Countdown Term 1 2025 Scope and Sequence by TheSchoolMagazine

Scope and Sequence

Term 1 2025

This scope and sequence is designed to guide your planning by using specific texts within each issue of The School Magazine to easily align curriculum with textual concepts. Outcomes that assist with achievement of Component A requirements are highlighted for ease of use.

Issue 1

Going for Gold(fish)! Informative (article) Reading comprehension. The reading pathway. EN2-RECOM-01

Hire a fly Imaginative (persuasive) Understanding and responding to literature

Just one thing Imaginative (poem) Understanding and responding to literature EN2-UARL-01

Sit still, Will! Imaginative (story)

Wanted: Scary Monster

(story)

(poem)

Why Giraffes Don’t Eat Mice Imaginative (story)

Happy Birthday To You

(article)

Peculiar Pears Informative (article) Vocabulary

Roommates Imaginative (poem) Understanding and responding to literature EN2-UARL-01

Issue 2

The Rocking Horse Farm Informative (article) Oral language and communication

Blossoming Birds

Imaginative (poem) Understanding and responding to literature EN2-UARL-01

Scaredy Crow Imaginative (play) Understanding and responding to literature EN2-UARL-01

Mr Fox’s Surprise

Imaginative (story) Creating written texts (imaginative) EN2-CWT-01

Fairytale Airways Imaginative (poem) Reading comprehension

Air Rescue

(story)

A Spotlight on Prunella Imaginative (story) Spelling

Magical Printing Informative (article) Spelling

One Grain of Sand Imaginative (poem) Spelling EN2-SPELL-01

Magpie Mayhem Imaginative (story) Understanding and responding to literature EN2-UARL-01

Issue 3

Working with Juniper Thistleberry Imaginative (story) Creating written texts (imaginative)

Centipedes Make Peculiar Pets Imaginative (poem) Vocabulary EN2-VOCAB-01

The Girl who Saved the Ducklings Informative (article) Reading comprehension EN2-RECOM-01

How we got a Dog Without Really Trying Imaginative (story) Reading fluency EN2-REFLU-01

Just a Little Trim Imaginative (poem) Understanding and responding to literature

Watching Trees

(article) Vocabulary

The Tree that Walked Imaginative (play) Understanding and responding to literature

Clover Imaginative (story) Vocabulary EN2-VOCAB-01

Air Show Imaginative (poem) Oral language and communication EN2-OLC-01

Macey and the Lost Coin Imaginative (story) Reading fluency EN2-REFLU-01

Issue 1

Going for Gold(fish)!

Hire a fly

Just one thing

Sit still, Will!

Wanted: Scary Monster

The Broken Secret

Flying High

The Best Pet

Why Giraffes Don’t Eat Mice

Happy Birthday To You

Peculiar Pears

Roommates

Informative (article) Language: Text structure and organisation

Imaginative (persuasive) Literacy: Analysing, interpreting and evaluating

Imaginative (poem) Literature: Examining literature

Imaginative (story) Literature: Engaging with and responding to literature

Imaginative (story)

Literature: Examining literature – Question is this the best outcome for this LR?

Imaginative (story) Language: Language for expressing and developing ideas

Imaginative (poem) Literature: Examining literature

Imaginative (story) Literacy: Phonic and word knowledge

Informative (article) Language: Text structure and organisation

Informative (article) Language: Language for expressing and developing ideas

Imaginative (poem) Literature: Examining literature

AC9E3LA05

AC9E3LY03

AC9E3LE04

AC9E3LE02

AC9E3LY04

AC9E3LA08

AC9E3LA10

AC9E3LE04

AC9E3LY09

AC9E3LA03

AC9E3LA10

AC9E3LE03

The Rocking Horse Farm Informative (article) Literacy: Interacting with others

Blossoming Birds

Imaginative (poem) Literature: Examining literature

AC9E3LY02

AC9E3LE04

Scaredy Crow Imaginative (play) Literature: Engaging with and responding to literature AC9E3LE02

Mr Fox’s Surprise

Fairytale Airways

Air Rescue

Imaginative (story) Literacy: Creating texts

Imaginative (poem) Literacy: Analysing, interpreting and evaluating

Imaginative (story) Literacy: Phonic and word knowledge

A Spotlight on Prunella Imaginative (story)

Magical Printing Informative (article) Language: Language for expressing and developing ideas

