Approach to teaching English at St Margaret's

Please click on the link to see up to date information on how we teach English at St Margaret's.

Approach to teaching reading

Approach to teaching writing

Details about texts and genres can be found below:

English Long Term Plan 2019/20

Medium term planning for each text is shared with the children at the beginning of the unit - key writing outcomes, overall aims and use and application of grammar and sentence structure is highlighted. See example - Year Six Autumn Term Shackleton and Ice Trap Overview

Coverage trackers are used in each class to ensure all aspects of the NC for the year group are covered in a logical order and revisted as necessary.


Please click on the link below to access our English progression in skills documents - How to BECOME a Reader; How to BECOME a Writer; How to BECOME a Speaker 

How to BECOME a Reader

How to BECOME a Writer

How to BECOME a Speaker


St Margaret's English Curriculum

English Teaching and Learning sequences include a Key Learning Outcome. Each sequence begins with an elicitation task (a ‘cold’ writing task) which allows for formative assessment in adapting the teaching sequence plan. This elicitation task is similar to the writing pupils will complete at the end of the sequence.

Each teaching sequence focuses on a quality text and includes clearly linked objectives from the English Programmes of Study for reading, writing, grammar and spoken language.

To download a copy of our documentation, please click on the links below.

File icon: pdf English Genres.pdf [pdf 314KB] Click to download
File icon: pdf KS1 Year 1 English Objectives.pdf [pdf 251KB] Click to download
File icon: pdf KS1 Year 2 English Objectives.pdf [pdf 256KB] Click to download
File icon: pdf Letters and Sounds Parent's Guide.pdf [pdf 314KB] Click to download
File icon: pdf Lower KS2 English Objectives Year 3 and 4.pdf [pdf 254KB] Click to download
File icon: pdf Upper KS2 English Objectives Year 5 and 6.pdf [pdf 258KB] Click to download
File icon: pdf Year 1 and 2 Texts and Overview 2019.pdf [pdf 569KB] Click to download
File icon: pdf Years 3 and 4 Texts and Overview 2019.pdf [pdf 433KB] Click to download
File icon: pdf Years 5 and 6 Texts and Overview 2019.pdf [pdf 416KB] Click to download

English Learning Resources

Please use the links below to access our learning resources for English.

External Link Icon KS1 English Resources
External Link Icon KS2 English Resources

Overview of Teaching Learning Sequences


Curricular target:



Guided Work linked to sequence


(I can …  /  I know… / I understand…)

Familiarisation/ Immersion in text/Analysis

This order is not definitive and will change depending upon the text that you use and what you want to do with it.  However, it is a starting point. Texts could be written, visual and/or audio.


  • Activating prior knowledge.
  • First-hand and practical experiences in order to make connections with the text
  • Introducing text and developing meaning making (comprehension) strategies (drama or role play)
  • Book talk. Personal response to the text.(Could use drama/speaking and listening activities)
  • Writer’s talk. What type of text is it, where would you find this text and who might want to read it (purpose and context, the format that it is in and possible alternatives)
  • How is this text organised?
  • Teach, practise and apply purposeful, related sentence level objectives
  • Learning and remembering texts
  • What is special about this text (language features, e.g. figurative language in poetry or narrative or the use of time and causal connectives in explanations)
  • Warming up the word and vocabulary generation

Summarise purpose, organisation and language features in order to generate success criteria for writing.  (Could be teacher or child generated)

Guided writing taking place at this part of the teaching sequence may be focused around talk


Identify key learning stages that the children will need to achieve in order to create the key outcome successfully

Capturing Ideas


  • Generating ideas to write about - this might involve real-life experiences, other curriculum areas or some other stimuli, story sequels, alternative versions or other variations
  • Working through ideas to get a clear picture – drama, talk, creating a film/video or generating short pieces of writing.  Learning and remembering own text
  • Oral rehearsal and refinement – drawing on ideas from the working wall
  • Plan your own writing by applying knowledge of structures and language features of text types (success criteria)




Shared Writing

It is helpful to identify how many writing based sessions you will be teaching and identifying a clear focus for each session.  Each part of the outcome will need to be modelled and will build up to form the whole.

