English

In this unit, pupils learn what the subject and object of a clause are when interrogating the five sentence types: simple, compound, adverbial complex, relative complex and non-finite complex. 

In 'Five sentence types', pupils revised the first four sentence types and learnt a fifth: the non-finite complex sentence. In this unit, pupils will learn what the subject and object of a clause are when interrogating the five sentence types. 

Using five sentence types 

In this unit, pupils revise the previously-taught content of determiners, fronted adverbials, synonyms and antonyms as well as previous learning around parenthesis.

In 'Key grammar terminology', pupils learnt the key knowledge around determiners, fronted adverbials, synonyms and antonyms. In this unit, pupils will revise this previously-taught content as well as previous learning around parenthesis.

Key terminology, including determiners, fronted adverbials and parenthesis

In this unit, pupils learn the difference between the active voice and the passive voice.

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

Three tense forms, modality, active voice and passive voice

In this unit, pupils learn how to use the colon and the semi-colon.

In 'Speech punctuation, parenthesis and apostrophes', pupils learnt to punctuate a speech interrupted sentence. In this unit, pupils will learn how to use the colon and the semi-colon. 

Punctuation 

In this unit, pupils revise all the grammar and punctuation learnt from Year 1 - Year 6.

In 'Punctuation', pupils learnt how to use the colon and the semi-colon. In this unit, pupils will revise all the grammar and punctuation learnt from Year 1 - Year 6. 

Review, including word class, sentence types, tense, commas and colons

In this unit, pupils learn  a range of spelling patterns and conventions, with a focus on homophones and suffixes. In ‘Letter strings, etymology and curriculum words'’, pupils focus on spellings of key letters strings, words of French and Greek origin and curriculum words. 

In ‘Etymology and prefixes' pupils learnt a range of spelling patterns, including a focus on prefixes. In this unit, pupils  build on this knowledge, building on a range of spelling patterns and conventions, with a focus on homophones and suffixes. 

Homophones and tense

In this unit, pupils focus on spellings of key letters strings, words of French and Greek origin and curriculum words. In ‘Review and revision of all taught spelling’, pupils revise the full range of spelling content learnt across KS2. 

In ‘Homophones and tense', pupils learnt a range of spelling patterns and conventions, with a focus on homophones and suffixes. In this unit, pupils focus on spellings of key letters strings, words of French and Greek origin and curriculum words. 

Letter strings, etymology and curriculum words

In ‘Letter strings, etymology and curriculum words’, pupils focus on spellings of key letters strings, words of French and Greek origin and curriculum words. In this unit, pupils revise the full range of spelling content learnt across KS2. 

Review and revision of all taught spelling

In 'Building handwriting fluency through speed, choices and writing dialogue', pupils developed their handwriting speed and use of writing implements suited to different tasks.  In this unit, pupils develop their handwriting fluency, focusing on handwriting conventions associated with particular written tasks. 

Building fluency with note taking, choice, quotations and emphasis

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

In 'Action words' pupils learnt a range of rich vocabulary to describe actions. In this unit, pupils learn a range of rich vocabulary associated with emotions.

Emotions words

In 'Emotions words' pupils learnt a range of rich vocabulary to describe emotions. In this unit, pupils learn a range of rich vocabulary associated with settings.

Setting 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 'Graphic Novels exploring identity and belonging', pupils will explore the theme of identity and belonging in a range of graphic novels.

In 'Reading for pleasure in Year 5', 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 6.

Developing reading preferences in Year 6

In this unit, pupils learn how Shakespeare explores multiple key themes throughout a single play. In 'The Windrush: Diary Writing', pupils will learn to develop their skills of writing a diary with emotion based on a significant historical event.

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

Shakespeare's 'Romeo and Juliet': diary and narrative writing

In this unit, pupils learn to use persuasive devices for letter writing with increasing nuance.

In 'Persuasive Letter Writing: School Uniform', pupils learnt to use persuasive devices in letter writing to persuade the reader of the writer's position. In this unit, pupils will learn to use persuasive devices for letter writing with increasing nuance.

'Sherlock Holmes': descriptive and letter writing

In 'Coming to England’ pupils read from the perspective of a young girl. In ’Migration Poetry’ pupils will study the Windrush and its impact and legacy through song lyrics, deepening their awareness and understanding of the historical context.

