –tial
•use a thesaurus
Reading
•Shared Reading
•identifying how language contributes to meaning
Oracy
•Talk Time
Writing
•extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
•using commas to clarify meaning or avoid ambiguity in writing
•using brackets, dashes or commas to indicate parenthesis
•selecting appropriate punctuation and how such choices can change and enhance meaning
Reading
•identifying how structure contributes to meaning
Oracy
•Talk Time
Writing
•using brackets, dashes or commas to indicate parenthesis
•selecting appropriate vocabulary, understanding how such choices can change and enhance meaning
•using expanded noun phrases to convey complicated information concisely
•use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
•use dictionaries to check the spelling and meaning of words
Reading
•Shared Reading
•identifying how structure contributes to meaning
•identifying how language contributes to meaning
Oracy
•Talk Time
Writing
•using passive verbs to affect the presentation of information in sentence.
•Use of the terms subject and object
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Oracy
•Role Play
•Talk Time

7. NC Links (Week 3)

Day 11 Day 12 Day 13 Day 14 Day 15
Writing
•using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Oracy
•Role Play
•Talk Time
Writing
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
•noting and developing initial ideas, drawing on reading and research where necessary
•using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
•using a wide range of devices to build cohesion within and across paragraphs
•selecting appropriate grammar, understanding how such choices can change and enhance meaning
•selecting appropriate vocabulary, understanding how such choices can change and enhance meaning
Oracy
•Talk Time
Writing
•Shared Writing
•use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
•use dictionaries to check the spelling and meaning of words
•using brackets, dashes or commas to indicate parenthesis
•selecting appropriate punctuation and how such choices can change and enhance meaning
•perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
•using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
Oracy
•Talk Time
Writing
•Shared Writing
•use a thesaurus
•proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
•endings which sound like /ʃəl/ –cial or –tial
•assessing the effectiveness of their own and others’ writing
Reading
•Shared Reading
Oracy
•Talk Time
Writing
•Shared Writing
•proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
•selecting appropriate vocabulary, understanding how such choices can change and enhance meaning
•using expanded noun phrases to convey complicated information concisely
Reading
•Shared Reading
Oracy
•Talk Time

8. NC Links (Week 4)

Day 16 Day 17 Day 17
Writing
•Shared Writing
•proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
•using a wide range of devices to build cohesion within and across paragraphs
•assessing the effectiveness of their own and others’ writing
Oracy
•Talk Time
Writing
•Shared Writing
•noting and developing initial ideas, drawing on reading and research where necessary
•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
•using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
•using a wide range of devices to build cohesion within and across paragraphs
Oracy
•Talk Time
Writing
•proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
•selecting appropriate grammar, understanding how such choices can change and enhance meaning
•selecting appropriate punctuation and how such choices can change and enhance meaning
•assessing the effectiveness of their own and others’ writing
Oracy
•Talk Time

9. Set Objectives

Talk Time

Oracy

•express feelings
•listen appropriately to adults and their peers
•maintain attention
•respond appropriately to adults and their peers
•ask relevant questions to extend their understanding and knowledge
•use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
Role Play

Oracy

•express feelings
•gain, maintain and monitor the interest of the listener(s)
•use relevant strategies to build their vocabulary
•well-structured
•listen appropriately to adults and their peers
•maintain attention
•respond appropriately to adults and their peers
•participate in performances, role play and improvisations
•participate actively in collaborative conversations, staying on topic and initiating and responding to comments
•consider and evaluate different viewpoints, attending to and building on the contributions of others
•use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
Shared Reading

Reading

•reading books that are structured in different ways and reading for a range of purposes
•apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet
•discussing their understanding and exploring the meaning of words in context
•asking questions to improve their understanding
•retrieve, record and present information from non-fiction
•drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
•predicting what might happen from details stated and implied
•identifying how structure contribute to meaning
•discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
•identifying how language and presentation contributes to meaning
•summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
•making comparisons within and across books
•distinguish between statements of fact and opinion
•identifying and discussing themes and conventions in and across a wide range of writing
•increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
•continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Shared Writing

