We have partnered with the National Literacy Trust to create these resources based on the incredible The Book of Hopes, edited by Katherine Rundell and published by Bloomsbury Publishing. The Book of Hopes can be found exclusively as an ebook here.
Year 6: The Book of Hopes – a teaching sequence to celebrate hope and support transition
Through teaching this sequence we hope that your year 6 children will be inspired to express their own hopes in a special piece of writing to celebrate moving on to the next phase in their education – most especially in these extraordinary times.
- Download The Book of Hopes year 6 teaching sequence – Word version
- Download The Book of Hopes year 6 teaching sequence – PDF version
Year 7: The Book of Hopes – a teaching sequence to support transition
We hope that this 18-session sequence will act as a helpful transition between a disrupted end-of-year 6 and start-of-year 7 experience for your new intake.
We hope too that the sequence will act as further CPD for your teachers in understanding how to connect KS2 knowledge and skills with the foundations required for a successful KS4.
- Download The Book of Hopes year 7 teaching sequence – Word version
- Download The Book of Hopes year 7 teaching sequence – PDF version
Six whole school teaching sequences
We’re delighted to present a further set of teaching sequences for use across a whole school. These include a full writing sequence and separate guided Re-think Reading! plan for each primary phase of:
- years 1 and 2
- years 3 and 4
- years 5 and 6
This collection of plans for reading and writing is designed to be used during the first half of the autumn term with the following aims:
For children to reflect on their recent experiences and emotions using texts with a theme of hope as an anchor point for discussion as well as a springboard for their own writing.
For teachers:
- to provide reading and writing opportunities that are meaningful to the children but that also incorporate revision of fundamental elements of the curriculum
- to enable essential assessment of key elements of prior learning and of age-related expectations to identify gaps, support whole class planning priorities and determine intervention needs