Each year group has a suggested book spine to ensure high quality texts are used to deliver  focussed writing lessons.  All pupils are given opportunities to practise mark making and for some pupils, this may develop into purposeful letter formation using the Read Write Inc mnemonics.

Physical development of gross and fine motor skills forms an integral part of the communication, language and literacy curriculum.  For pupils whose fine motor skills are still developing, they are assessed for an alternative pencil approach, and this may include using Velcro letters or a keyboard to support the physical element of writing.

The focus of writing in all pathways is to develop early writing skills and where appropriate the use of phonics to make simple words and eventually the construction of simple sentences.  For early writers, the focus is on the development of vocabulary, writing signs and symbols, labels, lists and captions linked to phonics development, mark making and emergent writing skills. 

Once children are confident in repeated phrases, refrains and predictions from familiar texts, the Talk for Writing approach is introduced for oral retellings. This is supported using text maps in the form of symbols and Makaton signs.  This in turn, supports ideas for writing. When pupils are ready to add their own ideas to their writing, the talk for writing approach is extended to offer pupils a structure through which they can further develop and embed sentence construction and writing skills.

Once children transition to a semi-formal+ pedagogy, they begin to work with sentence types and comprehension question formats. 

The strong foundations laid in previous years feed into the work pupils do in Year 9 and beyond.  Here, we focus on functional skills and writing for a specific focus.  All the previous work, that has enabled the pupils to generate their own ideas and structure their work effectively, comes into play and the pupils focus on developing their writing to give a clear message that can be understood by the intended audience. 

The pupils also learn to write to a standard that will achieve recognition in external accreditations, allowing them to develop a portfolio of qualifications that will serve them well, once they leave the academy.

EYFS Long term plans

Nursery

Reception

Informal Pathway Long term plans

Year 1&2

Y3&4

Y5&6

Semi Formal Pathway Long term plans

Year 1&2

 Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
1  Narrative The Three Little Pigs   Start with description/labellingNarrative Whatever Next?   Start with description/labellingNarrative Rosie’s Walk     Start with description/labellingNarrative Mrs Mopples Washing Line   Start with description/labellingNarrative The Enormous Turnip    Start with description/labellingNarrative Mr Big    Start with description/labelling
2  Narrative The Three Little PigsNarrative Whatever Next?Narrative Rosie’s WalkNarrative Mrs Mopples Washing Line  Narrative The Enormous TurnipNarrative Mr Big
3  Narrative The Three Little PigsNarrative Whatever Next?Narrative Rosie’s WalkNarrative Mrs Mopples Washing Line  Non-narrative Recount   PSHERE Focus Educational visit (places that make me happy)  Narrative Mr Big
4Poetry Rhythm and Rhyme   Duck in a truck (focus for writing)     Poetry Rhythm and rhyme   Pass the Jam Jim  Non-narrative Recount   Educational visit/activity in school   Non-narrative Captions and instructions   Science Focus (planting seeds for flowers) Non-narrative Recount   PSHERE Focus Educational visit (places that make me happy)  Non-narrative Captions and instructions   Art focus- (parties and picnics)
5Non –Narrative Lists and labels   Geography/DT focus   Squirrel’s Busy Day narrative link  Non –Narrative Lists and labels Pass The jam Jim link   (What do I need to make my jam sandwich? What do I need for a Christmas party?)  Non-narrative Recount   Educational visit/activity in school   Non-narrative Captions and instructions   Science Focus (planting seeds for flowers) A Tiny Seed narrative (link only) Non-narrative Captions and instructions   Music focus (making instruments)  
6Non –Narrative Lists and labels   Geography/DT focus  Narrative Dear Santa Lists and labels    Non-narrative Captions and instructions   DT Sock puppetNon-narrative Captions and instructions   Science Focus (planting seeds for flowers)     Poetry Rhythm and Rhyme   Explore and perform favourite poems and  narratives
7Non –Narrative   Geography/DT focus  Narrative Dear Santa  Poetry Rhythm and  Rhyme Shark in the Park What the Ladybird Heard      Poetry Rhythm and rhyme   Share Performance
8Poetry Rhythm and  Rhyme For sharing:  We’re going on a Leaf Hunt         

