Kindergarten - Scheme of Work - Focus English

A complete scheme of work for Kindergarten. This scheme is based on the use of a high quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning with poetry is built in to each unit. There are direct links to the Learning Challenge Curriculum.

Each unit is broadly 6 weeks with flexibility built in to extend, adapt or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y1 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning.

Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.

There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or group reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be an emphasis throughout.

Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year. Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. In particular, in Y1, there are frequent opportunities to practise and secure the concept of a sentence.

Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in subsequent units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. For example, the preposition activity in Unit 1 or the Sentence? Not a Sentence activity or the Conjunctions game in Unit 2. Vocabulary is a key focus throughout with opportunities to build word banks and widen knowledge of words and meanings. Grammar games should be used in addition to the units to revisit and consolidate learning as appropriate.

Along with the focus on grammar to ensure effective and accurate writing, the high-quality texts provide models and scaffolds so that children are enabled to make independent choices about how they write and the effect they wish to create.

In general, a week has been allotted to the writing of extended texts. This allows time for the children to write, evaluate, redraft and proof read. Suggested prompts are provided for this, but should be adapted as appropriate.