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HEARTS CURRICULUM KS2 ENGLISH LTP We will be reviewing Cycle A throughout the year Updated: 11.01.20
YEAR 3 A Autumn term Spring Term Summer Term
Topic Amazon Adventures! Trading Tudors Raging Rivers/ Fantastic Pharaohs
Texts/ outcomes
Texts Outcomes Texts Outcomes Texts Outcomes The Tin Forest
Helen Ward & Wayne Anderson
The Great Kapok Tree
Lynne Cherry
Hello Sailor Ingrid Godon
Setting description Narrative rewrite
Letter
Narrative with a
dilemma
Diary
Chapter
Gangsta Granny David Walliams
Character description Newspaper report
The Egyptian Cinderella Shirley Climo
Narrative Instructions linked to topic
Diver’s Daughter Patrice Lawrence
Chapter extract Biography
Non-Chronological Report -
Tudors
The Wind in the Willows Kenneth Graham
Narrative River poem
Persuasive writing linked to topic
Linked texts reading
comprehension / class book
Comprehension texts (all comprehension texts and
extracts in folder on One drive)
Non-Chronological report – Rainforests
Non-Chronological report – Deforestation
Non-Chronological report – Javan Rhino
Non-fiction Colchester Zoo map and rainforest guide
Poetry – Rainforest Sandwich
Fictional recount – Rainforest Calling
Fiction narrative extract– Evie in the Jungle extract
Fiction narrative extract– Anaconda Adventure
Fiction narrative extract – Running Wild
Fiction narrative extract – Fire Girl, Forest boy
Class reading book suggestions:
Quality picture and topic-based books or shorter
chapter books:
The Owl Who Was Afraid of the Dark – Jill Tomlinson
The Hodgeheg – Dick King Smith
The Giving Tree - Shel Silverstein
The Chocolate Tree: A Mayan Folktale – LindaLowery
Rain player - David Wisniewski
Tuki and Moka: A Tale of Two Tamarins J.Young Fire Girl, Forest Boy – Chloe Daykin Running Wild – Michael Morpurgo (Year 4)
Journey to the River Sea (Year 4)
The Explorer by Katherine Randell (Year 4)
Comprehension texts
Fiction character description – Mr Twit Non-fiction The Tudors, Kings, Queens + scribes (extract to be taken from book) Fiction character description – The Witches Fiction narrative extract – Grandpa’s Great Escape P1 Non-fiction – Elizabeth 1 (extract to be taken from 50 women and girls who shook the world) Fiction – Tudor newspaper report Fiction narrative extract – Grandpa’s Great Escape P2 Non-fiction – Female linked to themes and values within Diver’s daughter (extract to be chosen from 50 women and girls who shook the world) Fiction – Poem Harriet Tubman Non-fiction – Tudor trail map Unless stated, all other texts are on Teams Class reading book suggestions: The Secret Diary of Thomas Snoop, Tudor Boy Spy - Philip Ardagh Shakespeare’s Globe (I was there) – Valerie Wilding Tudor Tales: The Prince, the Cook and the Cunning King – Terry Deary The Queen’s Token – Pamela Oldfield The Queen’s Nose - Dick King Smith
Comprehension texts (EXTRACTS TO FOLLOW)
Fiction narrative extract– The Children of Green Knowe and
The River of Green Knowe- Lucy Boston
Fiction narrative extract– Flat Stanley -Egyptian Grave
Fiction narrative extract – Julius Zebra – Gary Northfield
Fiction narrative extract – Bomber Dog – Megan Rix
Fiction – Poem TBC
Fiction – Story -River Story – Meredith Hooper Non-Chronological report – Rivers
Non-fiction biography – Howard Carter
Non-fiction Saatchi Gallery – Tutankhamun exhibition guide Class reading book suggestions: The Otter who wanted to know – Jill Tomlinson There’s a Pharaoh in my Bath - Jeremy Strong The Rhythm of the Rain- Grahame Baker- Smith The Persian Cinderella – Shirley Climo The Willows and Beyond – William Horwood Ancient Egypt: Tales of Gods and Pharaohs -Marcia Williams Gods and Goddesses of Ancient Egypt: Morgan E Moroney Window -Jeannie Baker The River Singers (modern version of WITW) – Tom Moorhouse (Year 4)
Objectives Create settings, characters and plot
Includes expanded noun phrases
Includes a variety of pronouns to avoid repetition
Uses past / present tense mostly correctly
Includes adverbs of time and some fronted adverbials (may be from the model text)
Includes coordinating and subordinating conjunctions or/and/but/when/because
Punctuates all sentences with a capital letter and ? ! or .
Writes legibly with some Year 2 joins (but may not be sized correctly)
When writing, spells many high frequency words correctly (100 words tested termly) and most words are phonetically plausible
Includes appropriate headings and subheadings
Includes adverbs to add detail (may be from the model text)
Uses a range of synonyms for vocabulary from a word bank
Uses prepositional phrases
e.g. up the hill/ into the woods/ round the corner
Structures writing using paragraphing
Uses all four basic joins correctly
Letters are sized appropriately in relation to one another
(lower and upper case are distinguished and ascender letters are clear)
When writing, spells most high frequency words correctly (100 words tested termly) and all words are phonetically plausible
Includes coordinating and subordinating conjunctions yet/so/when/if/that/as/since
Independently using a range of synonyms
Includes direct speech with inverted commas
Includes synonyms for said
Uses perfect form of verbs nearly always accurately have/had
Handwriting is consistently joined and getting neater
Uses apostrophes mostly accurately to show possession
e.g. Jack’s ball
Scores approximately 75% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 70% of the spellings taught this year correctly
Grammar Focus Capital letters
Verbs (circle the correct verb)
Past tense
Type of sentences
Adverbs
Full stops, questions marks and exclamation marks
Apostrophe
Conjunctions
Suffixes
Expanded noun phrases
Prefixes
Commas
Main clause
Preposition of time
Correct punctuation
Correct tense and verb
Correct punctuation. ? !
Suffixes
Adjectives
Correct use of a and an
Statements and questions
Plurals
Conjunctions
Speech marks/inverted commas
Capital letters
Verbs ing and ed
Apostrophes
Expanded noun phrases
Nouns
Homophones
Clauses
Verb tense
Add the correct punctuation. ? !
