Download English Martyrs` Catholic Primary School Year 6 English Year

English Martyrs’ Catholic Primary School
Year 6 English Year Overview
Year 6
Autumn 1
Title
Author
Whole School
Text
War Horse
The Arrival
Michael
Morpurgo
Shaun Tan
Duration
of teaching
sequence
1 week
Extended
writing /genres
3 weeks
Newspaper
report
Narrative
3 weeks
Narrative (Own
version)
Playscript
Persuasive
Discussion
SPAG to be taught within the teaching sequence
Clauses and conjunctions,
noun, noun phrase
statement, question,
exclamation, command, suffix,
adjective, adverb, verb,
tense (past, present),
apostrophe, comma How words can combine to make sentences
Joining words and joining clauses using conjunctions
preposition, conjunction
complex and compound sentences,
prefix clause, subordinate clause,
direct speech, inverted commas (or ‘speech marks’)
Subordination (using when, if, that, because) and coordination
(using or, and, but) Expanded noun phrases for description and
specification [for example, the blue butterfly, plain flour, the man
in the moon] How the grammatical patterns in a sentence indicate
its function as a statement, question, exclamation or command
Use dictionaries to check the spelling and meaning of words
Use the first three or four letters of a word to check spelling,
meaning or both of these in a dictionary
Use a thesaurus.
Relative clauses beginning with who, which, where, when, whose,
that, or an omitted relative pronoun
The difference between vocabulary typical of informal speech and
vocabulary appropriate for formal speech and writing [for
example,
find out – discover; ask for – request; go in – enter]
Use of the passive to affect the presentation of information in a
sentence [for example, I broke the window in the greenhouse
versus
English Martyrs’ Catholic Primary School
Year 6 English Year Overview
The window in the greenhouse was broken (by me)]
Autumn 2
Spring 1
Poetry
Night Mail
Various
The Man
who walked
between the
Tower
Mordicai
Gerstein
Whole School
Text
The Promise
2 weeks
3 weeks
Poetry
Use knowledge of morphology and etymology in spelling and
understand that the spelling of some words needs to be learnt
specifically, as listed in English Appendix 1
Use dictionaries to check the spelling and meaning of words
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
Use of the semi-colon, colon and dash to mark the boundary
between independent clauses [for example, It’s raining; I’m fed up]
Character and
setting
description
Journalistic
writing
Biograpy
Persuasive
Relative clauses beginning with who, which, where, when, whose,
that, or an omitted relative pronoun
Indicating degrees of possibility using adverbs [for example,
perhaps, surely] or modal verbs [for example, might, should, will,
must]
Use of commas to clarify meaning or avoid ambiguity
The difference between vocabulary typical of informal speech and
vocabulary appropriate for formal speech and writing [for
example,
find out – discover; ask for – request; go in – enter]
Use further prefixes and suffixes and understand the guidance for
adding them
Use knowledge of morphology and etymology in spelling and
understand that the spelling of some words needs to be learnt
Narrative
Non
Chronological
subject, object, active, passive,
synonym, antonym, ellipsis,
hyphen, colon, semi-colon, bullet points
1 week
Nicola Davies
3 weeks
English Martyrs’ Catholic Primary School
Year 6 English Year Overview
report
Poetry
School
residential
2 weeks
The Invention Brian Selznick
of Hugo
Cabret
Spring 2
Firebird
Saviour
Pirrotta
3 weeks
3 weeks
Use of the passive to affect the presentation of information in a
sentence [for example, I broke the window in the greenhouse
versus The window in the greenhouse was broken (by
me)]. The difference between structures typical of informal speech
and structures appropriate for formal speech and writing [for
example, the use of question tags: 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]
Conjunctions, noun phrases, fronted adverbials, exclamation,
plurals
Non fiction
Recount
Persuasion/balan
ced argument
Indicate grammatical and other features by:
Narrative
Narrative
- Using commas to clarify meaning or avoid ambiguity in writing
- Using expanded noun phrases to convey complicated
information concisely
- Using modal verbs or adverbs to indicate degrees of possibility
- Using conjunctions, adverbs and prepositions to express time and
cause
Use of the passive to affect the presentation of information in a
sentence [for example, I broke the window in the greenhouse
versus The window in the greenhouse was broken (by
me)]. The difference between structures typical of informal speech
and structures appropriate for formal speech and writing [for
example, the use of question tags: 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]
English Martyrs’ Catholic Primary School
Year 6 English Year Overview
Summer 1
King Kong
Anthony
Browne
2 weeks
Story
Newspaper
Report
A boy in the
girl’s
bathroom
Louis Satcher
3weeks
Letter
Narrative
Alfred Noyes
3 weeks
Diary
Rhyming poem
Poetry
Narrative
Use further prefixes and suffixes and understand the guidance for
adding them
Spell some words with ‘silent’ letters [for example, knight, psalm,
solemn]
Continue to distinguish between homophones and other words
which are often confused
Converting nouns or adjectives into verbs using suffixes [for
example, –ate; –ise; –ify]
How words are related by meaning as synonyms and antonyms
[for example, big, large, little].
Linking ideas across paragraphs using a wider range of cohesive
devices: repetition of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in
contrast, or as a consequence], and ellipsis
Layout devices [for example, headings, sub-headings, columns,
bullets, or tables, to structure text]
modal verb, relative pronoun,
relative clause,
parenthesis, bracket, dash,
cohesion, ambiguity
Relative clauses beginning with who, which, where, when,whose,
that, or an omitted
relative pronoun Indicating degrees of possibility using adverbs [for
example, perhaps, surely] or modal verbs
[for example, might, should, will, must]
SATS week
Summer 2
The
Highwayman
adverbial phrases
metaphor and simile
Relative clauses beginning with who, which, where, when,whose,
that, or an omitted
relative pronoun Indicating degrees of possibility using adverbs [for
example, perhaps, surely] or modal verbs
[for example, might, should, will, must]
English Martyrs’ Catholic Primary School
Year 6 English Year Overview
A Beautiful
Lie
3 weeks
Narrative
Recounts
Journalistic
Writing
Devices to build cohesion within a paragraph [for example, then,
after that, this, firstly]
Linking ideas across paragraphs using adverbials of time [for
example, later], place [for example, nearby] and number [for
example,
secondly] or tense choices [for example, he had seen her before]
The difference between vocabulary typical of informal speech and
vocabulary appropriate for formal speech and writing [for
example,
find out – discover; ask for – request; go in – enter]
Linking ideas across paragraphs using a wider range of cohesive
devices: repetition of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in
contrast, or as a consequence], and ellipsis