English Curriculum

Year Six

2

Speaking and Listening

Ref Learning Objectives Expectations, Vocabulary and Examples To actively participate in

conversations To listen and

respond appropriately

To speak audibly and

fluently To justify answers

To structure language

carefully To participate in a

debate

Actively participate in discussion with adults and peers, maintaining attention and building on their own and others’ ideas. Learn to challenge views courteously Gain the interest of the listener and remain on topic when communicating with adults and peers. Show a good command of Standard English. Recognise the situation in which talk is taking place and select an appropriate register for this. Consider person, formality of the situation and content of the discussion Provide opportunities for pupils to articulate their opinions and provide reasoned justifications for their views. Show consideration for spoken language, structuring appropriate length and quality of sentences, before speaking. Show a good command of grammar in spoken English Explain and discuss their understanding through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Writing: Fiction

Autumn Term Spring Term Summer Term

Legends Imagery

Play Scripts

Authors and Texts

Revision of all previously covered topics Historical Stories

Stories with Flashbacks

Ref Learning Objectives Expectations, Vocabulary and Examples

Imit

ate

To retell a text

To perform poetry aloud

To know differences between genres

To analyse writing techniques

To plot narratives graphically

To collect ideas for writing

To identify sentence types

Use Talk4Writing techniques to retell stories from memory in whole class/pairs. Use language of story-telling appropriate to fictional genre. Read a variety of poems aloud, recognising the rhyme and rhythm of the prose. Discuss figurative language used in poetry and consider the effect on the reader. Distinguish between different types of fiction text as well as the difference between fiction and non-fiction texts. Recognise time, place, culture of the texts Consider the techniques used by a writer to convey suspense, such as cliff hangers, flashbacks, flash forwards and time slips Identify the most exciting part/s of the story and plot onto an excitement chart/graph, showing what the key moments are and where they fall in an adventure story. Record high-quality ideas, sentences and vocabulary from stories, poems, music, television… to store for use later (magpie). Consider cause and effect sentences in different genres of writing. What are they and how are they used? Record some ideas to use later.

BEP English Curriculum – Year Six

3

Inn

ova

te a

nd

In

ven

t

To plan writing using a story map

To rehearse sentences orally

To make effective language choices

To sequence events in writing

To create an effective opening

To develop suspense techniques

To develop cohesion

To end writing appropriately

To use different sentence types –

matched to the requirements of the

text type.

To write using a clear structure

To demonstrate stamina

To write for a purpose

To engage a reader

To present work appropriately

To compose a high-quality fictional text

Understand that stories are made from different parts, including introduction, build-up, dilemma, resolution and ending. Securely plan a story independently Compose sentences orally before writing, progressively building a varied and rich vocabulary and an increasing range of sentence structures. Make appropriate selections to convey the right atmosphere (comedy, fear...) using figurative language, noun phrases, powerful verbs and patterns of language Revise use of paragraphs as organisational features of writing. Use a range of devices to build cohesion within and across paragraphs. Consider cause/effect sentences Compose an effective opening, using description, action or dialogue using rhetorical questions, adverbials and dialogue. Consider writing techniques to build suspense when writing the dilemma/s in a narrative. Include suspense, cliff hangers, flashbacks, flash forwards and time slips. To use a wide range of devises to build cohesion within and across paragraphs. Semantic cohesion (repetition of a word or phrase), grammatical connections (use of adverbials such as on the other hand, in contrast, as a consequence) and elision. Make the resolution to the dilemma clear. End with reflection from character, changes or lessons learned, morals from which to learn or a question. Vary sentence structure and type to enhance meaning and ensure pace. E.g. Complex and simple sentences as well as statements, questions, exclamations and commands Select appropriate writing devices and compose genres which display use of a strong and secure character, consistent viewpoint and maintenance of plot lines. Develop positive attitudes towards writing and a stamina to compose extended pieces of writing. Establish the purpose and audience for the writing. Ensure opportunities for writing for real purposes and across the curriculum. Draw upon experiences, real events… Demonstrate strategies to engage the reader in the writing .E.g. Opening sentence/statement to ‘hook’ the reader. Consider the audience as well as the need to produce work reflective of age/ability when composing written work. E.g. Handwriting, layout, presentation skills… Use skills and draw upon resources/texts from the imitation and innovation stages to compose historical novels, flashbacks, stories with themes of race/racism and poetry.

Edit

&

Eva

lua

te

To check writing for sense

To evaluate writing

To speak clearly and articulately

Re-read the writing for sense and correct grammar. Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. With the support of teachers/peers, use a critical eye to evaluate the written work. Comment on fitness for purpose, key features of genre and compare to original texts. Read aloud written compositions, using appropriate intonation and controlling the tone/volume so the meaning is clear.

