English

In this unit, pupils learn a fifth sentence type: the non-finite complex sentence. In 'Using five sentence types', pupils will learn about the subject and object of a clause.

In 'Simple, compound, adverbial and relative complex sentences', pupils revised the first three sentence types and learnt a fourth. In this unit, pupils will learn a fifth: the non-finite complex sentence.

Five sentence types

In this unit, pupils build and apply to sentence contexts their understanding of determiners and a variety of fronted adverbials. 

In 'Review of determiners, prepositions and froted adverbials', pupils stretched their understanding of noun, adjective, verb and adverbs word classes to incorporate understanding of determiners and fronted adverbials. In this unit, pupils will build and apply to sentence contexts their understanding of determiners and a variety of fronted adverbials.  

Key grammar terminology, including determiners and fronted adverbials 

In this unit, pupils learn to use modality whilst maintaining the correct tense. In 'Three tense forms, modality, active voice and passive voice', pupils will learn the difference between the active voice and the passive voice.

In 'Tense forms: simple, progressive and perfect', pupils applied their understanding of the past, present and future of the different tense forms in sentence contexts. In this unit, pupils will learn to use modality whilst maintaining the correct tense.

Three tense forms and modal verbs

In this unit, pupils learn to punctuate a third type of speech sentence: the speech interrupted sentence. 

In 'Apostrophes and speech punctuation', pupils developed their accuracy of using inverted commas in both speech first and speech second sentences. In this unit, pupils will learn to punctuate a third type of speech sentence: the speech interrupted sentence.  

Speech punctuation, parenthesis and apostrophes 

In this unit, pupils learn the grammar and spelling conventions associated with verb, adjective and noun suffixes.  In 'Noun suffixes, letter strings and homophones', pupils learn further noun suffixes, letter strings and homophones.

In ‘Suffixes, etymology and homphones’, pupils learnt how spelling can relate to the origin and meaning of words. In this unit, pupils learn the grammar and spelling conventions associated with verb, adjective and noun suffixes.

Verb, adjective and noun suffixes

In this unit, pupils learn further noun suffixes, letter strings and homophones.  In 'Etymology and prefixes', pupils learn the grammar and spelling conventions associated with prefixes.

In ‘Verb, adjective and noun suffixes’, pupils learnt the grammar and spelling conventions associated with verb, adjective and noun suffixes. In this unit, pupils learn further noun suffixes, letter strings and homophones.

Noun suffixes, letter strings and homophones

In this unit, pupils learn the grammar and spelling conventions associated with prefixes.  In 'Homophones and tense', pupils learn  pupils learn a range of spelling patterns and conventions, with a focus on homophones and suffixes. 

In ‘Noun suffixes, letter strings and homophones’, pupils learnt further noun suffixes, letter strings and homophones. In this unit, pupils learn the grammar and spelling conventions associated with prefixes.

Etymology and prefixes

In this unit, pupils develop their handwriting speed and use of  writing implements suited to different tasks. In 'Building Fluency with note taking, choice, quotations and emphasis', pupils develop their handwriting fluency, focusing on handwriting conventions associated with particular written tasks. 

In 'Building  fluency in the four joins, suffixes and Common exception words', pupils built on the quality, legibility and consistency of their handwriting through the written application of spelling and conventions of speech.  In this unit, pupils develop their handwriting speed and use of writing implements suited to different tasks. 

Building handwriting fluency through speed, choices and writing dialogue 

In this unit, pupils learn a range of rich vocabulary associated with taste and smell. In the next unit, pupils learn a range of rich vocabulary associated with action.

In 'Weather: cloudy, dark and rainy words' pupils learnt a range of vocabulary to describe the weather. In this unit, pupils learn a  range of rich vocabulary associated with taste and smell.

Taste and smell words

In this unit, pupils learn a range of rich vocabulary associated with action. In the next unit, pupils learn a range of rich vocabulary associated with emotions.

In 'Taste and smell words', pupils learnt a range of rich vocabulary to describe taste and smell. In this unit, pupils learn a range of rich vocabulary associated with action.

Action words

In this unit, pupils will develop reading for pleasure through exploration of a range of different text types, focusing on genre and form, and introduction to a range of authors and illustrators. In 'Reading for pleasure in Year 6', pupils will build on this knowledge through the introduction to new range of texts suitable for Year 6.

In 'Reading for Pleasure in Year 4', pupils developed reading for pleasure through exploration of a range of different text types, focusing on genre and form, and introduction to a range of authors and illustrators. In this unit, pupils build on this knowledge through the introduction to a range of texts suitable for Year 5.

Developing reading preferences in Year 5

In 'How To Train Your Dragon’, pupils discussed an unlikely hero and what it means to be perceived as a hero by your community. In ’Beowulf’, pupils will encounter a traditional hero. 