In ’Princess Sophia Duleep Singh’ pupils read about a series of historical events through the fictionalised perspective of a real person. In ’Coming to England’ pupils read about the Windrush Generation and Britain post-Second-World-War through a memoir written by Floella Benjamin.

'Coming To England': reading

In this unit, pupils write a biography based on research about a scientific theory of a famous scientist. In 'Climate Emergency: Journalistic Report Writing', pupils will use a scientific, environmental speech to write a journalistic report from.

In 'Harriet Tubman: Biographical Writing', pupils learnt 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.

Charles Darwin: biographical writing

In this unit, pupils use extensive research from a range of sources as another technique to strengthen writer's credibility.

In 'Wild Cats: Non-Chronological Report', pupils were introduced to using the passive voice to maintain writer's credibility. In this unit, pupils will use extensive research from a range of sources as another technique to strengthen writer's credibility.

Pandas or Antarctic animals: non-chronological report

In 'Blackberry Blue’, pupils discussed a modern traditional tale and explored its literary influences. In ’Beowulf’, pupils will explore a more complex and classic traditional tale.

In 'Hansel and Gretel’, pupils discussed a modern version of a traditional tale. They discussed and explored the themes of good vs. evil and analysed how the main characters had been presented. In ’Blackberry Blue’, pupils will develop this understanding by reading a modern fairytale and discussing its literary influences.

'Blackberry Blue': reading

In 'Girl of Ink and Stars’, pupils considered differing interpretations of the books. In ’When Stars are Scattered’, pupils will continue to discuss different interpretations of the books they read.

In 'Wonder’, pupils developed personal responses to a book. In ’Girl of Ink and Stars’, pupils will discuss different responses to a book.

'Girl of Ink and Stars': book club

In 'Shackleton's Journey’, children read a book set in a historical era. In ’When the Sky Falls’, pupils will read another book set in a specific historical context.

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

'Shackleton's Journey': reading

In this unit, pupils use a contemporary issue as the stimulus for journalistic writing, focusing on how writer's bias can shape a report.

In 'The Titanic: Journalistic Report Writing', pupils learnt to research a historical event as a stimulus for writing a journalistic report. In this unit, pupils will use a contemporary issue as the stimulus for journalistic writing, focusing on how writer's bias can shape a report.

Climate emergency: journalistic report writing

In 'Poetry about migration’ pupils have explored perspectives of Empire Windrush passengers and the optimism they had arriving in Britain. In ’The Empire Windrush: diary writing’ pupils will build a fuller picture of the historical background and infer possible thoughts, feelings and emotions of passengers.

In 'Coming to England: reading’ pupils explored the life of Floella Benjamin, who came to Britain as a young child. Readers will have learnt about the Windrush Generation, and the prejudice that many people from the Caribbean experienced on their arrival to Britain.

Poetry about migration

In this unit, pupils learn to develop their skills of writing a diary with emotion based on a significant historical event.

In 'Shakespeare's Romeo and Juliet’: Diary and Narrative Writing', pupils learnt to write a diary entry from a character's perspective with heightened emotions from a fictional context. In this unit, pupils will learn to develop their skills of writing a diary with emotion based on a significant historical event.’

The Empire Windrush: diary writing

In this unit, pupils will learn to base an essay on research around the Windrush Generation and their experiences of arriving and staying in Britain. In 'Polar Regions: Essay Writing', pupils will learn techniques to develop the strength of their argument throughout an essay.

In 'The Empire Windrush: Diary Writing', pupils learnt about the historical context and lived experience of Caribbean immigrants' arrival in Britain after the Second World War. In this unit, pupils will learn to base an essay on research around the Windrush Generation and their experiences of arriving and staying in Britain.

The Empire Windrush: essay writing

In 'Beowulf’, pupils read and discussed the tale. In ’Beowulf Narrative Writing’, they will use the book as a stimulus for writing.

In 'Blackberry Blue’, pupils read and discussed the features of a traditional tale. In ’Beowulf’, pupils develop their understanding of traditional tales by discussing and reading a classic.

'Beowulf': reading

In this unit, pupils rewrite the build-up and climax of a scene from the end of Beowulf’, focusing on interspersing dialogue to convey atmosphere and advance the action. In '’A Kind of Spark’: Narrative Writing', pupils will finesse writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective.’