Suffix er or est
Change question into a statement
Commands
Conjunctions
Prefixes and suffixes
Inverted commas/speech marks
Past and present tense
Word families
Adjectives, nouns, verbs
Exclamation marks
Apostrophes
Exclamation
Expanded noun phrases
Subordinate clauses
Spelling Focus
*Revision of KS1
*Adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it *The /r/ sound spelt wr at the beginning of words *‘s’ sound spelt as ‘c’ before ‘e’ ‘I’ and ‘y’ *Possessive apostrophe with plural words *Contractions The /ʌ/ sound spelt ou e.g. ‘young’ Words with the /k/ sound spelt ch Words with the /eɪ/ sound spelt ei, eigh, or ey 3/4 word list
* Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it *Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter *Adding s and es to words (plural of nouns and the third person singular of verbs) The suffix –ly
Endings which sound like /ʃən/, spelt –tion Words containing the letter-string ough
The / / ɪ sound spelt y elsewhere than at the end of words Prefixes –Dis- Mis- In- Il- Im- Re- The suffix –ous Months of the year Days of the week Homophones and near-homophones 3/4 Word list Additional focus to be planned as a result of AFL throughout
the term
The suffix –ation
Homophones and near-homophones
3/4 Word list
Additional focus to be planned as a result of AFL
throughout the term
Handwriting Revision of all Nelson book 2 joins Nelson book 3 Nelson book 4
YEAR 4 A Autumn term Spring Term Summer Term
Topic Amazon Adventures Trading Tudors Raging Rivers/ Fantastic Pharaohs
Texts/outcomes Texts Outcomes Texts Outcomes Texts Outcomes
The Tin Forest Helen Ward & Wayne
Anderson
The Great Kapok Tree Lynne Cherry
Hello Sailor
Ingrid Godon
Setting description Narrative rewrite
Letter
Narrative with a
dilemma
Diary
Poetry
Gangsta Granny David Walliams
Character description Newspaper report
The Egyptian Cinderella Shirley Climo
Narrative Instructions linked to
topic
Diver’s Daughter Patrice Lawrence
Chapter extract Biography
Non-Chronological Report
- Tudors
The Wind in the Willows Kenneth Graham
Narrative
River poem Persuasive writing linked
to topic
Linked texts reading
comprehension / class book
Comprehension texts (all comprehension texts and
extracts in folder on One drive)
Non-Chronological report – Rainforests
Non-Chronological report – Deforestation
Non-Chronological report – Javan Rhino
Non-fiction Colchester Zoo map and rainforest guide
Poetry – Rainforest Sandwich
Fictional recount – Rainforest Calling
Fiction narrative extract– Evie in the Jungle extract
Fiction narrative extract– Anaconda Adventure
Fiction narrative extract – Running Wild
Fiction narrative extract – Fire Girl, Forest boy
Class reading book suggestions:
Quality picture and topic-based books or shorter
chapter books:
The Owl Who Was Afraid of the Dark – Jill Tomlinson
The Hodgeheg – Dick King Smith
The Giving Tree - Shel Silverstein
The Chocolate Tree: A Mayan Folktale – Linda
Comprehension texts (EXTRACTS TO FOLLOW)
Fiction character description – Mr Twit Non-fiction The Tudors, Kings, Queens + scribes (extract to be taken from book) Fiction character description – The Witches Fiction narrative extract – Grandpa’s Great Escape P1 Non-fiction – Elizabeth 1 (extract to be taken from 50 women and girls who shook the world) Fiction – Tudor newspaper report Fiction narrative extract – Grandpa’s Great Escape P2 Non-fiction – Female linked to themes and values within Diver’s daughter (extract to be chosen from 50 women and girls who shook the world) Fiction – Poem Harriet Tubman Non-fiction – Tudor trail map Unless stated, all other texts are on Teams Class reading book suggestions: The Secret Diary of Thomas Snoop, Tudor Boy Spy - Philip Ardagh
Comprehension texts (EXTRACTS TO FOLLOW)
Fiction narrative extract– The Children of Green Knowe and
The River of Green Knowe- Lucy Boston
Fiction narrative extract– Flat Stanley -Egyptian Grave
Fiction narrative extract – Julius Zebra – Gary Northfield
Fiction narrative extract – Bomber Dog – Megan Rix
Fiction – Poem TBC
Fiction – Story -River Story – Meredith Hooper Non-Chronological report – Rivers
Non-fiction biography – Howard Carter
Non-fiction Saatchi Gallery – Tutankhamun exhibition guide Class reading book suggestions: The Otter who wanted to know – Jill Tomlinson There’s a Pharaoh in my Bath - Jeremy Strong The Rhythm of the Rain- Grahame Baker- Smith The Persian Cinderella – Shirley Climo The Willows and Beyond – William Horwood Ancient Egypt: Tales of Gods and Pharaohs -Marcia Williams
Lowery
Rain player - David Wisniewski
Tuki and Moka: A Tale of Two Tamarins J.Young Fire Girl, Forest Boy – Chloe Daykin Running Wild – Michael Morpurgo (Year 4)
Journey to the River Sea (Year 4)
The Explorer by Katherine Randell (Year 4)
Shakespeare’s Globe (I was there) – Valerie Wilding Tudor Tales: The Prince, the Cook and the Cunning King – Terry Deary The Queen’s Token – Pamela Oldfield The Queen’s Nose - Dick King Smith
Gods and Goddesses of Ancient Egypt: Morgan E Moroney Window -Jeannie Baker The River Singers (modern version of WITW) – Tom Moorhouse (Year 4)
Objectives Organise paragraphs around a theme Address the reader by using rhetorical questions Standard English used correctly He was / they were Use a wider range of subordinating and coordinating conjunctions as although, since, while for nor yet Show the atmosphere of a setting in a description Developing joined handwriting –up and down strokes parallel and letter size consistent Scores approximately 70% of their spellings correctly in spelling tests When writing, spells all 100 high frequency words correctly and 70% of the spelling rules taught so far (in year 3 and this term)
Use a wider range of adjectives, adverbs and verbs to describe characters and settings Paragraphs linked by fronted adverbials of time Sentences start with more precise fronted time adverbials to move writing on Use the possessive apostrophe with plural nouns Punctuate speech correctly using inverted commas, question marks and exclamation marks Use appropriate length of up and down strokes to ensure space in between lines Scores approximately 75% of their spellings correctly in spelling tests When writing, spells all 100 high frequency words correctly and 75% of the spelling rules taught so far
Can use the present perfect form My friends and I have made a den in the garden. Have/has Add more detail to an expanded noun phrase e.g. The extremely slow-moving tortoise was always lagging behind. Can improve writing by editing or redrafting work Include examples of persuasive phrases, alliteration, adverbial phrases Consistently use a wider range of synonyms by using word banks and thesauruses Joined handwriting is consistent in size and proportion of all letters Scores approximately 80% of their spellings correctly in spelling tests When writing, spells all 100 high frequency words correctly and 80% of the spelling rules taught in Year 3 and 4
Grammar Focus Types of words (adjectives, adverbs, noun, verb)
Capital letters
Suffixes ful or ness
Commas
Expanded noun phrases
Tense
Prefix
Verb
Conjunction
Fronted adverbial
Inverted commas
Commands
Adjectives
Full stops, exclamation marks, commas, apostrophe
pronouns
Word class
Command
Capital letters
Suffixes
Verb
Homophones
Inverted commas
Apostrophe
Tense
Prefix
Re-writing sentences as questions
Exclamation marks
Commas
Conjunctions
Prepositions
Subordinate clauses
Expanded noun phrases
Capital letters
Verbs
Conjunction
Clauses
tense
Inverted commas
Complete the sentence with the correct verb
Nouns
Word families
Adjectives
Suffixes
Tick the correct punctuation
Word meanings
Commas
Determiners
Suffixes/verbs/nouns
Apostrophes
Fronted adverbial
Spelling Focus
Words with the /s/ sound spelt sc science
Words ending with the /g/ sound spelt – gue and the
Words with endings sounding like /ʒə/ or /tʃə/ e.g. treasure
The / / ɪ sound spelt y elsewhere than at the end of words myth
*Revision of KS1 content
/k/ sound spelt –que league unique
Words with the /ʃ/ sound spelt ch chef
Prefixes auto- anti- ir- im- in-
*Possessive apostrophe with plural words
3/4 Word list
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian Endings which sound like /ʒən/ e.g. division Prefixes sub- super- mis- Homophones and near-homophones 3/4 Word list Additional focus to be planned as a result of AFL
throughout the term
Prefixes Inter- In- Adding suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting The suffix –ous The suffix –ly Homophones and near-homophones 3/4 Word list Additional focus to be planned as a result of AFL throughout the term
Handwriting Focus
Revision of all joins – Nelson book 2 Nelson book 3 Nelson book 4
YEAR 5 A Autumn term Spring Term Summer Term
Topic Lest we Forget -(The Blitz – Survival & Courage) Finding Netherland! Out of this world
Texts/ outcomes
Texts Outcomes Texts Outcomes Texts Outcomes
Wonder R.J. Palacio
Diary
Balanced argument
NCR #Choose kind
Holes Louis Sachar
Balanced argument
Persuasive letter
Writing from a different viewpoint
El Caminante Short film BFI
Narrative with tension Recount from a different viewpoint
Newspaper report Explanation How to walk the
tightrope
Hitler’s Canary Sandi
Toksvig
Recount – The Germans arrived – Bamse’s viewpoint
Letter from Orlando to Papa
explaining his viewpoint
Tension narrative officers arriving at the apartment (supported by music )
The Nowhere Emporium
Ross MacKenzie
Newspaper report the appearance of the Emporium
Description of a new magical room for
Book of Wonders.
