English

How to Train your Dragon - Mixed outcomes

History VIP: Mary Anning by Kay Barnham

The British by Benjamin Zephaniah

Wild Cats - Non-chronological reports

Oliver - Narrative writing

Demon Dentist by David Walliams

School Uniform - Persuasive writing

Poetry - The Listeners by Walter de la Mare

The Viewer - Narrative writing

Macbeth - Narrative writing

Street Child by Berlie Doherty

Inspirational figures - Biographical writing

Mirror by Jeannie Baker

The Highwayman - Narrative writing

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.

In this unit, pupils learn a new sentence structure: the non-finite complex sentence. In so doing, they learn a new comma rule for how to separate a non-finite clause from a main clause. Pupils revise the other sentence structures they know: simple, compound, adverbial complex and relative complex.

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.  

In this unit, pupils review previous learning about articles and possessive pronouns and they learn two new determiners: quantifiers and demonstratives. They review that fronted adverbials can be single words, phrases or clauses and that any fronted adverbial gives detail of time, place or manner.

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.

In this unit, pupils review the rules for the simple and progressive present, past and future tenses as well as the perfect present tense. They learn about modal verbs for the first time, learning that they can be useful for applying to speech sentences, persuasive writing and rhetorical questions.

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.  

In this unit, pupils review punctuation rules for speech first and second sentences as well as for apostrophes for contraction, singular and plural possession. They learn to punctuate speech interrupted sentences and how to punctuate parenthesis with brackets and dashes for stylistic effect.

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.

In this unit, pupils learn spelling and grammar conventions associated with certain verb, adjective and noun suffixes like -ing, -ed, -s, -ies, -es, -ves, -ate, -en, -ify and -less. Pupils review and learn more examples of how the addition of a suffix can affect the grammar of a word.

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.

In this unit, pupils learn spelling and grammar conventions associated with more noun suffixes like -ant, -ance, -ancy, -ent, -ence and -ency, reviewing how the addition of a suffix can affect the grammar of a word, for example its word class. Pupils investigate 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.

In this unit, pupils learn to investigate and spell words in English with Greek and Latin origins. Pupils also learn to spell polysyllabic words and words with a greater range of prefixes, like de-, re-, sub-, super-, inter- anti-, auto-, bi-, trans-, tele- and circum-.

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. 

In this unit, pupils develop their handwriting speed and their ability to select the apppropriate writing implement suited to a given task. They practise applying their cursive handwriting to writing famous quotations, dialogue, a journalistic report and a non-chronological report.

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.

In this unit, pupils learn a wider range of vocabulary to support writing descriptively about characters, settings and scenes, including ambitious vocabulary for taste and smell words that can be applied to descriptive writing passages.

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.

In this unit, pupils learn a wider range of vocabulary to support writing descriptively about characters, settings and scenes, including ambitious vocabulary for action words that can be applied to descriptive writing passages.

Action words

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 6', pupils will build on this knowledge through the introduction to new range of texts suitable for Year 6.

In 'Developing reading preferences in Year 4', 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 5.

In this unit, pupils develop their reading preferences by exploring different authors and illustrators. Pupils learn how to engage in 'book talk' and about the benefits of recommending texts. Finally, they develop their awareness of different 'forms' of reading, focusing on poetry.

Developing reading preferences in Year 5

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

In 'Arthur and the Golden Rope: reading’, pupils explored a modern myth that drew inspiration from Norse culture. They also discussed the role of an unlikely hero. In ’How To Train Your Dragon: reading’, pupils will read and discuss a longer, fictional narrative that draws from Norse culture and will discuss another unlikely hero.

In this unit, pupils read and explore the illustrated chapter book, 'How To Train Your Dragon'. They develop their understanding of characterisation and build comprehension of the text through rich discussions. Finally, pupils explore the themes of loyalty, bravery and what makes a 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. 

In this unit, pupils use their knowledge of the text 'How To Train Your Dragon' to write a setting description, a narrative opening and a diary entry. Pupils use one stimulus to write for several outcomes, writing for different purposes by demonstrating certain techniques in each.

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

In 'Crazy About Cats: reading’, pupils read and retrieved information about wild cats. In ’The aye-aye or wild cats: non-chronological report’, pupils will use information they read to write non-chronological reports on primates or wild cats.

