Year 5 & 6 English Curriculum

Spoken Language

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge 
  • use relevant strategies to build their vocabulary 
  • articulate and justify answers, arguments and opinions 
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings 
  • maintain attention and participate actively in collaborative conversations, staying on 
  • topic and initiating and responding to comments 
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas 
  • speak audibly and fluently with an increasing command of Standard English 
  • participate in discussions, presentations, performances, role play, improvisations and 
  • debates 
  • gain, maintain and monitor the interest of the listener(s) 
  • consider and evaluate different viewpoints, attending to and building on the 
  • contributions of others 
  • select and use appropriate registers for effective communication

Reading

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet
     

Reading Comprehension

  • maintain positive attitudes to reading and understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
    • recommending books that they have read to their peers, giving reasons for their choices
    • identifying and discussing themes and conventions in and across a wide range of writing
    • making comparisons within and across books
    • learning a wider range of poetry by heart
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    • asking questions to improve their understanding
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
    • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views
     

Writing - Transcription

Spelling

  • 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
  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically,
  • 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.
     

Writing - Handwriting

  • write legibly, fluently and with increasing speed by:
    • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
    • choosing the writing implement that is best suited for a task
       

Writing - Composition

  • plan their writing by:
    • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
    • noting and developing initial ideas, drawing on reading and research where necessary
    • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • draft and write by:
    • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
    • précising longer passages
    • using a wide range of devices to build cohesion within and across paragraphs
    • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • evaluate and edit by:
    • assessing the effectiveness of their own and others’ writing
    • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
    • ensuring the consistent and correct use of tense throughout a piece of writing
    • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Writing - Vocabulary, Grammar and Punctuation

  • develop their understanding of the concepts by:
    • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
    • using passive verbs to affect the presentation of information in a sentence
    • using the perfect form of verbs to mark relationships of time and cause
    • using expanded noun phrases to convey complicated information concisely
    • using modal verbs or adverbs to indicate degrees of possibility
    • using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie, omitted) relative pronoun
    • learning the grammar for years 5 and 6
  • indicate grammatical and other features by:
    • using commas to clarify meaning or avoid ambiguity in writing
    • using hyphens to avoid ambiguity
    • using brackets, dashes or commas to indicate parenthesis
    • using semi-colons, colons or dashes to mark boundaries between independent clauses
    • using a colon to introduce a list
    • punctuating bullet points consistently
  • use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading
     

 

Upcoming Events

Mon Nov 20, 2017 @13:00 - 18:00
Parents Evening Key Stage 1
Tue Nov 21, 2017 @13:00 - 18:00
Parents Evening Key Stage 2
Fri Nov 24, 2017
Year 1 Visit Planetarium
Fri Dec 01, 2017
Non-Uniform Day (Chocolate Donation Required)
Fri Dec 01, 2017
Nursery Visit Souter Lighthouse

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