Debate /argument about whether imagination should be taken from
customers.
Skellig David Almond
Description
Diary
NCR – owls
Linked texts reading
comprehension / class book
Comprehension texts (all comprehension texts and
extracts in folder on One drive)
NF - GOSH info sheet Treacher Collins syndrome NF - Face equality info sheet NF - Top tips for children – anti bullying NF -Being me Fictional extracts: Wonder Letters from the Lighthouse- E. Carroll Hitler’s Canary Friend or Foe Michael Morpurgo Carrie’s War - Nina Bawden I am David Ann Holm Goodnight Mr. Tom M. Magorian Class reading book suggestions Goodnight Mr Tom The Miscalculations of Lightening girl – Stacy McAnulty Can you see me? Libby Scott The Goldfish Boy – Lisa Thompson The Light Jar – Lisa Thompson White Bird -R.J. Palacio Rose Blanche- Ian McEwan The Buried Crown - Ally Sherrick
Comprehension texts
The Nowhere Emporium Prologue ‘Floodland’ Marcus Sedgwick.
Invisible In A Bright Light - Sally Gardiner
There’s a Girl in the Boy’s Bathroom - Louis Sachar
‘Malamander’ Thomas Taylor
Gargantis - Thomas Taylor to follow Travel Guide to Amsterdam A typical Day in the Secret Annex (Anne Frank’s House) How does the tulip grow? *Additional texts TBC by CT as a result of assessments Class reading book suggestions Small steps (sequel to Holes) Louise Sachar The Elsewhere Emporium Ross MacKenzie The Otherwhere Emporium Ross MacKenzie Shadowsmith Ross MacKenzie Moonlocket Peter Bunzi The Strangeworlds Travel Agency L.D Lapinski
Comprehension texts Stig of the dump ch 1 One drive My name is Mina – prequel to Skellig ch 1 One drive Tightrope walking NF One drive Barn owl leaflet One drive Tawny trouble NF One drive Falconry uk leaflet One drive The Girl who walked on Air One drive Skycircus (The Cogheart Adventures #3) Peter Bunzi Class reading book suggestions The boy who swam with Piranhas – Davis Almond Stig of the Dump – Clive King The House with Chicken Legs – Sophie Anderson The Borrowers- Mary Norton Crossing Niagara: Candlewick Biographies: The Death-Defying Tightrope Adventures of the Great Blondin- Matt Tavares King of the Tightrope: When the Great Blondin Ruled Niagara- Donna Janell Bowman
Blitz Cat - Robert Westall
Objectives Use notes from research in own writing
Generally subject/verb agreement and tense is secure
Use modal verbs (possibility)
Use brackets (parenthesis)
Use range of adverbials to indicate time, place or position
To evaluate and edit by making changes to vocabulary, grammar and punctuation.
Developing more fluency in joined script
Scores approximately 70% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 70% of spellings taught so far including Year 3/4 words.
Punctuate speech using inverted commas and comma
Integrate dialogue into narrative to convey character and advance action ( action/ dialogue, description mix in one paragraph)
Create complex sentence using commas using a relative clause, who or which
Writing includes relevant range of features for text types
Use verb + ing / ed to start a sentence
Use dashes or commas to indicate parenthesis
Writes fluently in joined script
Scores approximately 75% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 75% of spellings taught so far including Year 3/4 words.
Use commas correctly in complex sentences
Add detail and precision by using prepositional phrases and expanded noun phrases
Create complex sentences using relative pronouns ‘where’ and ‘when’ ‘whose’ ‘that’
Use the most appropriate organisational/ presentational devices to match the text type.
GD: Use colons and semi colons in lists
Use relevant language, content and style for the audience and purpose
Use commas to clarify meaning and avoid ambiguity
Writes fluently in joined script
Scores approximately 80% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 80% of spellings taught so far including Year 3/4 words.
Grammar Focus Ongoing revision of Year 4 plus • using the perfect form of verbs to mark • converting nouns or adjectives into verbs • devices to build cohesion, including adverbials of time, place and number modal verbs ( eg might should will must ) or adverbs ( eg perhaps, surely ) Adverbials of place ( nearby) and number ( secondly) Brackets dashes or commas to indicate parenthesis
Ongoing revision of Year 4 plus • using the perfect form of verbs to mark • converting nouns or adjectives into verbs • devices to build cohesion, including adverbials of time, place and number modal verbs ( eg might should will must ) or adverbs ( eg perhaps, surely ) Adverbials of place ( nearby) and number ( secondly) Brackets dashes or commas to indicate parenthesis • verb prefixes punctuating dialogue including inverted commas, and commas integrating dialogue in narrative relative clauses who and which ing and ed to start a sentence ( adverbials )
Ongoing revision of Year 4 plus • using the perfect form of verbs to mark • converting nouns or adjectives into verbs • devices to build cohesion, including adverbials of time, place and number modal verbs ( eg might should will must ) or adverbs ( eg perhaps, surely ) Adverbials of place ( nearby) and number ( secondly) Brackets dashes or commas to indicate parenthesis • verb prefixes punctuating dialogue including inverted commas, and commas integrating dialogue in narrative relative clauses who and which ing and ed to start a sentence (adverbials ) • using relative clauses beginning with where, when, whose, that or with an implied (ie omitted) relative pronoun colon, semi colons for organisational purposes eg lists commas to clarify meaning and avoid ambiguity
Spelling Focus Words with the /k/ sound spelt ch (Greek in origin)
Prefixes: Re-, Dis-, De-, Over
Silent letter words: t-
More prefixes: Dis-, Mis
Endings which sound like /ʃəs/ spelt –cious or –tious.
