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Alderton Junior School

English Curriculum

Year 6

Autumn 1Approx 6 wks

Autumn 2Approx 6

weeks

Spring 1Approx 5wks

Spring 2Approx 5 wks

Summer 1Approx 6 wks

Summer 2Approx 6 wks

Overall Topic

Frozen Kingdom

World War 2: A Child’s War

Gallery Rebels

Anglo Saxons/Vikings

Tomorrow’s World

Revolution

Focus Question/

theme

Antarctica: A silent wasteland?

Are there two sides to every

story?

Can anything be considered art?

Who truly holds power in the modern

world?

Do we hold the key to a better

tomorrow?

Is change always a good thing?

Focus Texts/ Film

(Longer for

shared reading/ texts for writing

stimulus)

Film/documentary:

Frozen Planet & Planet Earth

(David Attenborough)March of the

Penguins- Luc Jacquet

Antarctica: An Intimate Guide-

Gabrielle Walker

Shackleton’s Journey-William

Grill

Otto- Tomi Ungerer (PV of

the bear throughout the war, Jewish boy

owner)Rose Blanche-

Ian McEwan (PV of German girl in WW2- pictures vs narrative view)Adolphus Tips

(Extract)

Alternative Worlds:

The Viewer- Simon Crewe

Film: Harry Potter, Narnia,

Stargate

Harris Burdick Mysteries

Anglo Saxon myths/legends

Sir Gawain and the Green KnightSir Gawain and

the Loathly Lady.

‘Back to the Future’

Graphic Novels- Alternative Universe

Thief- Malorie Blackman

Historical: Oliver Twist-

Charles Dickens.

Modern: The Island- Armin

Greder

The Day Gogo Went to Vote- Elinor Batezat

Sisolu

Reading Focus:

See Reading structure

for GR sessions.

Use of language

Inference and Deduction.

Author’s intentions and

viewpoint.

Inference and Deduction

Author’s Intentions

and viewpoint

Structure of texts.

Use of language.

Author’s intentions and

viewpoints.

Exploring the social, historical and

cultural heritage in texts.

Structures of texts.

Use of language.


Understanding Author’s

Intentions

Text Structure

Exploring the social, historical

and cultural heritage in texts-

focus British Literature.

Comparison between texts

from other origins.

Language and structures of

debates/ speeches, author’s

intentions and effect

Text Type Explorers and motivations for visiting Polar

regions. Animal adaptation,

extinction and the role of humans.

Use focus texts to explore different

viewpoints of children during

the war. How were views similar/

different from both sides?

Use focus texts to explore change in

setting and developments of

characters in alternative

worlds- use of portals.

Use focus texts to explore

debates around art and the

history of art

Exploring cultural and historical

fiction- use focus text to look at Anglo

Saxon/ Viking heritage.

Debates surrounding Anglo Saxon/ Viking law/ behaviour e.g. Conquering other

lands.

Use focus texts to explore

developments in science and

technology over time. Debates surrounding

developments of technology in the past and that of today-

introduce ethics

Exploring both historical and modern-day

literature with real issues- e.g.

Oliver and treatment of children in

Victorian era, to modern day

issues of migration,

xenophobia. (Role of media, propaganda and

bias)Narrativ

e: Diaries,

Non-Fiction: Explana

Narrative

viewpoi

Non-Fiction:Recoun

Narrative:

Alterna

Non-Fiction

:

Narrative:

Myths

Non-Fiction:

Discussion

Narrative:

Scienc

Non-Fiction:Argume

Narrative:

Storie

Non-Fiction: Debates

setting descript

ion. Developing a

narrative voice.

tion Texts

nts and compari

son. Develop

ing charact

ers

t in the form of(Auto)

Biographies(Use

Otto as a model

tive Worlds/ portals

Appraisals of

art- ‘One

man’s graffiti

is anothe

r man’s

art’Explor

e changes in art and

views

and Legend

s

Text.

Link to Viking/ Anglo Saxon

behaviour/laws

e-Fiction

.

‘Sliding

Doors-style’

nts/ persuas

ion- Design

and enterpri

se of creation for the future.

Consider ethics

and views

(Gadget Show/ Tomorr

ow’s World)

s with issues and

dilemmas

(Historical vs modern day)

and speeche

s

Historical e.g. crime and

punishment, life

as a child

Modern day:

right to vote and

democracy,

migration

Poetry Structured Poetry: Question and Answer

Free Verse: Conversation Poetry

Concrete Poetry. Merge with art,

music and technology.

Ballads (Consider cultural context/music)

Monologues and classical poetry.

Key Skills/ Focus

Narrative:Create a setting using:Expressive and figurative language.Expressing character emotions (using Action, Description)Understand nuances in vocabulary choiceCreate atmosphere. Use language that applies to all the senses. Vary sentence length for effect.

Narrative:Create convincing characters- use author’s techniques to show viewpoint and gradually revealing more information. Use language (Action, Description and Dialogue) to show character choices, thoughts and decisions. Different narration types to drive

Narrative:Describe a setting carefully and with enough detail to build an image for the audience. Create convincing characters- use author’s techniques to show viewpoint and gradually revealing more information. Use language (Action, Description and

Narrative:Describe a setting by referring to all the senses; vary sentence length to achieve a particular effect; use a variety of techniques to introduce characters and develop characterisation; use dialogue at key points to move the story on or reveal new information. Build on use of language with originality,

Narrative:Create convincing characters that are likeable, even if not human- uses author’s techniques to show viewpoint. Use language (Action, Description and Dialogue) to show character choices, thoughts and decisions. Build on use of language with

Narrative:Create convincing characters- use author’s techniques to show viewpoint and gradually revealing more information. Use language (Action, Description and Dialogue) to show character choices, thoughts and decisions. Build on use of

action/plot at intervals or to show different accounts of same event. Build on use of language with originality, increasing difficulty. Use detailed and evocative imagery

