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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)