More prefixes: Super-, Auto-
The suffix –ous
The /ı/ sound spelt y elsewhere than at the end of
Endings which sound like /ʒən/ -sion
Words with endings sounding like /ʒə/ or /tʃə/ - sure/-ture
Endings which sound like /ʃən/, spelt –tion
Endings which sound like /ʃən/, spelt –cian
The suffix –ous
Words ending in –ant, – ance/–ancy
Words containing the letter-string ‘ough’
Use –ent sometimes after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
Use -ence after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
‘c’ makes a ‘s’ sound before ‘i’ ‘e’ ‘y’
Words ending in –ant, – ance/–ancy.
Common Exception Words from the 5 and 6 spelling
Unstressed vowels
Double consonants
Words ending in –ably and –ibly Words ending in –ant, – ance/–ancy
words
Homophones
Words with the /i:/ sound spelt ei after c
Common Exception Words from the 5 and 6 spelling and GAPS list of spellings
Suffixes and prefixes and GAPS list of spellings
Silent letter words: c-, g-
Adding suffixes beginning with vowel letters to words ending in –fer
Use –ency after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
Adding suffixes beginning with vowel letters to words ending in –fer
Handwriting Focus
Teacher framework WTS – writing must be legible there is no specific requirement for a pupil’s handwriting to be joined EXS/GD - maintain legibility in joined handwriting when writing at speed. The National Curriculum states that pupils should be taught to ‘use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined’. Any 5/6 children not on track to meet EXS in year 6 and not meeting the requirements for joining as per NC should follow Nelson books 2,3,4 for specific gaps Any 5/6 children who are on track to meet EXS /GD and are forming letters and joins correctly but struggle with speed and fluency should follow Nelson books 5/6
YEAR 6 A Autumn term Spring Term Summer Term
Topic Lest we Forget (The Blitz – Survival & Courage) Finding Netherland! Out of this world
Texts/ outcomes
Texts Outcomes Texts Outcomes Texts Outcomes
Wonder R.J. Palacio
Diary
Balanced argument
NCR #Choose kind
Holes Louis Sachar
Balanced argument
Persuasive letter
Writing from a different viewpoint
El Caminante Short film BFI
Narrative with tension Recount from a different viewpoint
Newspaper report Explanation How to walk the tightrope
Hitler’s Canary
Sandi Toksvig
Recount – The Germans arrived – Bamse’s viewpoint
Letter from Orlando to Papa
explaining his viewpoint
Tension narrative officers arriving at the apartment (supported by music )
The Nowhere
Emporium Ross
MacKenzie
Newspaper report the appearance of the Emporium
Description of a new magical room for
Book of Wonders.
Debate /argument about whether imagination should be taken from
customers.
Skellig David Almond
Description
Diary
NCR – owls
Linked texts reading
comprehension / class book
Aut JJ/TJ
Spri AL/JM Sum VJ/DP
Comprehension texts (all comprehension texts and
extracts in folder on One drive)
NF - GOSH info sheet Treacher Collins syndrome NF - Face equality info sheet NF - Top tips for children – anti bullying NF -Being me Fictional extracts: Wonder Letters from the Lighthouse- E. Carroll Hitler’s Canary Friend or Foe Michael Morpurgo Carrie’s War - Nina Bawden I am David Ann Holm Goodnight Mr. Tom M. Magorian Class reading book suggestions Goodnight Mr Tom The Miscalculations of Lightening girl – Stacy McAnulty Can you see me? Libby Scott The Goldfish Boy – Lisa Thompson The Light Jar – Lisa Thompson White Bird -R.J. Palacio Rose Blanche- Ian McEwan The Buried Crown - Ally Sherrick
Comprehension texts
The Nowhere Emporium Prologue rdg ‘Floodland’ Marcus Sedgwick.
Invisible In A Bright Light - Sally Gardiner
There’s a Girl in the Boy’s Bathroom - Louis Sachar
‘Malamander’ Thomas Taylor
Gargantis - Thomas Taylor to follow Travel Guide to Amsterdam A typical Day in the Secret Annex (Anne Frank’s House) How does the tulip grow? *Additional texts TBC by CT as a result of assessments Class reading book suggestions Small steps (sequel to Holes) Louise Sachar The Elsewhere Emporium Ross MacKenzie The Otherwhere Emporium Ross MacKenzie Shadowsmith Ross MacKenzie Moonlocket Peter Bunzi
The Strangeworlds Travel Agency L.D Lapinski
Comprehension texts Stig of the dump ch 1 One drive My name is Mina – prequel to Skellig ch 1 One drive Tightrope walking NF One drive Barn owl leaflet One drive Tawny trouble NF One drive Falconry uk leaflet One drive The Girl who walked on Air One drive Skycircus (The Cogheart Adventures #3) Peter Bunzi Class reading book suggestions The boy who swam with Piranhas – Davis Almond Stig of the Dump – Clive King The House with Chicken Legs – Sophie Anderson The Borrowers- Mary Norton Crossing Niagara: Candlewick Biographies: The Death-Defying Tightrope Adventures of the Great Blondin- Matt Tavares King of the Tightrope: When the Great Blondin Ruled Niagara- Donna Janell Bowman
Blitz Cat - Robert Westall
Objectives Use paragraphs to organise ideas
In narratives to describe settings and characters
Use language effectively for a range of purposes and audiences, showing an awareness of the reader
Consistent use of punctuation including commas for lists and apostrophes for contractions
Verb tenses used correctly
Use conjunctions and pronouns to build continuity across a paragraph
To vary the position of a subordinate clause within a sentence
Writes legibly in joined script
Scores approximately 60% of their spellings correctly in spelling tests
When writing, spells most 3 and 4 words correctly, 70% of the year 5 spellings correctly and 70% of the Year 6 spelling rules taught since September
To convey atmosphere and tension in narratives through word choice, punctuation and sentence structure
Use a range of devices to structure non-fiction writing and support the reader (subheadings, bullet points, underlining etc)
Integrate dialogue in narratives to convey character and advance action
To use adverbials of time and place to provide links within and across paragraphs
To use a wide range of pronouns, synonyms and fronted adverbials to build cohesion across a paragraph or text
To punctuate speech accurately and consistently including inverted commas, commas
Use brackets, dashes and commas to indicate parenthesis
Maintains legibility in joined handwriting when writing at speed
Scores approximately 70% of their spellings correctly in spelling tests
When writing, spells most 3 and 4 words correctly, 70% of the year 5 spellings correctly and 70% of the Year 6 spelling rules taught since September
To use passive verbs when appropriate
To use modal verbs when appropriate
Use contracted forms in informal writing (can’t, won’t) when appropriate
Use hyphens, dashes and commas precisely to enhance meaning and ambiguity
Use colons and semi colons in descriptive lists
To manipulate verb tenses to create an effect (flashback)
Maintains legibility in joined handwriting when writing at speed
Scores approximately 75% of their spellings correctly in spelling tests
Spells most of 3 & 4 words correctly and most of year 5/6 words correctly