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

In this unit, pupils read and discuss the non-fiction text, 'Crazy about Cats'. They explore the features of a non-fiction text and build understanding of new vocabulary. Finally, pupils discuss the possible connections and purpose of the text.

'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.

In this unit, pupils research tigers' diets and adaptations to write an informative non-chronological report about them. They spend a whole lesson editing their writing, focusing on key Year 5 punctuation, sentence structures and vocabulary choices. Finally, pupils present their reports.

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

In this unit, pupils research aye-ayes' diets and adaptations to write an informative non-chronological report about them. They spend a whole lesson editing their writing, focusing on key Year 5 punctuation, sentence structures and vocabulary choices. Finally, pupils present their reports.

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.

In this unit, pupils write a journalistic report as if they were a journalist reporting on the departure and voyage of the Titanic in 1912. Pupils incorporate their learning about modal verbs, parenthesis denoted by brackets and a full range of simple, compound and complex sentence structures.

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.

In this unit, pupils develop their understanding of debating conventions, including justifying, making points, giving proof, summarising, responding, judging and scoring a debate. Pupils learn how best to prepare for a debate and how to write notes to deliver a speech during a debate.

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.

In this unit, pupils use a picture book stimulus to write the opening and build-up of a narrative. They develop their understanding of how to hook a reader through a narrative opening and how to build and maintain tension in a narrative build-up, using cohesive devices and show-not-tell.

'The Viewer': narrative writing

In The Unforgotten Coat: book club’, pupils discussed the theme of identify and belonging within the context of the refugee experience. In ’Front Desk: book club’, pupils will explore this further and discuss migration.

In ’The Wild Robot: book club’, pupils discussed the theme of identify and belonging. In ’The Unforgotten Coat: book club’, pupils will discuss the theme of identity and belonging and delve deeper into this as a concept, exploring its connection to nomadic culture.

In this unit, pupils explore and discuss the novella, 'The Unforgotten Coat'. They will share their opinion on the text and explore the themes of identity, empathy and immigration. Finally, pupils will discuss the characters in the text, as well as making personal connections and recommendations.

'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.

In this unit, pupils use 'The Highwayman' by Alfred Noyes as the stimulus from which to write a character and setting description, a narrative build-up in third person prose and a section incorporating varied speech sentences. Pupils complete the unit reciting and memorising parts of the poem.

'The Highwayman': narrative writing

In this unit, pupils read and responded 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 read, responded to, and wrote their own poems based on the theme of weather. They engaged with a range of forms and poetic devices.  In ’Poetry about personal experiences’, pupils build on this, reading, responding to, and writing poems linked to feelings, relationships and experiences. 

In this unit, pupils read, respond to and perform a variety of poems by different poets. They explore many themes, including love, hope, belonging, hate and resilience. Finally, pupils write their own poem about a personal experience.

Poetry about personal experiences

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

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

In this unit, pupils read and respond to the poem, 'The Listeners' by Walter de la Mare. They learn about the poet and examine the structure and language in the poem. Finally, pupils explore the imagery used and the key themes from the poem.

'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.

In this unit, pupils write a formal persuasive letter to the Prime Minister. They learn about persuasive writing devices, including flattery, presumption, evidence and veiled threat. Pupils learn and apply a variety of conventions of formal letter writing.

School uniform: persuasive letter writing

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

In 'The Unforgotten Coat: book club’, pupils discussed how cultural influences affect an individual. In ’Mirror: reading’, pupils will compare and contrast two families from different countries and cultural backgrounds.

In this unit, pupils explore and discuss the dual narrative text, 'Mirror'. They explore the two stories by inferring meaning from images in the text.  Finally, pupils make connections to and from the text, as well as engaging with key themes.

'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.

In this unit, pupils have their first taste of Shakespearean play scripts. They analyse the witches' prologue of this iconic play as a starting point for writing a narrative opening. Pupils investigate the central character, writing a soliloquy based on Macbeth's famous dagger monologue.

Shakespeare's 'Macbeth': narrative and soliloquy writing

In 'Front Desk: book club’, pupils developed their own personal responses to a text. In 'Front Desk: persuasive letter writing', pupils learnt about migration and explored themes of belonging and identity in the context of a realistic fiction novel.