In 'Arthur and the Golden Rope’, pupils encountered a book that drew inspiration from Norse culture. They also discussed the role of the unlikely hero. In ’How To Train Your Dragon’, pupils will read and discuss a more complex narrative. They will again encounter a book that draws from Norse culture and will discuss another unlikely hero.

'How To Train Your Dragon': reading

In this unit, pupils embed narrative skills including show-not-tell and dialogue to convey character and a were introduced to a range of cohesive devices. In 'The Viewer', pupils will further develop their use of cohesive devices and develop strategies to build suspense when describing a setting.

In 'Whale Rider', pupils developed their narrative writing skills by using show-not-tell and dialogue to convey character. In this unit, pupils will further embed these skills and use a range of devices to build cohesion. 

'How to Train Your Dragon': diary and narrative writing

In 'Crazy About Cats’, pupils read and retrieved information about wild cats. In ’Non- chronological report’, pupils will use this information to write non-chronological reports on wild cats.

In 'Curious Creatures Glowing in the Dark’, pupils read and discussed the features of a non-fiction text. In ’Crazy About Cats’, pupils will read and discuss another non-fiction and consider how the text is adapted to suit the intended audience.

'Crazy about Cats': reading

In 'The Titanic: Journalistic Report Writing', pupils will develop their understanding of writing to inform their reader and apply this in the context of a journalistic report..

In ‘The Angler Fish: Non-Chronological Report’, pupils wrote solely using the active voice. In this unit, pupils will be introduced to using passive voice within a non-chronological report.

The aye-aye or wild cats: non-chronological report

In 'The Amazon Rainforest: Essay Writing', pupils will develop their understanding of writing to inform their reader and apply this in the context of an essay.

In 'The Aye-Aye or Wild Cats: Non-Chronological Report, pupils learned to write in an informative style in the context of a non-chronological report.

The Titanic: journalistic report writing

In ‘Introduction to Debate’, the pupils learn to justify their opinions with reasoning. In the Year 5 unit ‘Persuasive letter writing’, the pupils will build on this by using their justification skills to make a persuasive argument. 

In ‘Speeches’, pupils learned how to articulate and justify answers, arguments and opinions, using a set structure to support them.  In this unit, they will build on that skill by learning how to prepare and participate in debates.

Introduction to debate

In 'The Viewer', pupils developed their use of cohesive devices and show-not-tell to convey character. In 'The Highwayman: Narrative Writing', pupils will develop their understanding of how to create atmosphere and engage the reader using figurative language.

In 'How to Train Your Dragon: Narrative Writing', pupils developed their understanding of cohesive devices and how to convey characters' feelings using show-not-tell. In 'The Viewer' pupils will develop these skills further to convey character.

'The Viewer': narrative writing 

In The Unforgotten Coat’, pupils discussed the theme of identify and belonging under the context of refugees. In ’Front Desk’, pupils will explore this further and discuss migration.

In ’The Wild Robot’, pupils discussed the theme of identify and belonging. In ’The Unforgotten Coat’, pupils will discuss the theme of identity and belonging and delve deeper into this as a concept.

'The Unforgotten Coat': book club

In 'The Highwayman: Narrative Writing', pupils will develop their understanding of how to create atmosphere and engage the reader using figurative language. In 'Shakespeare's ’Macbeth’: Narrative and Soliloquy Writing', pupils will use figurative language to write a narrative based on Shakespearean tragedy and convey characters' thoughts and feelings through soliloquy writing.

'The Highwayman': narrative writing

In this unit, pupils read and respond to a range of poems that explore personal experiences: feelings and relationships. In 'Poetry of Place', pupils build on these experiences, reading and analysing classic and contemporary poetry that evokes a strong sense of place, before writing their own.

In 'Poetry inspired by weather’, pupils wrote their own poems based on the theme of weather, exploring a range of forms and poetic devices.  In ’Poetry about personal experiences’, pupils build on these experiences, writing poems linked to their own feelings, relationships and experiences. 

Poetry about personal experiences

'The Listeners’ has language that is antiquated, requiring contextual knowledge and several strategies to decode. ’Sherlock Holmes’ contains language of the Victorian era. The reading sessions develop these skills further.

In 'The Highwayman’ pupils will have explored a narrative poem, and written outcomes based on it. In ’The Listeners’ pupils will read and respond to a narrative poem, developing reading strategies and examining language and structure.

'The Listeners': reading

In 'School Uniform: Persuasive Letter Writing', pupils develop their understanding of persuasive devices and how to apply these to a real-life context. In 'Front Desk: Persuasive Letter Writing', pupils will further develop their understanding of how to use persuasive devices and apply these to the context of a realistic fiction text.

In 'Introduction to Debate', pupils will begin to learn about persuasive devices and how to use these in spoken language. In 'School Uniform: Persuasive Letter Writing', pupils will develop this understanding and apply it to written context.