*’Edit and Evaluate’ objectives should embedded in all lessons rather than an independent focus subsequent to the ‘invention stage’ only.

4

Writing – Non-Fiction

Autumn Term Spring Term Summer Term

Journalistic Writing Argument Formal/Impersonal

Writing Explanation Texts Revision of all previously covered topics

Ref Learning Objectives Expectations, Vocabulary and Examples

Imit

ate

To retell a text

To recognise key features of a genre To

know differences between genres To

compare and evaluate techniques To

collect ideas for writing

Use Talk4Writing techniques to retell sections of non-fiction texts from memory in whole class/pairs. Recognise what a text ‘sounds like’ as well as what it ‘looks like’. Read lots of examples of the text type. Distinguish between different types of non-fiction text as well as the difference between non-fiction and fiction texts. Consider formal and informal text types Consider the various techniques used in biased and balanced arguments. E.g. language, structure, layout… Consider how balanced coverage is maintained Record high-quality ideas, sentences and vocabulary from texts, newspapers, the internet, music, television… to store for use later (magpie).

Inn

ova

te a

nd

In

ven

t

To rehearse sentences orally

To plan writing using ‘boxing-up’

To make effective language choices

To use paragraphs to signal change in

time, scene, action, mood or person.

To organise writing appropriately

To use devices to develop cohesion

within and across paragraphs.

To end writing appropriately

To use different sentence types –

matched to the requirements of

the text type.

To write using a clear viewpoint

To demonstrate stamina

To write for a purpose

To engage a reader

To compose a high-quality non-fiction text

Compose sentences orally before writing. Say a sentence, write it and read it back to check it makes sense. Create lists of key features such as bullet points, labelled diagrams, contents, index, captions, headings… Make effective language choices including semantic cohesion (repetition of a word/phrase) and grammatical connectives (on the other hand, in contrast) Recognise that writing is sequenced using organised paragraphs written around a topic, using a range of connectives. Use the organisational features of the genre to structure the writing. E.g. bullet points, labelled diagrams, topic sentences, reported/direct speech, sub-headings… To use a wide range of devises to build cohesion within and across paragraphs. Semantic cohesion (repetition of a word or phrase), grammatical connections (use of adverbials such as on the other hand, in contrast, as a consequence) and elision. Compose an appropriately linked ending. E.g. Personal opinion, response, extra information, reminders, questions, warnings, encouragement to the reader. Vary sentence structure and type for effect and interest. E.g. Compound, complex and simple sentences as well as statements, questions, exclamations and commands. Determine the perspective from which the text is written, establish and maintain this consistently throughout. Adapt this appropriately to write formal and informal texts Develop positive attitudes towards writing and a stamina to compose extended pieces of writing. Establish purpose and audience for writing, including real opportunities. Demonstrate secure use of layout and express balanced coverage of a topic/theme Use rhetorical questions and the 5Ws to develop an appropriate and inviting introduction for a piece of non-fiction writing. Use skills and draw upon resources/texts from the imitation and innovation stages to compose persuasion, discussion, explanation and recounts.

Edit

&

Eva

lua

te

To check writing for sense

To evaluate writing

To speak clearly and articulately

Re-read what has been written to check that it makes sense and uses correct English. Edit and improve the writing accordingly, including suggestions from peers. With the support of teachers/peers, use a critical eye to evaluate the written work. Comment on fitness for purpose, key features of genre and compare to original texts. Read aloud written compositions clearly enough to be heard by others. Actively participate in discussions, asking questions about own/others’ work or to seek clarity.

*’Edit and Evaluate’ objectives should embedded in all lessons rather than an independent focus subsequent to the ‘invention stage’ only.

5

Handwriting

See handwriting scheme for the patterns of letters and numbers to accompany this section of the curriculum Ensure pupils have daily access to formal handwriting lessons, reinforcing appropriate seating positions and pen holds Model correct formation of lower and upper-case letters and numbers/digits and expect this level of high-quality formation in all lessons Expect pupils to write using a text which can easily be joined and is legible (cursive) Write legibly, fluently and with increasing speed.

*Teachers need to be creative about ways of practising handwriting skills. (e.g. rehearsing spelling words for the week etc)

6

Reading

Ref Learning Objectives Expectations, Vocabulary and Examples

Wo

rd R

ea

din

g To read sight words

To read aloud accurately and fluently To comment on how a set of sentences has been arranged to create maximum effect.

Revise Year Five common exception words and introduce Year Six words, noting unusual correspondences between Spelling/sound (See Spelling Curriculum). Read aloud with accuracy and fluency, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Co

mp

reh

ensi

on

To read a range of texts

To develop pleasure in reading

To infer meaning in texts

To refer to texts to support opinions and predictions.