Dialogue) to show character choices, thoughts and decisions. Build on use of language with originality, increasing difficulty. Use detailed and evocative imageryExperiment with form in terms of chronology (reverse chronology, cyclical structures, shifts in time and space in science fiction/fantasy) or by manipulating sentence or paragraph structures in surprising/unconventional ways.

increasing difficulty. Use detailed and evocative imagery. Keep description relevant to the time frame/ type of text- consider the range of ways that historical and cultural information can be given to the audience.

originality, increasing difficulty, science fiction could use strange or unusual language forms. Use detailed and evocative imageryExperiment with form in terms of chronology (reverse chronology, cyclical structures, shifts in time and space in science fiction/fantasy) or by manipulating sentence or paragraph structures in surprising/unconventional ways.

language with originality, increasing difficulty. Use detailed and evocative imageryExperiment with form in terms of chronology (reverse chronology, cyclical structures, shifts in time and space in science fiction/fantasy) or by manipulating sentence or paragraph structures in surprising/unconventional ways.

Non-Fiction:Choose the appropriate form of writing for the purpose and audience. Investigate use of verb tense, grammar punctuation and text structure which is most useful to the audience in relation to the purpose. Consider use of technical, causal and sequential language.

Non-Fiction:Distinguish between explicit and implicit points of view and choose the most effective for the purpose. Distinguish key differences between biography and autobiography. Explore use of different narration and its effect on the audience. Create and adapt distinctive character voice throughout. Develop careful choice of language for a particular effect/ convey a particular message.

Non-Fiction:Recognise and discuss the differences between discursive and balanced presentation of arguments. Summarising competing viewsAnalysing strengths and weaknesses of opposing views.Drawing reasoned conclusions where appropriate. Experimenting with form and paragraphing, use of formal language. Consider how to evaluate the artwork presented, demonstrating wider

Non-Fiction:Recognise and discuss the differences between discursive and balanced presentation of arguments. Summarising competing viewsAnalysing strengths and weaknesses of opposing views.Drawing reasoned conclusions where appropriate. Experimenting with form and paragraphing, use of formal language.

Non-Fiction:Recognise and discuss the differences between discursive and balanced presentation of arguments. Summarising competing viewsAnalysing strengths and weaknesses of opposing views.Drawing reasoned conclusions where appropriate. Experimenting with form and paragraphing, use of formal language. Use advanced persuasive devices to market products and make cases for

Non-Fiction:Recognise and discuss the differences between discursive and balanced presentation of arguments. Summarising competing viewsAnalysing strengths and weaknesses of opposing views.Drawing reasoned conclusions where appropriate. Experimenting with form and paragraphing, use of formal language. Demonstrate orally and in writing how to effectively debate, which includes how to

views and historical viewpoint, as well as conveying changes in beliefs, reasoning behind this and implicit own views.

the ‘transformation’ this could make to the future, however, consider the debates surrounding ethics and viewpoints in advances in technology and medicine and the complexities within these debates that can help/ hinder advances in the future.

courteously disagree with alternative viewpoints and present persuasive defence arguments. Consider the complexities of the debate and the audience- when considering revolution in Victorian era, what might have been cases for/against change? How might revolution have been accepted? Modern day- sensitivities and propaganda surrounding migration- benefits and perceived issues.

Opportunities for Mastery

(Link to Science, Geography, History)

Apply previous learning on narrative

viewpoints, use of language to a

narrative diary from an alternative perspective.

Consider the perspective on an animal/inanimate

object for increased difficulty.

Use of language for description, building on

Aut 1

Application of skill from narrative unit in to a

non-fiction text

(History link)

Apply learning on viewpoint and

narrative diaries to more complex

comparisons of views in narrative genre.

Character development and

language

Application of skill from discussion

texts to appraisals of art, exploring views

(Art, History and Geography link)

Application of skill- viewpoints and

developing character narrative in persuasive

form.

(History and Geography, art, music link)

Science Fiction writing in to non-fiction text- use of

context in persuasive writing.

(Link with Computing)

Application of use of language for detail in

previous units to science fiction topic.

Persuasive language and devices in oral

speeches and debates-

manipulating skills to fit with formal

presentations and debates.

Historical context (link with History and

Geography) and manipulation of skills from narrative into

debates and comparison to modern day dilemmas.

Extended Writing:

1. Diary Entry in 3rd week.

2. 6th week Explanation Text

1. Fiction Piece2. Standalone

Diary entry related to new topic

3. Biographies4. Standalone

Explanation

1.Fiction piece2. Appraisals and

evaluations 3. Standalone

biography of artist

1. Myths/legends2. Discussion text

3. Standalone recount e.g. news

report/eyewitness account in historical

context.

1. Fiction2. Arguments

3. Standalone discussion text

1. Fiction2. Debates

3. Standalone mystery stories

text to new topic

Engagement and Purpose

Launch- watch Frozen Planet

Finale- Creation of an arctic world

Launch: Trip to the Imperial War Museum.

Visit war memorial.Finale: WOW Day WW2

Hold a Tea Party for grandparents/ elderly

in the community. Share poems/

narratives.

Launch: ‘Take One Picture’ project-

National Gallery/Portrait

Gallery.

Finale: Gallery of work

Launch- In school workshop?

Finale- Anglo Saxon/Viking invasion

Launch: Explore alternative worlds in

film.

Finale: Enterprise event

Launch: Watch Oliver on stage?

Finale: Debates and speeches.

SPAG Focus First 4 weeks:

Intense Focus on GPS skills needed for

Year5/6

Interim Framework:

MUST:Time, place and

causal conjunctions.Varied verb formsInverted commas

for speech (Direct/indirect)Expanded noun

phrasesDegrees of possibility:

Adverbs/modal verbs

Varied sentence length/openers

Brackets, dashes and commasCommas and

hyphens for clarityPassive and activeSemi colon, colon

and dashesPLUS

Cursive, clear handwriting

Clear links between paragraphs using word repetition,

ellipsis etc.

