Download Year 6 English Curriculum Map

Year 6 English Curriculum Map
AUTUMN TERM
Genres
Titanic
 Diary of a survivor.
 Biography of a Edward Smith (captain of the Titanic)
 Letter – from a working class passenger
 News report – The Sinking
 Setting description


Ghosts
Narrative – spooky setting descriptions
Ghost story – Alma
Christmas
 A Christmas Truce
 A Christmas Carol
Spelling
Revisit and Review: -able, -ible. Revise use of hyphen from Y5.
Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c.
Prefixes and Suffixes: Suffixes: Adding suffixes beginning with vowel letters to words ending in
–fer.
Word endings: Endings which sound like /ʃəs/ spelt –cious or –tious eg precious, ambitious.
Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy
Proof reading: Proof reading in smaller chunks. Sentences, paragraphs.
Learning Spellings
Children:

Learn words taught in new knowledge this term.

Learn words from Y5/6 word list. Suggest an average of 7 a term of highlighted words

Learn words from personal list.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from Y5/6 word
list groups.
AUTUMN 1
individual
interfere
interrupt
language
leisure
lightning
marvellous
mischievous
muscle
necessary
Handwriting
and
presentation
•
•
•
recommend
relevant
restaurant
signature
sincere
immediately
soldier
stomach
AUTUMN 2
sufficient
suggest
twelfth
variety
vegetable
vehicle
yacht
write legibly, fluently and with increasing speed
Knows when to use an unjoined style (e.g. for labelling a diagram or data, writing an email address, or for algebra)
and capital letters (e.g. for filling in a form). *
makes decisions, as part of their personal style, whether or not to join specific letters and does so appropriately
in their own writing
Writing
Processes
•
•
•
•
•
•
•
•
Vocabulary,
Grammar
and Spelling
•
•
•
•
•
•
•
•
•
in writing narratives, uses what they have learned about how authors have developed settings in what they have
read, listened to or seen performed *
in narratives, describes atmosphere and integrates dialogue to advance the action
can précis longer passages *
uses layout devices, such as sub-headings, columns, bullets, or tables, to structure text
assesses the effectiveness of their own and others’ writing, proposing changes to grammar to enhance effects
and clarify meaning
uses the passive to affect the presentation of information in a sentence
Uses structures typical of informal speech and structures appropriate for formal speech and writing (such as the
use of question tags, e.g. 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)
Links ideas within and across paragraphs using a wider range of cohesive devices: repetition of a word or phrase,
grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence),
and ellipsis*
uses vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
uses passive verbs to affect the presentation of information in a sentence
uses hyphens to avoid ambiguity
uses semi-colons, colons or dashes to mark boundaries between independent clauses*
uses a colon to introduce a list and use of semi-colons within lists
can punctuate bullet points consistently and accurately
Uses the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m fed
up)
Understands how words are related by meaning as synonyms and antonyms (e.g. big, large, little) *
accurately and appropriately uses and understands the following grammatical terminology: subject, object, active,
passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points)
Year 6 English Curriculum Map
SPRING TERM
Genres
Mysteries from The Past
 Biographies – The Arrival
 The Alchemist’s Letter – Letter
 Non-chronological report – types of dragon (Miptor style)
 Harris Burdick – story starts
The Boy in the Girls’ Bathroom
 Diary
 Letter – writing to his old friend
 Additional chapter (speech)
 School report
Spelling
Revisit and Review: Words containing the letter-string -ough. Revise apostrophe for contraction and possession.
Teaching rarer GPCs: Revise words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the
pronunciation of the word)
Prefixes and Suffixes:
Word endings: Endings which sound like /ʃəl eg official, special, artificial, partial, confidential, essential.
Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet, stationery/stationary.
Proof reading: Proof reading someone else’s writing. Note strategies which help in spelling journal/log.
Learning Spellings
Children:

Learn words taught in new knowledge this term.