One Grain of Sand

Magpie Mayhem

Imaginative (poem) Language: Language for expressing and developing ideas

Imaginative (story) Language: Language for expressing and developing ideas

AC9E3LY06

AC9E3LY05

AC9E3LY09

AC9E3LY10

AC9E3LA10

AC9E3LA11

AC9E3LA09

Working with Juniper Thistleberry

Centipedes Make Peculiar Pets

The Girl who Saved the Ducklings

How we got a Dog Without Really Trying

Just a Little Trim

Watching Trees

The Tree that Walked

Imaginative (story) Literature: Creating literature

AC9E3LE05

Imaginative (poem) Language: Language for interacting with others AC9E3LA02

Informative (article) Language: Text structure and organisation

Imaginative (story) Literacy: Phonic and word knowledge

Imaginative (poem) Literature: Engaging with and responding to literature

Informative (article) Language: Language for expressing and developing ideas

Imaginative (play) Literature: Examining literature

AC9E3LA03

AC9E3LY09

AC9E3LE02

AC9E3LA10

AC9E3LE03

Clover Imaginative (story) Language: Language for interacting with others AC9E3LA02

Air Show

Macey and the Lost Coin

Imaginative (poem) Literacy: Phonic and word knowledge

Imaginative (story) Literacy: Phonic and word knowledge

AC9E3LY07

AC9E3LY09

TIMELINE

Class-based

Sequence:

ENGLISH TEXTUAL CONCEPTS

Argument

Students understand that opinions should be supported by information and ideas presented in a structured way.

Students learn that:

• opinions can be refined through negotiation with others

• paragraphs contain a single idea

• paragraphs are made up of topic sentences and evidence

• certain language (e.g. description, modality, aspects of images) carries a persuasive force.

Authority

Students understand authority and authorship are different aspects of texts.

Students learn that:

• responses to and interpretations of a text may vary and may have more or less validity

• authors may shape interpretation of a text but may not be able to control it.

Character

Students understand that characters are represented in such a way as to have motives for actions.

Students learn that characters:

• may be judged by the reader, the other character constructs in the text, the narrator or the ‘author’

• are constructed in a such a way as to invite an emotional reaction such as identification, empathy or antipathy.

Code and convention

Students appreciate that codes of communication are rules which provide access to information and ideas as well as opportunities for expression.

Students learn that:

• there are choices of language and structure for expressing information and ideas

• codes and conventions vary according to mode, medium and type of text

• all texts go through stages of refinement of language and structure for accuracy and effectiveness.

Connotation, Imagery and Symbol

Students understand that imagery is one way of connecting with an audience.

Students learn that:

• figurative language has an effect on meaning

• imagery may be expressed through comparisons

• there are different types of figurative language in different types of texts and media and for different audiences and purposes.

Context

Students understand that texts can be responded to and composed differently in different personal, social and cultural contexts.

Students learn that:

• contexts to be considered should include the context of composition and the context of response

• the context of composition includes such elements as the purpose of the text, its intended audience, its mode and its medium

• language and forms of texts vary according to the context of composition

• responses are framed by the immediate context of the actual responder.

Genre

Students understand that types of texts arise from similarity of purpose and vary according to the mode and medium of their delivery.

Intertextuality

Students understand that when one text draws on another composing and responding are enriched.

Students learn that:

• stories may be changed for different situations

• some aspects of stories may be inserted into other stories

• they can see their own story in terms of other stories.

Literary Value

Students understand that pleasure can be gained by sharing ideas and feelings about texts

Students learn that:

• texts are a way of encountering ideas

• imaginative texts are expressions of real world ideas

• texts can be a source of emotional satisfaction.

Narrative

Students understand that narratives may be interpreted in various ways.

Students learn that:

• characters and events may be drawn differently for different purposes audiences, modes and media

• stories may be interpreted through action, character and setting

• stories present a view of the world.

Perspective

Students recognise that their understanding of the worlds in texts are shaped by their own personal experience and their own culture.

Students learn that views of the world in texts:

• may differ from each other

• are based on selections

• may be represented in various ways in different modes and media.

Point of view

Students understand that point of view influences interpretation of texts. Students understand that:

• different points of view affect a story

• different modes and media convey point of view in different ways

• meanings of stories may change when viewed through the eyes of different characters in the story or different responders to the story.

Representation

Students understand that representations are varied and reflect individual experiences and contexts. Students learn that representations:

• are deliberately constructed for particular audiences and purposes and vary according to the capabilities of mode or medium

• may reflect stereotypic ideas rather than actuality

• Vary because of different composers or situations.

Style

Students understand the impact of language choices and deliberately plan and refine their compositions accordingly.

Students learn that:

• there are rules for the development of style

• topics may invite particular words and images

• words, sentences and images vary for particular purposes, audiences and effects.

Theme

Students understand that ideas in texts may be made into thematic statements that tell us about human experience.

Students learn that:

• the ideas of a text are suggested through particular details such as events, character behaviour and relationships

• some ideas are so powerful that they reappear in many texts