Grammar Focus
Revision to Year 5 plus Use of passive voice (the greenhouse was broken (by) Expanded noun phrases sued to convey complicated information subjunctive form for formality I wish I were able to fly (instead of I was / request that he write to her (instead of he writes to her) contracted forms for informal writing use of semi colon, colon and dash to indicate a stronger a demarcation that is stronger than a comma hyphens e.g man-eating
Revision to Year 5 plus Use of passive voice (the greenhouse was broken (by) ) Expanded noun phrases sued to convey complicated information subjunctive form for formality I wish I were able to fly (instead of I was / request that he write to her (instead of he writes to her) contracted forms for informal writing use of semi colon, colon and dash to indicate a stronger a demarcation that is stronger than a comma hyphens e.g man-eating
Revision to Year 5 plus Use of passive voice (the greenhouse was broken (by) ) Expanded noun phrases sued to convey complicated information subjunctive form for formality I wish I were able to fly (instead of I was / request that he write to her (instead of he writes to her) contracted forms for informal writing use of semi colon, colon and dash to indicate a stronger a demarcation that is stronger than a comma hyphens e.g man-eating
Spelling Focus Prefixes: Super-, Auto-, Re-, Dis-
Suffixes and prefixes from 5 and 6 spelling list and GAPS spelling list
Suffixes – cious
Endings which sound like /ʃəs/ spelt –cious or –tious
Common Exception Words from the 5 and 6 spelling and GAPS spelling list
Homophones/near homophones
Endings which sound like /ʃəl/ spelt –cial
Use –ent sometimes after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
Endings which sound like /ʃəl/ spelt –tial
Hyphenated words
Adding –ing, –ed, –er, – est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
Adding suffixes beginning with vowel letters to words ending in –fer
Adding suffixes beginning with vowel letters to words ending in –fer
Words with the /i:/ sound spelt ei after c
Common Exception Words from the 5 and 6 spelling list and GAPS spelling list
Silent letter words: k-
Double consonants
Prefixs: un, dis, mis
Prefix im, il , ir
Homophones/near homophones
The suffix –ly
Suffixes and prefixes from the 5 and 6 spelling list and GAPS list of spellings
Common exception words from the year 5 and 6 spelling list and GAPS list of spellings
Suffixes ent/ency/ence
Suffixes ant/ancy/ ance
Suffixes ible/able
Suffixes ibly/ably
Handwriting Focus
Teacher framework WTS – writing must be legible there is no specific requirement for a pupil’s handwriting to be joined EXS/GD - maintain legibility in joined handwriting when writing at speed. The National Curriculum states that pupils should be taught to ‘use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined’. Any 5/6 children not on track to meet EXS in year 6 and not meeting the requirements for joining as per NC should follow Nelson books 2,3,4 for specific gaps
Any 5/6 children who are on track to meet EXS /GD and are forming letters and joins correctly but struggle with speed and fluency should follow Nelson books 5/6
HEARTS Academy Trust - KS2 ENGLISH MTP CYCLE B
YEAR 3 B Autumn term Spring Term Summer Term
Topic Extreme Earth The Empire Strikes! (The Romans) Times and Tides (Coastal regions and Fieldwork)
Texts Texts Outcomes Texts Outcomes Texts Outcomes
Texts/ outcomes
The Wizard of Oz
L Frank Baum
Book review Character description
Narrative
Romans on the Rampage
Jeremy Strong
Instructions Narrative with humour
Explanation
The Iron Man Ted Hughes
Narrative from a different viewpoint
Description Newspaper report
James and the Giant Peach Roald Dahl
Character description Diary
Chapter extract
What the Romans did for Us
Alison Hawes Escape from Pompeii
Christina Balit
Narrative with tension Setting description
NCR Romans Report – local area study
Flotsam (NP) David Weisner
Diary NP Recount NP
Persuasive letter- Sea bins NP
Linked texts reading
comprehension / class book
Aut DL /LG Spr ES/ET
Sum RH/LL
Comprehension texts (TBC)
Texts TBC Additional class book suggestions: Extreme Weather -Torrey Maloof The Tsunami Quilt: Grandfather's Story (tales of young Americans) - Anthony D Fredericks /Tammy Yee Alice's Adventures in Wonderland - Emma Chichester Clark Mary Poppins - Lauren Child
Comprehension texts (TBC)
Texts TBC Additional class book suggestions: So You Think You've Got It Bad: A Kid's Life in Ancient Rome - Chae Strathie & Marisa Morea Roman Invasion (My Story) - Jim Eldridge Diary of Dorkius Maximus - Tim Collins
Comprehension texts (TBC)
Texts TBC Additional class book suggestions: The Iron Woman– Ted Hughes (sequel to Iron Giant) Meet my Folks – Ted Hughes The Drop in My Drink – The Story of Water on Our Planet – Meredith Hooper
Objectives Create settings, characters and plot
Includes expanded noun phrases
Includes a variety of pronouns to avoid repetition
Uses past / present tense mostly correctly
Includes adverbs of time and some fronted adverbials (may be from the model text)
Includes coordinating and subordinating conjunctions or/and/but/when/because
Punctuates all sentences with a capital letter and? ! or .
Writes legibly with some Year 2 joins (but may not be sized correctly)
When writing, spells many high frequency words correctly (100 words tested termly) and most words are phonetically plausible
Includes appropriate headings and subheadings
Includes adverbs to add detail (may be from the model text)
Uses a range of synonyms for vocabulary from a word bank
Uses prepositional phrases
e.g. up the hill/ into the woods/ round the corner
Structures writing using paragraphing
Uses all four basic joins correctly
Letters are sized appropriately in relation to one another
(lower and upper case are distinguished and ascender letters are clear)
When writing, spells most high frequency words correctly (100 words tested termly) and all words are phonetically plausible
Includes coordinating and subordinating conjunctions yet/so/when/if/that/as/since
Independently using a range of synonyms
Includes direct speech with inverted commas
Includes synonyms for said
Uses perfect form of verbs nearly always accurately have/had
Handwriting is consistently joined and getting neater
Uses apostrophes mostly accurately to show possession
e.g. Jack’s ball
Scores approximately 75% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 70% of the spellings taught this year correctly
Grammar Focus
Capital letters
Verbs (circle the correct verb)
Past tense
Type of sentences
Adverbs
Full stops, questions marks and exclamation
marks
Apostrophe
Conjunctions
Suffixes
Expanded noun phrases
Prefixes
Commas
Main clause
Preposition of time
Correct punctuation
Correct tense and verb
Correct punctuation . ? !
Suffixes
Adjectives
Correct use of a and an
Statements and questions
Plurals
Conjunctions
Speech marks/inverted commas
Capital letters
Verbs ing and ed
Apostrophes
Expanded noun phrases
Nouns
Homophones
Clauses
Direct speech
Verb tense
Add the correct punctuation. ? !