IF Non-negotiables! IF Non-negotiables!

IF Non-negotiables! IF Non-negotiables!

IF Non-negotiables!

Making appropriate choice of

vocabulary (formal and informal) for

audience and purpose such as

atmosphere, suspense,

description etc. Accuracy in

Spelling- see N Curriculum spelling

lists

GREATER DEPTHManaging shifts in formality through effective choice of

language, punctuation and

grammatical structures to match

audience and purpose.

Full range of punctuation consistently

Choose language, grammar and punctuation

consistently to suit audience and

purpose.

Year 5Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Overall Topic Ancient Greece: Gods and Mortals

Stargazers Time Traveller Scream Machine Tudors: Off With Her Head!

Beast Creator

Focus Question/t

heme

Journeys: How can problems be

overcome through careful thinking?

Space: The New Frontier or place of nightmares?

Where and when would you go? What

would it be like?

What does a scream mean?

Absolute power corrupts.

Does power corrupt absolutely?

What would the world be like from an insect’s view?

Focus Texts/ Film (Longer for


stimulus)

Percy Jackson and the Lightning

Thief- Rick Riordan

The Orchard Book of Greek Myths-

Geraldine McCaughrean

George’s Secret Key to the

Universe- Lucy and Stephen

Hawking

Moondial- Helen Cresswell

Dr Who- (Appropriate

episodes/snippets-

Pie Corbett resources)

Dr Who and the Daleks- David

Whitaker

The Company of Ghosts- Berlie

Doherty

(Accompanied by extracts for

suspense and atmosphere- e.g. Pie Corbett short

stories, Harry Potter etc)

Tom’s Midnight Garden- Philippa

Pearce

Harris Burdick Mysteries

My Story: Anne Boleyn and Me. Alison Prince

Guardian Advert: Three Little Pigs

Documentary/ Film: Life- David

Attenborough (Insects episode)

The Bee Movie

Charlotte’s Web- E.B White

Reading Focus

Inference and retrieval.

Author’s intentions and viewpoint.

Retrieval.


Structure of texts.

Use of language

Use of language.

Author’s intentions.



Use of language.

Understanding of heritage and

culture.

Structure of texts.

Use of language

Author’s intentions and viewpoint.

Text Type Exploring characterisation

and the challenges that are overcome

through smart thinking, trickery and team working

(including interventions from

the Gods)

Exploring the advances in space exploration, use focus texts to write factual

adventure texts and recounts of

events.

Use focus texts to explore the

possibility of time travel and what it

would be like to visit a different time:

exploring the gain and potential

disadvantages of travelling to a different time.

Use focus texts to explore how use of

language can create atmosphere and

suspense and have an effect on an

audience. Link this to the wider theme

of ‘Scream Machine’ by considering

things that make us scared/ excited. The

Non-Fiction focus looks more at

invention of a scary/ exciting machine for

a fairground.

Focusing on the power of the

monarchy in Tudor England, how was

power used for good/ bad during

these times. Exploring how different Tudor

Kings/ Queens used power for the good and abused power

over others for selfish gains.

Use overall theme/ focus texts to

consider the amazing skills/ abilities of the

insects on Earth.

Narrative:

Ancient Greek myths.

Non-Fiction:

Diary entries of

an Ancient

Narrative:

Science Fiction:

A journey

Non-Fiction:

Recounts:

Eyewitness

Narrative:

Fantasy (Time/

alternate world

Non-Fiction:

Discussion

writing- Balanced

Narrative:

‘Ghost’ stories-

atmosphere and

Non-Fiction:

Persuasion:

Magazin

Narrative:

Dilemmas - exploring the historical

Non-Fiction:

Newspaper

Reports: Bias

Narrative:

Adventure:

First-person narrativ

Non-Fiction:

Non-chronological writing

(How

Greek hero,

female, God or

monster (e.g. what might the perspecti

ves of Medusa’s

sister have

been to her brutal murder?)

through space.

account on

space travel or biograp

hy of person

involved in space travel. (Link to focus text)

travel.

Develop descriptive and

figurative

language about characters and

settings.

Arguments- e.g. Should Daleks

be allowed

to live on Earth?

suspense.

e articles-

‘The Scream Machine

’

motives/ character viewpoint in Tudor England.

through perspectives of a Tudor

monarch.

es- Alternati

ve viewpoin

t

insects have

special powers)

Poetry Ballads/ song Free Verse: Film monologues

Free Verse: Language description

Question and answer poetry

Cinquains Structured Poetry: Rap

Key Skills/ Focus

(See Merton English

progression

document for ongoing

Narrative:

Use improvisation and role-play to retell events from a particular viewpoint, use language imaginatively to engage and

Narrative:

Develop and manipulate the structure of texts e.g. parallel stories or events happening simultaneously (meanwhile…) Use

Narrative:

Develop and manipulate the structure of texts e.g. parallel stories or events happening simultaneously (meanwhile…) Use

Narrative:

Develop and manipulate the structure of texts e.g. parallel stories or events happening simultaneously (meanwhile…) Use paragraphs to vary

Narrative:

Develop and manipulate the structure of texts e.g. use of flashbacks. Use paragraphs to vary pace and advance action, layer up

Narrative:

Develop descriptions of settings and events using expressive and figurative language. Use the senses to create imagery. Write with careful and deliberate word

learning in S, P, A, G)

enthuse the audience.

Plan and write stories with increasing complexity that develop over several paragraphs, maintaining plot.

Use characterisation techniques to show viewpoint- develop an interesting and believable character.

actions, description and dialogue to convey information about characters and events in varied ways, consider openings to paragraphs and whole texts.

Use paragraphs to vary pace and advance action.

Develop careful choice of language to convey meaning to an audience using five senses. Consider overuse of description and its effects on the reader e.g. use of adjectives, precise nouns.)

