English

Two types of clause, including subordinate clauses

Three sentence types

Comma rules in three sentence types

Two types of conjunction

A new subordinate clause: the relative clause

A new sentence structure: the relative complex sentence

Using the comma rules with relative complex sentences

In this unit, pupils learn a new type of subordinate clause: the relative clause. In Five sentence types', pupils will learn another new type of subordinate clause: the non-finite clause.

In 'Simple, compound and adverbial complex sentences', pupils learnt that the position of the adverbial subordinate clause in an adverbial complex sentence can vary. In this unit, pupils will learn a new type of subordinate clause: the relative clause.

In this unit, pupils learn a new sentence structure: the relative complex sentence. In so doing, they learn a new comma rule for how to embed a relative clause within a main clause. Pupils revise main and adverbial clauses and phrases as well as simple, compound and adverbial complex sentences.

Simple, compound, adverbial and relative complex sentences

Sentences in the simple present, past and future tense

Sentences in the progressive present, past and future tense

Sentences in the perfect present, past and future tense

In this unit, pupils deepen their understanding of the simple, progressive and perfect tense forms by writing sentences in the past, present and future of them. In 'Three tense forms and modal verbs', pupils will learn to use modality whilst maintaining tense.   

In 'Tense forms', pupils learnt for the first time the three tense forms: simple, progressive and perfect. In this unit, pupils will deepen their understanding by writing sentences in the past, present and future of the different tense forms. 

In this unit, pupils review formal conventions around present, past and future simple and progressive tense forms, as well as the perfect present tense. They review doing, being and having verbs, all of which can act as main verbs in clauses, as well as knowledge about main and auxiliary verbs.

Tense forms: simple, progressive and perfect consolidation

Apostrophes for contraction, singular possession and plural possession

Speech first: inverted commas and punctuation rules

Speech second: inverted commas and punctuation rules

In this unit, pupils learn to develop their accuracy of using inverted commas in both speech first and speech second sentences. In 'Speech punctuation, parenthesis and apostrophes', pupils will revise their previous learning on apostrophes and learn to punctuate speech interrupted sentences.  

In 'Speech punctuation and apostrophes', pupils learnt to use the apostrophe for plural possession and inverted commas for direct speech. In this unit, pupils will learn to develop their accuracy of using inverted commas in both speech first and speech second sentences.  

In this unit, pupils review rules for apostrophes for contraction, singular possession and plural possession and punctuation conventions for speech first sentences. The new learning is around the rules for punctuating direct speech when it comes second after a reporting clause in a sentence.

Apostrophes and speech punctuation

Determiners: articles and possessive pronouns

Prepositions

Fronted adverbials: single words and phrases

Fronted adverbials: phrases and clauses

Synonyms and antonyms

In this unit, pupils stretch their understanding of noun, adjective, verb and adverbs word classes to incorporate more advanced word classes. In 'Key grammar terminology', pupils will build and apply to sentence contexts their understanding of determiners and fronted adverbials.  

In 'Word class', pupils learnt to identify and use the four main word classes in English: nouns, adjectives, verbs and adverbs. In this unit, pupils will stretch their understanding of word class to incorporate more advanced word classes.

In this unit, pupils learn and review a number of grammatical terms: determiner, article, possessive pronoun, preposition, phrase, clause, fronted adverbial, clause, phrase, synonym, antonym, etymology and word family. Critically, they learn that any fronted adverbial is followed by a comma.

Review of determiners, prepositions and fronted adverbials

Adding the suffix -ed to verbs

Spelling further words with the suffix -ed

Adding the suffix -ing to verbs

Spelling further words with the suffix -ing

Adding the suffix -ate to words

Adding the suffix -en to words

Adding the suffix -ify to words

Adding the suffix -ise to words

Using the suffix -ous

Adding the suffix -ous to words

Spelling words with the suffix -ous, including -ious and -eous

Using and applying all the rules for the suffix -ous

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

In ‘Prefixes, homonyms and homophones' pupils learnt spelling and grammar conventions used with prefixes meaning 'not’ and the spelling of homophones and homonyms. In this unit, pupils learn the spelling and grammar conventions used with verb and adjective suffixes.

