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Spoken Language
Speaking, Listening and Discussion
Present a well structured, persuasive
argument including reasons and
evidence
Analyse the use of persuasive language
in different contexts
Plan and manage a group task over time
Drama
Vary voice for dramatic effect e.g. by
using volume, tone and pitch
The English Planning Kit
Objectives for Year 5 Term 1
In addition to previous learning, pupils should learn how to...
Reading
Writing
Word Reading
Planning, Composing and Evaluating
Use an understanding of morphology and Develop ideas through reading and
etymology to aid them in reading
research
unfamiliar words (link to spelling strand)
Use a wide knowledge of text types,
forms and styles to inform their writing
Being a Reader
Plan and write for a clear purpose and
Read and discuss a range of fiction,
audience
poetry, plays, non-fiction, reference and
Choose a text form
text books
Ensure that the content and style of
Increase their familiarity with fiction
writing accurately reflects the purpose
genres including books from other
Borrow writers’ techniques from book,
cultures
screen and stage
Know a range of children’s authors and
Structure and organise writing in well
poets
linked paragraphs
Read for a range of purposes
Build cohesion within a paragraph
Learn poems by heart
Link openings to closings
Recommend a book and explain why
Use a variety of sentence openers
Use pertinent and technically specific
Carefully select words to create effects
vocabulary when talking about books
Perform their own work using a range of
Discuss a text confidently with others,
strategies (intonation, volume, movement
responding to their ideas and challenging etc.) to make the meaning clear
their views courteously
Evaluate the work of others and suggest
improvements
Reading Comprehension
Evaluate their work effectively and make
Check that the text makes sense to them improvements based on this
and discuss their understanding
Proof–read for spelling and punctuation
Use imagination and empathy to explore
errors
a text beyond the page
Ensure the consistent and correct use of
Answer questions drawing on information tense through a longer piece of writing
from several places in the text
Change vocabulary and grammar to
Predict what may happen using stated
enhance effects and clarify meaning
and implied details and a wider personal
Improve their writing style by adding new
understanding of the world
techniques to their repertoire (see
Summarise using an appropriate amount Appendix A – year 5)
of detail as evidence
Grammar, Punctuation and
Use evidence to both support and
Vocabulary
challenge conclusions drawn within and
from a text
Use correct grammatical terminology
Identify a point in the text where the
when discussing their writing
author has made a structural choice and
Identify relative pronouns e.g. which,
Copyright © 2014 Jonathan Bond
Transcription
Spelling
Use a dictionary to check the meaning
and spelling of words
Investigate spelling patterns and
conventions
Use a thesaurus
Use etymology to aid spelling
Spell words with the suffix –ive
Spell words with the suffix -ist
Spell words ending in -cious
Spell words ending in -tious
Spell words ending in -cial and -tial
Spell the words attached, average,
bargain, bruise, dictionary, familiar,
foreign, forty, identity, muscle, occupy,
occur, queue, rhyme, rhythm, soldier,
symbol, system, twelfth, variety
Choose the correct spelling by using a
visual strategy (‘Does it look right?’)
Handwriting and Presentation
Begin to adapt handwriting to specific
purposes e.g. printing, use of italics
Use features of layout, presentation and
organisation effectively in written and onscreen media
Only for use by the purchasing institution
consider the reasoning behind it
Discuss and evaluate how authors use
language and the impact on the reader
Recognise that different parts of the text
may have different purposes
Comment on the effect that the reader’s
or writer’s context has on the meaning of
texts e.g. historical context, location
that, who (whom, whose), when, where
Use relative pronouns appropriately
Use devices (connectives) for cohesion
within a paragraph
Experiment with clause position in
complex sentences
Ensure correct subject verb agreement
Being a Researcher
Detect bias and distinguish fact from
opinion
Search texts (including screen-based
texts) for information quickly and
efficiently and make choices about the
appropriateness of the information
Understand copying, quoting and
adapting source material
Spoken Language
Speaking, Listening and Discussion
Use repetition, recapping and humour in
storytelling and presentations to maintain
the interest of the listener
Analyse techniques designed to engage
the listener
Use a range of techniques (e.g.
compromise, considering consequences,
combining ideas) to reach an agreement
in a group
Drama
Invent dialogue, gesture and movement
to suit a character
The English Planning Kit
Objectives for Year 5 Term 2
In addition to previous learning, pupils should learn how to...