To read texts for meaning

To distinguish between fact and opinion

To appreciate poetry

To read texts as a writer – giving a view about choice of vocabulary, structure, devices etc

To explore unknown vocabulary

To recognise themes in writing

To recognise conventions in writing

To précis a longer text

Encourage the children to read and discuss an increasingly wide range of fiction (including different genres), poetry, plays, non-fiction and reference or text books. Recommend texts to others and offer reasons for this. Listen to an extensive range of whole books, at a level higher than they are currently reading independently. Ask questions to improve understanding; inferring detail from the texts and justifying inferences with evidence. Discuss the significance of events, characters and outcomes, drawing ideas from more than one paragraph and summarising this. Compare texts to each other. Recognise difference between fact, opinion and inference. Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear. Discuss and evaluate how authors use language, structure and patterns to create a specific atmosphere/impact. Compare characters, settings and themes. Find the meaning of unknown words using morphology, such as prefixes, or a dictionary to work out unknown words. Ensure that lack of meaning doesn’t slow comprehension. Recognise themes in the texts being read such as loss, heroism or bullying in a variety of high-quality narratives and making comparisons within and across books. Identify and use the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and impact on the reader. Use the ability to scan a text and then summarise the main content and messages contained within it.

Re

sea

rch

To skim and scan to aide note-taking.

7

Suggested Reading Menu – please add to this and initial any notes

Legends Title Author Notes (ideas/activities/availability)

The Adventures Of Robin Hood Marcia Williams Beowulf Michael Morpurgo

Arthur High King of Britain Michael Morpurgo Outlaw: the story of Robin Hood Michael Morpurgo

Poetry Title Author Notes (ideas/activities/availability) Ted Hughes Collection Poems for Children

Ted Hughes i

100 Years of Poetry for Children Micheal Harrison The Orchard Book of Poems Adrian Mitchell and Chloe

Cheese Poetry & Folk Tales

Jabberwocky Lewis Carroll Imagery

Mother To Son Langston Hughes Figurative language – appreciate and invent To appreciate poetry To recognise themes in writing - perseverance To make effective language choices – imitate structure for

own compositions but choose own metaphor for a good

life, eg an open road.

Topic – black history

*GP

One Question From A Bullet John Agard Figurative language – appreciate and invent

To refer to texts to support opinions and predictions. – debate / discussion on gun laws. *GP

Process To recognise themes in writing – peer pressure

*GP

When I was 21 Figurative language – appreciate and invent To recognise themes in writing – loss / war

8

Historical Stories Title Author Notes (ideas/activities/availability) Ruby Redford Look into My Eyes Lauren Child Ringmaster Julia Golding Goodnight Mister Tom Michellle Magorian Coram Boy Jamila Gavin

Stories with flashbacks Title Author Notes (ideas/activities/availability) Tom’s Midnight Garden Philippa Pearce Holes Louis Sachar Wonder RJ Palacio GP has book Stargirl Jerry Spinelli

Stig of the Dump Clive King

Play scripts Title Author Notes (ideas/activities/availability) Zelah Green Queen of Clean Vanessa Curtis Shine Kate Maryon The Hunger Games Suzanne Collins

9

Authors and texts Title Author Notes (ideas/activities/availability) The Silver Sword Ian Serraillier Private Peaceful Nina Bswden Just Henry Michelle Magorian When Hitler Stole Pink Rabbit Judith Kerr

Carrie’s War Michael Morpurgo

Short Stories Title Author Notes (ideas/activities/availability) The Long Walk George Layton (The Fib & Other

Stories) National Strategies Unit http://dera.ioe.ac.uk/4825/4/nls_y6t2exunits075202narr2.pdf *GP

The Image Of The Lost Soul Saki Challenging text – consider for HA children The Little Match Seller Hans Christian Anderson High & Lifted Up Mike Krath

The Selfish Giant Oscar Wilde https://www.youtube.com/watch?v=btNVUWikg7M

10

Non-fiction (consider your topic questions) Type Title Notes (ideas/activities/availability)

Journalistic Writing

Argument

Formal/Impersonal Writing

Explanation Texts

Revision of all previously covered topics

11

Grammar

See Grammar Curriculum for the vocabulary, punctuation and grammar detail to accompany this section of the curriculum This should be taught both discretely and as an embedded part of English lessons It is expected that staff know and use the terminology correctly and that children are introduced to and use the technical vocabulary

Ref Learning Objectives Expectations, Vocabulary and Examples

Sentence Construction To use sentence reshaping techniques

To use subordinate clauses to write

complex sentences.

To use short sentences for emphasis

To use expanded noun phrases

To use relative clauses accurately To recognise and comment on how writers use particular sentences to create particular effects.

