Literacy Tree is a complete, book-based platform for primary schools that covers all requirements of the Primary English curriculum. It can be used a a complete scheme of work or adopted and adapted to suit the needs of your school, academy or trust.
It starts at the roots. We provide book-based planning sequences, Writing Roots, which embed complete curriculum coverage and engage children to write with clear audience and purpose. Our Teach Through a Text pedagogy is the backbone of each sequence.
We sow a seed with Spelling Seeds. We provide a sequence for teaching spelling and vocabulary in context, through investigation and at the point of application. Spelling Seeds complement Writing Roots and use the same texts to provide further short writing opportunities.
We grow literary knowledge through Literary Leaves. We provide a range of sequenced activities that take children through whole books to teach reading comprehension and create critical readers. Literary Leaves use novels, poetry collections and high-quality, non-fiction books that connect to the Writing Roots through Literary Themes.
Literary Themes are the tree canopy; providing an overarching structure that allows children to make deeper connections through subjects and themes. These appear on the Curriculum Maps for each year group as well as mixed-age years.
Literacy Tree Schools become part of an ever-growing forest – our network of schools – with access to Subject Leader and Teacher Toolkits, a range of free training and support and the Literacy Tree app to complete our platform.
By teachers for teachers, every resource is created by our small team, who have all been teachers, to ensure consistency and cohesion.Free Samples
All resources place children’s literature at their core. They can be used as separate components, or together to build a complete, literature-led, whole-school approach.
We provide fully-comprehensive downloadable planning based around high-quality children’s books. These consist of sets of detailed daily session plans for Writing, Reading and Spelling, all with a medium term overviews that can be adapted and personalised. All plans follow our #TeachThroughaText pedagogy to ensure engagement, coverage and outcomes and follow a cohesive sequence so that learning makes sense and is rooted in a strong context. Depth is engendered as children revisit key objectives and skills within different texts and contexts, building understanding over time with frequent opportunities to apply their learning across varied writing opportunities. Books are grouped within themes to ensure links and connections are made within and across the Programme of Study.
The Teach Through a Text approach is the backbone for all of our Writing Roots and each aspect is reinforced within Literary Leaves, Spelling Seeds and the other Literacy Tree resources.
Links are made through themes and conventions within significant literature
Dramatic conventions provide resonance & create a hook with the book
Reading comprehension explicitly embedded through prediction and inference
Explicit grammar skills for writing taught in context to be applied purposefully
Explicit spelling skills are explored and linked to vocabulary acquisition
Literary language explicitly taught and applied in writing
Distinct shorter & longer writing opportunities rather than genre-led
|Free Individual Account||Individual
Membership (Three month minimum term)
|Access to Writing Roots||
Pay per resource
1 token per month
- Bonus sign up token!
- Purchase up to 2
additional tokens per month
|Access to Literary Leaves|
|Access to Spelling Seeds|
|Access to Home Learning Branches||Access to Learning Logs||Access to Whole School and Catch-up resources|
|Access to Literacy Tree App||Access to RATE unavaliable|
|Access to Work Samples||Availiable once purchased||Availiable once purchased|
|Access to 15% off book ordering through ‘Tales on Moon Lane’|
|Access to RATE (Recording and Assessment Tool for English)|
|Access to coverage and progression documents|
|Access to editable curriculum maps|
|Access to teacher toolkits|
|20% Discount off all Literacy Tree training places|
|Free place on termly subject leader's training|
|Access to free online planning surgeries|
The use of high quality literature is important in schools; it expands its readers' horizons, opening minds to concepts and themes such as hope, freedom and justice, as well as providing vital insights into historical settings with geographical and scientific knowledge woven within as part of the narrative.
All our texts sit within literary themes. We believe strongly that these help children make deeper connections with text as they build their liteary repertoire and can compare and contrast books.
Look above at our full thematic map which schools can adopt or adapt to suit their own topics.
Texts are always selected for their quality and significance. There is a wide variety including classics, award-winning texts (Carnegie, Kate Greenaway, Guardian, Newbery and Caldecott) and celebrated and significant authors such as children’s laureates and poet laureates. The range includes novels, novellas, picture books, wordless texts, narrative poems, playscripts and narrative non-fiction. We choose books that include characters and authors from a range of cultures and backgrounds, queer authors and characters and stories about varied family paradigms as well as stories with disabled writers and protagonists.
Within the range, there is a wide variety of fiction and non-fiction genres, such as historical narrative, mystery, adventure and fantasy.
All plans include discovery points to generate interest, engage and activate inference. These link to the books’ themes and employ elements of dramatic conventions, which are maintained and addressed across the sequence.
Plans include explicit grammar objectives so that the grammar skills for writing are seen in context and can be applied within writing. These can be taught ‘discretely’ yet creatively, and still embedded firmly within the context of the book.
In addition, planning integrates spelling investigations and activities, so that patterns and rules can be explored, discovered and then used purposefully within writing.
