Download Scheme of Work English stage 6

Scheme of Work – English stage 6
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 6. Learning objectives for the
stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.
The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 6 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.
Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are
followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks).
Activities and resources are suggested against the objectives to illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.
Nine units of work are suggested for children working at Stage 6. In each school term there are three units: fiction, non-fiction and poetry. The range of topics
suggested is:
Term
1
2
3
Focus
Fiction
(40% of teaching
time)
Unit 1A: Stories with familiar settings
Reading and analysing extracts from
classic children’s fiction, then planning and
writing an episode in the same style.
Unit 2A: Traditional tales and
stories from other cultures
Reading and analysing long
established stories, including
suspense.
Unit 3A: Stories by significant children’s
authors
Reading and analysing stories in which time
plays a significant part, including those by
significant children’s authors.
Non-fiction
(40% of teaching
time)
Unit 1B: Instructions
Reading and analysing biography,
autobiography and journalistic writing, then
imitating the styles of writing.
Unit 2B: Explanations and
dictionaries entries
Reading and analysing discursive,
formal writing.
Unit 3B: Non-chronological reports
Reading and analysing reports and explanations
in formal and informal writing.
Poetry
(20% of teaching
time)
Unit 1C: Poems in familiar settings
Reading and discussing classic poetry and
part of a Shakespeare play.
Unit 2C: Poems by significant poets
Reading and discussing a range of
poetic forms.
Unit 3C: Poems by significant poets and with
language play
Reading and discussing a range of poetic forms
and themes.
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English Stage 6
1
Scheme of Work – English stage 6
Overview
For children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this
reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.
Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that
you should teach the term 1 units before the term 2, and the term 2 before the term 3.
The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is developed in earlier stages, and the skills and understanding
developed in Stage 6 are important for the children to make good progress in subsequent stages. If this level of work is not appropriate for the students in your
class, it is recommended that you use ideas from the Stage 5 units of work and seek to plan appropriate extension activities that aim to consolidate learning and
extend thinking and learning: comparable texts are often studied in each stage, so matching text type with appropriate learning objectives is usually fairly easy.
In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include
locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are given at the beginning of the unit. Large print and picture book
texts are never assumed, although many are available that are appropriate for children of this age and the more the children can see and read the text, the more
effectively you can teach. Where relevant, websites are recommended. The list of websites is not exhaustive, and CIE cannot be held responsible for their
contents.
It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.
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English Stage 6
2
Scheme of Work – English stage 6
The objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these objectives, or you may prefer to allocate a set amount of time each week.
Recommended Prior Knowledge:
Children should be familiar with skills and knowledge taught in previous stages in particular:

applying effective strategies to tackle unfamiliar words in reading;

identifying syllables, prefixes and suffixes in multi-syllabic words, and using this information in spelling and reading;

finding strategies to decide how to represent unstressed vowels in polysyllabic words;

using conventions of Standard English when writing;

recognising and responding to all punctuation marks;

recognising all tenses of most verbs;

using pronouns and prepositions accurately;

having an understanding about punctuating complex sentences;

using joined up handwriting in all writing and using appropriate handwriting for the audience and purpose of a piece of writing;

adapting the pace and volume when reading aloud for the audience and purpose.
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English Stage 6
3
Ongoing work:
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
On-going work in phonics and spelling
6PSV1
6PSV2
6PSV3
6PSV4
6PSV5
6PSV6
To continue to learn
words, apply spelling
and pursue accuracy in
spelling.
Give the children regular opportunities for exploring and investigating spelling
patterns, in particular those the children have made use of in their own writing.
Encourage use of strategies such as:
 using known spellings to work out the spelling of related words;
 buildings words from syllables, prefixes, suffixes, recognised spelling
patterns;
 remembering common letter strings which have different pronunciations;
 using visual skills to check on the likelihood of a particular spelling of the
word.
 Making choices when representing consonants e.g. ck, k,ke, que,ch; ch.tch;
j, dj, dje;
To investigate spelling
rules and exceptions,
including developing
knowledge of word
roots, prefixes and
suffixes.
To support these strategies, include lessons on:
 revising known prefixes and suffixes and learning new ones e.g. aero, aqua,
bi, cede, clude, con, cred, duo, logy, hydro, in, micro, oct, photo, port,
scribe, scope, sub, tele, tri, ex;
 identifying word roots and finding derivations e.g. sign, signature, signal;
 the patterns of single and double consonants at the end of words e.g. –ful
and full.
 transforming meaning with prefixes and word class with suffixes.
Once children have learned to spell a word, insist that it is properly spelled on all
occasions.
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English Stage 6
4
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6PSV9
6PSV10
To develop an
increased
understanding of word
origins and changes in
meaning over time.
The study of the development of the language should be a major one in Stage 6,
especially linked to the reading of more classic texts.
Children should:
 know how to use an etymological dictionary and understand what they are
finding out;
 use their knowledge of suffixes, prefixes and word roots to work out the
meanings of words;
 research the origins of proper names and places, the months of the year and
the days of the week;
 recognise the meaning of old fashioned words such as hither and yonder
and know that words such as want and approach have changed their
meanings over the years.
6PSV8
To explore definitions
and shades of meaning.
Continue the work from Stage 5 in exploring shades of meaning, but include words
other than adjectives. Focus on verbs, adverbs and nouns.
To explore new words in
context.
As children find new words which have a precise meaning in their reading, they
should note them and consider how they are used and how the meaning would be
precisely defined.
Other Resources
On-going work in grammar
6GPr7
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To understand
conventions of Standard
English.
When they are writing formal English, it is important that children use it accurately.
Common errors include:
 agreement of pronouns and verbs (in particular with the verb to be e.g. we
was; I were);
 using adjectives instead of adverbs (e.g. I was real excited);
 incorrect part of a verb used (e.g. I seen…);
 double negative (e.g. I didn’t have no…);
 using them instead of those (e.g. I liked them gloves).
Give opportunities to proof read and correct errors like these.
Point out the variety of English in different texts and text types you study – in some,
the writing is more formal than in others.
English Stage 6
5
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6GPr2
To revise all word
classes.
Children should now be familiar with the word classes: noun, adjective, pronoun,
verb, adverb, preposition and connective.
Other Resources
Check that they can identify words in all of these classes in a sentence.
Talk about how understanding of each of the word classes can be used to improve a
text.
6GPr5
To revise the
grammatical and
language conventions of
different text types.
As children meet different text types throughout the year, revise the language and
structural conventions of each text type. They have all been introduced in previous
stages.
6GPr8
6GPw2
6GPw3
6GPw4
6GPw5
6PSV7
To develop control of
complex sentences,
manipulating the clause
order for effect and
punctuating the
sentences properly.
Children should be able to identify main and subordinate clauses. Demonstrate how
changing the order of the clauses subtly changes the meaning of a sentence.
 Make sure they know how to punctuate complex sentences.
 Explore the impact of a sentence by changing the connective in the
sentence.
 Extend understanding of shades of meaning to connectives. Although a
group of connectives may be linked as ‘additional information’ connectives,
their meanings are often subtly different. They need to understand and use
a wider range of connectives in clarifying relationships between ideas e.g.
however, therefore, although.
 Children also need to learn that certain connectives are associated with
different text types and use them to structure the text, e.g. furthermore,
nevertheless and moreover are associated with persuasive / argument texts
and similarly, whereas, on the other hand are associated more with
discursive texts.
To investigate meanings
and spellings of
connectives.
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English Stage 6
6
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6GPw1
6GPr1
To secure the use of all
punctuation marks in
writing and to use them
to guide intonation in
reading.
Children need to secure accuracy in:
 punctuating direct speech;
 making appropriate use of the apostrophe in contractions and to show
possession, but not in possessive pronouns or plurals. Focus on it’s and its.
Other Resources
Introduce, through reading:
 the colon and semi colon;
 different ways of marking parenthetical information (asides) i.e. brackets,
parenthetical commas and dashes.
Ongoing work in reading
6Rf1
6Rf10
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To develop as active
and articulate readers.
Throughout the year, encourage children to read widely, increasing their knowledge
of modern and classic fiction and the authors. Encourage them to:
 keep a reading journal (as they did in Stage 5) to record their responses to
texts as well as predictions, character diaries sketches and ‘new vocabulary’
work;
 develop a vocabulary to discuss what they read. This should include
recognition of theme, language use and literary style as well as the language
to discuss their preferences. They should always expect to illustrate their
ideas with references to, and quotations from, the texts.
English Stage 6
7
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Ongoing work in writing
6Wf4
6Wn3
6Wp1
To use the language
and structural
convention of whichever
genre or text-type they
are writing.
Children should use their reading and knowledge of text type and genre as models
for their own writing.
To review and redraft
writing including proof
reading.
Children should always expect to review, edit and redraft their own writing; they
should never expect that their initial ‘ideas dump’ will constitute a finished text.
To act as a response
partner to evaluate own
and others’ writing.
Encourage children to act as response partners for each other and to evaluate each
other’s writing for content, style and language use as well as for spelling errors.
To use IT effectively to
prepare and present
writing for publication.
Teach the children to use the resources of IT programmes to edit their work. The
practice of using IT only for publication is a limited one; encourage children to use IT
for their first draft of a piece of writing so that they can use all of the editing tools to
redraft their work.
In all curriculum areas, remind children to use the knowledge they have gained about
the different text types.
Ongoing work in speaking and listening
6SL1
6SL3
6SL4
6SL5
6SL6
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To speak confidently and
make effective
contributions in group
and class discussions.
Across the curriculum, when you have class and group discussions, encourage
children to:
 vary the vocabulary, expression and tone of voice to engage the listener;
 speak confidently in formal and informal contexts;
 pay close attention to what others say, following up their ideas and asking
thoughtful questions;
 help to move group ideas and discussions on by summarising, clarifying and
encouraging others to join in with the discussion.
English Stage 6
8
Scheme of Work – English stage 6
Unit 1A: Stories with familiar settings
Reading and analysing extracts from classic children’s fiction then planning and writing an episode in the same style
Context
This is the first of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed

At least one class novel to study and enjoy as well as extracts from others. You will need to have extracts of these stories enlarged for all children to share, or
multiple copies.

The video, DVD or taped reading of one of the texts is a useful addition.

A range of books, including classic literature, which the children can read with increasing independence.
Outline
Children will read and discuss some classic fiction, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan
and write an episode from the story based on the author’s style.
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English Stage 6
9
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Phonics Spelling and Vocabulary work for Stage 6 Term 1
6PSV11
To explore proverbs,
sayings and figurative
expressions.
Collect proverbs from reading and other sources (including TV and films). Discuss
the differences between proverbs and idioms (whereas idioms are common sayings
whose words can’t be directly translated, proverbs are short pithy statements with a
moral message). Challenge children to find pairs of proverbs which give contradictory
messages (e.g. many hands make light work and too many cooks spoil the broth).
Encourage children to keep a record of proverbs when they meet them.
Look also for proverbs from the place where you are living. They occur in most
cultures.
Stage 6 Term 1 Reading classic fiction
6Rf1
6Rf11
To keep reading
journals which explore
the language and
effects in the book.
As well as sharing a book with the class, encourage groups and individuals to read
other examples of classic children’s fiction. Children should keep a reading journal in
which they record, for example:
 their reactions to characters and events;
 reflective writing in the role of one of the characters (e.g. a diary);
 prediction and questions about the plot;
 summary statements about the plot development in each chapter;
 a review of the book read, together with recommendations for others to read
the book;
 examples of successful and evocative sentences;
 examples of unfamiliar and archaic language use;
 examples of other language use related to recent discussions.
6Rf1
To become familiar with
classic children’s
authors.
Encourage children to read widely, maintaining an awareness of common themes
and treatments of the themes both in books by the same author and in books by
different authors.
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English Stage 6
10
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf3
6Rf6
To use extracts of
classic fiction to extend
use of inference and
ability to use explicit and
implicit information –
based on information at
more than one point in
the text.
In addition to reading an entire novel together, it may be helpful to use extracts, for
example of books that some individuals and groups of children have read. Extracts
can provide useful comparative studies when you are exploring the works of one
author or how different authors treat a common theme.
Other Resources
Once an extract has been read together, work together to try to infer what you can
about the characters and events in the book using a mixture of explicit and implicit
information.
It is helpful if some members of the class have read the whole book so that they can
help to put the extract into context, but you can teach all of the children to make good
guesses about an extract of text.
6Rn3
To consider why authors
sometimes choose first
person narration.
Choose some successful examples of first person narrative to share with the
children.
Discuss why the author chose first person narrative and explore what a narrator
might gain and lose by adopting this technique. Consider, for example:
 how many people’s thoughts can a first person narration reliably show? Is
this an advantage or a disadvantage?
 can first person narratives tell you what is going on when the main character
is not present? Is this likely to be a problem?
 do you get to know a character better when the book is a first person
narrative? Discuss why.
Once children have read and considered first person narratives, ask them to consider
whether other books they know and have enjoyed would have been more or less
successfully told if there was a first or third person narrative.
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English Stage 6
11
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf9
To take account of
viewpoint in a story and
distinguish between
narrator and author.
Remind children of the work they have done previously in identifying the point of view
from which a story is told and the point of view character. Then consider the narrator.
Is the narrator the point of view character? Is the narrator part of the story, or is the
narrator further back and commenting on the story? Ask children for evidence for
their answers to these questions.
Other Resources
Then consider the author. What is the author’s role? Compare it in those stories in
which the narrator is a character in a story and those in which the narrator stands
back from the story.
6Rn1
To consider how
chapters are structured
and linked.
Talk about the chapters in a book that have been read together. Consider how the
chapters built up and developed to create the story. Did the chapters:
 each contain a little, complete story, so that the story was made up of
episodes?
 end with cliff hangers so that they ended in the middle of a plot
development?
 all tell one complete story without any episodes?
 all tell the same story, or were there sub-plots develop alongside the main
story?
Once the book that is being shared together has been read, ask children to consider
other books they have read and enjoyed and to compare the structure of chapters.
6Rn1
To consider how
paragraphs and
chapters are structured
and linked.
Consider the development of paragraphs. Children should, by now, be able to point
out the reason for an author starting a new paragraph, but can they always explain
what causes the beginning of a new chapter?
Can the children find any new reasons for starting a paragraph that they haven’t
considered before? They should be familiar with new paragraphs marking change of
time, place, person or action. Are there other reasons?
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English Stage 6
12
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 1 Writing a story based on events or characters in some classic fiction
6Wf4
6Wf1
To plan to write an
extended story using
classic fiction as a
model for writing.
Reread part of a classic children’s fiction book that is being shared with the class.
Think of an alternative event, episode or outcome that you think it would be
interesting to discuss. Introduce it to the children, rereading the relevant part of the
story and discuss how your alternative/ extension episode might work.
Model using a mind map to record ideas about characters, setting and plot
development and demonstrate how you can make choices from the mind map to
inform your planning.
Let the children make their own mind map to record their ideas and then select from
the ideas to inform planning.
6Wf5
To use paragraphs and
chapters to structure a
story.
Before the children begin to write, ask them to do a flow chart recording the main
ideas in each chapter (or paragraph). Remind them of the need to use paragraphs
and chapters carefully in order to structure the pace of the story.
Before children begin to write, revisit the work you have done in previous terms
when discussing the importance of opening and closing statements and events in a
story.
6Wf2
6Wf4
6Wf6
6Wf7
To write a story.
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Once the children have planned their story, they should begin to write it. Share the
success criteria, for example:
 to add new scenes or alternative events into an existing classic story;
 to write in the style of another writer;
 to use paragraphs successfully to structure the story and to control the pace
of development;
 to use a variety of sentence structures to interest the reader and to control
the information given and the pace of stories.
English Stage 6
13
Framework
Code
V1 1Y07
Learning Outcomes
Suggested Teaching Activities
To edit and redraft the
story, improving the
selection of vocabulary
and checking spelling
and punctuation.
Once children have written their first draft, ask them to do the writer’s mumble and
read the story aloud several times to:
 check that it meets the success criteria;
 check that the story makes sense and that events follow each other logically;
 look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
 check the punctuation;
 check the spelling.
English Stage 6
Other Resources
14
Scheme of Work – English stage 6
Unit 1B: Instructions
Reading and analysing biography, autobiography and journalistic writing, then imitating the styles of writing
Context
This is the second of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
4 weeks.
Texts needed

