English

Clause structure

Five sentence types

New subordinating conjunctions and relative pronouns

Subject and object

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. 

In this unit, pupils review five sentence structures: simple, compound, adverbial complex, relative complex and non-finite complex, all with their associate comma rules in place. They learn some new subordinating conjunctions and relative pronouns, as well as subject and object for the first time.

Using five sentence types

Determiners: articles, possessive pronouns, quantifiers and demonstratives

Single words, phrases and clauses in fronted adverbials

Parenthesis: brackets, dashes and commas

Synonyms, antonyms, prepositions and adverbs

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.

In this unit, pupils review previous learning about four types of determiner and fronted adverbials. They also review using brackets, dashes and commas for parenthesis and how to use synonyms and antonyms effectively as well as learning about new functions of prepositions and adverbs.

Key terminology, including determiners, fronted adverbials and parenthesis

Sentences in the simple, progressive and perfect present, past and future tense

Further study of modal verbs

Identifying the active and passive voice

Using the active and passive voice

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.

In this unit, pupils review the simple, progressive and perfect present tenses as well as modal verbs for use in persuasive writing and speech sentences. They learn the rules for the perfect past and future tenses for the first time as well as learning about the active and passive voice.

Three tense forms, modality, active voice and passive voice

Apostrophes: for contraction, singular possession and plural possession 2

Hyphens and ellipsis

Colons: first function

Colons: second function

Semi-colons: first function

Semi-colons: second function

Speech three ways

Bullet points

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. 

In this unit, pupils review a range of previously taught punctuation, including speech punctuation for three different types of speech sentence and apostrophes for contraction and singular and plural possession. They are also introduced to hyphens, colons, semi-colons and bullet points.

Punctuation

Word class revision

Simple and compound sentences revision

Adverbial, relative and non-finite complex sentences revision

Simple and progressive tense revision

Perfect tense revision

Subject, object, active voice and passive voice revision

Further word-level revision

Apostrophes and speech punctuation revision

Commas, brackets and dashes revision

Colons, semi-colons, hyphens and bullet points revision

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. 

In this unit, comprehensive review of all grammar and syntactical terminology needed for KS2 SATS tests is undertaken. Pupils review word class, the five taught sentence structures, all taught tenses, word families, Standard English and all taught punctuation, including at the higher level for GDS.

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

Spelling homonyms

Spelling further homophones

Spelling further near-homophones and homophones

Spelling more homophones

Using the suffix -ed to form the past tense

Using the suffix -ing to form the progressive tense

Spelling words with the comparative suffix -er

Spelling words with the superlative suffix -est

Forming plural nouns using the suffix -s and -ies

Forming plural nouns using the suffix -es and -ves

Forming irregular plural nouns

Spelling words with the spellings -le, -el and -il

Spelling words including the suffix -al

Spelling words with the suffixes -tion and -cian

Spelling words with the suffixes -sion and -ssion

Spelling words with the suffix -ous and -tious

Spelling words with the suffix -ous and -cious

Spelling words with the suffixes -cial and -tial

Using and applying the suffixes -cial and -tial

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. 

In this unit, pupils build and review a range of spelling patterns with a focus on homonyms, homophones and a wide range of suffixes, including -ed, -ing, -er, -est, -s, -ies, -es, -ves, -le, -el, -il, -al, -cian, -tion, -sion, -ssion, -ous, -tious, -cious, -cial and -tial.

Homophones and tense

Recognising the different sounds made by the letter strings 'ough' and 'au'

Recognising the different sounds made by the letter strings "ou", "ear" and "ice"

Spelling words with the 'ee' sound spelt 'ie'

Spelling words with the 'ee' sound spelt 'ei'

Spelling words with the suffixes -ant and -ance

Spelling words with the suffixes -ent and -ence

Spelling words with the -able suffix

Spelling words with the -ible suffix

Spelling words with the silent letters 'b', 'k', 'g', 'w' and 't'

Spelling words with the silent letters 'h', 'p', 'n', 'l' and 's'

Spelling words with French etymology

Spelling words with Greek and Latin etymology

Spelling words from the Y5/6 curriculum list

Spelling key curriculum words

Using hyphens to join prefixes to root words

Using hyphens to create adjectives

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. 

In this unit, pupils review and learn a wide range of Year 6 spellings, including letter strings, words with the suffixes -ant, -ance, -ent, -ence, -able and -ible, silent letters, French and Greek origin words, curriculum words and words that use the hyphen in two ways.

Letter strings, etymology and curriculum words

Revising spelling patterns linked to suffixes

Revising spelling patterns linked to sounds

Revising spelling patterns linked to etymology

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. 

In this unit, pupils review and revise the full range of spelling content learnt across KS2, including spelling patterns linked to suffixes, sounds and etymology, in preparation for the end of KS2 testing.