In this unit, pupils learn spelling and grammar conventions associated with certain verb and adjective suffixes, like -ate, -en, -ify, -ise and -ous. Pupils will review and learn more examples of how the addition of a suffix can affect the grammar of a word, for example its word class or tense.

Verb and adjective suffixes

Creating nouns with the suffixes -tion, -ity and -ness

Using the suffix -ity

Using the suffix -ness

Using the suffix -tion

The /shun/ suffixes, including -sion

The /shun/ suffixes, including -ssion

The /shun/ suffixes, including -cian

All of the /shun/ suffixes, including -tion, -cian, -sion and -ssion

The suffixes -cial and -tial

Using the suffixes -cial and -tial

Adding the suffix -al

Spelling words with the suffix -al

In this unit, pupils learn the spelling and grammar conventions used with noun and adjective suffixes.  In 'Suffixes, etymology and homophones', pupils learn how spelling can relate to the origin and meaning of words.

In ‘Verb and adjective suffixes’, pupils learnt the grammar and spelling conventions associated with noun and adjective suffixes. In this unit, pupils learn the spelling and grammar conventions used with noun and adjective suffixes.

In this unit, pupils learn spelling and grammar conventions associated with certain noun and adjective suffixes like -ity, -ness, -tion, -sion, -ssion, -cian, -cial and -tial. Pupils review how the addition of a suffix can affect the grammar of a word, in most cases by changing its word class.

Noun and adjective suffixes

Adding the suffix -ic

Applying the suffix -ic

Adding the suffix -ary

Adding the suffix -ery

French derived spelling: 'ch' (sh)

French-derived spellings: 'gue' (g) and 'que' (k)

Doubling the consonant in polysyllabic words

Practise and apply doubling the consonant in contrasting words

Investigating compound words

Spelling further compound words

Investigating homophones

Spelling homophones

In this unit, pupils learn how spelling can relate to the origin and meaning of words.  In 'Verb adjectives and noun suffixes', pupils learn the grammar and spelling conventions associated with verb, adjective and noun suffixes.

In ‘Noun and adjectives suffixes’, pupils learnt the spelling and grammar conventions used with noun and adjective suffixes. In this unit, pupils learn how spelling can relate to the origin and meaning of words.

In this unit, pupils learn spelling and grammar conventions associated with more suffixes like -ic, -ary and -ery. Pupils learn how the spelling of a word can relate to its etymological origin and its meaning. They also complete further investigations of compound words.

Suffixes, etymology and homophones

Reviewing the four joins

Reviewing the suffixes -tion, -cian, -sion, -ssion

Reviewing and writing homophones

Practising common exception words

Practising handwriting with famous quotations

Practising handwriting with a poem

In this unit, pupils build on the quality, legibility and consistency of their handwriting through the written application of spelling and conventions of speech. In 'Building fluency through speed, choice and writing dialogue', pupils develop their handwriting speed and use of writing implements suited to different tasks. 

In 'Building fluency in silent letters, homophones and common exception words', pupils practised their handwriting with a focus on increasing legibility, consistency and quality.  In this unit, pupils build on the quality, legibility and consistency of their handwriting through the written application of spelling and conventions of speech. 

In this unit, pupils develop the quality and consistency of their handwriting. After reviwing the four joins, pupils write words with the suffixes -tion, -cian, -sion, and -ssion in cursive.They also practise cursive writing with homophones, common exception words, famous quotations and a poem.

Building  fluency in the four joins, suffixes and common exception words

Rich vocabulary associated with wind words

More rich vocabulary associated with wind words

Rich vocabulary associated with hot words

More rich vocabulary associated with hot words

Rich vocabulary associated with heat

More rich vocabulary associated with heat

In this unit, pupils learn a range of vocabulary associated with weather, including wind and hot words. In the next unit, pupils learn a wider range of rich vocabulary, including cold, calm and stormy words.

In 'Character: clever and clumsy words' pupils learnt a range of vocabulary to support writing about characters. In this unit, pupils learn a wide range of vocabulary associated with weather.

In this unit, pupils learn a wider range of vocabulary to support writing descriptively about the weather, including ambitious vocabulary for wind and hot words that can be applied to descriptive writing passages.