A range of newspapers as well as extracts of biographical and auto-biographical works.

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the
children simply listening, or with them following in their own copies.

A variety of books, including classic literature, which the children can read with increasing independence.
Outline:
Children will read and discuss some biographical (including journalistic) texts, first enjoying the texts as readers, then reading as writers and analysing features of
the text. Then they will plan and write biographical texts (including journalistic).
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English Stage 6
15
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Phonics Spelling and Vocabulary work for Stage 6 Term 1
6PSV11
To explore proverbs,
sayings and figurative
expressions.
Collect proverbs from reading and other sources (including newspapers)
Discuss the differences between proverbs and idioms (whereas idioms are common
sayings whose words can’t be directly translated, proverbs are short pithy statements
with a moral message).
Challenge children to find pairs of proverbs which give contradictory messages (e.g.
many hands make light work and too many cooks spoil the broth).
Encourage children to keep a record of proverbs when they meet them.
Look also for proverbs from the place where you are living. They occur in most
cultures.
Stage 6 Term 1 Reading biography, autobiography and journalistic writing
6Rf11
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To keep reading journals
which explore the
language and effects in
the book.
During this unit, encourage the children to keep their own diary which should include
a commentary of what they are reading.
English Stage 6
16
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rn5
To examine the style,
language and impact of
a range of non-fiction
writing, particularly
biography and first and
third person narration.
Read a range of biographical texts, including biography, autobiography and
newspaper stories about people. Ask groups of children to use Venn diagrams with
three overlapping circles to record the similarities and differences between the texts.
Questions for the children to consider include:
 what is the purpose of the text?
 what is the point of view of the author?
 how much do the texts tell us about the thoughts of the person and of other
people?
 how much do we learn about the actions of the person?
 which would the children rather read?
Once they have considered the bigger issues, some children may also look at
language including:
 which tense are the texts written in?
 are they first or third person? Why?
 what kind of language are they written in? Is it more formal or chattier? Why?
Groups of children should compare what they have written and be prepared to justify
it to their friends.
6Rn6
6Rn3
To examine the style,
language and impact of
a range of non-fiction
writing, particularly
biography and first and
third person narration.
Once children have read and looked at the range of biographical writing, they should
look more closely at each of the separate types and consider its purpose and
structure.
The purpose of biography, autobiography and journalistic writing is very different so
children should first be encouraged to consider the purpose of the text they are
reading. Is the purpose, for example:
 to inform;
 to entertain;
 to make the reader like / dislike the subject of the piece;
 to explain why the subject did something;
 to tell of the whole life of the person;
 to tell about an episode in the life of that person?
As children read, also encourage them to look out for examples of facts and
opinions. They should also look for sentences where fact and opinion are combined
to make the reader think that the whole sentence is fact.
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English Stage 6
Other Resources
17
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rn5
6Rn1
To look at how
paragraphs, chapters
and headings are used
in biographical texts.
As children read the different kinds of biographical text, they should consider the use
of paragraphs, headings and chapters:
 are these used more like they are in fiction or non-fiction? Why?
 what are the reasons for starting new paragraphs?
 is the text chronological or not? How is the passage of time signalled?
6Rn5
To consider features of
journalistic style when
writing biographical
reports.
Focus particularly on journalistic style when writing biographical texts.
 Where in a newspaper do you find biographical stories? (Look both in
obituaries and in ‘human interest’ news stories, particularly in weekend
newspapers).
Other Resources
Discuss how newspaper biographical stories differ from other biographical texts, for
example in:
 the purpose and audience of the writing;
 the fact that the story rarely covers the whole life, but focuses more on an
event in it;
 the way in which the journalist indicates his/ her opinions about the person.
This can include: choice of event; what is quoted; heading and subheadings. Ask children to find examples of journalistic biography where the
journalists liked and didn’t like their subject. How do we know?
Look at journalistic writing. How is it different from the writing in a book? Look at, for
example:
 the level of formality;
 the use of slang, idiom, clichés etc;
 the number of sentences in a paragraph;
 the fact that the writing is often condensed to get a lot of facts and opinions
into a short space;
 the relationship between the journalist and the subject; the journalist may
never have met their subject and is likely to be giving the opinions of other
people.
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English Stage 6
18
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 1 Writing biographical, autobiographical and journalistic biography
6Wn5
To develop skills of
writing biography and
autobiography.
Reread autobiographical writing. Ask children to think about an event in their own
lives that they would like to retell as autobiography. Remind them of the key features
of autobiography:
 a first person retelling. Therefore, we can know about the thoughts,
intentions and motivation of the writer. If we don’t have this information, we
may as well be reading biography;
 the importance of including details to enliven the text for our readers;
 the importance of choosing an event or episode that may be of interest to
others.
When children have selected their episode, ask them to tell it as an anecdote to
another child or group of children. By talking their text, children will practice the
language structures at the same time as they are ensuring that the anecdote is
interesting to others.
6Wn5
To develop skills of
writing biography and
autobiography.
Reread biographical writing. Before children can do any biographical writing, they
need to research their subject.
They could write brief biographies of each other (perhaps focusing on the events that
another child has already written about in an autobiographical text); biographies of
other people in the community who they can interview; biographies of their favourite
authors or poets; or biographies of people linked to a history topic you are studying.
Before they write their text, children should:
 research the subject as fully as possible, interviewing live subjects where
possible and using books and internet to research those they can’t interview;
 plan their text carefully and chronologically, deciding which events to include
and which to leave out. They should use a flow chart to plan a biographical
text;
 decide what their viewpoint is going to be;
 tell their text to another person in the form of a narrative.
V1 1Y07
English Stage 6
19
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Wn1
To use journalistic
writing to write reports.
Ask the children to reread journalistic biographies to revisit the key features of the
style.
Other Resources
Decide together which event you plan to record. It should be an event either from
school or from the local community (or sporting events) which children know a lot
about.
Allocate some of the children to be supportive of the key person and others to be
unsupportive. Let the children in the different camps share ideas before they begin to
plan.
Children can plan their reports using a flow chart, but remind them that they will want
to write shorter paragraphs, so they will need more boxes on their flow chart.
6Wn1
6Wn5
V1 1Y07
Success criteria in
writing.
Before children begin their writing, make/generate the success criteria so that they
are clear:
 the writing should be of the type required and have its key features.
 the writing should be organised into paragraphs appropriate to the text type.
 the purpose, audience and viewpoint of the writer should be clear.
 powerful verbs and specific nouns will enliven the writing.
To edit and redraft the
story, improving the
selection of vocabulary
and checking spelling
and punctuation.
Once children have written their first draft, ask them to do the writer’s mumble and
read the story aloud several times to:
 check that it meets the success criteria;
 check that the events makes sense and follow each other logically;
 look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
 check the punctuation;
 check the spelling.
English Stage 6
20
Scheme of Work – English stage 6
Unit 1C: Poems in familiar settings
Reading and discussing classic poetry and part of a Shakespeare play
Context
This is the third of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2
weeks.
Texts needed