  • Writing focuses should be based upon success criteria, curricular target areas and assessment evidence showing where children have difficulties with writing
  • Modelling writing behaviours - oral rehearsal, cumulative rereading to cue next sentence to check for flow and continuity and to see if it sounds right, try alternatives
  • Modelling spelling strategies suitable at the point of writing
  • Modelling the writing process - drafting, proof-reading, editing
  • Be clear about the teaching strategy for modelling writing: demonstration, joint construction and supported composition
  • Plan time to review and evaluate writing against success criteria

Here you will need to think about which guided groups you see when.  Which group would benefit most from having guided work when writing the opening etc.




Scaffolding Independent writing

Key learning Outcome

This should be a task or an activity which enables children to demonstrate their learning through the block of work and to apply the skills and strategies learnt appropriate to audience and purpose.  This could be done individually or collaboratively.

The focus for the task can easily be drawn from the objectives of the block. 

All children must…

Most children should…

Some children could…

Differentiated learning outcome should reflect the expectations of the curricular target

Differentiated learning outcome should reflect the expectations of the curricular target

Differentiated learning outcome should reflect the expectations of the curricular target


Key Learning Outcomes


Key learning Outcome

To tell the story of The Fishing Trip in the same style as Unfortunately

Elicitation task

Share a couple of images from The Fishing Trip and ask children to write about them as if they were in a story.

Use the outcomes to adapt the must/should/could statements to fit your class.

All children must…

Most children should…

Some children could…

  • Link ideas using  fortunately, unfortunately
  • Use correctly punctuated speech
  • Expand nouns
  • Use a range of sentence constructions

Curricular target:



Guided Work linked to sequence


(I can …  /  I know… / I understand…)

Familiarisation/ Immersion in text/Analysis



  • Play the unfortunately, fortunately game where you string ideas together with the two words.  The ideas can be as wonderful as possible.
  • Read children the book, asking them to join in where possible with the unfortunately etc.
  • Cut the text up into sections and give each pair in the class one of the snippets of text.  Can the class rearrange itself to create the story? How did you know where to go?
  • Learn and remember the text with a map and actions until every child can tell the story on their own.
  • Write a postcard telling parents some parts of the things that happened to you in the jungle
  • In pairs, interview each other about their time in the jungle.


  • Collect details of all the animals met in the jungle, e.g. big, scary lion, a mean and hungry snake.  What do the children notice about these animals?  (adjectives and commas)
  • Explore why commas are used.  Children could stand at the font holding the words on cards, and you could show that if you took one adjective out the phrase still words and if you take the other one out it still works so we are using commas to separate them in a list.  Generate a list of things that the children would not like to meet in the jungle.  Ask children to describe them using a couple of adjectives and commas where appropriate, e.g. a big, hairy ape.  Record these.  Place some examples on the success criteria sheet.
  • When the boy is in trouble he shouts things out and they are marked with speech marks (inverted commas).  Children role play the difficulties that they may have in the jungle and record on speech bubbles what they might shout out or say.  Explore the reasons why when there are 2 characters we get the’ they cried’ or ‘said the girl’ after the speech








Capturing Ideas



  • Explore the book The Fishing Trip with the children, telling the story or describing what is happening on each page.
  • At each double page spread, put in a speech bubble and ask children to generate what would have been said by chicken or crab.
  • Take each of the animals that chicken and crab meet and generate ways to describe them. 
  • Using these two elements tells the story again making sure you use these ideas.
  • Children draw a story map to tell their story and practise saying it to a friend.  Work on adding speech and the descriptive element of meeting each animal.  Where possible, encourage children to add more detail to their retelling















Identify parts of the story where the more able writers could add a lot more detail.  Work with them on a retelling that does so





Shared Writing


  • Give each child a black and white copy of the book and ask them to write their story on it.
  • Model writing the story focusing on:
    • Noun phrases
    • Speech
    • Spelling
    • Sentence construction
  • Following marking, revise writing with an aspect in mind.  This could be done in groups with each group focusing on a different element to improve.
  • Publish and present books










Reading, Writing and Grammar





Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say


Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves


Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Discussing similar writing to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar


Discussing and recording ideas


In narratives, creating settings, characters and plot


Proof-read for spelling and punctuation errors

Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if because, although


Using and punctuating direct speech

Spoken Language

Listen and respond appropriately to adults and peers


Phonics is taught daily in Key Stage One/Early Years following Letters and Sounds (Synthetic Phonics). See Letters and Sounds Parent’s Guide.

Guided reading is also taught daily across the school, following a range of genres/text types. In these sessions children are taught skills in decoding, comprehending, deducting, vocabulary extension and responding.

Genres covered by year group:  See link above.