Weather: wind and hot words

Rich vocabulary associated with cold words

More rich vocabulary associated with cold words

Rich vocabulary associated with calm and pleasant words

More rich vocabulary associated with calm and pleasant words

Rich vocabulary associated with stormy words

More rich vocabulary associated with stormy words

In this unit, pupils learn a range of vocabulary associated with weather, including cold, calm and stormy words. In the next unit, pupils learn a wider range of rich weather vocabulary, including cloudy, dark and rainy words.

In 'Weather: wind and hot words', pupils learnt a range of vocabulary to describe the weather. In this unit, pupils learn a broader range of weather vocabulary, focusing on cold, calm and stormy words.

In this unit, pupils learn a wider range of vocabulary to support writing descriptively about the weather, including ambitious vocabulary for cold, calm and stormy words that can be applied to descriptive writing passages.

Weather: cold, calm and stormy words

Rich vocabulary associated with cloudy words

More rich vocabulary associated with cloudy words

Rich vocabulary associated with dark and rainy words

More rich vocabulary associated with dark and rainy words

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

In 'Weather: cold, calm and stormy words', pupils learnt a range of vocabulary to describe the weather. In this unit, pupils learn a broader  range of weather vocabulary, focusing on cloudy, dark and rainy words.

In this unit, pupils learn a wider range of vocabulary to support writing descriptively about the weather, including ambitious vocabulary for cloudy, dark and rainy words that can be applied to descriptive writing passages.

Weather: cloudy, dark and rainy words

Developing reading preferences in Year 4 through personal reflection

Developing reading preferences in Year 4 through appreciation of characters

Developing reading preferences in Year 4 through text recommendations

Developing reading preferences in Year 4 by exploring a range of forms

In this unit, pupils developed reading for pleasure through exploration of a range of different text types, focusing on genre and form. Pupils were introduced to a range of authors and illustrators and considered their reader identity. In 'Developing reading preferences in Year 5', pupils will build on this knowledge through the introduction to a new range of texts suitable for Year 5.

In 'Developing reading preferences in Year 3', pupils developed reading for pleasure through exploration of a range of different text types, focusing on genre and form. Pupils were introduced to a range of authors and illustrators and considered their reader identity. In this unit, pupils build on this knowledge through the introduction to a range of texts suitable for Year 4.

In this unit, pupils will develop their reading preferences by exploring different genres and reflecting on their reading identity. Pupils will learn how to make text recommendations and create a reading community. Finally, they will develop their awareness of different forms of non-fiction.

Developing reading preferences in Year 4

Linguistic features of a non-chronological report about anglerfish

Writing the introduction of a non-chronological report about anglerfish

Planning a section about anglerfish appearance for a non-chronological report

Writing a section about anglerfish appearance for a non-chronological report

Planning a section about anglerfish habitat for a non-chronological report

Writing a section about anglerfish habitat for a non-chronological report

Writing the conclusion of a non-chronological report about anglerfish

Editing the first half of a non-chronological report about anglerfish

Editing the second half of a non-chronological report about anglerfish

Publishing a non-chronological report about anglerfish

In this unit, pupils will write one paragraph per subheading. In 'Anglo-Saxons', pupils will write two paragraphs under one subheading.

in 'How Bees Make Honey', pupils learnt how to use causal conjunctions to explain how features of the bee are used. In this unit, pupils will expand on their explanatory points over multiple sentences.

In this unit, pupils research the anglerfish's appearance and habitat in order to write a non-chronological report. Pupils focus on using a range of fronted adverbials, applying subject-specific vocabulary and writing in clear paragraphs. Pupils edit and publish their reports at the end of the unit.

Anglerfish: non-chronological report

Exploring the genre of 'Hansel and Gretel'

Engaging with 'Hansel and Gretel'

Developing comprehension of 'Hansel and Gretel'through rich discussions

Exploring characterisation in 'Hansel and Gretel'

Exploring the themes of 'Hansel and Gretel'

In 'Hansel and Gretel’, children discussed the key features of a fairy tale and had rich discussions about the plot and characters within. In ’Blackberry Blue’, pupils will read a modern fairy tale, which draws upon traditional fairy tales and cultural influences.

