Autumn 1 Autumn 2 Spring 1 Spring 1 Summer 1 Summer 2

Year 6

Literacy

Units

Significant Author

–Phillip Pullman

5 wks

Explanations 1 wk

Explanations 1 wk

Narrative –

Historical - WW2 -

5 wks

Radio scripts 1 wk

Narrative –

Mystery – 3wks

Poetry- Charles

Causley – 2 wks

Journalism 1 wk

Reports 1 wk

Narrative 3 wks

Playscripts – 2wks

Macbeth

SATS

Year 6 Play

A transition unit

novel

English

Literature

Texts

Clockwork,

Goodnight Mr Tom

(Bomber’s Moon?)

Charles Causley – I had

a little Cat

Skellig by David Almond

I had a little Cat: Charles

Causley

Wolf Brother by Michelle

Paver

Macbeth –Leon Garfield

version with extracts

from the play.

Read aloud

book list

Northern Lights,

Poetry

Goodnight Mr Tom

Other historical fiction

Poetry

Other genres not yet

covered

Poetry – William Blake

Texts for revision

Spoken

English/

Linked

outcomes

Debates

WW2 radio programme

Oral story telling in role

Persuasive voice overs

News reports

Persuasive voice overs

News reports

Written

outcomes

for English

The Firework Maker’s

Daughter

Debates

Writing in Role

Story Mapping

Comparison Chart

Clockwork

Debates

Writing in Role

Story Mapping

Comparison Chart

WW2 story based on

story mountain

Description of setting

Tense build up / journey

Dramatic climax

Resolution and ending

with links to opening and

build up/

Cross genre outcomes

to revise text types

Cross genre outcomes

to revise text types

Revision Script for show

Program

Advertising

Linked

Information

and

Explanation

texts

Water and Rivers

Mountains

Oxford Connections:

Children in WW2

Written

Linked

outcomes

Explanations linked to

Geography

WW2 radio program

Reports linked to History

Spoken Language

� listen and respond appropriately to adults and their peers

� ask relevant questions to extend their understanding and knowledge

� use relevant strategies to build their vocabulary

� articulate and justify answers, arguments and opinions

� give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

� maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

� use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

� speak audibly and fluently with an increasing command of Standard English

� participate in discussions, presentations, performances, role play, improvisations and debates

� gain, maintain and monitor the interest of the listener(s)

� consider and evaluate different viewpoints, attending to and building on the contributions of others

� select and use appropriate registers for effective communication.

Reading

Comprehension Pupils should be taught to:

maintain positive attitudes to reading and understanding of what they read by:

� continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

� reading books that are structured in different ways and reading for a range of purposes

� increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures

and traditions

� recommending books that they have read to their peers, giving reasons for their choices

� identifying and discussing themes and conventions in and across a wide range of writing

� making comparisons within and across books

� learning a wider range of poetry by heart

� preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

understand what they read by:

� checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

� asking questions to improve their understanding

� drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

� predicting what might happen from details stated and implied

� summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

� identifying how language, structure and presentation contribute to meaning

� discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

� distinguish between statements of fact and opinion

� retrieve, record and present information from non-fiction

� participate in discussions about books that are read to them and those they can read for themselves, building on ideas and challenging views courteously

� explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic provide

� reasoned justifications for their views.

Writing

Handwriting and Presentation

Pupils should be taught to:

� write legibly, fluently and with increasing speed by:

� choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

� choose the writing implement that is best suited for a task.

Composition: Pupils should be taught to:

� plan their writing by:

� identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

� noting and developing initial ideas, drawing on reading and research where necessary

� in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

� draft and write by:

� selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

� in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

� précising longer passages

� using a wide range of devices to build cohesion within paragraphs

� Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on

the other hand, in contrast, or as a consequence], and ellipsis

� using further organisational and presentational devices to layout and structure text and to guide the reader [for example, headings, sub-headings, bullet points, tables,

underlining]

� evaluate and edit by:

� assessing the effectiveness of their own and others’ writing

� proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

� ensuring the consistent and correct use of tense throughout a piece of writing

� ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

� proof-read for spelling and punctuation errors

� perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Spelling, Punctuation & Grammar Terminology for pupils: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

Grammar. Develop their understanding of the concepts set out in English Appendix 2:

� Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by

me)].

� The difference between structures typical of informal speech [for example, find out – discover; ask for – request; go in – enter] and structures appropriate for formal speech and writing

[for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]

� using passive verbs to affect the presentation of information in a sentence

� using the perfect form of verbs to mark relationships of time and cause

� using expanded noun phrases to convey complicated information concisely

� using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

� Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]

Punctuation. Indicate grammatical and other features by:

� using commas to clarify meaning or avoid ambiguity in writing

� using brackets, dashes or commas to indicate parenthesis

� using semi-colons, colons or dashes to mark boundaries between independent clauses

� Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]

� Use of the colon to introduce a list and use of semi-colons within lists

� Punctuation of bullet points to list information

� How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

Spelling

� To revise prefixes and learn new suffixes and understand the guidance for adding them

� Use dictionaries to check the spelling and meaning of words. Use a thesaurus.

� Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

� Write from memory simple sentences dictated by the teacher which includes words and punctuation taught so far.

� Continue to distinguish between homophones and other words which are often confused

� Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1

� How words are related by meaning as synonyms and antonyms [for example, big, large, little].

Term 1

� Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

� Adding suffixes beginning with vowel letters to words ending in –fer. (pg 57)

� Use of the hyphen. (pg 57)

� Words containing the letter-string ough. (pg 58)

� Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the

pronunciation of the word). (Pg 58)

Term 2

� Homophones and other words that are often confused. In the pairs of words opposite,

nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word

advise (verb) is pronounced with a sound which could not be pronounced –c. (Pg 59)

� Revision of all other homophones. (Pgs 59+60)

Week Beginning: 15th September 2014

Mental starter LI L.I.

(Children should be taught

to 6)

S.C. (I can 6)

Learning Activities (a sequence of learning activities that includes hooks, opportunities for

group, paired and independent learning, enrichment, home learning,

assessment and outcomes)

Support / Extension (inc. adult focus, groupings)

D1 Connective ping

pong

• To discuss and evaluate how authors use language, including figurative language, considering the impact on readers

• To speak audibly and fluently

• I can explain my point of view, using evidence from the text

• I can discuss and evaluate how the authors language has an impact on the reader

Read chapters 3 and 4

What do you think of the character of William? Do you think

he is sane? What effect do his words have on Zoe? Is Dobby right? Is ‘the old man crazy after all”?

Conscience alley: Yes/ No and why?

Read chapter 5

Adults to support where needed

Mixed ability groups

D2

Nursery Rhymes Sing and act to some well-known nursery

rhymes

-Ring a Ring a roses

-Row row row your boat

• To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

• To undertake their own research asking key questions

• I can research information to ask and answer key questions

Investigate whether William is mad.

– Dr Foster went to Gloucester.

- Ring a ring a roses - Oranges and Lemons - Pop Goes the Weasel

- Humpty Dumpty

Ask the children for the nursery rhymes they remember. Are there any that are particularly puzzling and don’t really

make sense? Explain there are stories behind many children’s rhymes

that most people don’t know about. Discuss with the class how easy it is for the original

meaning of a story to get lost, which is what has happened in Floodland.

Adults to support where needed

Mixed ability groups

D3

Watch a clip of a

debate:

BBC cartoon:

http://www.bbc.co.uk/learningzone/

clips/uniform-vs-non-

uniform/6874.html

2010 elections:

http://www.youtube.com/watch?v=r

k5HvJmy_yg&safe=active

Iron lady:

http://www.imdb.com/video/imdb/vi

1364893209

• To undertake their

own research

asking key

questions

• I have used evidence from my research and the text to support my view

• I have spoken clearly and explained my view point

Return to the initial discussion: was Dobby right? Was ‘the old man crazy after all’?

Why do you think he uses all of these stories? Would we use the same stories or would we explain what had

happened in a different way? How would we explain what had happened to this possible future UK?

Return to conscience alley, have any of them changed their

minds? Read ‘Then’ Chapters Six and Seven before the next

session

Adults to support where needed

Mixed ability groups

D4

What is this book

about?

How do you know?

• To be able to recall events and sequences in a narrative

• To retell a story in a different medium

• I can recall the key events from Floodland

• I can identify and explain the key parts of the novel.

Read aloud ‘Then’ Chapter Eight.

Link with SEAL assemblies on illustrators and illustrations

Re read page 69 in which Zoe sees painted scenes on the

wall and discuss the use of pictures to show stories in the

novel (for example, the stained glass pictures which she

thinks must tell a story on page 62.)

In small groups, ask children to orally recap on the events

of the story so far and makes notes on their sequence.

Explain to the children they are going to be creating a

series of pictures (this could be using the style of a church

painting or in cartoon style) with captions to retell the story

so far.

Discuss as a whole class which events children chose and

whether there were any differences in the scenes children

chose to depict. Ask them how they made their choices for

the key events and what made these events stand out.

Read ‘Then’ Chapter Nine before the next session.

Adults to support on guided tables as seen in notebook.

Support: to work as a whole

group

Ext: to work independently

D5

Munchkin Spider

diagram: what do

we know so far?

• To understand how language contributes to meaning

• To create detailed lists and refer to evidence in a narrative

• To explain and justify their choices

• I can understand how language contributes to meaning

• I can create detailed lists and refer to evidence in a narrative

• I can explain and justify their choices

Role Play: Ask children to work in groups imagining they are Eels on Eel Island.

Ask them to consider the following questions: What rules

will they need? How will they organise hemselves, or distribute food? How will they protect their island from

invaders (and how will they organise the look-out)? Ask children to think of other things they will need to

consider if they are to survive and list these on the IWB. In groups role-play a discussion about rules with one child

as Dooby.

Ask children to work with a partner and design and write a list of rules for life on Eel Island.

As a whole class, draw up a master list of rules and regulations for Eel Island.

Read ‘Then’ Chapter Ten before the next session.

Adults to support where needed: help with reading

might be required