Reading
Writing
Word Reading
Planning, Composing and Evaluating
Use an understanding of morphology
Develop own ideas through reading and
and etymology to aid them in reading
research
unfamiliar words (link to spelling strand)
Use a wide knowledge of text types,
forms and styles to inform their writing
Being a Reader
Plan and write for a clear purpose and
Read and discuss a range of fiction,
audience
poetry, plays, non-fiction, reference and
Choose a text form
text books
Ensure that the content and style of
Increase their familiarity with fiction
writing accurately reflects the purpose
genres including modern fiction
Borrow writers’ techniques from book,
Know a range of children’s authors and
screen and stage
poets
Maintain a viewpoint throughout a text
Read for a range of purposes
Engage the reader throughout
Prepare poems and playscripts to read
Ensure cohesion within and between all
aloud and perform, showing
paragraphs in a text
understanding through speed, volume,
Use stanzas to organise ideas around a
action, intonation, tone and word
theme in poetry
emphasis so that the meaning is clear to Use varied vocabulary to sustain and
Copyright © 2014 Jonathan Bond
Transcription
Spelling
Use a dictionary to check the meaning
and spelling of words
Investigate spelling patterns and
conventions
Use a thesaurus
Use etymology to aid spelling
Spell words ending in -ant, -ance and ancy
Spell words ending in -ent, -ence and ency
Spell diminutives using mini-, micro-,-ette
and -ling
Spell words with the prefix biSpell words with the prefix transSpell the words according, ancient,
apparent, category, conscience,
conscious, controversy, convenience,
environment, equip( -ped and -ment)
Only for use by the purchasing institution
an audience
Use pertinent and technically specific
vocabulary when talking about books
Discuss a text confidently with others,
responding to their ideas and challenging
their views courteously
Reading Comprehension
Check that the text makes sense to them
and discuss their understanding
Use imagination and empathy to explore
a text beyond the page
Answer questions drawing on
information from several places in the
text
Predict what may happen using stated
and implied details and a wider personal
understanding of the world
Summarise using an appropriate amount
of detail as evidence
Use evidence to both support and
challenge conclusions drawn within and
from a text
Identify a point in the text where the
author has made a structural choice and
consider the reasoning behind it
Explain why an author has used
figurative language and the effect this
has
Comment on a writer’s purpose and
viewpoint e.g. noting bias
Comment on the effect that the reader’s
or writer’s context has on the meaning of
texts e.g. historical context, location
Being a Researcher
Detect bias and distinguish fact from
opinion
Search texts (including screen-based
texts) for information quickly and
efficiently and make choices about the
appropriateness of the information
Understand copying, quoting and
The English Planning Kit
develop ideas
Perform their own work using a range of
strategies (intonation, volume,
movement etc.) to make the meaning
clear
Evaluate the work of others and suggest
improvements
Evaluate their work effectively and make
improvements based on this
Proof–read for spelling and punctuation
errors
Ensure the consistent and correct use of
tense through a longer piece of writing
Change vocabulary and grammar to
enhance effects and clarify meaning
Improve their writing style by adding new
techniques to their repertoire (see
Appendix A – year 5)
Select and use stylistic devices to
enhance writing
excellent, existence, hindrance, leisure,
nuisance, parliament, relevant, restaurant,
sufficient, vegetable
Choose the correct spelling by using a
visual strategy (‘Does it look right?’)
Handwriting and Presentation
Increase the speed of handwriting without
losing legibility
Combine written text and illustration to
enhance the words and their meaning
Grammar, Punctuation and
Vocabulary
Use correct grammatical terminology
when discussing their writing
Identify relative clauses e.g. beginning
with who, which, where, when, whose,
that
Use relative clauses to expand
sentences
Use adverbs and adverbials as
connectives to show time (e.g. after five
minutes), place (e.g. nearby) and
number (e.g. secondly) across a text
Use commas to clarify meaning or avoid
ambiguity
Orchestrate a range of sentence
structures
Ensure correct subject verb agreement
Copyright © 2014 Jonathan Bond
Only for use by the purchasing institution
adapting source material
Spoken Language
Speaking, Listening and Discussion
Use language fluidly to speculate,
hypothesise, imagine and explore ideas
Identify and analyse the use of different
question types e.g. open, closed ,
leading, probing, hypothetical, rhetorical,
challenging and reflective
Use a range of question types in
discussion and conversation
Drama
Perform a published script experimenting
with voice, gesture and staging
The English Planning Kit
Objectives for Year 5 Term 3
In addition to previous learning, pupils should learn how to...