Review and revision of all taught spelling

Building speed through note-taking

Deciding between pen or pencil

Practising handwriting with some famous quotations

Writing with emphasis

Handwriting for a particular task

Different handwriting applications

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. 

In this unit, pupils practise note-taking and choose between pen or pencil for different tasks. They write famous quotations in cursive and learn different techniques to write with emphasis. Pupils also learn which type of handwriting is most appropriate for a given task or purpose.

Building fluency with note taking, choice, quotations and emphasis

Rich vocabulary associated with hope

Rich vocabulary associated with happiness

Rich vocabulary associated with trying hard

Rich vocabulary associated with surprise

Rich vocabulary associated with feeling bad

Rich vocabulary associated with anger

Rich vocabulary associated with feeling stressed or scared

Rich vocabulary associated with feeling sad

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.

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

Emotions words

Rich vocabulary associated with the city

Rich vocabulary associated with a village

Rich vocabulary associated with the countryside

Rich vocabulary associated with the outdoors

Rich vocabulary associated with the mountains

Rich vocabulary associated with the water

Rich vocabulary associated with the night

Rich vocabulary associated with a house

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.

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

Setting words

Developing reading preferences in Year 6 through personal reflection

Developing reading preferences by appreciating characters in adaptations

Developing reading preferences in Year 6 through text recommendations

Developing reading preferences in Year 6 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 'No Country and Frizzy: graphic novels exploring identity and belonging', pupils will explore a specific text type (graphic novels) in more detail.

In 'Developing reading preferences in Year 5', 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 6.

In this unit, pupils will develop their reading preferences by exploring text adaptations. Pupils will learn about the benefits of engaging with translated texts from around the world. Finally, they will develop their awareness of different forms of reading, focusing on picture books.

Developing reading preferences in Year 6

Understanding themes, characters and plot in 'Romeo and Juliet'

Exploring Juliet's emotions after meeting Romeo

Generating vocabulary for Juliet's diary entry

Planning Juliet's diary entries

Writing the first half of Juliet's diary entry

Writing the second half of Juliet's diary entry

Exploring Act III Scene 1 in ‘Romeo and Juliet’

Exploring vocabulary relating to the duel scene

Planning the duel scene

Writing the first half of the duel scene

Writing the second half of the duel scene

Debating a question raised by Shakespeare's 'Romeo and Juliet'

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.’

In this unit, pupils learn to empathise with and understand different characters in one of Shakespeare's iconic plays. They write a diary entry from Juliet's perspective, a climactic narrative scene based on the duel scene and begin to debate around a key question raised from the play.

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

Building knowledge of the historical context of 'Sherlock Holmes'

Understanding 'The Adventure of the Blue Carbuncle'

Exploring conventions of detective fiction

Exploring vocabulary for a setting description in 'Sherlock Holmes'

Planning a setting description in 'Sherlock Holmes'

Writing the first half of a setting description in 'Sherlock Holmes'

Writing the second half of a setting description in 'Sherlock Holmes'

Analysing the main character in 'Sherlock Holmes'

Identifying features of a persuasive letter written to Sherlock Holmes

Exploring a fictional mystery in the Victorian era

Generating persuasive techniques for a letter to Sherlock Holmes

Writing the introduction to a persuasive letter to Sherlock Holmes

Writing the first paragraph of a persuasive letter to Sherlock Holmes

Writing the second paragraph of a persuasive letter to Sherlock Holmes

Writing the conclusion of a persuasive letter to Sherlock Holmes

Peer editing a persuasive letter to Sherlock Holmes

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.

In this unit, pupils learn about conventions of detective fiction via one of the English canon's most famous series 'Sherlock Holmes'. They use knowledge of the central character to write a setting description and a persuasive letter from a member of the public in need of his services.

'Sherlock Holmes': descriptive and letter writing

Introducing the context of 'Coming To England'

Exploring setting in 'Coming To England'

Exploring characterisation in 'Coming To England'

Turning points in 'Coming To England'

Exploring and engaging with themes in 'Coming To England’

In 'Coming to England’ pupils read from the perspective of a young girl. In ’Poetry about migration’ 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: My Story’ 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.

In this unit, pupils read and explore the autobiographical memoir, 'Coming To England'. They engage with the cultural and historical context of the text and explore the imagery used to depict the setting and characters. Finally, pupils engage with the key themes of migration and discrimination.

'Coming To England': reading

Identifying features of a biography in preparation for writing about Darwin

Researching Charles Darwin's life

Researching Charles Darwin's theory of evolution

Planning a biography about Charles Darwin's life and theory of evolution

Writing the first half of a biography about Darwin and his theory of evolution

Writing the second half of a biography about Darwin and his theory of evolution

Presenting information about evolution

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.

In this unit, pupils research Charles Darwin's life and evolution theory in order to write a biography. The biography is written chronologically, from his early life to university, his trip to the Galapagos and his theory of evolution. Finally, pupils present information about evolution to a group.

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