Built into the plans are a variety of shorter and longer writing opportunities that are purposeful and pertinent to particular points of text. Children are encouraged to write in role, with bias and for a distinct audience, rather than writing in one fixed genre for the whole planning sequence.
Collectively the sequences help children build a literary repertoire; develop a knowledge of significant authors and prepares them for the subject content of critical reading at Key stage 3.
This can best be answered who have used our planning sequences throughout their schools to support their agenda in raising attainment in writing:
'Literacy Tree has without question brought about a dramatic improvement in the quality of children's writing - particularly the boys - and I was so proud at our cross-school moderation meeting when our children's writing had all sorts of literary features which they were using very naturally’
Dan Paton, Deputy Headteacher, Arnot St Mary Primary, Liverpool.
'Our GSP and writing scores were fantastic this year due to all Literacy Tree's planning sequences we follow. We were 93% Expected and 53% Greater Depth when 2 years ago we were 65% expected.’
Amanda Webb, Headteacher, Talavera Junior School, Hampshire
We run an extensive online training programme that supports all aspects of the delivery, subject knowledge and pedagogy of the Teach Through a Text approach and also provide in-person and remote consultancy, including planning surgeries, curriculum mapping, monitoring, moderation, team teaching and staff meetings and our consultants are happy to travel to work with your school. In the past year we have delivered book-based training across the UK, Europe and globally. Please contact us to discuss your training and INSET needs: email@example.com
Every year group includes at least one Writing Root using a poetry text. These are usually narrative poems such as Night Mail in Y6, Jabberwocky in Y4, Jim, A Cautionary Tale in Y3, or The Owl and the Pussy-cat in Y2. Within these sequences children have opportunities to write poetry as well as other types of writing that stem from the poem such as letters and diaries, as well as specific work on comprehension/literary language. We have chosen these because their narrative form lends itself to engagement across an extended period in a similar way to narrative prose.
As well as this, many other Writing Roots include explicit opportunities for poetry reading and writing within the sequence of learning, such as within Can We Save the Tiger in Year 6, children study The Tyger by William Blake and within The Tempest children study and learn some of Shakespeare’s poetry. There are also other opportunities within specific sequences to write poems such as within Cinnamon, children write limericks to mirror the one within the book.
Alongside this, Literacy Tree includes works by poet laureates such Carol Ann Duffy and Ted Kooser. In terms of reading comprehension, Literary Leaves offer opportunity for the discrete study of poems and poetic form, from Year 2 onwards. There are poetry collections from significant poets as well as anthologies around a theme.
Across Literacy Tree's curriculum there are specific non-ficton texts including information books (The Great Fire of London), illustrated biographies (Pride, The Man who Walked between the Towers), fictional explanations (Until I Met Dudley) and narrative non-fiction (Can We Save the Tiger). These lead to a variety of longer and shorter fiction, non-fiction and poetry outcomes depending on the context. Other non-fiction outcomes are covered as part of other (fiction and poetry) Writing Roots, including non-chronological reports, biographies, explanation texts, letters and newspaper reports (both using fictonal and non-fiction contexts).
In addition, Literary Leaves include a variety of non-fiction titles from Year 2 through to Year 6, where children have the opportunity to explore reading comprehension within non-fiction books.
School members receive one free place on each of our half-termly planning surgeries as well as our subject leader sessions, to support you to adopt and embed the curriculum in your setting.
“Literacy Tree has without question brought about a dramatic improvement in the quality of children's writing - particularly the boys - and I was so proud at our cross-school moderation meeting when our children's writing had all sorts of literary features which they were using very naturally”
“Children at Dulwich Wood have developed a real love of reading and awareness of authors since we started using Literacy Tree's resources. Because each sequence begins with a hook that enthuses and engages the children, it offers creative and real-life opportunities linking to our whole school Learning Journeys. Teachers find the resources really accessible and can easily adapt them to other books and areas of the curriculum.”
“The themes and lessons are both engaging and exciting and the plans are full of ideas we would never have thought of but which make learning practical and clear. The children read good quality texts and explore challenging concepts which has led to valuable discussions and some brilliant writing for a range of purposes.”
“The planning sequences are excellent and therefore the teachers felt incredibly well-supported expanding the sequences to meet the needs of their classes. Virtually overnight, the production of writing from the children was transformed. The children wanted to write!”
“Exposing our children to high quality, age-appropriate literature from a range of authors has allowed them to really write for purpose, be mindful of their audience and showcase the learning they have experienced in their own writing. Our children particularly enjoy the stimulating entry point experiences that allow us to introduce the text to the pupils in an exciting and gripping way.”
Our flagship schools have been chosen for their innovative use of our book-based approach across the curriculum. They have adopted and adapted our planning sequences to complement their own topics or use our themes. Our flagship schools enjoy sharing how they have used the sequences to support engagement and raise attainment in English with new schools looking to change their pedagogy and curriculum. If you wish to visit any of these schools, we can arrange a suitable time to visit. Alternatively, if you are interested in finding out about becoming a flagship school, do contact us on firstname.lastname@example.org