ABSTRACT
Once the long-term planning is in place teachers can then look at the next level of planning. Medium-term planning is usually the job of the class teacher or teachers if there is more than one class in a year group. This planning is more detailed than long-term planning and usually addresses the main learning objectives for a particular year group. It is usually organised on a termly or half-termly basis. Medium-term planning should:
• be informed by the long-term planning for English; • address all the English work to be undertaken by a group of children in a class
or year group over a period of time such as a term or half-term;
• identify the relevant parts of the Programmes of Study and Attainment Targets of the National Curriculum Order for English to be covered;
• identify formal assessment opportunities. Please note that the National Literacy Strategy does not explicitly cover the
Speaking and Listening (En. 1) requirements of the National Curriculum so if you are using the NLS objectives for medium-term planning then you must, in addition, plan for Speaking and Listening. The NLS Framework for Teaching includes objectives for each term. These correspond to, but are more detailed than, the NC for English En. 2 (Reading) and En. 3 (Writing). The Framework recommends that, for each half term, medium-term planning identifies continuous work and then ‘blocked work’, i.e. work to be carried out in specific weeks. You will find a NLS planner in the Framework. This, however, might be a good place to make you aware of the fact that, while this ‘minimalist’ medium-term planning might be acceptable for experienced teachers, your planning will need to be more detailed both for your sanity and for QTS requirements. Table 12.1 sets out a proforma for medium-term planning that you might find useful.