Consider how language may need to be adapted to appeal to the imagination of the reader. Use of technical language for

paragraphs to vary pace and advance action.

Develop careful choice of language to convey meaning to an audience using five senses. Consider overuse of description and its effects on the reader e.g. use of adjectives, precise nouns.)

Consider how details may need to be more developed/, more precise when creating fantasy worlds/ characters.

pace and advance action.

Use figurative and expressive language to create atmosphere and suspense. Vary sentence length and use dramatic devices to affect the audience (e.g. use of punctuation, word choice, leaving things unsaid, choices of openers)

Consider how authors use specific writing devices to manipulate what happens to the character and thus the audience.

information to the reader.

Use figurative and expressive language to create atmosphere and suspense. Vary sentence length and use dramatic devices to affect the audience (e.g. use of punctuation, word choice, leaving things unsaid, choices of openers)

Consider use of historical fact and adapting text to convey this information for accuracy.

Consider how authors use specific writing devices to manipulate what happens to the character and thus the audience.

choice to convey meaning to the audience.

Play with varied narrative forms and express the effect of these on the audience.

Develop sense of viewpoint through character dialogue, actions and description.

scientific fact.

Non-Fiction:

Consider the views of an individual, using role play to explore internal thoughts and emotions and the language used to convey these. Pupils should consider how the individual perceives the views/ actions of others.

Develop writing for purpose even with word limits to develop strategies to engage the audience with specific language and grammatical structural choices.

Non-Fiction:

Consider the views of two contrasting audiences and the language used to convey the differences in views/ thoughts of the other opinions presented.


Compare the effect and choice of using direct/ reported speech (use of influential quote from an expert?)

Personal versus

Non-Fiction:

Experiment with structure of texts to show presentation of viewpoints (balanced and biased, own and that of others) through discussion, debate and drama.

Note strong or weak arguments and give reasoning for their thoughts.

Through a variety of reading and evaluation of texts, identify where a reasoned or reasoned view is presented as opposed to those which share more than one perspective on an issue.

Use of language to convey degrees of

Non-Fiction:

Through reading, evaluate the structure of a range of persuasive texts. Look closely at how language is used to gain attention, manipulate and respect.

Identify strong and weaker persuasive techniques/ examples within texts. Identify use of bias, half-truth, disguising opinion as fact.

Explore and evaluate ways that persuasive noun phrases, pandering, concession, condescension, rhetorical questions and deliberate ambiguities are used to affect the

Non-Fiction:

Consider the views of two contrasting audiences and the language used to convey the differences in views/ thoughts of the other opinions presented.


Non-Fiction:

Compare two or more items/ events.

Consider strategies used in other examples of report writing that engage the reader e.g. use of rhetorical questions.

Focus on writing text with clarity, conciseness and impersonal style.

Compare the effect of using impersonal and more personal styles in report writing and when this is appropriate.

Use appropriate language to convey meaning and give accurate information e.g. technical vocabulary in correct context.

impersonal writing

Develop chronology by layout, paragraphing and ordering rather than just word use.

possibility, and providing generic and specific information within paragraphs.

audience.

Adapt persuasive arguments for different contexts.

Opportunities for

Mastery: Suggestion

s.

Apply skills and knowledge from wider curriculum topic to English writing showing

historical accuracy and understanding of viewpoints from

the time frame.

Pupils apply learning from fiction topic into sharing a viewpoint in a diary

account and showing previous

knowledge of recount and explanation.

Use learning from narrative diaries

to show character viewpoint through Fantasy- character

development.

Apply skills from Science Fiction to

Fantasy using descriptive and

figurative language.

Apply skills on detail, description

and character development from

previous units.

Using learning on character

viewpoints, apply this in context of

sharing viewpoint in balanced

arguments.

Pupils apply learning of developing

precise figurative and expressive

language to create imagery in the

narratives, moving into manipulating this for suspense and atmosphere.

Application of learning from

reading.

Continue to apply learning about

language choice to convey viewpoints in

to persuasive writing, considering how to manipulate

the reader.

Apply learning on developing

atmosphere and engaging the audience from

‘Ghost stories’ to mystery stories in

an alternative time, pupils should be able to build in suspense and consider how actions show

emotions.

Apply learning from wider curriculum on

Ancient Egypt to mystery story writing with accuracy.

Developing comparison with

Apply learning from previous narrative

topics but considering and developing to

reflect an usual viewpoint- building in and applying learning

from previous non-fiction work on

developing arguments and providing

different views of events.

Pupils should apply learning from wider

curriculum to English writing units, showing a deep knowledge of

insects.

Pupils should apply persuasive skills to non-chronological

other timeframes with historical

accuracy.

writing about mini-beasts- why are they

so special?

Pupils should build on prior learning experiences in Year 4- develop mastery of skills taught.

Engagement and

Purpose: Suggestion

s.

Launch: Visit to National Portrait

Gallery to consider stories within the

artwork.

Express: Ancient Greek fashion show

Launch: Visit Planetarium

Finale: Presentation of

learning to answer over-arching

question.

Launch: Self-directed project to

answer overall question- when and

where would you go?

Express Event: Present learning as a journey through

time.

Launch: Visit to a theme park?

Investigate what makes people

scream!

Finale: ‘Camp fire’ PJ party experience-

reading ‘ghost’ stories of own

creation.

Launch: Visit a site of Tudor heritage such as Hatfield

House

Express: Create Tudor Gallery of art work, stories, and dance and music

compositions.

Launch: Mini-beast hunts/ watches insect

film.

Finale: Present information about insects and their super powers to

younger year group.

Additional Year 5 Focus

Texts

The Demon Headmaster- Gillian Cross

A Cold Wind Blowing-

Out of the Silent Planet- C. S. Lewis

A Wrinkle in Time- Madeleine L’Engle

Clockwork- Phillip Pullman

The Factory Made Boy- Christine

Harry Potter- J. K Rowling

Tudor Chronicles- Terry Deary

Gunner’s Boy- Ann Turnbull

The Anansi Stories (Fables)

Film: Antz and A Bug’s Life.

