Frequently Asked Questions for Planning
Literacy
Q: How do we organise the planning into terms?
A: The narrative unit objectives need to be progressive although the narrative content may be changed and the non-fiction and poetry units can be done in any order. We would recommend a ‘mix and match’ approach across any term, linking with other subjects and with the school calendar.
Q: Can we reduce the length of the Units?
A: It depends on your children’s previous learning.
If you think you can improve the outcomes by reducing the length, then yes, otherwise it is strongly recommended that you follow the suggested time frame in order to explore the genre in depth.
Q: Is there any guidance as to the length of each unit?
A: Yes, each unit has a suggested length of time – see the suggested teaching sequence. Teachers may adapt the length of each phase for the needs of the pupil in the class. All 3 or 4 phases need to be included within any one unit.
Q: Is there any guidance as to the length of each Phase?
A: Yes, each unit has a prescribed suggested length of time – see the suggested teaching sequence. This needs to be informed by AFL / your children’s needs.
Q: Can you add learning objectives and make your own links?
A: Yes, if it is relevant and necessary to the children’s learning.
Q: Can you recommend texts?
A: You can contact:
- Your attached primary consultant
- The school library service
Q: When do we teach spelling?
A: For Key Stage 2, check the model in the Y2/3 Exemplification and Spelling Booklet.
Children who have not secured Phase 6 need a daily phonics lesson outside the literacy hour.
Q: Can you recommend a spelling scheme?
A: We don’t recommend any particular published scheme – the Strategy materials (‘Letters and Sounds’, ‘Year 2 and Year 3 Planning Exemplification and Spelling Programme’ and ‘Spelling Bank’) provide a framework for teaching spelling. High frequency and medium frequency words should be taught alongside key vocabulary.
Q: Do we really have to wait until Phase 3 until the children do any writing?
A: Pupils should be writing for different purposes and as a tool for learning, throughout the unit and across the curriculum. There will be opportunities for shorter “practise” pieces earlier on the Sequence. Work in children’s books should reflect the process through to the writing outcome. E.g. note taking, mind mapping, sentence level work.
Q: Do we have to do all the objectives for each Unit?
A: Objectives relevant to the children’s stage of learning should be taught. However during the course of the year all age-related objectives need to be taught.
Q: Where can I find appropriate visual resources?
A: Investigate the resource bank for all year groups. E.g. Zones of Relevance, Shirt Machine etc. Other resources form the Strategy include SEAL photocards and interactive texts and ‘ Keys to Learning’.
Q: How much should I be short planning at a time?
A: Plan for a phase (or if it is a long phase, plan for part of a phase) in detail. The rest of the unit should be mapped out so that the outcome is clear.
Renewed Framework use in Reception
Q: What are the “overviews of learning”?
A: There are 16 banks of ideas, giving examples of how you might possibly deliver….
Strands 1 - 4 (Speaking & Listening) =
Overviews 1 – 8
Strand 5 (Word recognition, decoding & encoding) =
Overviews 9 – 12
Strands 7 – 12 (Reading & writing – loosely old text/sent-level) =
Overviews 13 – 16
Q: What does an “overview” look like?
A: Each one has the following headings:
- What we want children to learn (Development matters) (learning objective)
- Related Early Learning Goals (cross-curricular links)
- Possible contexts
- Example of adult-led activities
- Adult role
- Opportunities for children to explore and apply
- Adult role
- Look, listen and note (observation opportunities)
- Assessment opportunities
- Related Profile scale points
PLEASE NOTE…these are not presented in a planning proforma or as units (as per Y1 – 6), but more as guidance to inform your own planning. These are the intended headings for the EYFS.
Q: What does “What we want children to learn (Development matters)” mean?
A: These are the learning objectives driving each overview, and are listed under the strand-headings. They also come from either the CGFS or, as in the case of the phonics-related Los, are newly introduced ones. The finalised ones will also be seen in the EYFS documents.
Q: Where are the units?
A: Whereas Y1 – 6 have suggested unit headings, it is recognised that FS settings will want to tailor their themes around their own children’s needs & interests. It is useful still to consider the work in terms of narrative, non-fiction and poetry and to aim to deliver these in terms of two week blocks covering the elements of the teaching sequence for writing (in shared work) across the two weeks.
Q: What is the recommended coverage of genres?
A: It is useful to consider planning for an equal balance of narrative, non-fiction and poetry. Poetry and rhyme are vital to phonic development for reading and writing in light of the Rose Report.
Q: What planning format should we use?
A: There is little call for changing your current planning format if you feel it meets the needs of planning for the elements listed in bold above.
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