Poetry anthologies including classic poetry. You will need to have some of the poems enlarged for all children to share, or multiple copies.

A schools’ version of a Shakespearean play, together with a story synopsis. Choose one of the more popular plays (e.g. Macbeth, Midsummer Night’s
Dream, or Twelfth Night) and one with a story line which will be appreciated by the children. Ideally also a DVD or video of the play or take them to a live
performance.

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the
children simply listening, or with them following in their own copies.

A range of books that the children can read with increasing independence.
Outline
Children will read and discuss a variety of poems, considering the language used. They will read and perform part of a Shakespeare play.
V1 1Y07
English Stage 6
21
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 1 Reading classic poems
6Rf1
To read and enjoy
classic poetry and to
develop familiarity with
the poets.
Let children browse through a range of classic poems. Work in groups with the
children and discuss:
 likes and dislikes – did you like/ dislike the poem? Why? Were there certain
words or phrases that you liked/ disliked?
 effects – what effect does the poem have on you, the reader?
 pictures – does the poem paint a picture in your mind? How?
 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse
structure;
 words – which words and phrases were particularly effective? Why?
 interesting things – what else would you like to say about the poem?
Bring some of the poems discussed by groups back to the whole class for a wider
ranging discussion and to model good discussion for groups where they didn’t
happen.
6Rf13
To read and interpret
poems in which the
meanings are implied or
multi-layered.
Revisit some of the shorter poems you have read and enjoyed together in which the
meanings are implied or multi-layered.
Put children into pairs and ask each pair to discuss what they think the meaning of
the poem is.
Let the pairs meet up with other pairs to share the meanings they found in the
poems.
The fours can then join into eights to discuss the meanings they found.
As the children are working in their groups, join each group for a short time, both to
sample the interactions and to model new ways of looking at the poems.
As a class, discuss what the children have found out and try to agree different ways
in which a poem can mean more than at first appears.
V1 1Y07
English Stage 6
22
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf1
To begin to develop
familiarity with
Shakespeare.
Ask children to research Shakespeare, using books, reference books and ICT
resources including, if possible, the internet.
Make a display with copies of the plays and possibly some easier poems, as well as
pictures and information from the children’s research.
6Rf1
6Rf2
To begin to develop
familiarity with a
Shakespearean play.
Introduce the chosen play to the children by using a story synopsis to tell the story of
the play.
It may be a good idea to spend a while discussing the story synopsis, finding out
about the characters and settings etc.
Other Resources
Use drama techniques such as hot seating and freeze frames to find out more about
the characters.
The children should have good understanding of the story before they begin to tackle
part of the play.
6Rf1
To begin to develop
familiarity with a
Shakespearean play.
Before trying to deal with a longer extract of the play, develop the children’s
confidence and awareness of the language. Choose part of the play to share with the
children so that they are reading the text of the play. Check that they know how their
extract fits into the story. Possibly include:
 drama techniques, e.g. chanting repeated lines together;
 splitting children into groups and allocating each of the groups a set of lines;
 using rhythm and music as a backing to add atmosphere as the children are
reading.
Discuss the rhythms and language with the children.
Demonstrate how to begin to work out meanings for archaic and unfamiliar words
and language.
Discuss the idea that the lines should be read for the sense.
Look for rhymes so that children begin to appreciate the poetry.
V1 1Y07
English Stage 6
23
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6SL8
6SL9
To prepare and practise
a short performance.
Divide the children into small groups and give them a short extract of the play to
rehearse and perform. Let them use scripts for their performance.
Other Resources
Make sure that the children know how their extract fits into the story. Tell the children
that you want them to:
 co-operate with the group;
 use the playscript conventions to inform their reading;
 read their part aloud, making sense of the words and reading the poetry.
6SL8
V1 1Y07
To contrast and evaluate
their own performance.
Within each group, ask children to evaluate their performances. The evaluation
should include:
 whether they worked well together;
 whether each one read well, making sense of the words and reading the
poetry;
 how they could have improved their performance.
English Stage 6
24
Scheme of Work – English stage 6
Unit 2A: Traditional tales and stories from other cultures
Reading and analysing longer established stories, including suspense
Context
This is the fourth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed

A selection of good quality short stories (some of which are from the established canon of children’s literature). These should include some suspense stories.
You will need to have some of these stories enlarged for all children to share, or multiple copies.

The video, DVD or taped reading of one of the texts is a useful addition.