Barbara Willard

Larklight- Philip Reeve

Nostlinger

Spiderwick Chronicles

Holly Black

(See Pie Corbett resources)

The Phoenix and the Carpet- E. Nesbit

Film: Peabody and Sherman.

Time Travelling with a Hamster- Ross

Welford

Year 4

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Overall Topic Pharoahs Potions Misty Mountains

Hola Mexico: Native

American/ Mayan

Civilisation and Rainforests

Blue Abyss Road Trip USA

Focus Question/t

heme

Will we ever solve the mysteries of

the Ancient world?

How do potions make a difference to

our lives?

What is special about planet

Earth?

Who truly holds power in the

modern world?

What secrets are hidden in the ocean

deep?

How has the USA had an impact on the modern world?

Focus Texts/ Film

(Longer for shared reading/ texts for writing

stimulus)

The Time Travelling Cat

and the Egyptian Goddess- Julia

Jarman

Desirable- Frank

Cottrell Boyce

Planet Earth- David

Attenborough (Mountains)

Skellig- David Almond

Native American/

Mayan myths and legends.

The Vanishing Rainforest-

Richard Platt

Journey to the River Sea- Eva

Ibbotson

20,000 Leagues Under the Sea-

Jules Verne (Classics for

children)

Blue Planet- David Attenborough

The Incredible Adventures of

Professor Brainstawm-

Norman Hunter (Also a film)

(See also Pie Corbett Marvellous

Machines unit)

Alex Rider- Anthony Horowitz (see Pie Corbett

unit i-Spy creating spy gadgets)

Reading Focus

Retrieval.

Cultural and historical heritage.


Use of language.


Use of language.

Text structure.

Text structure.

Use of language.

Use of language.


Use of language.

Text structure.


Text Type Use focus texts to explore a

historical setting through a mystery/

suspense story.

The Non-Fiction texts links to the

‘mystery’ by exploring Ancient Egyptian beliefs and unanswered

secrets.

Using the focus texts,

pupils explore how ‘potions’

can have magical effects in stories. This

should be taught

amongst other texts and

explore how magic/

medicines and potions may not always

have positive consequences.

Use focus texts alongside the wider focus on the exploration of planet Earth (unseen and mysterious

places in our world) and use

this as a stimulus to

imagine discovery of a

strange creature as

part of a fantasy story.

Use playscripts as a medium for

exploring the difference in

perspectives of those living in the Rainforest compared to

those destroying it/ or those trying to

conserve it.

Focus non-fiction text on an

element of life during these

times.

Use the focus texts to explore the ocean

and world of amazing sea

creatures. Pupils use the adventure theme to explore facts about sea

creatures and the challenges they face in nature both from

predators and natural challenges,

as well as from human interference.

Explore the advances in science and

technology from the USA. As part of the

wider topic on American inventors/

inventions that changed our lives,

pupils will create and invent their own

inventions to stimulate writing.

Narrative:

Myster

Non-Fiction:

Guideboo

Narrative

Stories with

Issues

Non-Fictio

n:

TV and

Narrative:

Fantasy stories

Non-Fictio

n:

Narrative:

Playscri

Non-Fictio

n:

Narrative:

Adventu

Non-Fiction:

Persuasio

Narrative: Adventur

e/ spy novel:

Non-Fiction:

Explanati

y based in a

historical

setting

k to Ancient Egypt

(focus on an area

of historical fact e.g. creation

of pyramids

and beliefs about

afterlife) Introduce comparis

on to another

time period

e.g. Romans

and Modern

Day.

Include:

Instructions

(with persuasi

on)

and Dilemmas and

lessons to

learn.

Radio Adverts

(set in a strange place on Planet Earth- based on discovery of a strange creature)

Leaflets/

guide book

to secret places

on Earth

pts- The battle to maintain

the Rainforests and importance for Earth

Letters

about event

s taking in

Ancient

mayan

times.

re:

Points of view of a sea creature

.

n- Conservation and protectio

n.

Fighting forces of

evil (Professor Branestawm/ Alex Rider as

focus text)

on/

persuasion :

Invention of a

machine (Professo

r Branstawm/ Alex Rider focus)

Poetry Odes and Insults Narrative poetry

Key Skills/ Focus

Narrative:

Write with historical accuracy.

Use expressive and figurative language to evoke time, place and mood.

Develop characterisation so that the audience likes/ dislikes the character and their actions.

Use actions and dialogue to show emotions.

Create fast-moving action to develop pace in the text, use description to slow down pace and build suspense.

Consider the structure of legends in episodes, journeys or life stories.

Change language to reflect the era/ use historical accuracy.

Narrative:

Work ‘in role’ to interview characters.

Explore dilemmas and events using drama techniques, improvising alternative choices and actions.

Focus on central character facing problems to be resolved and how this happens in a range of model texts.

Develop a range of ways to connect paragraphs.

Develop characterisation using actions to show emotions.

Narrative:


Develop use of descriptive language to build detail, particularly use language to appeal to the senses.


Use planning and editing to ensure there is clarity in plot.

Narrative:


Develop use of descriptive language to build detail, particularly use language to appeal to the senses.

Consider how language can be used to convey the atmosphere in a setting.

Narrative:

Develop characters that the audience can sympathise, relate to or like.

Use a mix of actions, description and dialogue to convey information about characters and their motives.


Use alternative narrative forms to convey information to the reader.

Narrative:

Develop characters that the audience can sympathise, relate to or like.

Create villains that your audience dislike and will encourage them to support the hero/main character.

Use a mix of actions, description and dialogue to convey information about characters and their motives.


Alternate the structure of the text/ deviate from usual structure of traditional texts using a surprise, mystery element or twist in the tale.