School uniform: persuasive letter writing

In 'Mirror’, pupils discussed the experiences of two families living in two different countries.  In ’Front Desk’, pupils will explore an individual's experience of moving to a new country.

In 'The Unforgotten Coat’, pupils discussed how cultural influences affect an individual. In ’Mirror’, pupils will compare and contrast two culturally different families.

'Mirror': reading

In 'Macbeth', pupils learn about character, plot and theme in a Shakespearean play for the first time. In 'Shakespeare's ’Romeo and Juliet’: Diary and Narrative Writing', pupils will learn how Shakespeare explores multiple key themes throughout a single play.’

In 'The Highwayman: Narrative Writing', pupils developed their understanding of how to create atmosphere and engage the reader using figurative language. In 'Shakespeare's ’Macbeth’: Narrative and Soliloquy Writing', pupils will use figurative language to write a narrative based on Shakespearean tragedy and convey characters' thoughts and feelings through soliloquy writing.

Shakespeare's 'Macbeth': narrative and soliloquy writing

In 'Front Desk’, pupils will develop their own personal responses to book. In ’Wonder’, pupils will expand on these and consider the opinions of others.

In 'Mirror’, pupils compared and discussed the similarities and differences between two families living in different countries. In ’Front Desk’, pupils will discuss the experience of someone moving to a new country. 

'Front Desk': book club

In 'Front Desk', pupils learnt about migration and explored themes of belonging and identity in the context of a realistic fiction novel. In 'The Empire Windrush: Diary Entry', pupils will learn about the Windrush as a significant event in British history and consider the impact and experience of migrants who travelled to Britain on the Empire Windrush.

In the prior unit, pupils were introduced to persuasive techniques and features found in persuasive letters. In this unit, pupils apply this knowledge to the context of the realistic fiction novel, 'Front Desk’.’

'Front Desk': persuasive letter writing

In 'Oliver Twist’, pupils read and discussed a classic narrative. In ’Beowulf’, pupils will read and discuss another classic book written in a different form.

In 'A Christmas Carol’, used the book as stimulus for their writing. In ’Oliver Twist’, pupils will read and discuss another book written by Charles Dickens.

'Oliver Twist': reading

In 'Curiosity’, pupils read a discussed a non-fiction narrative. In ’Shackleton's Journey’, pupils will read another non-fiction narrative based on true events.

In 'Escape from Pompeii’, pupils discussed the features of historical fiction. In ’Curiosity’, pupils will discuss and read a non-fiction narrative.

'Curiosity: The Story of a Mars Rover': reading

In this unit, writers convey information in an objective, unbiased way. In the next unit, writers will convey information in a more subjective manner. 

In 'The Titanic: Journalistic Report Writing', pupils developed their understanding of writing to inform the audience in the context of a journalistic report. In 'The Amazon Rainforest: Essay Writing', pupils will develop their understanding of writing to inform their reader and apply this in the context of an essay.

The Amazon Rainforest: essay writing

In 'Princess Sophia Duleep Singh’ pupils have explored a fictionalised recount of a significant historical figure's life. In ’Harriet Tubman'’ pupils will write to inform about a significant person's life, including the impact they had and legacy they left behind.

In 'Escape from Pompeii’ pupils have read a fictionalised retelling of an event, with well-researched facts and information. In ’Princess Sophia Duleep Singh’ pupils will read about history through an imagined perspective, one which the author has researched extensively.

'Princess Sophia Duleep Singh: My Story': reading

In 'Harriet Tubman: Biographical Writing', pupils learn to research an inspirational figure's life to write a celebratory biography. In this unit, pupils will write a biography based on research about a scientific theory of a famous scientist.

In 'The Amazon Rainforest: Essay Writing', pupils developed their understanding of writing to inform their reader and apply this in the context of an essay. In this unit, pupils will develop their understanding of non-fiction writing and apply this to the context of a biography. 

Harriet Tubman: biographical writing

In this unit, pupils read and analysed classic and contemporary poetry about animals, exploring structure, form and language, whilst developing personal responses. In 'Poetry of Place', pupils build on this knowledge, reading and analysing classic and contemporary poetry that evokes a strong sense of place.

In 'Poetry inspired by weather', pupils read and responded to a range of poetry linked to weather, exploring form, structure and language, whilst developing personal responses. In 'Poetry inspired by animals', pupils build on this knowledge, reading and analysing classic and contemporary poetry about animals, exploring structure, form and language, whilst developing personal responses.

Poetry inspired by animals

In 'Wonder’, pupils considered the opinions of the narrative form the author has chosen.

In 'Front Desk’, pupils developed a personal response to a book. In ’Wonder’, pupils will consider different perspectives and also develop their own personal response to the book.

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