Year 1&2 Book Spines

Year 3&4

 Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
1  Genre: Narrative Smartest Giant in Town  Begin with description/labels, lists and captions  Genre: Narrative The Three Billy Goats Gruff Begin with description/labels, lists and captions  Genre: Narrative Where the Wild Things Are Begin with description/labels, lists and captions  Genre: Narrative How to catch a Star Begin with description/labels, lists and captions  Genre: Narrative Norman the Slug with the Silly Shell Begin with description/labels, lists and captionsGenre: Narrative The Snail and The Whale Begin with description/labels, lists and captions
2Genre: Narrative Smartest Giant in TownGenre: Narrative The Three Billy Goats GruffGenre: Narrative Where the Wild Things Are  Genre: Narrative How to catch a StarGenre: Narrative Norman the Slug with the Silly ShellGenre: Narrative The Snail and The Whale
3Genre: Narrative Smartest Giant in TownGenre: Non –Narrative Instructions  Billy Goats Gruff:  How to cross a Bridge safely Genre: Narrative Where the Wild Things Are  Genre: Non Narrative Form: Letter Writing Can I be your Dog?Genre: Non -Narrative NC Report History topic focus (Historical Figure)  Genre: Narrative The Snail and The Whale
4  Genre: Non -Narrative NC Report History topic focus Captain Cook     Genre: Non -Narrative Instructions DT (pop up cards)Genre: Non Narrative NC Report History Focus Now and Then – schools from the past   Genre: Non Narrative Form: Letter Writing Can I be your Dog?Genre: Non -Narrative NC Report History topic focus (Historical Figure)  Genre: Non Narrative Form: Recount RE Focus (Visit to local faith building)  
5Genre: Non -Narrative NC Report History topic focus Captain CookPoetry Rhythm and rhyme Bedtime March (Oxford Owl) Performance in celebration assembly  Genre: Non Narrative NC Report History Focus Now and Then – schools from the past Genre: Non Narrative Recount Geography focus Out and about in my town   Genre: Non Narrative Form: Recount RE Focus (Visit to local faith building)
6Genre: Non -Narrative NC Report History topic focus Captain Cook  Genre: Narrative  SnowmanGenre: Poetry Rhythm and rhyme Walking with my Iguana (Brian Moses) Performance in celebration assembly Genre: Non Narrative Recount Geography focus Out and about in my town     Genre: Non -Narrative Instructions DT (how to make a sandwich)
7Genre: Non Narrative Form: Recount Captain Cook museum- Preston Park  Genre: Narrative The SnowmanGenre: Non -Narrative Instructions DT (how to make a photo frame)  Genre: Poetry Rhythm and Rhyme Performing  favourites to an audience        
8Genre: Non Narrative Form: Recount Captain Cook museum- Preston Park       

Year 3&4 Book spines

Year 5&6

 Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
1  Genre: Narrative Gorilla   Begin with description/labels, lists and captions    Genre: Narrative Begu Begin with description/labels, lists and captions  Genre: Narrative The Tunnel  Begin with description/labels, lists and captions  Genre: Narrative After the Fall Begin with description/labels, lists and captions    Genre: Narrative Goldilocks and the Three Crocodiles Begin with description/labels, lists and captions        Genre: Narrative Chalk  Begin with description/labels, lists and captions    
2Genre: Narrative GorillaGenre: Narrative   Begu  Genre: Narrative   The Tunnel  Genre: Narrative   After the FallGenre: Narrative   Goldilocks and the Three Crocodiles      Genre: Narrative   Chalk     
3Genre: Narrative Gorilla Genre: Narrative   Begu    Genre: Narrative   The Tunnel  Genre: Narrative   After the FallGenre: Non -Narrative Form: Recount   History:  Middlesbrough  Transporter BridgeGenre: Narrative   Chalk
4Genre: Non -Narrative NC Report   History topic focus (Mary Anning)  Genre: Non -Narrative Instructions   How to make vegetable soupGenre: Non Narrative Form: Letter Writing   The Thank You LetterGenre: Poetry Rhythm and Rhyme A Sausage Went for A Walk (Ellisha Majid) Performance in celebration assemblyGenre: Non -Narrative Form: Recount   History:  Middlesbrough Transporter BridgeGenre: Non Narrative Form: Explanation   Science Focus (plant life cycles
5Genre: Non -Narrative NC Report   History topic focus (Mary Anning)    Genre: Non -Narrative Instructions   DT (design and make a Christmas decoration )Genre: Non Narrative Form: Letter Writing   The Thank You LetterNon Narrative Form: NC Report   History Focus (British Heroes) Genre: Non Narrative Form: Explanation   Science Focus (plant life cycles)
6Genre: Poetry Similes Sound of Music (Oxford Owl) Performance in celebration assembly Genre: Poetry Action Verbs If I Were A Hawk (Oxford Owl) Performance in celebration  assembly  Genre: Non -Narrative Instructions   PSHERE (how to cross the road safely ) Non Narrative Form: NC Report   History Focus (British Heroes) Genre: Non Narrative Form: Explanation   Science Focus (plant life cycles)
7Genre: Recount Art (photography) or PSHERE (My community link)    Genre: Narrative   Polar ExpressGenre: Non -Narrative Instructions   PSHERE ( how to cross the road safely )   Genre: Poetry   Performance to an audience of favourite and familiar poems
8Genre: Recount Art (photography) or PSHERE (My community link)       