A range of books and stories that the children can read with increasing independence.
Outline
Children will read and discuss some short stories, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan
and write an episode from the story based on the author’s style.
V1 1Y07
English Stage 6
25
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Grammar and Punctuation work for Stage 6 Term 2
6GPr6
To introduce the active
and passive voice.
Whilst reading from a story together, make a note of all the examples that can be
found of sentences which include the passive voice.
Reread your sentences together, and ask children what they notice about them.
Children’s observations may include:
 that they don’t tell you who caused the action (e.g. the children were woken
suddenly);
 that they usually contain part of the verb to be;
 that the subject of the sentence is the person (or people) to whom the action
was done, not those who did it.
Ask children to collect more examples of active and passive sentences in the stories
they read.
While children are collecting active and passive sentences, ask them to think about
where in the story they are most likely to occur, and why the author would use them.
Link them with:
 suspense: by hiding the agent, the author is keeping information from the
reader;
 ignorance on behalf of the character;
 the author being unwilling to digress into another subject.
V1 1Y07
English Stage 6
26
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6GPr3
To recognise the use of
the conditional.
Whilst reading, make notes of conditionals and draw the children’s attention to them.
Talk about why the author might choose to use them. For example:
 to show possibility (if you are good (then) we might go out);
 to hint or warn of things to come in the story (if you spend the night in that
cave, terrible things might happen).
Other Resources
Ask children to look at the constructions of the conditional:
 they often include if + part of the verb to be (will, are) or to be able (can,
might, may).
 they usually imply the future when the thing that has been warned of is likely
to happen.
Stage 6 Term 2 Reading established short stories and suspense
6Rf1
6Rf11
To keep reading
journals which explore
the language and effects
in the book.
The children should continue to keep reading journals.
6Rf2
6Rf5
6Rf7
6GPr4
To analyse the success
of an author in evoking a
particular mood or
atmosphere.
Reread some of the stories the children enjoyed most, including at least one
suspense story.
Ask the children to consider the mood or atmosphere in the story.
Once they have agreed what it is, ask them to consider how the author achieved it.
This might include:
 the author telling us what the atmosphere is;
 the author describing the setting well enough to give us a feeling of the
atmosphere;
 the author’s choice of words to describe the actions and reactions of the
characters shows us what the atmosphere is.
Discuss whether the atmosphere is consistent throughout the story. If not, how does
it change and how does the author effect the change?
Again, encourage the children to consider the author’s craft at this time.
Explain that most successful authors show us about atmosphere rather than telling
us about it.
Talk about the difference between these two ideas, using examples from books and
stories to illustrate.
V1 1Y07
English Stage 6
27
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf5
To analyse the success
in evoking suspense.
Reread a suspense story and ask the children to consider how the author creates
suspense in the story. They might think about:
 themes;
 the words the author chooses to describe what the characters do and say
(these don’t need to include phrases like he was terrified, but may include
e.g. he asked with a tremor in his voice);
 the author’s use of passive to hide the agent (e.g. the door opened slowly);
 the use of the conditional to warn of the impeding doom;
 the length of sentences to control the pace;
 the use of paragraphs to build the suspense;
 the ending of the story at its climax.
Other Resources
Once you have identified techniques together, ask the children to revisit another
story and see if there are new techniques they want to share with the class.
6Rf3
6Rn1
V1 1Y07
To use short stories to
extend use of inference
and ability to use explicit
and implicit information.
In short stories, the reader often has to work harder to understand the roles and
relationships of the characters.
To consider how
paragraphs are
structured and linked.
Consider the development of paragraphs.
Encourage the children to use the techniques you worked on last term to improve
their understanding of the story using inference.
Children should be aware of reasons for an author starting a new paragraph.
Consider how the paragraphs can contribute to establishing the atmosphere in a
story.
English Stage 6
28
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 2 Writing a short story using known techniques to create an atmosphere
6Wf1
6Wf4
To plan to write a short
story creating a
particular atmosphere.
Reread a story together. Think of an alternative event, episode or outcome that you
think it would be interesting to include, or consider how to write a related story.
Introduce it to the children, rereading the relevant part of the story, and discuss how
the alternative/ extension episode might work.
Model using a mind map to record ideas about characters, setting and plot
development. Use different colours to record words, phrases and ideas which might
make the beginning of the story seem happy, threatening or scary.
Let the children make their own mind map to record their ideas and then select from
the ideas to inform planning.
6Wf5
To use paragraphs to
structure a story.
Before the children begin to write:
 ask them to do a flow chart recording the main ideas in each paragraph;
 remind them of the need to use paragraphs carefully to structure the pace of
the story.
Before children begin to write, revisit the work you have done in previous terms when
discussing the importance of opening and closing statements and events in a story.
6Wf2
6Wf4
6Wf6
6Wf7
V1 1Y07
To write a story.
Once the children have planned their story, they should begin to write it.
Share/generate the success criteria. For example:
 to create a strong atmosphere in a story;
 to use paragraphs successfully to structure the story and to control the pace
of development;
 to use the passive voice carefully to hide the agent of an action;
 to use a variety of sentence structures to interest the reader and to control
the information given and the pace of stories.
English Stage 6
29
Framework
Code
V1 1Y07
Learning Outcomes
Suggested Teaching Activities
To edit and redraft the
story, improving the
selection of vocabulary
and checking spelling
and punctuation.
Once children have written their first draft, ask them to do the writer’s mumble and
read the story aloud several times to:
 check that it meets the success criteria;
 check that the story makes sense and that events follow each other logically;
 look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
 check the punctuation;
 check the spelling.
English Stage 6
Other Resources
30
Scheme of Work – English stage 6
Unit 2B: Explanations and dictionaries entries
Reading and analysing discursive, formal writing
Context
This is the fifth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed

A range of discursive texts. These should include texts which are balanced and those which show a clear bias.

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the
children simply listening, or with them following in their own copies.

