Transform your literacy through literature. All you need for a complete, book-based approach.

What is the Literary Curriculum?

The Literary Curriculum is a complete, book-based approach to the teaching of primary English for teachers, home educators and whole schools.

Developed by The Literacy Tree, a group of English specialists who have all been teachers, school leaders and moderators, the Literary Curriculum immerses children in a literary world, creating strong levels of engagement to provide meaningful and authentic contexts for learning.

Children become critical readers and acquire an authorial style as they encounter a wide-range of significant authors and a variety of fiction, non-fiction and poetry.

Free Samples
The Literacy Curriculum Co-Founders

What is Included?

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.

Planning Sequences

Sequences EYFS-Y7

Literary Leaves


Spelling Seeds


Home Larning Branches

Home LearningBranches™

Learning Logs


Blogs & Newsletters

Blogs &Newsletters

RATE Assesment Tool

RATEAssessment Tool

How it works

How does it work?

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 Approachfrom The Literacy Tree

The Teach Through a Text pedagogy is the backbone for all of our planning sequences and each aspect is reinforced through the other components



Links are made through themes and conventions within significant literature

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starting point

Dramatic conventions provide resonance & create a hook with the book

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Reading comprehension explicitly embedded through prediction and inference

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Explicit grammar skills for writing taught in context to be applied purposefully


Spelling &

Explicit spelling skills are explored and linked to vocabulary acquisition

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Literary language explicitly taught and applied in writing

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Purpose &

Distinct shorter & longer writing opportunities rather than genre-led

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Did you know?

Best Value
Basic Individual Account Individual
Membership (Three month minimum term)
School Memberships
Access to planning sequences
Pay per sequence

1 x free token per month
(PLUS bonus sign up token!)
Access to Literary Leaves
Access to Spelling Seeds
Access to Home Learning Branches
Access to Home Learning Logs
Access to Catch-up and Recover resources
Access to Writing Samples
Access to 15% off book ordering through ‘Tales on Moon Lane’
Access to RATE (Recording and Assessment Tool for English)
Access to whole school overviews and coverage maps
Access to Literary Curriculum yearly thematic map
Access to use and adopt Literacy policy statement which puts Literature at the heart of English provision
Permission to use Literary Curriculum badge on your website
10% Discount off all Literacy Tree training places

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.

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 engaging starting 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:

'The Literary Curriculum 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 the Literacy Tree 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 training programme from our base in London and also online that supports all aspects of the delivery, subject knowledge and pedagogy of the Teach Through a Text approach. However, we are not London-centric and our consultants are happy to travel. 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:

Every year group includes at least one Planning Sequence 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 Planning Sequences 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, the Literary Curriculum 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 the Literary 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) planning sequences, 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.

Flagship Schools

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

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