Non-Fiction:

Read and follow increasingly complex instructions,

Non-Fiction:

Consider how to link and elaborate on points made;

Non-Fiction:

Analyse report writing looking for typical language

Non-Fiction:

Compare texts that recount the same event- how effective

Non-Fiction:

Consider how to link and elaborate on points made; often to provide

Non-Fiction:

Exploring use of impersonal style in

evaluating their effectiveness (clarity, usefulness, organisation and layout)

Evaluate use of presentational devices which help the reader.

When creating own instructions, plan and edit writing so that it supports the reader through structure, presentation and clarity.

Vary use of noun phrases and description to ensure the text is clear and complexity is avoided where needed.

Focus on opening and closing statements, how these summarise and provide final clarity.

Explore use of language to persuade e.g. use of expanded noun phrases, effect of careful word choice.

often to provide further justification.

Organising paragraphs around a theme e.g. around arguments and counter arguments.

Discuss and evaluate how a view can be most convincingly presented.

Use of statistical data, visuals and graphs can be used in persuasive texts. To support or reinforce views.



use, form and structure.

Develop research and note-taking strategies to support planning and adding details to spider grams.

Compare comparative and non-comparative reports, noting differences.

Plan and write own comparative reports using notes from several sources and ensuring writing helps the reader using presentational and organisational devices.

are they at providing information to the reader?

Consider the specific viewpoints or contrasting views shared within recounts.

Plan and edit texts to show clear sequencing and providing the right details for the audience.

Consider how views are conveyed and the use of personal/ impersonal language, formal/ informal.

further justification.

Organising paragraphs around a theme e.g. around arguments and counter arguments.

Discuss and evaluate how a view can be most convincingly presented.

Use of statistical data, visuals and graphs can be used in persuasive texts. To support or reinforce views.



explanation texts.

How to engage a reader using questions and appealing to their needs/ desires.

Appropriate choices of language to sequence, show cause and effect and provide information.

Structure the text from clear planning which practises the steps and conveys the processes clearly to an audience.

Use reading as a source to improve and edit own compositions, focusing on clarity.


Apply learning from previous unit to persuasion in

Apply learning from reading,

narrative to non-

Apply learning from narratives to

different context-

Apply learning from narratives, particularly

Apply learning from previous narrative

learning to new style.

Apply learning from previous narrative units to new style. Apply learning

instructions context as a guidebook.

Apply learning from History to narrative with accuracy; apply

this learning to context of

instructions.

fiction context.

Applying ‘issues and dilemmas’ learning and viewpoint to persuasion-

manipulating the use of language to

show warnings/ benefits.

fantasy. Considering use of language to convey

imagery.

Apply language from persuasion and non-fiction

structures to report writing.

development of setting and

atmosphere, characterisation to

playscript form.

Apply learning from historical context to

fiction and non-fiction contexts with

accuracy.

Apply learning on characterisation and

viewpoint, particularly from non-fiction units on persuasion and recounts.

on characterisation and viewpoint, particularly

from non-fiction units on persuasion and recounts.

Apply learning on persuasion to explanation,

understand and use relevant skills from

instructional writing to explanation and know

which is not useful.

Pupils should build on prior learning experiences in Year 3- develop mastery of skills taught.


Launch: Explore history of Egypt through ‘Ancient

Egyptians Day’ and the use of Horrible

Histories.

Finale: Present learning to parents- mystery-solver type activities/ treasure

hunt.

Launch: Begin with drama/ film or exploration of

famous uses of potions e.g. witches in

Macbeth, Snow White, Alice in Wonderland,

Romeo and Juliet.

Express: Present adverts (use of technology) to

peers conveying benefits/ warnings.

Launch: Watch episode on

Mountains: Planet Earth.

Express: Create the ‘Misty Mountain’ in

school- present models of strange

creatures and published narratives.

Launch: Rainforests wow event or trip to

Kew Gardens.

Finale: Perform playscripts or hold a Hola Mexico day with artwork and music.

Launch: Watch ‘Ocean Deep’ in Planet Earth or

Blue Planet- explore information.

Express: present learning about different seas and

oceans on the planet including stories from the viewpoint of a creature and share the debates

surrounding conservation and protection of

creatures.

Launch:

Host ‘American Day’ where pupils explore food, music, film etc from USA.

Finale: Present prototype and persuasive campaign

for new invention.

Additional Year 4 Focus Texts

The Scarab’s Secret- Christina

Balit

Ancient Egypt: Tales of Gods and

Raspberries on the Yangtze- Karen Wallace

Alice in Wonderland-

Goddesses- Marcia Williams

Lewis Carroll

Romeo and Juliet- William Shakespeare

Year 3

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Overall Topic

Scrumdiddlyumptious!

Street Detectives

I am Warrior! Land Ahoy Heroes and Villains

Beach Combers

Focus Question/

theme

What makes delicious to you?

What can we learn about our local area and community?

What did historical

civilisations do for us?

Which land could we discover

today?

What is a hero? Mysteries of the Sea: what

treasures are there on a beach?

Focus Texts/ Film

(Longer for


stimulus)

Roald Dahl- Charlie and the

Chocolate Factory

Baby Aliens Got My

Teacher- Pamela

Butchart

Aquila- Andrew Norris

Watch Horrible Histories/

Rotten Romans text

The Magic Faraway Tree-

Enid Blyton

The Minpins- Roald Dahl

Snow White in new York- Fiona

French

Five Children and It- E Nesbit

Oliver and the Seawigs- Philip

Reeve

Reading Retrieval Retrieval and Retrieval and Inference Retrieval, Inference and Text

FocusPrediction

sequencing sequencing

Simple inference surrounding character

emotions and actions.

prediction and inference.

Structure.

Text Type Using the focus text, pupils explore

the variety of strange/ exciting

and amazing things that could

happen in a relatively normal

setting.

Using their creations, pupils

produce their own adverts.

Using the stimuli (My school)

pupils will have been exploring the local area,

looking for clues and information

(human geography and history) which

leads in to both exploring

mystery as a narrative based in school, and the non-fiction

reporting on the local area.