A range of books and stories that the children can read with increasing independence.
Outline
Children will read and discuss some discursive texts, reading the texts as readers and as writers, analysing features of the text. Then they will plan and write a
discursive text.
V1 1Y07
English Stage 6
31
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Grammar and Punctuation work for Stage 6 Term 2
6GPr6
To introduce the active
and passive voice.
Whilst reading from a story together, make a note of all the examples that can be
found of sentences which include the passive voice.
Reread your sentences together, and ask children what they notice about them.
Children’s observations may include:
 that they don’t tell you who caused the action (e.g. the children were woken
suddenly);
 that they usually contain part of the verb to be;
 that the subject of the sentence is the person (or people) to whom the action
was done, not those who did it.
Ask children to collect more examples of active and passive sentences in the stories
they read.
While children are collecting active and passive sentences, ask them to think about
where in the story they are most likely to occur, and why the author would use them.
Link them with:
 suspense: by hiding the agent, the author is keeping information from the
reader;
 ignorance on behalf of the character;
 the author being unwilling to digress into another subject.
V1 1Y07
English Stage 6
32
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6GPr3
To recognise the use of
the conditional.
Whilst reading, make notes of conditionals and draw the children’s attention to them.
Talk about why the author might choose to use the. For example:
 to show possibility (if you are good (then) we might go out);
 to hint or warn of things to come in the story (if you spend the night in that
cave, terrible things might happen).
Other Resources
Ask children to look at the constructions of the conditional:
 they often include if + part of the verb to be (will, are) or to be able (can,
might, may);
 they usually imply the future when the thing that has been warned of is likely
to happen.
Stage 6 Term 2 Reading discursive texts
6Rn2
6Rn4
To recognise key
characteristics of nonfiction text types.
To identify features of
balanced written
arguments.
Introduce discursive (discussion) texts. Remind children of the work they have
previously done on persuasive texts, where the purpose of the text is to persuade the
reader to do or believe something.
Explain that the purpose of discussion texts is to present both sides of an argument
in order that the reader should be sufficiently informed to make up their own mind.
Some discursive texts do show a definite bias, but even those give arguments on
both sides.
Read some discursive texts together.
If possible, make sure that the discursive texts you supply have different structures:
 texts in which all of the points for one side of the argument are followed by all
of the points from the other.
 texts in which each separate point is examined from both sides of the
argument.
Ask children to use different coloured highlighter pens to highlight points made on
both sides of the issue.
Which organisation do children prefer? Ask them to explain why?
V1 1Y07
English Stage 6
33
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rn4
To identify features of
balanced written
arguments.
Once children have read and discussed a variety of discursive texts which are
balanced, introduce some texts in which a clear bias is shown. Ask children to
consider how the bias is demonstrated. Look, for example, at:
 the order in which the points are introduced;
 the opening and concluding sentences;.
 the connectives used;
 the choice of verbs, nouns, adverbs and adjectives;
 any overt expression of opinion;
 the way in which the writer refers to people who take this point of view.
6Rn4
To identify features of
balanced written
arguments.
Look more closely at the language of discursive texts, in particular:
 focus on the connectives used to introduce the different opinions (e.g. on the
one hand… but on the other…; although…;if… then; nevertheless…;
however…; furthermore…; moreover);
 consider the level of formality of text and the features of formal texts
(including the longer, more complex sentences; the choice of vocabulary; the
use of passives).
Other Resources
Stage 6 Term 2 Writing a balanced, discursive text
6SL2
To participate in a
debate about a
controversial issue.
Introduce a controversial issue to the class (e.g. animals in captivity, a possible new
school rule, an opinion about sports, an opinion about environmental issues, a local
political issue on which children have opinions). Make sure that there are good
points to support both sides of the argument.
Divide the class into two groups and tell each group which side of the argument you
want them to support (emphasise that they don’t have to really support the idea, but
construct a text in support of it).
Give each group time to prepare their facts for a debate. You can decide how you
want to organise the debate – it may be one in which all children talk, a class
debate, or a series of staged debates where all children can participate in a formal
debate.
Hold the debate.
V1 1Y07
English Stage 6
34
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Wn6
To argue a case in
writing, developing
points logically and
convincingly.
After the children have participated in a debate, ask them to plan a biased discussion
text, reusing the ideas and information they researched for the debate. In this text,
they are not expected to produce a balanced discussion, however they will be
expected to mention points from both sides of the argument, promoting some and
denying others.
Other Resources
The following planning methods can be used:
 use cards and different coloured pens. They should write each point they
want to promote on a separate piece of card. Using a different colour,
children should then write as many points as they can think of from the
opposite side of the argument on more separate pieces of card.
 the children can then match the points, reorganising the cards until they feel
that the points are in a logical and convincing order.
 on further bits of card, children should write connectives they can use, both
to connect the points and to show which they approve of and which they
deny;
 still as part of their planning, suggest that children write the opening and
closing sentences.
6Wn7
To write a balanced
report of a controversial
issue.
Children can reuse the cards they wrote for the argument text for the balanced report
(or you may feel they would be better with a different subject).
Remind them that this piece of writing is intended to be a balanced report, in which
the writer shows no clear bias. They may wish to reorganise the points to create a
better balance.
Again, children should plan the connectives as well as the opening and closing
statements.
V1 1Y07
English Stage 6
35
Framework
Code
V1 1Y07
Learning Outcomes
Suggested Teaching Activities
Setting the success
criteria.
Before the children begin to write, generate the success criteria with them. They
should write a discursive text which, for example, should
 show a good balance or argue a case;
 have well organised points to make the case;
 use appropriate connectives;
 be organised into paragraphs;
 be written in formal language;
 have strong opening and closing statements.
To edit and redraft the
text, improving the
selection of vocabulary
and checking spelling
and punctuation.
Once children have written their first draft, ask them to do the writer’s mumble and
read the text aloud several times to:
 check that it meets the success criteria;
 check that the text makes sense and that points follow each other logically;
 look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
 check the punctuation;
 check the spelling.
English Stage 6
Other Resources
36
Scheme of Work – English stage 6
Unit 2C: Poems by significant poets
Reading and discussing a range of poetic forms
Context
This is the sixth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2
weeks.
Texts needed

Poetry anthologies including poems written in a range of forms. Try to include a mixture of classic and modern writers. You will need to have some of the
poems enlarged for all children to share, or multiple copies.

A tape or video of poets performing their own and others’ poems.

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the
children simply listening, or with them following in their own copies.

A range of books that the children can read with increasing independence.
Outline
Children will read and discuss a variety of poems, first enjoying the texts as readers, then considering the words and meanings.
V1 1Y07
English Stage 6
37
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 2 Reading and discussing a range of poetic forms
6Rf1
To develop familiarity
with the work of
established poets.
Let children browse through a range of poems in a variety of forms including:
 poems with a regular rhyme and rhythm;
 blank verse;
 syllabic poems;
 shape and concrete poems;
 lists, alphabets, epitaphs etc.
Work in groups with the children and discuss:
 likes and dislikes – did you like/ dislike the poem? Why? Were there certain
words or phrases that you liked/ disliked?
 effects – what effect does the poem have on you, the reader?
 pictures – does the poem paint a picture in your mind? How?
 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse
structure;
 words – which words and phrases were particularly effective? Why?
 interesting things – what else would you like to say about the poem?
Bring some of the poems discussed by groups back to the whole class for a wider
ranging discussion and to model good discussion for groups where they didn’t
happen.
6Rf1
6Rf12
To understand the
language and features of
a poem written by an
established poet.
Revise work from Stage 5, looking at features of poems including:
 their form;
 their structure;
 their patterns of rhythm and rhyme;
 any use of imagery and figurative language;
 what all the words, phrases, sentences and verses mean.
Model reading some of poems aloud, reading for the sense of the poem but
acknowledging the rhyme and rhythm.
V1 1Y07
English Stage 6
38
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf12
To explore how poets
manipulate and play with
words and their sounds.
Ask children to select poems in which they think the poet has played with the
meanings or the sounds of words.
Discuss the effect. Why did the poet make this choice? What is its impact? Is it
successful? What exactly was done?
Other Resources
Can children describe what the poet did? For example, was it:
 a full rhyme or half rhyme?
 alliteration or assonance?
 ambiguity or pun?
 using figurative language or creating images?
 playing with the aural or visual meaning of words?
Let children read their chosen poems aloud to each other before they explain and
illustrate how the poet has manipulated the sound and meaning.
6Rf13
To read and interpret
poems in which
meanings are implied or
multi-layered.
Ask children to look at short poems, including haiku etc, to explore the meaning of
the poem.
Discuss whether or not the poem simply means what it looks as if it means, or
whether the poet may have had other intentions.
Talk about the fact that poems themselves may be metaphors for other ideas and
thoughts.
Look for lines in the poems that themselves contain metaphorical ideas of language.
V1 1Y07
English Stage 6
39
Scheme of Work – English stage 6
Unit 3A: Stories by significant children’s authors
Reading and analysing stories in which time plays a significant part, including those by significant children’s authors
Context
This is the seventh of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
4 weeks.
Texts needed

A selection of good quality short stories in which time is important, including flashbacks, time slip stories, stories which occur over a very long or short time
(some which are from the established canon of children’s literature). You will need to have some of these stories enlarged for all children to share, or multiple
copies.