Year 5&6 Book spines

Year 7&8

 Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
1  Genre: Narrative (Description)  Voices in the Park Begin with description/labels, lists and captionsGenre: Narrative (Shakespeare)   The Tempest Begin with description/labels, lists and captions  Genre: Narrative   Where the Forest Meets the Sea Begin with description/labels, lists and captions  Genre: Narrative   Mufaro’s Beautiful Daughters Begin with description/labels, lists and captions  Genre: Narrative   Eric Begin with description/labels, lists and captions  Genre: Narrative   Caged   Begin with description/labels, lists and captions  
2Genre: Narrative (Description)   Voices in the ParkGenre: Narrative (Shakespeare)   The Tempest  Genre: Narrative   Where the Forest Meets the Sea  Genre: Narrative   Mufaro’s Beautiful Daughters  Genre: Narrative   Eric    Genre: Narrative   Caged      
3Genre: Narrative (Description)  Voices in the ParkGenre: Narrative (Shakespeare) The Tempest  Genre: Narrative Where the Forest Meets the Sea  Genre: Narrative   Mufaro’s Beautiful Daughters  Genre: Non -Narrative NC Report (inform) Art and DT  (Andy Warhol) )    Genre: Narrative Caged      
4Genre: Non -Narrative NC Report (inform) History Focus (Changes in Britain)    Genre: Non -Narrative Instructions DT focus (Recipes)  Genre: Poetry   Performing to an audience Limericks          Non Narrative Form: persuasion Adverts and posters     Genre: Non -Narrative NC Report (inform)   Art and DT  (Andy Warhol) )      Genre: Non Narrative Form: Explanation   Science: Plant Reproduction   
5Genre: Non -Narrative NC Report (inform)   History Focus (Changes in Britain)    Genre: Non -Narrative Instructions   DT focus (Recipes)  Genre: Non Narrative Form: Explanation   Science Focus (How a fossil is made)   Non Narrative Form: persuasion Adverts and posters   Genre: Non Narrative Form: Explanation   Science: Plant Reproduction   
6Genre: Poetry Limericks   Performing to an audience Genre: Non Narrative Form:  Letter writing    Genre: Non Narrative Form: Explanation   Science Focus (How a fossil is made)   Genre: Poetry Shape poems Performing to an audience         Genre: Non Narrative Form: Explanation   Science: Plant Reproduction   
7Genre: Recount Educational visit /experience    Genre: Non Narrative Form:  Letter writing      Genre: Non Narrative Form: Explanation   Science Focus (How a fossil is made)     Genre: Poetry Performing to an audience    
8Genre: Recount Educational visit /experience         

Year 7&8 Book spines

Year 9

At Discovery Special Academy, from Year 9 onwards, we offer our pupils a range of accredited courses.

In English, we offer Functional Skills at Entry Level 1, 2 and 3.  The aims of these qualifications are to prepare our pupils for adult life and to give them a solid grounding in English, improving their understanding and skills. 

The accreditations will give our pupils the opportunity to demonstrate the ability, at an appropriate level to read, write, speak, listen and communicate in English, and to apply this knowledge and these skills in familiar situations.

The accreditations are progressive, so if a pupil achieves the qualification they are working towards, they can move to the next level.  Similarly, if they need a little longer to achieve the award, they can revisit the skills in the level they are currently working.

Furthermore, it will give our pupils the chance to achieve a foundation for further study at Levels 1 and 2, in the future, and form the basis for the necessary skills for potential employment.

The course will cover the following areas of study:

  • listen, understand and respond to verbal communication in a range of familiar contexts
  • acquire an understanding of everyday words and their uses and effects, and apply this understanding in different contexts
  • read with accuracy straightforward texts encountered in everyday life and work, and develop confidence to read more widely
  • write straightforward texts and documents with clarity and effectiveness, and demonstrate a sound grasp of spelling, punctuation and grammar.

Edexcel Functional Skills in English | Pearson qualifications

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