Reading
Writing
Word Reading
Planning, Composing and Evaluating
Use an understanding of morphology
Develop ideas through reading and
and etymology to aid them in reading
research
unfamiliar words (link to spelling strand)
Use a wide knowledge of text types,
forms and styles to inform their writing
Being a Reader
Plan and write for a clear purpose and
Read and discuss a range of fiction,
audience
poetry, plays, non-fiction, reference and
Choose a text form
text books
Ensure that the content and style of
Increase their familiarity with fiction
writing accurately reflects the purpose
genres including traditional stories
Borrow and adapt writers’ techniques
Know a range of children’s authors and
from book, screen and stage
poets
Select which parts of writing need to be
Read for a range of purposes
developed in detail
Learn more complex poems by heart
Balance narrative writing between action,
Recommend an author and explain why
description and dialogue
Use pertinent and technically specific
Develop paragraphs creatively using
vocabulary when talking about books
techniques such as contrast, additional
Discuss a text confidently with others,
detail and explanation
responding to their ideas and challenging Use stanzas to organise ideas around a
their views courteously
theme in poetry
Use vivid description
Reading Comprehension
Perform their own work using a range of
Check that the text makes sense to them strategies (intonation, volume,
and discuss their understanding
movement etc.) to make the meaning
Use imagination and empathy to explore clear
a text beyond the page
Evaluate the work of others and suggest
Answer questions drawing on
improvements
information from several places in the
Evaluate their work effectively and make
text
improvements based on this
Predict what may happen using stated
Proof–read for spelling and punctuation
and implied details and a wider personal
errors
understanding of the world
Ensure the consistent and correct use of
Summarise using an appropriate amount tense through a longer piece of writing
of detail as evidence
Change vocabulary and grammar to
Use evidence to both support and
enhance effects and clarify meaning
challenge conclusions drawn within and
Improve their writing style by adding new
from a text
techniques to their repertoire (see
Explain some choices an author has
Appendix A – year 5)
Copyright © 2014 Jonathan Bond
Transcription
Spelling
Use a dictionary to check the meaning
and spelling of words
Investigate spelling patterns and
conventions
Use a thesaurus
Use etymology to aid spelling
Spell words with the prefix imSpell words with the prefix proSpell words ending in -able and -ible
Spell words ending in -ably and -ibly
Spell the words achieve, available,
awkward, determined, develop,
explanation, government, individual,
interfere, interrupt, language, lightning,
necessary, sincere(ly), stomach,
suggest, temperature, thorough, vehicle,
yacht
Choose the correct spelling by using a
visual strategy (‘Does it look right?’)
Handwriting and Presentation
Combine written text, illustration, moving
image and sound appropriately to
enhance the words and their meaning
Only for use by the purchasing institution
made in structuring and organising their
text
Identify how the choice of language
contributes to meaning
Identify, describe and compare writers’
themes across a range of texts
Comment on the effect that the reader’s
or writer’s context has on the meaning of
texts e.g. historical context, location
Being a Researcher
Detect bias and distinguish fact from
opinion
Search texts (including screen-based
texts) for information quickly and
efficiently and make choices about the
appropriateness of the information
Understand copying, quoting and
adapting source material
The English Planning Kit
Select and use stylistic devices to
enhance writing
Grammar, Punctuation and
Vocabulary
Use correct grammatical terminology
when discussing their writing
Identify a modal verb is e.g. might,
should, could, would, can, may, must,
shall, will
Identify a modal adverb is e.g. perhaps,
surely, obviously
Use modal verbs and adverbs
Use the suffixes –ate, -ise, and –ify to
convert nouns or adjectives into verbs
Understand what parenthesis is
Recognise and identify brackets and
dashes
Use brackets, dashes or commas for
parenthesis
Ensure correct subject verb agreement
Copyright © 2014 Jonathan Bond
Only for use by the purchasing institution