In ''Beowulf': Reading', pupils analysed a modernised version of ’Beowulf’. In this unit, pupils will rewrite the build-up and climax of a scene from the end of ’Beowulf’, focusing on interspersing dialogue to convey atmosphere and advance the action.’

'Beowulf': narrative writing

In ’When Stars are Scattered’ pupils have explored a refugee's memoir in graphic novel form. In ’No Country’ pupils will explore a fictional narrative of a near-dystopian future. Themes such as politics and migration are present in both.

In 'El Deafo’ pupils have explored authentic experiences through the graphic novel form. In ’When Stars are Scattered’ a narrative with increasingly mature themes is told, exploring the refugee experience.

'When Stars are Scattered': book club

In 'A Kind of Spark’ pupils explored characterisation through the lens of a neurodiverse individual. In ’When the Sky Falls’, pupils will explore a historical setting through the perspective of a young boy.

In 'Girl of Ink and Stars’ pupils read a narrative with a strong-willed, female protagonist in a magical setting. In ’A Kind of Spark’ pupils read through the lens of a female protagonist in a contemporary, modern Scottish setting.

'A Kind of Spark': reading

In this unit, pupils finesse writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective. In 'When The Sky Falls’: Narrative and Diary Writing', pupils will write a narrative climax and use it as the stimulus for writing a diary entry from a character's perspective.

In 'Beowulf’, pupils rewrote the build-up and climax of a scene from the end of ’Beowulf’, focusing on interspersing dialogue to convey atmosphere and advance the action. In this unit, pupils will finesse writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective.

'A Kind of Spark': narrative writing

'When the Sky Falls' is set during The Second World War. ’No Country’ examines themes of war and political instability in a dystopian future.

In 'A Kind of Spark’, pupils have explored a narrative through the lens of a neurodiverse individual. In ’When the Sky Falls’, pupils will explore the historical setting of The Second World War through the lens of a young boy.

'When the Sky Falls': reading

In this unit, pupils write a narrative climax and use it as the stimulus for writing a diary entry from a character's perspective.

In 'A Kind of Spark’: Narrative Writing', pupils finessed writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective. In this unit, pupils will write a narrative climax and use it as the stimulus for writing a diary entry from a character's perspective.

'When the Sky Falls': narrative and journalistic report writing

In this unit, pupils learn techniques to develop the strength of their argument throughout an essay. In 'Ancient Islamic Civilisation: Essay Writing', pupils will learn to further finesse the skills of persuasive and credible essay writing.

In 'The Empire Windrush: Essay Writing', pupils learnt to base an essay on research around the Windrush Generation and their experiences of arriving and staying in Britain. In this unit, pupils will learn techniques to develop the strength of their argument throughout an essay.

Polar regions: essay writing

In ’Poetry of place’, pupils explored a sense of place and wrote about settings significant to them. In ’No Country and Frizzy: graphic novels exploring identity and belonging', pupils will explore how identity and belonging can be portrayed through settings and characterisation in the graphic novel form.

In 'Poetry about migration', pupils explored poetry through music lyrics describing a person's thoughts, feelings and emotions. In ’Poetry of Place’, pupils engage with a range of settings through several poets and their work.

Poetry of place

In this unit, pupils learn to further finesse the skills of persuasive and credible essay writing.

In 'Polar Regions: Essay Writing', pupils learnt techniques to develop the strength of their argument throughout an essay. In this unit, pupils will learn to further finesse the skills of persuasive and credible essay writing.

Ancient Islamic civilisation: essay writing

In 'No Country and Frizzy: graphic novels exploring identity and belonging' pupils have explored themes through the graphic novel form. In 'Cloud Busting: book club', pupils will consider how reading a narrative in verse can convey themes and characterisation.

Pupils will have been exposed to some of the codes and conventions in graphic novels in 'When Stars are Scattered: book club'. In this unit, we will explore the form in greater detail, ensuring pupils gain an understanding of key features and more complex terminology. Pupils will explore how both image and text can create meaning on their own, together or in contrast to one another.

'No Country' and 'Frizzy': graphic novels exploring identity and belonging

In 'Cloud Busting’, the pupils read and discuss the author's use of narrative form. In KS3, pupils will continue to read books written in different forms and will consider why the author has selected these forms.’

In 'Wonder’, pupils read a book that discussed themes of acceptance and friendship. In ’Cloudbusting’ they will again read a book that discusses these themes and also presents different character's perspectives on an event. 

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