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

In this unit, pupils explore and discuss the fictional novel, 'Front Desk'. They share their opinion on the text and explore the key themes of prejudice and discrimination. Finally, pupils discuss the characters in the text, as well as making personal connections and recommendations.

'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’.’

In this unit, pupils take inspiration from a scene in the text 'Front Desk' to write a persuasive letter to elected councillors. They build up persuasive writing skills, including flattery, presumption, evidence and veiled threat. Pupils apply a variety of conventions of formal letter writing.

'Front Desk': persuasive letter writing

In 'Oliver Twist: reading’, pupils read, discussed and explored a classic narrative. In ’Beowulf: reading’, pupils will read, discuss and explore an epic poem.

In 'A Christmas Carol': narrative writing and reading', pupils used a text as a stimulus for their writing. In ’Oliver Twist: reading’, pupils will read, discuss and explore another text written by Charles Dickens.

In this unit, pupils read and explore a version of Charles Dickens' novel, 'Oliver Twist'. They explore characterisation within the text, make predictions and engage in rich discussions about the plot. Finally, pupils identify and engage with the key themes in the text.

'Oliver Twist': reading

In 'Curiosity: The Story of a Mars Rover: reading’, pupils read, discussed and explored a non-fiction picturebook narrative. In ’Shackleton's Journey: reading’, pupils will read, discuss and explore another non-fiction picturebook narrative based on real-life events.

In 'Escape from Pompeii: reading’, pupils explored and engaged with a historical fiction picturebook narrative. In ’Curiosity: The Story of a Mars Rover: reading’, pupils will read, discuss and explore a non-fiction picturebook narrative based on space exploration.

In this unit, pupils read and explore the narrative non-fiction text, 'Curiosity: The Story of a Mars Rover'. They explore the context of Mars and the rover mission and answer a range of comprehension questions. Finally, pupils identify and engage with the key themes in the text.

'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.

In this unit, pupils write their first formal essay of the primary curriculum. In it, pupils write about deforestation in the Amazon Rainforest with facts derived from research presented in clear paragraphs. The essay question given calls for pupils to write their essay as a single line of argument.

The Amazon Rainforest: essay writing

In 'Princess Sophia Duleep Singh: My Story: reading’ pupils have explored a fictionalised recount of a significant historical figure's life. In ’Harriet Tubman: biographical writing’ 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: reading’, pupils have read a fictionalised retelling of an event, with well-researched facts and information. In ’Princess Sophia Duleep Singh: My Story: reading’ pupils will read about history through an imagined perspective, one which the author has researched extensively.

In this unit, pupils read and explore the historical fiction text, 'Princess Sophia Duleep Singh: My Story'. They explore characterisation across the text and compare perspectives. Finally, pupils engage with the key theme of inequality and explore the legacy of the suffragettes.

'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. 

In this unit, pupils write a biography based on Harriet Tubman, centred around her significance as a historical figure, her early life and her civil rights activism. Pupils conduct research about the subject and organise their research into clear paragraphs, using a range of cohesive devices.

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.

In this unit, pupils read, respond to and perform classic and contemporary poetry about animals by a range of different poets. They explore form, structure and language, whilst developing personal responses. Finally, pupils use a range of strategies to support learning poetry by heart.

Poetry inspired by animals

In 'Wonder: book club’, pupils considered different perspectives and also developed their own personal response to the text. In 'Cloud Busting: book club', pupils will explore different perspectives around themes of friendship and bullying, written in the form of a verse novel.

In 'Front Desk: book club’, pupils developed a personal response to a text exploring migration and starting life in a new country. In ’Wonder: book club’, pupils will consider different perspectives and also develop their own personal response to the text.

In this unit, pupils explore and discuss the novel, 'Wonder'. They share their opinion on the text and explore the key themes of discrimination and kindness. Finally, pupils discuss the characters in the text, as well as making personal connections and recommendations.

'Wonder': book club

In this unit, pupils analyse abridged, rewritten versions of famous speeches made by Greta Thunberg, Emma Watson and Malala Yousafzai. They learn the techniques that the writer of each speech has used to ensure it meets its purpose.

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