Suffix er or est
Change question into a statement
Commands
Conjunctions
Prefixes and suffixes
Inverted commas/speech marks
Past and present tense
Word families
Adjectives, nouns, verbs
Exclamation marks
Apostrophes
Exclamation
Expanded noun phrases
Subordinate clauses
Spelling Focus
*Revision of KS1 content
*Adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it *The /r/ sound spelt wr at the beginning of words
* Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it *Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
The / / ɪ sound spelt y elsewhere than at the end of words Prefixes –Dis- Mis- In- Il- Im- Re- The suffix –ous Months of the year Days of the week
*‘s’ sound spelt as ‘c’ before ‘e’ ‘I’ and ‘y’ *Possessive apostrophe with plural words *Contractions The /ʌ/ sound spelt ou e.g. ‘young’ Words with the /k/ sound spelt ch Words with the /eɪ/ sound spelt ei, eigh, or ey 3/4 word list
*Adding s and es to words (plural of nouns and the third person singular of verbs) The suffix –ly
Endings which sound like /ʃən/, spelt –tion Words containing the letter-string ough The suffix –ation
Homophones and near-homophones
3/4 Word list
Homophones and near-homophones 3/4 Word list Additional focus to be planned as a result of AFL throughout the
term
Handwriting Revision of all Nelson book 2 joins Nelson book 3 Nelson book 4
YEAR 4 B Autumn term Spring Term Summer Term
Topic Extreme Earth The Empire Strikes! (The Romans)
Time sand Tides ( Coastal regions and Fieldwork)
Text/outcomes
Texts Outcomes Texts Outcomes Texts Outcomes
The Wizard of Oz
L Frank Baum
Book review Character description
Narrative
Romans on the Rampage
Jeremy Strong
Instructions Narrative with humour
Explanation
The Iron Man Ted Hughes
Narrative from a different viewpoint
Description Newspaper report
James and the Giant Peach Roald Dahl
Character description Diary
Chapter extract
What the Romans did for Us
Alison Hawes Escape from Pompeii
Christina Balit
Narrative with tension Setting description
NCR Romans Report – local area study
Flotsam (NP) David Weisner
Diary NP Recount NP
Persuasive letter- Sea bins NP
Linked texts reading
comprehension / class book
Aut DL /LG Spr ES/ET
Sum RH/LL
Comprehension texts (TBC)
Texts TBC Additional class book suggestions: Extreme Weather -Torrey Maloof The Tsunami Quilt: Grandfather's Story (tales of young Americans) - Anthony D Fredericks /Tammy Yee Alice's Adventures in Wonderland - Emma Chichester Clark Mary Poppins - Lauren Child
Comprehension texts (TBC)
Texts TBC Additional class book suggestions: So You Think You've Got It Bad: A Kid's Life in Ancient Rome - Chae Strathie & Marisa Morea Roman Invasion (My Story) - Jim Eldridge Diary of Dorkius Maximus - Tim Collins
Comprehension texts (TBC)
Texts TBC Additional class book suggestions: The Iron Woman– Ted Hughes (sequel to Iron Giant) Meet my Folks – Ted Hughes The Drop in My Drink – The Story of Water on Our Planet – Meredith Hooper
Objectives Organise paragraphs around a theme Address the reader by using rhetorical questions Standard English used correctly He was / they were Use a wider range of subordinating and
Use a wider range of adjectives, adverbs and verbs to describe characters and settings Paragraphs linked by fronted adverbials of time Sentences start with more precise fronted time adverbials to move writing on Use the possessive apostrophe with plural nouns
Can use the present perfect form My friends and I have made a den in the garden. Have/has Add more detail to an expanded noun phrase e.g. The extremely slow-moving tortoise was always lagging behind. Can improve writing by editing or redrafting work Include examples of persuasive phrases, alliteration, adverbial
coordinating conjunctions as although, since, while for nor yet Show the atmosphere of a setting in a description Developing joined handwriting –up and down strokes parallel and letter size consistent Scores approximately 70% of their spellings correctly in spelling tests When writing, spells all 100 high frequency words correctly and 70% of the spelling rules taught so far (in year 3 and this term)
Punctuate speech correctly using inverted commas, question marks and exclamation marks Use appropriate length of up and down strokes to ensure space in between lines Scores approximately 75% of their spellings correctly in spelling tests When writing, spells all 100 high frequency words correctly and 75% of the spelling rules taught so far
phrases Consistently use a wider range of synonyms by using word banks and thesauruses Joined handwriting is consistent in size and proportion of all letters Scores approximately 80% of their spellings correctly in spelling tests When writing, spells all 100 high frequency words correctly and 80% of the spelling rules taught in Year 3 and 4
Grammar Focus
Types of words (adjectives, adverbs, noun,
verb)
Capital letters
Suffixes ful or ness
Commas
Expanded noun phrases
Tense
Prefix
Verb
Conjunction
Fronted adverbial
Inverted commas
Commands
Adjectives
Full stops, exclamation marks, commas,
apostrophe
pronouns
Word class
Command
Capital letters
Suffixes
Verb
Homophones
Inverted commas
Apostrophe
Tense
Prefix
Re-writing sentences as questions
Exclamation marks
Commas
Conjunctions
Prepositions
Subordinate clauses
Expanded noun phrases
Capital letters
Verbs
Conjunction
Clauses
tense
Inverted commas
Complete the sentence with the correct verb
Nouns
Word families
Adjectives
Suffixes
Tick the correct punctuation
Word meanings
Commas
Determiners
Suffixes/verbs/nouns
Apostrophes
Fronted adverbial
Spelling Focus
Words with the /s/ sound spelt sc science
Words ending with the /g/ sound spelt –
gue and the /k/ sound spelt –que league
unique
Words with the /ʃ/ sound spelt ch chef
Prefixes auto- anti- ir- im- in-
*Possessive apostrophe with plural words
3/4 Word list
Words with endings sounding like /ʒə/ or /tʃə/ e.g. treasure Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian Endings which sound like /ʒən/ e.g. division Prefixes sub- super- mis- Homophones and near-homophones 3/4 Word list Additional focus to be planned as a result of AFL
throughout the term
The / / ɪ sound spelt y elsewhere than at the end of words myth Prefixes Inter- In- Adding suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting The suffix –ous The suffix –ly Homophones and near-homophones 3/4 Word list Additional focus to be planned as a result of AFL throughout the term
Handwriting Revision of all joins – Nelson book 2 Nelson book 3 Nelson book 4
YEAR 5 B Autumn term Spring Term Summer Term
Topic Good ‘ol London Town ( London Past and Present)
Invention and Innovation ( The Victorians )
India
Texts/ outcomes
Texts Outcomes Texts Outcomes Texts Outcomes
The Boy at the Back of the Class