Move sentence chunks (how, where, when) around for different effects. Add description and use sub-ordination to create longer sentences, which provide information. Compose short, impactful sentences, which have an effect on the reader. Use expanded noun phrases to convey complicated information concisely E.g the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day. Use relative clauses beginning with who, which, where, when, whose, that or with an implied (omitted) relative pronoun.

Tense & Word Families To use active verbs

To use passive verbs

To accurately recognise synonyms

To accurately recognise antonyms

To use a dictionary

In active sentences, the thing doing the action is the subject. E.g. ‘John washes the dishes.’ In passive sentences, the thing receiving the action is the subject. E.g. ‘The dishes are washed by John.’ Recognise the meaning of the word synonym and identify synonyms for common words. Recognise the meaning of the word antonym and identify antonyms for common words. Use the first three or four letters of a word to check the spelling, meaning or both of these in a dictionary.

Language Choices To use rhetorical questions

To use metaphors to add effect

To use personification to add effect

To use a thesaurus

Know what a rhetorical question is. Rehearse using these for impact as openers and within writing. Recognise and write metaphors to add description. E.g. ‘I had a broken heart…’ Recognise and write personification to add description. E.g. ‘The stars danced playfully…’ To develop and widen their understanding of vocabulary and make language choices that impact on the reader by using a thesaurus.

Punctuation To accurately use the hyphen – to avoid ambiguity

To accurately use the semi-colon, colons or dashes

- between independent clauses.

To accurately use ellipsis

To use the colon to introduce a list and the semi-

colon within a list.

To use correct punctuation of bullet points.

To use the full range of punctuation matched to

the requirements of the text.

Use the hyphen to join words and separate syllables of a single word and avoid ambiguity. Use a semi colon, colons or dashes in a sentence to mark the boundary between independent clauses. Recognise how to use ellipsis at the end of a sentence to show omitted material.

12

Terminology Introduce the following terminology to pupils, providing adequate opportunities for pupils to recognise how and where to use each term accurately:

Emphasis Reshaping Active verb

Passive verb Synonym

Antonym Rhetorical question

Metaphor Personification

Hyphen ellipsis

During the course of the year, revise the following terminology regularly. Ensure they are referred to in a cross curricular manner and are used accurately, in the appropriate context

Complex sentence Subordinating conjunctions Noun phrase Imperative tense Singular Plural Suffix Adverb Alliteration Relative clause Adverbial phrase Adverbial opening Expanded noun phrase

Possibility Fronted adverbials Cohesion Modal verbs Simile Exclamation mark Speech bubble Simple sentence Subject Noun Verb Adjective Embellished Paragraphs Clause

Present perfect Pronouns Comparative adjective Generalisers Vowel Consonant Prefixes Onomatopoeia Empty words Compound Co-ordinating conjunction Question Present tense Past tense

Determiners Prepositions Effect Repetition Superlative adjective Simile Commas Persuade Powerful verbs Boastful language Dash Parenthesis Embedded clause Rhyme Phrase

Description Finger space Full stop Capital letter Lower case Punctuation Word family Inverted comma Bullet points Possessive apostrophe Dialogue Demarcate Colon Semi-colon

13

Spelling

Spelling Pattern Example Words Spelling Pattern Example Words

Words with the /i:/ sound spelt ei after c The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound)

deceive, conceive, receive, perceive, ceiling

ough is one of the trickiest spellings in English – it can be used to spell a number of different sounds

ought, bought, thought, nought, brought, fought rough, tough, enough, cough, though, although, dough through, thorough, borough, plough, bough

Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch

doubt, island, lamb, solemn, thistle, knight

In the pairs of words opposite, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c

Advice or advise device or devise accept or except access or excess

licence or license practice or practise affect or effect

Know the spelling and definition of less common homophones and continue to distinguish between homophones and other words which are often confused.

Morning or mourning Past or passed Precede or proceed Principal or principle Profit or prophet Stationary or stationery affect or effect alter or altar ascent or assent bridal or bridle cereal or serial compliment or complement prophecy or prophesy

Steal or steel Wary or weary Who’s or whose Descent or dissent Desert or dessert Draft or draught Father or farther Guessed or guest Aisle or isle Aloud or allowed Heard or herd Led or lead

Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Key Words

awkward bargain bruise

category cemetery

committee conscience* conscious*

controversy criticise curiosity definite

desperate determined

develop dictionary

Disastrous embarrass

environment equipped

equipment existence

explanation familiar foreign

forty frequently

government guarantee

harass hindrance

identity parliament prejudice

privilege pronunciation

queue recognise

recommend relevant

restaurant rhyme rhythm

sacrifice secretary shoulder signature

sincere sincerely soldier

stomach sufficient