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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