Onjali Q Raúf
Diary Balanced argument Newspaper report
The Highwayman Alfred Noyes
Monologue Narrative with different voices
Diary as a recount
Asha and the Spirit Bird
Jasbinder Bilan (NP)
Suspense narrative NP NCR – The Himalayas NP
Newspaper report NP
Kensuke’s Kingdom Michael
Morpurgo
Short suspense narrative
NCR Writing from a different
viewpoint
Street Child Berlie Doherty
Recount Discursive text
Persuasive letter
The Lost Thing Shaun Tan
Explanation Letter
Description Alternative ending
Linked texts reading
comprehension / class book
Aut JJ/TJ
Spri AL/JM Sum VJ/DP
Comprehension Texts / extracts to follow Who are Refugees and Migrants? What Makes People Leave their Homes? And Other Big Questions- Michael Rosen and Annemarie Young No Ballet Shoes in Syria-Catherine Bruton Robinson Crusoe -Daniel Defoe The Explorer -Katherine Rundell The Island at the End of Everything- Kiran Millward Hargraves ( extract in file Boy Giant: Son of Gulliver Michael Morpurgo (paperback version available Sept 2020) Bear Grylls Survival Skills: Rainforest Bear Grylls
Class reading book suggestions Who are Refugees and Migrants? What Makes People Leave their Homes? And Other Big Questions- Michael Rosen and Annemarie Young The Star Outside My Window - Onjali Q. Rauf The Day We Met the Queen - Onjali Q. Rauf The Arrival - Shaun Tan
Comprehension Texts / extracts to follow The Listeners (poem) – Walter de la Mare ( extract in file
The Fairies poem – William Allingham ( extract in files)
Poem based on A Monster Calls – (poem) Patrick Ness
(extract in file
Twelve minutes to Midnight Christopher Edge
Rose Campion and the Stolen Secret – Lyn Gardiner
Oliver Twist (adapted version for children)
Class reading book suggestions
‘Cogheart’ by Peter Bunzl
‘Gaslight’ Eloise Williams
Far from Home (sequel to Street child) Berlie Doherty
Roof toppers Katherine Rundell
Son of the Circus - A Victorian Story’ E. L. Norry
Victorians (Explore!) Jane Bingham
100 Facts Victorian Britain’ Jeremy Smith
Horrible Histories – Vile Victorians
Comprehension Texts / extracts to follow A Monster Calls - Patrick Ness ( extract in file) Girl of Ink and Stars Kiran Millwood Hargrave ( extract in file) One and only Ivan - Katherine Applegate How to make a robot (extract in file) Poem – If all the World were Paper by Joseph Coelho( extract in file) Fodor's Essential India: with Delhi, Rajasthan, Mumbai & Kerala Class reading book suggestions
Tamarind & the Star of Ishta – Jasminder Bilan The Girl Who Speaks Bear Sophie Anderson Tales from the Inner City – Shaun Tan
The Red Tree – Shaun Tan
Objectives Use notes from research in own writing
Generally subject/verb agreement and tense is secure
Use modal verbs (possibility)
Use brackets (parenthesis)
Use range of adverbials to indicate time, place or position
To evaluate and edit by making changes to vocabulary, grammar
and punctuation.
Developing more fluency in joined script
Scores approximately 70% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 70% of spellings taught so far including
Year 3/4 words.
Punctuate speech using inverted commas and comma
Integrate dialogue into narrative to convey character and advance action (action/ dialogue, description mix in one paragraph)
Create complex sentence using commas using a relative clause, who or which
Writing includes relevant range of features for text types
Use verb + ing / ed to start a sentence
Use dashes or commas to indicate parenthesis
Writes fluently in joined script
Scores approximately 75% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 75% of spellings taught so far including Year 3/4 words.
Use commas correctly in complex sentences
Add detail and precision by using prepositional phrases and expanded noun phrases
Create complex sentences using relative pronouns ‘where’ and ‘when’ ‘whose’ ‘that’
Use the most appropriate organisational/ presentational devices to match the text type.
GD: Use colons and semi colons in lists
Use relevant language, content and style for the audience and purpose
Use commas to clarify meaning and avoid ambiguity
Writes fluently in joined script
Scores approximately 80% of their spellings correctly in spelling tests
When writing, spells all 100 high frequency words correctly and 80% of spellings taught so far including Year 3/4 words.
Grammar Focus
Ongoing revision of Year 4 plus • using the perfect form of verbs to mark • converting nouns or adjectives into verbs • devices to build cohesion, including adverbials of time, place and number modal verbs ( eg might should will must ) or adverbs ( eg perhaps, surely ) Adverbials of place ( nearby) and number ( secondly) Brackets dashes or commas to indicate parenthesis
Ongoing revision of Year 4 plus • using the perfect form of verbs to mark • converting nouns or adjectives into verbs • devices to build cohesion, including adverbials of time, place and number modal verbs ( eg might should will must ) or adverbs ( eg perhaps, surely ) Adverbials of place ( nearby) and number ( secondly) Brackets dashes or commas to indicate parenthesis • verb prefixes punctuating dialogue including inverted commas, and commas integrating dialogue in narrative relative clauses who and which ing and ed to start a sentence ( adverbials )
Ongoing revision of Year 4 plus • using the perfect form of verbs to mark • converting nouns or adjectives into verbs • devices to build cohesion, including adverbials of time, place and number modal verbs ( eg might should will must ) or adverbs ( eg perhaps, surely ) Adverbials of place ( nearby) and number ( secondly) Brackets dashes or commas to indicate parenthesis • verb prefixes punctuating dialogue including inverted commas, and commas integrating dialogue in narrative relative clauses who and which ing and ed to start a sentence (adverbials ) • using relative clauses beginning with where, when, whose, that or with an implied (ie omitted) relative pronoun colon, semi colons for organisational purposes eg lists commas to clarify meaning and avoid ambiguity
Spelling Focus
Words with the /k/ sound spelt ch (Greek in origin)
Prefixes: Re-, Dis-, De-, Over
Endings which sound like /ʒən/ -sion
Words with endings sounding like /ʒə/ or /tʃə/ - sure/-ture
Endings which sound like /ʃən/, spelt –tion
Endings which sound like /ʃən/, spelt –cian
The suffix –ous
Words ending in –ant, – ance/–ancy
Words containing the letter-string ‘ough’
Use –ent sometimes after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
Use -ence after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
‘c’ makes a ‘s’ sound before ‘i’ ‘e’ ‘y’
Silent letter words: t-
More prefixes: Dis-, Mis
Endings which sound like /ʃəs/ spelt –cious or –tious.
Words ending in –ant, – ance/–ancy.