Learn words from Y5/6 word list. Suggest an average of 7 a term of highlighted words

Learn words from personal list.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from Y5/6 word
list groups.
neighbour
nuisance
appreciate
accommodate
opportunity
parliament
persuade
physical
Handwriting
and
presentation
SPRING 1
prejudice
privilege
profession
programme
pronunciation
queue
recognise
symbol
system
temperature
thorough
committee
environment
government
communicate
SPRING 2
accommodate
embarrass
rhyme
rhythm
sacrifice
secretary
shoulder
• write legibly, fluently and with increasing speed
• Knows when to use an unjoined style (e.g. for labelling a diagram or data, writing an email address, or for
algebra) and capital letters (e.g. for filling in a form). *
• makes decisions, as part of their personal style, whether or not to join specific letters and does so
appropriately in their own writing
Writing
Processes
• in writing narratives, uses what they have learned about how authors have developed settings in what they have
read, listened to or seen performed *
• in narratives, describes atmosphere and integrates dialogue to advance the action
• can précis longer passages *
• uses layout devices, such as sub-headings, columns, bullets, or tables, to structure text
• assesses the effectiveness of their own and others’ writing, proposing changes to grammar to enhance effects
and clarify meaning
• uses the passive to affect the presentation of information in a sentence
• Uses structures typical of informal speech and structures appropriate for formal speech and writing (such as
the use of question tags, e.g. 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)
• Links ideas within and across paragraphs using a wider range of cohesive devices: repetition of a word or
phrase, grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a
consequence), and ellipsis*
Vocabulary,
Grammar
and
punctuation.
•
•
•
•
•
•
•
uses vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
uses passive verbs to affect the presentation of information in a sentence
uses hyphens to avoid ambiguity
uses semi-colons, colons or dashes to mark boundaries between independent clauses*
uses a colon to introduce a list and use of semi-colons within lists
can punctuate bullet points consistently and accurately
Uses the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m
fed up)
• Understands how words are related by meaning as synonyms and antonyms (e.g. big, large, little) *
• accurately and appropriately uses and understands the following grammatical terminology: subject, object,
active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points)
Year 6 English Curriculum Map
SUMMER TERM
Genres


Explanation – How Teacher’s Really Work
TBC
Spelling
Revisit and Review: Spelling strategies at the point of writing.
Teaching rarer GPCs: Revise words with rare GPCs from Y5/6 word list eg bruise,
guarantee, queue, immediately, vehicle, yacht.
Prefixes and Suffixes:
Word endings: Words ending in –ant,
–ance/–ancy,
–ent,
–ence/–ency
Homophones: draft/draught, dissent/descent, precede/proceed.
Proof reading: Embedding proof reading strategies when reviewing own writing
independently.
Learning Spellings
Children:
•
Learn words taught in new knowledge this term.
•
Learn words from Y5/6 word list. Suggest an average of 7 a term of highlighted words
•
Learn words from personal list.
•
Extend the knowledge of spelling strategies and apply to high-frequency and crosscurricular words from Y5/6 word list groups.
Appreciate, conscious, competition, definite, convenience, desperate, disastrous, especially,
equipment, foreign, familiar, frequently, guarantee, immediate.
Handwriting
and
presentation
• write legibly, fluently and with increasing speed
• Knows when to use an unjoined style (e.g. for labelling a diagram or data, writing an email
address, or for algebra) and capital letters (e.g. for filling in a form). *
• makes decisions, as part of their personal style, whether or not to join specific letters
and does so appropriately in their own writing
Writing
Processes
• in writing narratives, uses what they have learned about how authors have developed
settings in what they have read, listened to or seen performed *
• in narratives, describes atmosphere and integrates dialogue to advance the action
• can précis longer passages *
• uses layout devices, such as sub-headings, columns, bullets, or tables, to structure text
• assesses the effectiveness of their own and others’ writing, proposing changes to
grammar to enhance effects and clarify meaning
• uses the passive to affect the presentation of information in a sentence
• Uses structures typical of informal speech and structures appropriate for formal speech
and writing (such as the use of question tags, e.g. 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)
• Links ideas within and across paragraphs using a wider range of cohesive devices:
repetition of a word or phrase, grammatical connections (e.g. the use of adverbials such as
on the other hand, in contrast, or as a consequence), and ellipsis*
Vocabulary,
Grammar
and spelling
• uses vocabulary and structures that are appropriate for formal speech and writing,
including subjunctive forms
• uses passive verbs to affect the presentation of information in a sentence
• uses hyphens to avoid ambiguity
• uses semi-colons, colons or dashes to mark boundaries between independent clauses*
• uses a colon to introduce a list and use of semi-colons within lists
• can punctuate bullet points consistently and accurately
• Uses the semi-colon, colon and dash to mark the boundary between independent clauses
(e.g. It’s raining; I’m fed up)
• Understands how words are related by meaning as synonyms and antonyms (e.g. big, large,
little) *
• accurately and appropriately uses and understands the following grammatical terminology:
subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon,
bullet points)