In 'Anansi and the Antelope Baby’, pupils discussed the features of a traditional tale. In ’Hansel and Gretel’, pupils will read or listen to a fairy tale. They will discuss the features of a fairy tale and have rich discussions about the plot and characters within.

In this unit, pupils read and explore the classic fairy tale 'Hansel and Gretel'. They use inference to develop their comprehension of the text and characters. Finally, pupils will explore the key themes and engage in rich discussions.

'Hansel and Gretel': reading

Framing the story of 'Little Red Riding Hood' as a newsworthy event

Analysing the features of a journalistic report

Generating vocabulary for a journalistic report

Writing the opening of a journalistic report

Planning the recount section of a journalistic report

Writing the recount section of a journalistic report

Planning the quotes paragraph of a journalistic report

Writing the quotes paragraph of a journalistic report

Writing the closing of a journalistic report

Presenting a journalistic report on 'Little Red Riding Hood'

In this unit, pupils learn to report with a journalistic tone on a fictional stimulus for the first time. In 'The Titanic', pupils will learn to refine their journalistic tone with the use of passive voice.

In 'Angler Fish', pupils learnt to write multiple paragraphs per subheading in a non-chronological report. In this unit, pupils will learn to report with a journalistic tone on a fictional stimulus for the first time.

In this unit, pupils write a journalistic report recounting the events of the fairy tale 'Little Red Riding Hood'. Pupils learn to frame a fictional starting point as a newsworthy event before writing in paragraphs in the journalistic style, including incorporating witness quotes.

'Little Red Riding Hood': journalistic report

Engaging with 'The Borrowers'

Understanding the setting and characters in 'The Borrowers'

Describing the setting in 'The Borrowers'

Discussing a section of 'The Borrowers'

Planning a section of a narrative based on 'The Borrowers'

Writing a section of a narrative based on 'The Borrowers'

Editing a section of narrative writing based on 'The Borrowers'

Discussing a section of 'The Borrowers' (part 2)

Planning a section of a narrative based on 'The Borrowers' (part 2)

Writing a section of a narrative based on 'The Borrowers' (part 2)

Presenting a narrative based on 'The Borrowers'

In this unit, pupils learn to use a range of fronted adverbials and adverbial clauses to add descriptive detail. In 'A Christmas Carol', pupils will learn to write a short narrative from a film. 

In 'The Firework Maker's Daughter', pupils developed the skill of writing speech, including using adverbs to describe the speech in further detail. In this unit, pupils will learn to use a range of fronted adverbials and adverbial clauses to add descriptive detail.

In this unit, pupils explore 'The Borrowers' through reading and writing activities. They sequence key events, analyse the setting and characters and write a descriptive setting piece. Pupils also plan, write, and edit sections of the build-up, developing their narrative writing skills.

'The Borrowers': narrative writing and reading

Learning about the context of 'A Christmas Carol'

Developing comprehension of 'A Christmas Carol'

Exploring characterisation in 'A Christmas Carol'

Analysing the ending of 'A Christmas Carol'

Exploring and engaging with themes in 'A Christmas Carol'

Planning a setting description based on 'A Christmas Carol'

Writing a setting description based on 'A Christmas Carol'

Planning the opening of 'A Christmas Carol'

Writing the opening of 'A Christmas Carol'

Planning the build up of 'A Christmas Carol'

Writing paragraph one of the  build up of 'A Christmas Carol'

Writing paragraph two of the  build up of 'A Christmas Carol'

Editing the build-up of 'A Christmas Carol'

Planning the climax of a 'A Christmas Carol'

Writing the climax of  'A Christmas Carol'

In the current unit, pupils write a shorter narrative based on a film. In 'The Robin’, pupils write a narrative based on a film clip from beginning to end.

In 'The Firework Maker's Daughter', pupils developed the skill of writing speech sentences. In this unit, pupils will learn to write a short narrative based on a film.

In this unit, pupils explore A Christmas Carol, learning about its context and developing comprehension through targeted questions. They analyse characterisation, themes, and the story's ending. Pupils then plan and write a setting description, along with the opening, build-up and climax.

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