Common Exception Words from the 5 and 6 spelling
Unstressed vowels
Double consonants
Words ending in –ably and –ibly Words ending in –ant, – ance/–ancy
More prefixes: Super-, Auto-
The suffix –ous
The /ı/ sound spelt y elsewhere than at the end of words
Homophones
Words with the /i:/ sound spelt ei after c
Common Exception Words from the 5 and 6 spelling and GAPS list of spellings
Suffixes and prefixes and GAPS list of spellings
Silent letter words: c-, g-
Adding suffixes beginning with vowel letters to words ending in –fer
Use –ency after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
Adding suffixes beginning with vowel letters to words ending in –fer
Handwriting Focus
Teacher framework WTS – writing must be legible there is no specific requirement for a pupil’s handwriting to be joined EXS/GD - maintain legibility in joined handwriting when writing at speed. The National Curriculum states that pupils should be taught to ‘use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined’. Any 5/6 children not on track to meet EXS in year 6 and not meeting the requirements for joining as per NC should follow Nelson books 2,3,4 for specific gaps Any 5/6 children who are on track to meet EXS /GD and are forming letters and joins correctly but struggle with speed and fluency should follow Nelson books 5/6
YEAR 6 B Autumn term Spring Term Summer Term
Topic Good ‘ol London Town ( London Past and Present)
Invention and Innovation ( The Victorians )
India
Texts/ outcomes
Texts Outcomes Texts Outcomes Texts Outcomes
The Boy at the Back of the Class
Onjali Q Raúf
Diary Balanced argument Newspaper report
The Highwayman Alfred Noyes
Monologue Narrative with different voices
Diary as a recount
Asha and the Spirit Bird Jasbinder Bilan (NP)
Suspense narrative NP NCR – The Himalayas NP
Newspaper report NP
Kensuke’s Kingdom Michael
Morpurgo
Short suspense narrative
NCR Writing from a different
viewpoint
Street Child Berlie Doherty
Recount Discursive text
Persuasive letter
The Lost Thing Shaun Tan
Explanation Letter
Description Alternative ending
Linked texts reading
comprehension / class book
Aut JJ/TJ
Spri AL/JM Sum VJ/DP
Comprehension Texts / extracts to follow Who are Refugees and Migrants? What Makes People Leave their Homes? And Other Big Questions- Michael Rosen and Annemarie Young No Ballet Shoes in Syria-Catherine Bruton Robinson Crusoe -Daniel Defoe The Explorer -Katherine Rundell The Island at the End of Everything- Kiran Millward Hargraves ( extract in file Boy Giant: Son of Gulliver Michael Morpurgo (paperback version available Sept 2020) Bear Grylls Survival Skills: Rainforest Bear Grylls
Class reading book suggestions Who are Refugees and Migrants? What Makes People Leave their Homes? And Other Big Questions- Michael Rosen and Annemarie Young The Star Outside My Window - Onjali Q. Rauf The Day We Met the Queen - Onjali Q. Rauf The Arrival - Shaun Tan
Comprehension Texts / extracts to follow The Listeners (poem) – Walter de la Mare ( extract in file The Fairies poem – William Allingham ( extract in files) Poem based on A Monster Calls – (poem) Patrick Ness (extract in file Twelve minutes to Midnight Christopher Edge Rose Campion and the Stolen Secret – Lyn Gardiner Oliver Twist (adapted version for children)
Class reading book suggestions
‘Cogheart’ by Peter Bunzl
‘Gaslight’ Eloise Williams
Far from Home (sequel to Street child) Berlie Doherty
Roof toppers Katherine Rundell
Son of the Circus - A Victorian Story’ E. L. Norry
Victorians (Explore!) Jane Bingham
100 Facts Victorian Britain’ Jeremy Smith
Horrible Histories – Vile Victorians
Comprehension Texts / extracts to follow A Monster Calls - Patrick Ness ( extract in file) Girl of Ink and Stars Kiran Millwood Hargrave ( extract in file) One and only Ivan - Katherine Applegate How to make a robot (extract in file) Poem – If all the World were Paper by Joseph Coelho( extract in file) Fodor's Essential India: with Delhi, Rajasthan, Mumbai & Kerala Class reading book suggestions
Tamarind & the Star of Ishta – Jasminder Bilan The Girl Who Speaks Bear Sophie Anderson Tales from the Inner City – Shaun Tan
The Red Tree – Shaun Tan
Objectives Use paragraphs to organise ideas
In narratives to describe settings and characters
Use language effectively for a
To convey atmosphere and tension in narratives through word choice, punctuation and sentence structure
Use a range of devices to structure non-fiction writing and support the reader (subheadings,
To use passive verbs when appropriate
To use modal verbs when appropriate
Use contracted forms in informal writing (can’t, won’t) when appropriate
range of purposes and audiences, showing an awareness of the reader
Consistent use of punctuation including commas for lists and apostrophes for contractions
Verb tenses used correctly
Use conjunctions and pronouns to build continuity across a paragraph
To vary the position of a subordinate clause within a sentence
Writes legibly in joined script
Scores approximately 60% of their spellings correctly in spelling tests
When writing, spells most 3 and 4 words correctly, 70% of the year 5 spellings correctly and 70% of the Year 6 spelling rules taught since September
bullet points, underlining etc)
Integrate dialogue in narratives to convey character and advance action
To use adverbials of time and place to provide links within and across paragraphs
To use a wide range of pronouns, synonyms and fronted adverbials to build cohesion across a paragraph or text
To punctuate speech accurately and consistently including inverted commas, commas
Use brackets, dashes and commas to indicate parenthesis
Maintains legibility in joined handwriting when writing at speed
Scores approximately 70% of their spellings correctly in spelling tests
When writing, spells most 3 and 4 words correctly, 70% of the year 5 spellings correctly and 70% of the Year 6 spelling rules taught since September
Use hyphens, dashes and commas precisely to enhance meaning and ambiguity
Use colons and semi colons in descriptive lists
To manipulate verb tenses to create an effect (flashback)
Maintains legibility in joined handwriting when writing at speed
Scores approximately 75% of their spellings correctly in spelling tests
Spells most of 3 & 4 words correctly and most of year 5/6 words correctly
Grammar Focus
Revision of all previous year groups plus Passive Active Subject Object Colons Semi-colons Focus to be reviewed throughout the year following practise papers
Spelling Focus
Prefixes: Super-, Auto-, Re-, Dis-
Suffixes and prefixes from 5 and 6 spelling list and GAPS spelling list
Suffixes – cious
Endings which sound like /ʃəs/ spelt –cious or –tious
Common Exception Words from the 5 and 6 spelling and GAPS spelling list
Homophones/near homophones
Endings which sound like /ʃəl/ spelt –cial
Use –ent sometimes after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /e/ sound in the right position.
Endings which sound like /ʃəl/ spelt –tial
Adding –ing, –ed, –er, – est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
Adding suffixes beginning with vowel letters to words ending in –fer
Adding suffixes beginning with vowel letters to words ending in –fer
Words with the /i:/ sound spelt ei after c
Common Exception Words from the 5 and 6 spelling list and GAPS spelling list
Silent letter words: k-
Double consonants
Prefixs: un, dis, mis
Prefix im, il , ir
Homophones/near homophones
The suffix –ly
Suffixes and prefixes from the 5 and 6 spelling list and GAPS list of spellings
Common exception words from the year 5 and 6 spelling list and GAPS list of spellings
Suffixes ent/ency/ence
Suffixes ant/ancy/ ance
Suffixes ible/able
Suffixes ibly/ably
Hyphenated words
Handwriting Focus
Teacher framework WTS – writing must be legible there is no specific requirement for a pupil’s handwriting to be joined EXS/GD - maintain legibility in joined handwriting when writing at speed. The National Curriculum states that pupils should be taught to ‘use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined’. Any 5/6 children not on track to meet EXS in year 6 and not meeting the requirements for joining as per NC should follow Nelson books 2,3,4 for specific gaps Any 5/6 children who are on track to meet EXS /GD and are forming letters and joins correctly but struggle with speed and fluency should follow Nelson books 5/6