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