A range of books and stories that the children can read with increasing independence.
Outline
Children will read and discuss stories in which time plays a significant part, first enjoying the texts as readers, then reading as writers and analysing features of the
text. Then they will plan and write an episode from the story based on the author’s style.
V1 1Y07
English Stage 6
40
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Grammar and Punctuation work for Stage 6 Term 3
6GPr6
To develop use of the
active and passive
voice.
Continue to develop work on the active and passive voice, focusing on:
 how passive forms are constructed;
 when passive forms are used effectively;
 why authors choose to use passive forms.
6GPr3
To consider the use of
the conditional.
Continue to develop awareness of the conditional form, including:
 finding examples of its use;
 understanding its grammatical construction;
 finding different ways in which the conditional can be expressed;
 considering how it is used effectively by different authors.
Stage 6 Term 3 Reading short stories involving time
6Rf1
6Rf11
V1 1Y07
To keep reading journals
which explore the
language and effects in
the book.
Children should continue to keep reading journals.
English Stage 6
41
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf4
6Wn8
To understand aspects
of narrative structure,
such as the handling of
time.
Read a story together in which time is handled normally (i.e. the story develops
chronologically from the beginning).
Ask children to identify the way in which time is portrayed in the story. Is it explicitly
mentioned, or is it implicit?
Other Resources
Now read a story in which time is more problematic. Ask the children to write down
all of the events in the story in the order in which they were narrated.
To summarise the
events in a paragraph or
passage.
Children should use one box to record each event. Then ask children to re-arrange
the boxes to reflect the order in which the events actually occurred.
Ask how they know the correct order for the events. They may be able to point to, for
example:
 explicit statements of time (e.g. three years earlier);
 explicit statements about a character’s age (e.g. When Gran was younger);
 implicit statements (e.g. when a character you know is 14 years old is being
tucked up in bed and handed his teddy);
 logic (e.g. if mum has a baby now, then a reference to her pregnancy is likely
to precede the birth of the baby).
As well as considering how an author creates a story out of time, ask children to
reflect on why they should choose to do so. Reread the story and ask children why it
wasn’t simply presented as a straightforward sequence of events.
6Rf4
6Rn1
To understand aspects
of narrative structure,
such as the handling of
time.
Read short stories together which involve a time slip or access into a parallel world.
To consider how
paragraphs are
structured and linked.
Revisit the development of paragraphs in stories where there is not a straightforward
chronological sequence.
Are movements in time in such stories always signalled by the beginning of new
paragraphs or are movements of time contained within a paragraph?
Ask children to consider how the author achieves the jump into the different time,
place or world.
Look for clues in the language and the actions of the people.
Are paragraphs used differently in non-chronological stories?
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English Stage 6
42
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 3 Writing a short story with events out of sequence
6Wf1
6Wf4
To plan to write a short
story with events out of
sequence.
Reread a story together in which the events are told out of sequence.
Ask children to show the order in which the events in the story were told, and to
compare it to the order in which they happened.
Ask children to think of another story (or a variation on the one you have shared) in
which it would make sense for the events to be told out of sequence. The children
should plot the events in boxes and then explore different ways of re-sequencing the
boxes.
The children should tell their story to a response partner before they begin to write it
to receive feedback on whether the order they plan to use makes sense.
6Wf5
6Wf6
To use paragraphs to
structure a story.
6Wf2
6Wf4
6Wf7
To write a story.
Once the children have planned their story, they should begin to write it. Generate /
Share the success criteria. For example:
 to write a story in which the events are told out of chronological sequence;
 to use paragraphs successfully to structure the story and to control the pace
of development;
 to use a variety of sentence structures to interest the reader and to control
the information given and the pace of stories.
To edit and redraft the
story, improving the
selection of vocabulary
and checking spelling
and punctuation.
Once children have written their first draft, ask them to do the writer’s mumble and
read the story aloud several times to:
 check that it meets the success criteria;
 check that the story makes sense and that events follow each other logically;
 look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
 check the punctuation;
 check the spelling.
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Before the children begin to write:
 remind them of the work you have previously done on how paragraphs are
related to time passing;
 ask them to note on their paragraph plan how they plan to link the
paragraphs. They should write down the actual words and phrases they plan
to use. If they are moving time within a paragraph, ask them to record the
words and phrases they plan to use for those occasions too.
English Stage 6
43
Scheme of Work – English stage 6
Unit 3B: Non-chronological reports
Reading and analysing reports and explanations in formal and informal writing
Context
This is the eighth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed

A range of report and explanation texts written for a variety of purposes in both formal and informal language. They may be connected to another curriculum
area.

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, wither with the
children simply listening, or with the following in their own copies.

