English: Our flexible English puts the teacher in control. Plan a sequence of lessons tailored to your class. Find out about the advantages of English blocks.
Reception / Year 1 English Plans (Set A)
Hamilton provide mixed Reception/Year 1 weekly English plans (below). We hope, in time, to develop flexible blocks for this mixed year combination. Find out more about our plans to phase out mixed age plans and publish mixed age English blocks.
Hamilton's Year R/1 English plans cover all of the statutory objectives of the National Curriculum for England Literacy EYFS outcomes and Year 1 English objectives. The Coverage Chart lays out how these are met in a two-year rolling programme (Set A & Set B). Medium and Long Term Plans summarise books used and grammar taught. Individual plans include an outcomes table.
Children explore and enjoy the patterns and repeated phrases in Bears in the Night, Handa’s Surprise and Little Rabbit Foo Foo, using these tales as stimuli for performances, as aids to reading and as models for their own carefully punctuated writing.
Using Judith Kerr’s well-loved Mog the Forgetful Cat and the Tiger who came to tea, children relate these stories to their own experience. They imagine alternative scrapes for Mog, design a perfect pet and present medals for kindness and bravery. They then write a story closely based on the second book. Hamilton Group Reader, The Cat, the Fish and the Shell, is used to develop confidence in reading aloud.
Using Knock Knock Who’s There by Anthony Browne and Red Rockets and Rainbow Jelly by Nick Sharratt children will know how to write signs, labels, captions and lists. They will understand how to use extended noun phrases and the effect exclamation marks produce.
Through the exciting theme of farms, children will learn the textual features of a non-fiction book. Children will research facts, make notes and work in small teams. They will create their own page for a group non-fiction book, which includes a heading, labelled illustration, caption and a set of statements.
Children listen to and read a series of poems from Read Me First and elsewhere. They learn how to recite poems with expression and then have opportunities to create rhymes of their own and use poems they have heard as models for their own writing.
A selection of fun poems are used to explore repetition and rhyme. Children perform poetry as well as compose their own. They begin to write sentences and understand poetry punctuation. Poems for the Very Young (Rosen) is useful but not essential.