Using the focus texts pupils explore how

stories can be written in the style

of myths. The common themes

of heroism, respect for Gods and Goddesses,

human attributes like honesty,

modesty and so on are portrayed in the lessons in

myths.

Using the focus text, exploring the structure of Fantasy stories and discovering new and magical

lands. Pupils create own

Fantasy stories to somewhere

unusual.

This should lead into persuasive writing from a character to

another during an important

event in one of the lands e.g. Mr

Saucepanman being arrested,

cousin shrinking.

Using the focus texts, pupils explore how characters are portrayed as heroic/

villainous. Pupils should explore the

wider views on what makes

heroes/villains and the types of heroes

and villains we encounter every

day, in film and in texts we have read.

This should be explored further during the non-

fiction focus.

The narrative focus is to reflect learning

on fairy tales to modern day, with

modern day heroes/ villains which

perhaps challenge

Using the stimuli texts, pupils explore both

stories with issues and dilemmas and reports based on the discovery of

something unusual and unexpected which could have good or negative consequences for the characters.

expectations.

Narrative:

Fantasy

Non-Fiction:

Persuasive

adverts- wacky food

creations.

Narrative :

Mystery

Non-Fiction:

‘Mystery

Solved’

Information

Reports using

Explanation

features.

Narrative:

Ancient

Roman

myths.

Non-Fiction:

Recount:

Point of view of

a Roman emperor: Nero/ Calligula/ Julius Ceasar.

OR perspectives of

Spartan warriors

Narrative:

Stories with

issues and

dilemmas

within Fantas

y setting

s.

Non-Fiction:

Writing to

persuade-

letters betwee

n charact

ers.

Fiction:

Alternative/

modern day

Fairy Tales.

Non-Fiction:

Arguments:

Exploring points of view.

Narrative:

Stories with

Issues and

Dilemmas

Non-Fiction:

Non-Chronolo

gical Report-

e.g. Psammea

d the Sand

Fairy (See Pie

Corbett units)

Poetry Nonsense Poetry: Jabberwocky, The

Pobble with No Toes, Book of Nonsense.

Word Play and use of language-

The Woolly Saucepan

Monologues of a hero

Haikus, Tankas and Renga

Conversation Poetry

Narrative Poetry

Key Skills/ Focus

Narrative:

Use description to create detailed settings, focusing on magical/ events beyond imagination.

Understand how to use descriptive devices to provide detail to the reader that is useful and interesting e.g. use specific nouns and evaluate need for adjectives; choose adjectives that build rather than work against each other.

Make good use of similes to create an image for the reader.

Group related material in to paragraphs.

Narrative:

Write stories with particular focus on climax and resolution.

Use adverbials of time to organise and link paragraphs.

Use dialogue to add pace and move plot onwards in the story.

Role play the events (including dialogue) and character’s actions to develop sequencing skills, as well as to rehearse the resolution to a problem.

Develop character description- use range of descriptive language, learning to pick precise words and phrases.

Narrative:

Development of rich descriptive vocabulary- particularly to build characterisation (usually of the hero)

Write 5 part quest myth- where hero has to overcome a very difficult challenge/obstacle. Pupils focus on the climax and how actions show emotions/ give clues as to how a character feels/is thinking.

Continued development of character to show certain qualities e.g. wisdom, bravery, courage.

Demonstrate knowledge of the historical context and learning from other myths e.g. to show importance and interference of Gods/Goddesses, mythical creatures, Ancient Greek life and dress, supernatural powers etc. Return to setting description; consider contrasting

Narrative:

Explore common themes pupils can relate to/have experienced e.g. Theft, dishonesty, getting someone in to trouble, spreading rumours etc.

Using role play- explores difficulty and rehearse resolution.

Develop faster paced plots where dilemma is presented quickly and resolution is main body of the text.

Build techniques for suspense, consider thoughts and actions of characters, the way language and dialogue is used to convey a picture to the audience regarding characterisation which may not be true (Conveys perspective/ thoughts of c character e.g. character looking over at his brother, considering him to be very confident

Narrative:

Write stories with 5 parts that explore how a problem develops and how it is resolved.

Explore key features of common fairy tales- range of characters, development of a kind-hearted hero, characters who become heroes (not those we would expect) devious villain etc. Characters may be animal that talk, human or magical folk- pupils must ensure characters are believable and that the audience will like/dislike the characters through how they are described and the actions they take.

Development of dialogue to build characterisation- e.g. use of old English/ dialect, use of overly formal language versus usual language for a human child.

Consider how the plot is developed using human/ fairy like characters and the problem this causes- what is the character

Narrative:

Explore texts similar to those they will write in order to learn from structure and grammatical features.

Orally tell stories varying voice and intonation- creating effects to engage and enthuse the reader.

Develop character through actions and drama- detailed use of vocabulary.

Create simple but interesting plots where character faces some kind of dilemma and how they use their skills to overcome them.

Focus is on use of dialogue to advance plot, Considering the use of questions and the attributes of the characters when presenting dilemmas.

Characters are often quite multidimensional- focus is on the lessons and the attributes the characters represent e.g. brave ant, greedy

settings for dramatic backdrop.

and enjoying time with his friends when main character feels he has stolen from his mother- later reveals this was untrue and changes perspective)

Development and change of character throughout whole narrative.

searching for? (Often love, wisdom, bravery etc)

lion etc.

Overly fictitious- e.g. animals as characters, but shared understanding between author and audience that events are not based on truth.

Explore the themes- life lessons which are different to the moral in a Traditional Tale. Main purpose is to teach the reader something important though the simple structure.

Non-Fiction:

Read and evaluate a wide range of persuasive texts which include adverts, articles, and posters.

Identify and discuss the impact of persuasive devices identified.

Through role play and drama, explore persuasive scenarios common to pupil experiences e.g. parents persuading pupils to go to bed. Discuss what was effective and what was not.