A range of books and stories that the children can read with increasing independence.
Outline
Children will read and discuss texts before analysing their features. Then they will plan and write sample texts.
V1 1Y07
English Stage 6
44
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Grammar and Punctuation work for Stage 6 Term 3
6GPr6
To develop use of the
active and passive
voice.
Continue to develop work on the active and passive voice, focusing on:
 how passive forms are constructed;
 when passive forms are used effectively;
 why authors choose to use passive forms.
6GPr3
To consider the use of
the conditional.
Continue to develop awareness of the conditional form, including:
 finding examples of its use;
 understanding its grammatical construction;
 finding different ways in which the conditional can be expressed;
 considering how it is used effectively by different authors.
Stage 6 Term 3 Reading report and explanatory texts written in formal and informal language
6Rn2
V1 1Y07
To recognise key
features of nonchronological report
writing.
Give children the opportunity to read a variety of report texts, written for different
purposes and for different audiences. Can they summarise the features that all of the
texts have? These should include:
 an opening which introduces the subject;
 moves from the general to the specific;
 being non-chronological (i.e. the information under a heading should make
sense without reference to the information under a different heading);
 a description of different aspects of the subject including, e.g. parts, qualities,
functions, behaviour or uses;
 being written in paragraphs;
 use of headings / sub-headings;
 use of tables, diagrams, maps etc to give information visually;
 being written in the present tense (unless it’s a historical report).
English Stage 6
45
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rn2
To recognise key
features of nonchronological report
writing.
Ask children to consider the purpose and audience of each of the report texts they
are studying. Let them write notes to stick onto each text listing:
 the purpose and the evidence for the claim;
 the audience and the evidence for the claim.
Other Resources
Ask children how they decide what the purpose and audience for each text is.
Help them to recognise that the answer lies partly in the information given, and partly
in the choice of vocabulary and the kinds of sentences used.
Can they find specific examples of vocabulary and sentence structure which support
their belief as to the intended audience?
6Rn5
To recognise the
language, style and
impact of a range of
non-fiction writing.
Give children explanatory texts to read alongside the report texts. They should
recognise that the key difference between explanations and reports is the purpose.
Reports describe something; explanations explain how things work.
Once children have distinguished explanations from reports, ask them to classify
explanations according to their audience and purpose, using similar strategies to
those for reports.
Children should then compare their findings for the different text types.
6Rn5
V1 1Y07
To recognise the
language, style and
impact of a range of
non-fiction writing.
Ask children to find examples of formal and informal language for both reports and
explanations.
Can they find key differences between the two language types?
Suggest that they consider:
 choice of vocabulary. Formal texts tend to use harder vocabulary;
 sentences. Formal texts tend to use longer, more complex, sentences;
 passives. There are usually more passive forms in more formal texts;
 discuss their response, as readers, to more formal and informal texts.
English Stage 6
46
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 3 Writing non-chronological reports and explanations linked to work in other subjects
6Wn4
To research before
writing nonchronological texts
linked to work in other
subjects.
Ask children to do research linked to another curriculum area being studying. As far
as possible, give children a choice of the subjects they should research, and let
them have access to as wide a range of resources as you think appropriate. This
may include ICT resources including CD ROM and internet.
Children may want to use a KWWL grid (see Stage 4 unit 1B) to organise their
research.
They should organise the information they plan to include in their report on a mind
map, clustering and linking the information as they plan.
6Wn8
To summarise
information.
As part of the children’s research, ask them to summarise the information in a
paragraph or text in a given number of words. Model this first.
Remind the children that a summary is written in sentences and contains the key
messages of a text. A summary is not the same as note form which children will be
using for their planning.
Discuss the uses of summarising key messages from texts as part of research.
Encourage children to use summary sentences to supplement their notes on their
plans.
6SL3
6SL10
V1 1Y07
To reflect on variations
in speech and
appropriate use of
Standard English.
Once children have completed their planning, ask them to make a brief presentation
to the rest of the class, or to a group, to summarise the information they have found.
When you are considering these brief presentations, use the opportunity to discuss
the children’s use of Standard English. Discuss:
 whether it is appropriate to use non-standard English forms when making a
research presentation? Why not?
 what kinds of non-standard English may be appropriate in an informal
presentation? Why?
 whether it is appropriate to use non-standard forms when writing a
presentation? If so, when? If not, why not?
English Stage 6
47
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Wn4
6Wf5
To use paragraphs to
structure a text.
Once children have planned their texts, and used their talk to reorganise points and
determine the appropriate language to use, agree on the success criteria for the text.
To agree success
criteria.
These might include:
 to have a clear audience and purpose for the text and to choose points,
presentation and language which are appropriate to that audience and
purpose;
 to use the key features of a report text;
 to organise the text into paragraphs, making good use of topic sentences
and headings.
To edit and redraft the
text, improving the
selection of information,
vocabulary and
sentence structure.
Checking spelling and
punctuation.
Once children have written their first draft, ask them to do the writer’s mumble and
read the text aloud several times to:
 check that it meets the success criteria;
 check that the text makes sense and that ideas follow each other logically;
 review the vocabulary and sentence structure as being appropriate for the
audience and purpose;
 check the punctuation;
 check the spelling.
V1 1Y07
English Stage 6
Other Resources
48
Scheme of Work – English stage 6
Unit 3C: Poems by significant poets and with language play
Reading and discussing a range of poetic forms and themes
Context
This is the ninth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2
weeks.
Texts needed:

Poetry anthologies including poems written in a range of forms. The poems should be linked by theme. Try to include a mixture of classic and modern writers.
You will need to have some of the poems enlarged for all children to share, or multiple copies.

A tape or video of poets performing their own and others’ poems.

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the
children simply listening, or with them following in their own copies.

A range of books that the children can read with increasing independence.
Outline
Children will read and discuss a variety of poems, first enjoying the texts as readers, then considering the words and meanings.
V1 1Y07
English Stage 6
49
Framework
Code
Learning Outcomes
Suggested Teaching Activities
Other Resources
Stage 6 Term 3 Reading and discussing a range of poetic forms and themes
6Rf1
To develop familiarity
with the work of
established poets.
Let children browse through a range of poems on a theme including:
 poems with a regular rhyme and rhythm;
 blank verse;
 syllabic poems;
 shape and concrete poems;
 lists, alphabets, epitaphs etc.
Work in groups with the children and for each poem you look at, discuss:
 likes and dislikes – did you like/ dislike the poem? Why? Were there certain
words or phrases that you liked/ disliked?
 effects – what effect does the poem have on you, the reader?
 pictures – does the poem paint a picture in your mind? How?
 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse
structure;
 words – which words and phrases were particularly effective? Why?
 interesting things – what else would you like to say about the poem?
Bring some of the poems discussed by groups back to the whole class for a wider
ranging discussion and to model good discussion for groups where they didn’t
happen.
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English Stage 6
50
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6Rf12
6Rf13
To explore how poets
manipulate and play with
words and their sounds
and to read and interpret
poems in which
meanings are implied or
multi-layered.
Revisit the work from last term in which children considered the manipulation of
words and meanings in the poems they considered.
To consider the effect of
poet’s play on words and
meanings.
Let groups of children choose two or three different poems on the same theme. You
may want to guide their choice to include some more challenging poems with
multiple meanings.
6Rf1
6Rf12
6Rf13
Other Resources
In this unit of work, children will still be focusing on play on sound and meaning, and
they will be evaluating its effect.
Ask the children to compare and contrast the poems.
They should first consider their reaction to the poems:
 which did they prefer? Why?
 which was the most effective poem? Which words and phrases were
particularly evocative?
 did any of the poems change the way they thought? How?
 did the poems all have the same approach to the theme? How did they vary?
Then they should consider the poet’s:

audience and purpose;

‘take’ or attitude to the theme;

choice of words and images;

use of metaphor, personification or simile;

choice of poetic form;

use of repeated words, phrases and lines.
V1 1Y07
English Stage 6
51
Framework
Code
Learning Outcomes
Suggested Teaching Activities
6SL4
6SL5
To hold discussions and
speak confidently.
Let children compare their thoughts on the poems with children from other groups.
They should have the same kinds of discussions, but also be prepared to read some
of the poems aloud to their new partners or groups.
6Rf1
6Rf12
6Rf13
To consider the effect of
poet’s play on words and
meanings.
As a class, discuss whether or not comparing poems which are written on the same
theme contributes to an understanding of the techniques of poets.
6Wf7
To write a poem for a
themed collection.
Encourage children to try to try to write their own poem on a theme they have looked
at carefully. The children should:
 reread some favourite poems on that theme and read more poems;
 choose a poem as a model;
 draft and redraft their poem, polishing the word and ideas;
 attempt to use play on words and layers of meanings as part of their own
poem.
They may well want to try to use metaphors, similes or personification.
V1 1Y07
English Stage 6
Other Resources
52