Writing

•identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
•proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
•assessing the effectiveness of their own and others’ writing
•in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
•using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
•ensuring the consistent and correct use of tense throughout a piece of writing
•using a wide range of devices to build cohesion within and across paragraphs
•using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
•ensuring correct subject and verb agreement when using singular and plural
•selecting appropriate grammar, understanding how such choices can change and enhance meaning
•selecting appropriate punctuation and how such choices can change and enhance meaning
•using commas to clarify meaning or avoid ambiguity in writing
•selecting appropriate vocabulary, understanding how such choices can change and enhance meaning
•choosing the appropriate register
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
• write legibly, fluently and with increasing speed

5. NC Links (Week 1)

Day 1 Day 2 Day 5
 Day 8
 Day 9
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Reading
•Shared Reading
Oracy
•Role Play
•Talk Time
Writing
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Reading
•Shared Reading
Oracy
•listen carefully to presentations and show understanding of the speakers’ conclusions or opinions
•Talk Time

Key:              Non-bold text: LNF statement           Bold text: Programme of study skill

6. NC Links (Week 2)

Day 3
 Day 4
 Day 6
 Day 7
 Day 10
Writing
•use features and layout which are constructed to present data and ideas clearly
•use paragraphs
Oracy
•listen carefully to presentations and show understanding of the speakers’ conclusions or opinions
•Talk Time
Writing
•use strategies to spell correctly polysyllabic, complex and irregular words
•use varied and appropriate vocabulary, including subject-specific words and phrases
Reading
•Shared Reading
•consider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views
Oracy
•Talk Time
Writing
•use connectives to show links within sentences
•use the full range of punctuation accurately to clarify meaning
Reading
•consider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views
Oracy
•Talk Time
Writing
•use the full range of punctuation accurately to clarify meaning
•choose and use a wide range of adventurous and imaginative vocabulary with precision
•use varied and appropriate vocabulary, including subject-specific words and phrases
•use strategies to spell correctly polysyllabic, complex and irregular words
Reading
•Shared Reading
•consider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views
Oracy
•Talk Time
Writing
•use varied sentence structures for emphasis and effect
Oracy
•Role Play
•Talk Time

Key:              Non-bold text: LNF statement           Bold text: Programme of study skill

7. NC Links (Week 3)

Day 11 Day 12 Day 13 Day 14 Day 15
Writing
•use varied sentence structures for emphasis and effect
Oracy
•Role Play
•Talk Time
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use features and layout which are constructed to present data and ideas clearly
•adapt structures in writing for different contexts, e.g. reporting an event, investigation or experiment
•make links between paragraphs
•craft their writing by using the standard forms of English, e.g. nouns, pronouns, adjectives, adverbs, prepositions and verb tenses
Oracy
•Talk Time
Writing
•Shared Writing
•use strategies to spell correctly polysyllabic, complex and irregular words
•use the full range of punctuation accurately to clarify meaning
•craft their writing by using the standard forms of English, e.g. connectives
•use varied sentence structures for emphasis and effect
Oracy
•Talk Time
Writing
•Shared Writing
•use varied and appropriate vocabulary, including subject-specific words and phrases
•reflect on, edit and redraft to improve their writing
•use strategies to spell correctly polysyllabic, complex and irregular words
•reflect on, edit and redraft to improve their writing
Reading
•Shared Reading
Oracy
•Talk Time
Writing
•Shared Writing
•reflect on, edit and redraft to improve their writing
•choose and use a wide range of adventurous and imaginative vocabulary with precision
•use varied and appropriate vocabulary, including subject-specific words and phrases
Reading
•Shared Reading
Oracy
•Talk Time

Key:              Non-bold text: LNF statement           Bold text: Programme of study skill

8. NC Links (Week 4)

Day 16 Day 17 Day 18
Writing
•Shared Writing
•reflect on, edit and redraft to improve their writing
•make links between paragraphs
•reflect on, edit and redraft to improve their writing
Oracy
•Talk Time
Writing
•Shared Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
•use features and layout which are constructed to present data and ideas clearly
•make links between paragraphs
Oracy
•Talk Time
Writing
•craft their writing by using the standard forms of English, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses, correctly in a range of continuous and non-continuous writing with few exceptions.
•use the full range of punctuation accurately to clarify meaning
•use varied sentence structures for emphasis and effect
•use language appropriate to writing, including standard forms of English
•evaluate their own personal work and that of others, editing and redrafting to improve the standard of writing
•reflect on, edit and redraft to improve their writing
Oracy
•Talk Time

