English

Two types of clause

Four sentence types

Comma rules in four sentence types

A new subordinate clause: the non-finite (-ing) clause

A new sentence structure: the non-finite complex sentence

Using the comma rules in non-finite complex sentences

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

Determiners: articles and possessive pronouns review

Determiners: quantifiers and demonstratives

Fronted adverbials: single words, phrases and clauses

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

Writing sentences in the simple present, past and future tense

Writing sentences in the progressive present, past and future tense

Writing sentences in the perfect present tense

Modal verbs

Using modal verbs

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

Speech interrupted: inverted commas and punctuation rules

Parenthesis: brackets

Parenthesis: dashes

Using apostrophes for contraction, singular possession and plural possession

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

Using the suffix -ed to make the past tense

Using the suffix "-ing" to make the present and past tenses

Making plurals using the suffixes -s and -ies

Making plurals using the suffix -es and -ves

Turning nouns and adjectives into verbs using the suffixes -ate and -en

Turning nouns and adjectives into verbs using the suffixes -ify and -ise

Turning adjectives into nouns using the suffixes -ity and -ness

Spelling words with the suffixes -ary and -ery

Creating adjectives using the suffixes -al and -ic

Creating adjectives using the suffixes -ful and -less

Using the suffix -tion to represent /shun/

Using the suffixes -cian, -sion and -ssion to represent /shun/

Spelling words with the suffix -able

Spelling words with the suffix -ible

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

Spelling words with the suffix -ant

Spelling words with the suffixes -ance and -ancy

Spelling words with the suffix -ent

Spelling words with the suffixes -ence and -ency

Investigating the letter string ‘fer’

Applying spelling rules with the letter string ‘fer’

Spelling a selection of homophones

Spelling further homophones and near-homophones

Investigating the ‘ee’ sound spelt ‘ie’ or ‘ei’

Applying the rule ‘i before e except after c’

Other sounds represented by the letter string ‘ie’

Other sounds represented by the letter string ‘ei’

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

Spelling words using hard c

Spelling words using soft c

Spelling words of Greek origin that use 'ch' to make a /k/ sound

Spelling words of Greek origin that use 'ph' to make a /f/ sound

Spelling words of Latin origin that use 'sc' to make a /s/ sound

Spelling polysyllabic words with unstressed vowels

Spelling more polysyllabic words with unstressed vowels

Spelling words with the prefixes meaning not

Spelling words with the prefixes de-, re-, sub-, super-, inter-, anti- and auto-

Spelling words with the prefixes bi-, trans-, tele- and circum-

Spelling words with the prefixes co-, pre-, pro- and sus-

Spelling words with the prefixes ad- and al- and hyphens

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

Building speed in handwriting

Making choices between pen or pencil

Practising handwriting with more famous quotations

Practising handwriting by writing dialogue

Practising handwriting in journalistic writing

Practising handwriting in a non-chronological report

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

Rich vocabulary associated with flavour

Rich vocabulary associated with smell

More rich vocabulary associated with smell

Rich vocabulary associated with the word delicious

Rich vocabulary associated with hunger or thirst

Rich vocabulary associated with a meal

Rich vocabulary associated with the word disgusting

Rich vocabulary associated with eating

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

Rich vocabulary associated with the word wet

Rich vocabulary associated with fight or battle

Rich vocabulary associated with looking or seeing

Rich vocabulary associated with chaos and confusion

Rich vocabulary associated with being lazy or relaxing

Rich vocabulary associated with hard-work

Rich vocabulary associated with running

Rich vocabulary associated with walking

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

Developing reading preferences in Year 5 through personal reflection

Developing reading preferences in Year 5 through appreciation of characters

Developing reading preferences in Year 5 through text recommendations

Developing reading preferences in Year 5 through 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 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

Engaging with the context of 'How To Train Your Dragon'

Exploring character, setting and plot in 'How To Train Your Dragon'

Building comprehension of 'How To Train Your Dragon' through rich discussions

Reflecting on key events in 'How To Train Your Dragon'

Exploring and engaging with themes in 'How to Train Your Dragon’

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

Understanding the context of 'How To Train Your Dragon'

Planning a setting description based on 'How To Train Your Dragon'

Writing a setting description based on 'How To Train Your Dragon'

Planning a narrative opening based on 'How To Train Your Dragon'

Writing a narrative opening based on  'How To Train Your Dragon'

Editing narrative writing based on 'How To Train Your Dragon'

Identifying features of a diary entry to write from 'How To Train Your Dragon'

Planning the opening of a diary entry based on 'How To Train Your Dragon'

Writing the opening of a diary entry based on 'How To Train Your Dragon'

Planning part one of the main body of a diary entry

Writing part one of the main body of a diary entry

Planning part two of the main body of a diary entry

Writing part two of the main body of a diary entry

Editing the main body of a diary entry

Planning the closing of a diary entry based on 'How To Train Your Dragon'

Writing the closing of a diary entry based on 'How To Train Your Dragon'

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

Identifying the features of a non-fiction text with 'Crazy about Cats'

Analysing use of language in 'Crazy about Cats'

Building comprehension of 'Crazy about Cats' through rich discussion

Engaging with 'Crazy about Cats'

Considering the impact of 'Crazy about Cats'

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

Identifying the features of a non-chronological report in preparation for writing about tigers

Researching tigers for a non-chronological report

Planning the introduction of a non-chronological report about tigers

Writing the introduction of a non-chronological report about tigers

Planning the diet section of a non-chronological report about tigers

Writing the diet section of a non-chronological report about tigers

Editing the diet section of a non-chronological report about tigers

Planning the adaptations section of a non-chronological report about tigers

Writing the adaptations section of a non-chronological report about tigers

Planning the conclusion of a non-chronological report about tigers

Writing the conclusion of a non-chronological report about tigers

Presenting a non-chronological report about tigers

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

Identifying the features of a non-chronological report in preparation for writing about aye-ayes

Researching aye-ayes for a non-chronological report

Planning the introduction of a non-chronological report about aye-ayes

Writing the introduction of a non-chronological report about aye-ayes

Planning the diet section of a non-chronological report about aye-ayes

Writing the diet section of a non-chronological report about aye-ayes

Editing the diet section of a non-chronological report about aye-ayes

Planning the adaptations section of a non-chronological report about aye-ayes

Writing the adaptations section of a non-chronological report about aye-ayes

Planning the conclusion of a non-chronological report about aye-ayes

Writing the conclusion of a non-chronological report about aye-ayes

Presenting a non-chronological report about aye-ayes

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.

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