Non-Fiction:

Read explanations as a whole class, in groups and individually

Comment on a range of explanatory texts, focusing on how easy they are to understand (e.g. by trying to reproduce that information in a different form, such as a diagram, or flow chart)

Create diagrams such as flow charts to summarise or make notes of stages in a process (e.g. in science, D&T or geography)

Non-Fiction:

Explore recounts as a text and on other media such as news reports, recounts of sports events and identify main sequence.

Look closely at the ways one specific event can be reported in many ways (different types of recount) and identify the common features in each.

Look at how the audience is engaged through inclusion of relevant, but non-

Non-Fiction:

Present a persuasive point of view, beginning to link points and selecting style and vocabulary appropriate to the reader.

Grouping related materials (paragraphing) using several points and linking similar ideas/ points.

Look at how the audience is engaged through inclusion of relevant, but non-essential, information.

Non-Fiction:

Through reading, role play and drama explore how different views might be expressed/explained/justified (e.g. the different view of characters in a particular book, or the different view of people writing to a newspaper.) In the process, draw inferences such as inferring character’s feelings, thoughts and motives from their actions, and justifying inferences with evidence Write a traditional tale (or a scene from any narrative) from two key characters’

Non-Fiction:

Analyse a number of report texts and identify their function. Look closely at the features such as structure of the introduction, specific and sometimes technical language, and impersonal language.

Explore and begin to use language of contrast and comparison.

Develop note-taking skills and write paragraphs by turning notes in to text.

Present a persuasive point of view, beginning to link points and selecting style and vocabulary appropriate to the reader.

Grouping related materials (paragraphing) using several points and linking similar ideas/ points.

Begin to use persuasive devices such as exaggeration, puns, jingles, alliteration.

Ensure relevant items are grouped together In formal presentations, explain processes orally using notes

Write a series of extended sentences to explain a process Ensure relevant details are included and accounts ended effectively

essential, information.

Explore language of chronology.

Focus on introductory and concluding statements and paragraphs.

Compare recount writing to non-chronological reports and identify differences.

Explore language of chronology.

Focus on introductory and concluding statements and paragraphs.

Use detail from exploration of character emotions through actions, description and dialogue in letter writing to show informal style.

perspectives, showing a contrast in viewpoint Write a summary statement/series of sentences expressing their own opinion on the characters viewpoints e.g. who was in the right/wrong and present reasons for their opinion Create introductions which demonstrate why the debate is being discussedGroup arguments for/ against in separate paragraphs.

Write non-comparative reports independently on a chosen topic.

Group and present material in ways helpful to an audience and ensure conciseness e.g. use of headings.

Use of prepositional phrases and similes for specification rather than literary effect.


Application of learning from reading and

narrative unit into non-fiction writing.

Focus on description and creating a setting

for the audience.

Pupils apply knowledge of

sequencing to both narrative and non-fiction text types.

Apply learning on creating complex description and

imagery.

Apply learning of narrative structure to

a new context.

Pupils will focus on development of plot- applying learning on

resolutions.

Pupils should be able to apply other devices

taught in the new context.

Persuasive devices and viewpoint should

be built upon to create newspaper

articles which show a particular view,

application of learning

Apply and build on persuasive skills

learned in previous units of work.

Manipulate these skills to respond to themes in a text.

Application of narrative skills,

particularly from reading, in to non-

fiction writing. Apply learning on text

structure, to 5 part story with clear

resolution of problem and application of

learning on language development,

characterisation and plot.

Apply and build on persuasion and

recounts to create discussion texts.

Pupils should be able to demonstrate knowledge

paragraphing.

Apply learning on narrative structure, advancement of plot through dialogue and

characterisation.

Point of view from reading and from

previous unit should be applied here.

Apply learning from narrative units,

particularly modern day Fairy Tales, to oral

storytelling and creation of own stories

with lessons.

Apply learning on structure, engagement

and organisational devices to engage and

interest a reader.

from reading.

Pupils should build on prior learning experiences from Year 2- develop mastery of skills taught.


Launch: Charlie and the Chocolate Factory style

food tasting.

Express: Food creation stalls.

Launch: Visit to the local area looking for specific clues (e.g.

teachers take photographs of

sections of buildings, parts of pavement etc and pupils use

these as clues around the local

environment)

Finale: Present class oral storytelling of

mystery using voice and intonation

Launch: Visit to a Roman museum or from Roman actors (e.g. Verulamium)

Express: Present topic learning, including a videoed news report

of an event.

Launch: Watch episodes of ‘The Queen’s Nose’ or

stories where characters disappear into another world/

Fantasy

Finale: Present persuasive accounts as a drama role play OR pupils create new

worlds to visit and take a journey to

each- consider use of music and

atmosphere, which accompany their stories and wider

learning.

Launch:

Debating/ drama such as conscience alley-

who is the hero?

Express: Court room drama- trial of Mr Wolf (e.g.) and reading of

modern day Fairy Tales.

Launch:

Discovery learning- things at the beach, digging for treasure.

Finale: Beach visit

Additional Year 3 Focus Texts

Don’t Let the Pigeon Drive the Bus- Mo

Willems

(Also Don’t Let the Pigeon Stay Up Late, Have a Hot Dog Party and one about taking

a bath.)

Pamela Butchart- Attack of the Demon

Dinner Ladies and The Spy Who Loved School

Dinners.

Percy Jackson Series

Usborne Book of Greek Myths

Madonna- Mr Peabody’s Apples.

Story Shop- Issues and Dilemma stories.

The Queen’s Nose- Dick-King Smith

Pie Corbett- Trust

The Egyptian Cinderella

Mufaro’s Beautiful Daughters

Three Little Wolves and the Big Bad Pig

Hoodwinked! - Film.

Wolf’s Story-Toby Forward

True Story of the 3 Little

The Mousehole Cat- Antonia Barber

Pigs- Jon Scieszka

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