Key:              Non-bold text: LNF statement           Bold text: Programme of study skill

9. Set Objectives

Talk Time

Oracy

•express issues and ideas clearly, using specialist vocabulary and examples
•listen carefully to presentations and show understanding of the speakers’ conclusions or opinions
•respond to others with questions and comments which focus on reasons, implications and next steps
•use a wide range of syntax structures, vocabulary and terminology in their talk with precision
Role Play

Oracy

•express issues and ideas clearly, using specialist vocabulary and examples
•speak clearly, using formal language, varying expression, tone and volume, to keep listeners interested
•use a wide range of syntax structures, vocabulary and terminology in their talk with precision
•listen carefully to presentations and show understanding of the speakers’ conclusions or opinions
•respond to others with questions and comments which focus on reasons, implications and next steps
•explore challenging or contentious issues through sustained role play
•contribute purposefully to group discussion to achieve agreed outcomes
Shared Reading

Reading

•confidently read a range of continuous and non-continuous texts with fluency, accuracy, understanding and enjoyment; respond to them orally and in writing
•use a range of strategies to make meaning from words and sentences, including knowledge of phonics, word roots, word families, syntax, text organisation and prior knowledge of context
•use a range of strategies for finding information, e.g. skimming for gist, scanning for detail
•read closely, annotating for specific purposes
•infer ideas which are not explicitly stated, e.g. writers’ viewpoints or attitudes
•confidently recognise and understand the characteristics of a range of different texts (continuous and non-continuous) in terms of language, theme, structure and presentation
•consider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views
•distinguish between facts, theories and opinions
•understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had chocolate(,) cake and cheese for tea
•show understanding of main ideas and significant details in different texts on the same topic
•identify and begin to comment on similarities and differences between continuous and/or non-continuous texts in terms of language, techniques, structure, character and form
•identify ideas and information that interest them to develop further understanding
•consider whether a text is effective in conveying information and ideas.
Shared Writing

Writing

•write a comprehensive account of a topic or theme
•adapt writing style to suit the reader and purpose, e.g. formal style for unknown reader, simple style for younger readers
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
•reflect on, edit and redraft to improve their writing
•use features and layout which are constructed to present data and ideas clearly
•write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, a precise conclusion
•adapt structures in writing for different contexts, e.g. reporting an event, investigation or experiment
•use paragraphs
•make links between paragraphs
•craft their writing by using the standard forms of English, e.g. connectives
•use varied sentence structures for emphasis and effect
•use the full range of punctuation accurately to clarify meaning
•choose and use a wide range of adventurous and imaginative vocabulary with precision
•use varied and appropriate vocabulary, including subject-specific words and phrases
• use language appropriate to writing, including standard forms of English
• use strategies to spell correctly polysyllabic, complex and irregular words
• produce fluent and legible handwriting

Key:              Non-bold text: LNF statement           Bold text: Programme of study skill

5. NC Links (Week 1)

Day 1 Day 2 Day 3 Day 4 Day 5
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Writing
•use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts
•use the characteristic features of a range of continuous and non-continuous texts in their writing, using imagination where appropriate, adapting their style to engage the reader and purpose to engage the reader
Writing
•
•
Writing
•
•
Writing
•

5. NC Links (Week 1)

Day 1 Day 2 Day 3 Day 4 Day 5
Writing
•Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life.
•I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.
Writing
•Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life.
•I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.
Writing
•
•
Writing
•
•
Writing
•

5. NC Links (Week 1)

Day 1 Day 2 Day 3 Day 4 Day 5
Writing
•Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate
Writing
•Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate
Writing
•
•
Writing
•
•
Writing
•

5. NC Links (Week 1)

Day 1 Day 2 Day 3 Day 4 Day 5
Writing
•Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
Writing
•Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
Writing
•
•
Writing
•