Our curriculum maps are a suggested journey through the books in the Literacy Tree. We have chosen books that sit together under literary themes and a school can adapt or adopt these as they wish but they are free to use for all. The order of the texts and the placing of them within terms is more Important in the Early Years and Y1 where phonic knowledge is developing at a rapid rate and we have identified where we feel pupils will have learnt certain phonemes for decoding and therefore they may use for encoding. In other years we repeat objectives several times in order to work towards depth and so the order and books is not so important if a school chose to use it elsewhere in the year. In our mixed year maps, there are two cycles and we have chosen a mixtures of the two year's planning sequences to achieve overall coverage.
“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.”