On 20th July the English team at Herts for Learning (HfL) will launch the first collection of their latest resource to their subscription site: a suite of Detailed English Plans, containing one fully-planned autumn term unit for each year group in KS2. Further units will be added over time.
The plans aim to support teachers to consider how to construct and deliver exciting and engaging units of work that meet the heightened demands of Curriculum 2014. Each plan weaves together the statements from the reading (both word reading and comprehension) and writing (transcription, handwriting, composition, VGP and spelling) components of the curriculum, showing how all of these aspects of learning can be addressed through creative learning experiences. Most importantly, all of the units feature great texts which aim to inspire the children to want to read and write in abundance!
In readiness for the autumn term, we will be releasing five Detailed English Plans: one for each year group from Year 3 to Year 6 (plus an additional poetry unit for Year 5), equating to 63 days of fully-planned lesson.
|Year Group||Unit Title||Unit Duration||Core Text|
|3||Fables||18 days||War and Peas by Michael Foreman|
|4||Poetry: free verse||10 days||Overheard on a Saltmarsh by Harold Monroe|
A small dragon by Brian Patten
|5||Poetry + Explanations (two units intended to be delivered consecutively)||5 days (poetry)|
10 days (explanations)
|How To Be A World Explorer: Your all-terrain training manual – Lonely Planet, Not for Parents|
|6||Report||20 days||Arthur Spiderwick’s Field Guide to the Fantastical World Around You by Tony DiTerlizzi and Holly Black|
Each plan begins with a Planning Synopsis which outlines the key learning and activities for each lesson. The overview provides a daily snapshot of the learning journey so that teachers can maintain a clear vision of the learning across the unit, and are able to quickly ascertain how each lesson relates and builds upon the previous day’s learning. Each day is colour-coded to show whether the main development area for that lesson is reading, writing, or spoken language so that the teacher can see at a glance how the various skills are addressed across the unit.
Example of a Planning Synopsis page from the Year 3 Fables unit:
Following the Planning Synopsis, each plan contains a Skills Overview. This section contains a list of the reading/writing/spoken language skills that will be addressed through the unit, as well as where opportunities exist within the unit to make links with specific spelling statements from the relevant year group, and cross curriculum learning. In this section, the final written outcome for the unit is stated, alongside a list of the other ‘incidental’ written outcomes that the children will produce in the days preceding the creation of the final written piece.
Each lesson within the unit is planned in sufficient detail to enable teachers to pick up the plan and deliver the lesson with confidence, knowing that it has been carefully crafted to lead towards quality outcomes in reading/writing/spoken language. After engaging with the plan, and delivering the content to their class, some teachers may feel empowered to use the structure and creative teaching ideas within it to create their own units. More experienced teachers may choose to use the daily plan as a base from which they innovate and adapt in order to meet the defined needs of their individual pupils.
Excerpt of a lesson plan from the Year 5 ‘Poetry: building vocabulary’ unit (day 2):
The plans have been carefully crafted, and include examples of thought-provoking questions to ask the children (recorded in speech bubbles); models of writing that showcase the grammar and vocabulary aspects of the programme of study for the relevant year group (blue outline), and speaking frames that support the children to shape their responses in line with expectations for their year groups (orange outline).
Example of a writing model from the Year 6 ‘Reports’ unit:
Within the plans, icons are used to indicate opportunities to embed learning of spelling rules and patterns and to indicate where editing and proofreading opportunities could be offered. There is also an icon to indicate where work could be added to the working wall to aid subsequent independent writing.
Examples of an embedded spelling opportunity from the Year 3 ‘Fables’ unit:
We hope that this resource supports teachers by giving them the time, confidence and inspiration to create exciting English plans that match the expectation of Curriculum 2014. But most importantly, we hope that they allow both the children and teachers time to really enjoy reading, writing and speaking within their English lessons.
If you would like more detail about how to subscribe to PA Plus, please contact HfL at firstname.lastname@example.org or visit the PA Plus website: