English scheme of work - St Joseph's Primary1-7-15).pdf · English scheme of work ... do not...

Updated 05/07/15

English scheme of work Curriculum 2015/16

Headteacher Patricia Chantrey

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Reading objectives: word reading: -apply phonic knowledge and skills at the route to decode words. -respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. -read accurately blending sounds in unfamiliar words containing GPCs that have been taught. -read common exception words (tricky words) noting unusual correspondences between spelling and sound and where these occur in the word. -read words containing GPCs and –s, -es, -ing, -ed, -er and –est endings. -read words of more than one syllable that contain taught GPCs. -read words with contractions (for example I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s). -read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. -re-read these books to build up their fluency and confidence in reading words.

Spelling objectives: Please see spelling overview

Speaking and listening objectives: -‐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 answers, arguments and opinions. -‐structure descriptions, explanations and narratives including expressing feelings. -‐maintain attention and participate effectively in collaborative conversations, staying on topic and initiating and responding to comments. -‐Use spoken language to develop understanding through imagining and exploring ideas. -‐speak audibly and fluently. Participate in discussions, performances, role play and improvisations. -‐gain and maintain the interest of the listener(s) -‐consider different viewpoints, attending to and building on the contributions of others. -‐use appropriate registers for effective communication.

Reading objectives: comprehension: -Develop pleasure in reading, motivation to read, vocabulary and understanding by:

-Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. -Being encouraged to link what they read or hear read to their own experiences. -Becoming very familiar with key stories, fairy

Handwriting objectives: HANDWRITING TO BE TAUGHT TWICE A WEEK. Pupils should be taught to:

-‐Sit correctly at a table, holding a pencil comfortably and correctly. -‐Begin to form lower case letters in the correct direction, starting and finishing in the right place. -‐Form capital letters. -‐Form digits 0-‐9. -‐Understand which letters belong to which

Vocabulary, grammar and punctuation objectives: -‐develop their understanding of:

-‐Leaving spaces between words. -‐Joining words and clauses using ‘and’ -‐Beginning to punctuate sentences using a capital letter and full stop, question mark or exclamation mark. -‐Using a capital letter for names of people, places, the days of the week and using the personal pronoun ’I’

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stories and traditional tales, retelling them and considering their particular characteristics. -Recognising and joining in with predictable phrases -Learning to appreciate rhymes and poems, and recite some by heart. -Discussing word meanings, linking new meanings to those already known. -Understand both the books they can already read accurately and fluently and those they listen to by:

-Drawing on what they already know or on background information and vocabulary provided by the teacher. -Checking that the text makes sense to them as they read and correcting inaccurate reading. -Discussing the significance of the title and events. -Making inferences on the basis of what is being said and done. -Predicting what might happen on the basis of what has been read so far.

-participate in discussion about what is read to them, taking turns and listening to what others say. -explain clearly their understanding of what is read to them.

handwriting ‘families’ (.e letters that are formed in similar ways) and to practise these.

(see vocabulary, grammar and punctuation overview for more details)

Writing: transcription: -‐Spell:

-‐Words containing each of the 40+ phonemes already taught. -‐Common exception words. -‐The days of the week.

-‐name the letters of the alphabet: -‐Naming the letters of the alphabet in order. -‐Using letter names to distinguish between alternative spellings of the same sound.

-‐add prefixes and suffixes -‐Using the spelling rule for adding –s or –es as the

Composition: -‐write sentences by:

-‐Saying out loud what they are going to write about. -‐Composing a sentence orally before writing it. -‐Sequencing sentences to form short narratives. -‐Re-‐reading what they have written to check it makes sense.

-‐discuss what they have written with the teacher or other pupils. -‐read aloud their writing clearly enough to be heard by their peers and the teacher.

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plural marker for nouns and the third person singular marker for verbs. -‐Using the prefix un-‐ -‐Using –ing, -‐ed, -‐er and –est where no change is needed in the spelling of root words [for example: helping, helped, helper, eating, quicker, quickest] -‐Apply spelling rules and guidance [see spelling section] -‐Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Spelling and phonics – Year One Please highlight as the following objectives are covered – they may need to be revisited.

Whole class teaching – content

Whole class/ Group teaching

Additional games/activities from

L and S

Classroom routines Resources

Phase 5 (Y1) revises phases 3 and 4 • Reading phonetically decoded

two-‐syllable and three-‐syllable words.

• Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes.

• Spelling complex words using phonetically plausible attempts.

Alternative long vowels Ai=a ay ea a-‐e eigh Ee = e ea e-‐e y ie ey Igh = I ie y i-‐e Oa = o ow oe o-‐e Oo = o u ue u-‐e ew ui Or = aw au our augh

Focus on oral work, learning through games and active involvement. Reinforces through classroom contexts of:-‐

Shared reading

Shared writing (including opportunities for the children to write spellings or scribe)

Handwriting – link letter strings and patterns to focus in

whole class teaching flashcards quickwrite letters quickwrite words what’s in the box? Countdown Matching words and pictures Tricky words Two-‐syllable Matching Yes/no questions Demo writing Cvc Cvcc

children write in collaboration with others. Class dictionary of words we use a lot. Routine for learning new spelling:

• Exploring spelling patterns.

• Practising • Take away words to

• Environmental print • Quality texts and

reading environment • Daily song and rhyme • Look cover write • Check flap cards • Display and classroom

environment which stimulates an interest in words.

• Posters of ‘words we use a lot’

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Ough Air = ere ear are Er = ur or ir ere ear Ure = ear ire ng ve Oi/oy Ow/ou Ch/tch j/g/ge/dge m/mb n/g/kn r/wr s/ss/se/c/ce z/ze/se To add –s or –es to nouns to make plurals (see S for S) To show that verbs change e.g -‐ -‐ing,-‐ed, -‐er To know that the prefix –un changes the meaning of verbs and adjectives e.g kind, unkind

handwriting practice.

Explicit teaching to promote analogy marking and problem solving. Wordplay, rhyme, promoting knowledge of sound letter relationships, word families.

Clapping

Ccvcc Writing sequence Phoneme frame Split diagraphs Alternatives Flashcards Quick copy Countdown Sentence substitution HFW 2 and 3 syllable Yes/no questions Homographs Phoneme spotter Rhyming word generation Best bet

practise • Assessing patterns

Establish a look, cover, say, write check approach. Help children to develop a range of spelling strategies rather than just ‘sounding out’

• Syllabification – clapping.

• Analogy – sounds like. • Onset and rime – at,

cat. Bat, that • Mind photos • Carrying a word across

the room.

• Whiteboards • Letter fans • Computer hardware

and software • Magnetic letters

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Vocabulary, Grammar and Punctuation overview-‐ Year one

Please highlight and date as the following objectives are covered. Word Sentence Text Punctuation Terminology for pupils

• To use regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes] including the effects of these suffixes on the meaning of the

noun. • Recognise verbs as

action words. • Know that suffixes can be added to verbs where no change is

needed in the spelling of root words (eg: helping, helped,

helper) • How the prefix un-‐ changes the meaning

of verbs. • Recognise adjectives

as describing words. • Recognise un-‐ changes the meaning

of adjectives.

• Know that every sentence has a

subject and a verb. • Understand how

words can be combined to make

sentences. • To join words using

‘and’ • To join clauses using

‘and’

• Sequencing sentences to form short narratives.

• Separate words with spaces.

• Use a capital letter at the beginning of every sentence.

• Use a full stop at the end of a sentence.

• Use a question mark at the end of a

question. • Use an exclamation

mark for a command or a dramatic sentence.

• Use capital letters for names of places.

• Use capital letters for names of people.

• Use capital letters for the days of the week.

• Use a capital ‘I’ for the personal pronoun.

Please display this as part of your literacy working wall: Verb adjective subject

Letter capital letter word singular plural sentence

Punctuation Full stop

Question mark Exclamation mark.

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Texts to be used: Y1 Term one Term two Term three

Not Now Bernard Dogger Stickman

Best Picnic Ever A Dark, Dark tale

Room on the Broom This is the Bear and the Scary

Night Poems about senses

Poems about rhyme and rhythm

Rainbow Fish Smartest Giant in Town

Naughty Bus Lost in the Toy Museum Little Red Riding hood On the Way Home

Noah’s Ark

Hansel and Gretel This is Our House

3 Little Pigs Enormous Turnip Handa’s Surprise Oliver’s Vegetables

Shape and colour poems

Writing links – Y1

Text/writing type Writing ideas The Naughty Bus

Draw and write a simple description of the naughty bus. Write a caption about one of the pictures in the naughty bus. Write a speech bubble for what one of the characters might say. Put the events in the right order using sequencing words. Write a story where the naughty bus goes on another adventure.

The Best Picnic Ever Visit the park and write a simple recount. Match captions and pictures together. Create a picnic menu. Create a story map for the best picnic ever. Retell the story using the story map. Write instructions for how to make a jam sandwich.

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Send an invitation to a teddy about the picnic. Write a recount of the picnic.

Room on the Broom Draw and label a picture of the witch. Write a description of the picture from Room on the Broom. Write a spell. Create a new character who the witch may meet in the story.

Handa’s surprise Write sentences about what each animal did with the fruit in Handa’s surprise. Create a story map about Handa’s surprise. Write a fruit and vegetable diary. Retell the story. Make a list of the fruits the animals took using adjectives.

This is the Bear Write a missing poster. Write sentences about how the bear feels at different parts of the story. Write a description of all the sounds the teddy hears. Retell the story. Write own story where a toy gets lost – change the toy and the setting.

Lost at the Toy Museum Write a description of one of the toys using a picture cue. Make a list of what the toys usually do during the night. Write a speech bubble about the toys’ feelings about doing the same thing

every night. Write instructions for hide and seek. Write a simple diary about Bunting’s journey across the sea. Draw and label the land the toys arrive at. Write a simple story about the next place they travel to.

On the way Home Write a simple character description of the wolf. Write all the different ways the creatures try to take Claire. Take one of the scenarios and write it as a simple story. Draw and label an alien that was on the space ship. Make a wanted poster for one of the characters who try and take Claire. Retell the story. Make up another thing that could have happened to Claire. Write a sorry letter from one of the characters that tried to take Claire.

Hansel and Gretel Write a character description. Make a wanted poster of the witch. Make up a recipe for the witch. Write a description of the sweetie house.

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Write speech bubbles showing the different characters’ feelings. Retell the story. Write a letter of apology from the father.

The Three Little Pigs Retell the story. Write a description of each of the different houses. Write instructions for how to get rid of a wolf. Send a warning letter from one of the pigs to another pig about the wolf.

This is our House Visit the park and write a recount. Write own version of the story, changing reasons why characters are not allowed in

(act out first using toy figures.) Write a message of help about the crashing of the aeroplane. Draw and write a caption of one of the scenes from the book. Write a simple diary about how George feels when he isn’t allowed n. Write a set of rules about how you should treat people.

Topic writing links

Term one All about me In the dark

Term two Toys and games Animal tales

Term three Home sweet home

The garden Write about/draw people in your own family What did parents and grandparents do as children? Toys?

Make a list of people who help us – nurses, fire-‐fighters,

Describe their jobs and skills – labelled drawing/photo

Learn about Florence Nightingale and/or Mary Seacole – simple biography – compare nurses then and now – uniforms etc

Learn the school/home address and postcode – address a letter or postcard to themselves/school

Describe their journey from home to school using directions

Writing a diary / blog of the famous person

Look at a range of familiar toys and games and identify some of the materials that they are made from

Group and sort according to their own criteria (with reasons) and then resort using adult-‐suggested criteria – eg with wheels, made of wood, yellow etc

Use senses to describe objects as shiny or dull, light or heavy, soft or hard, bendy or stiff etc.

Look at a selection of old and new toys (either real or images) and sort into old and new – discuss reasons.

Make a list of toys and games they have played with when they were babies, toddlers etc

Discuss the reasons for different toys being suitable for different age ranges

Annotate photos of school labelling green areas and plants and trees

Look at photos of then and now, and describe some of the differences

Discuss which vegetables and salad they like to eat – identify which part of the plant they are – root, stem, leaf, seed etc

Describe the school, their own home and familiar buildings in the local area using appropriate vocabulary – eg brick, flats, house, tower-‐block, doors, windows, lift, garden etc

Discuss which buildings they think are old and which are new – perhaps identify some simple patterns – eg modern has more glass etc

Look at images of old and new furniture, name and describe

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Using Purple Mash resources – writing simple reports and making pictures about bonfire night

Keep a daily diary of weather and temperature over a long period – use data to make simple pictograms – 2Simple

Describe how day length varies over a year – from personal experience – eg dark when they wake up in the winter – street lights on at the end of the school day etc

Visit the Museum of Childhood and look at a range of old toys – in various categories – eg Teddy Bears, dolls, dollhouses, puppets etc

Write a simple comparison about an old and new toy

Compare wild animals to domestic animals and pets – Zoo, Farm, etc

Look at map of school and local area – identify features – are there any animals?

Create simple map for a familiar tale or story – eg Three Bears Wood, Billy Goats Gruff river and bridge, Three Little Pigs houses etc

Order some buildings/furniture into oldest – newsest order

Look at some real objects (eg an old chair and a new chair) and describe the differences

Think about their own homes and draw pictures of building/rooms/furniture

Compare to other familiar houses and homes Compare to homes in other countries

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Reading objectives: word reading:: -Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. -Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. • Read accurately by blending the sounds in words that

contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

• Read accurately words of two or more syllables that contain the same graphemes as above.

• Read words containing common suffixes. • Read further common exception words, noting

unusual correspondences between spelling and sound and where these occur in the word.

• Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

• Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

• Re-read these books to build up their fluency and confidence in word reading.

Spelling objectives: See overview

Speaking and listening objectives: -‐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 answers, arguments and opinions. -‐structure descriptions, explanations and narratives including expressing feelings. -‐maintain attention and participate effectively in collaborative conversations, staying on topic and initiating and responding to comments. -‐Use spoken language to develop understanding through imagining and exploring ideas. -‐speak audibly and fluently. Participate in discussions, performances, role play and improvisations. -‐gain and maintain the interest of the listener(s) -‐consider different viewpoints, attending to and building on the contributions of others. -‐use appropriate registers for effective communication.

Reading objectives: comprehension: -Develop pleasure in reading, motivation to read, vocabulary and understanding by:

-Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently. -Discussing the sequence of events in books and how items of information can be related.

Handwriting objectives: TO BE TAUGHT TWICE A WEEK. -form lower-case letters of the correct size relative to one another. -start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. -write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.

Vocabulary, grammar and punctuation objectives: -learn how to use both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms. -learn how to use:

• Sentences with different forms: statement, question, exclamation, command.

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-Becoming increasingly familiar with a wider range of stories, fairy stories and traditional tales. -Being introduced to non-fiction books that are structured in different ways. -Recognising simple literary language in stories and poetry. -Discussing-their favourite words and phrases. -Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear. -Understand both the books that they can already read accurately and fluently and those that they listen to by:

-Drawing on what they already know or on background information and vocabulary provided by the teacher. -Checking that the text makes sense to them as they read and correcting inaccurate reading. -Making inferences on the basis of what is being said and done. -Answering and asking questions. -Predicting what might happen on the basis of what has been read so far.

-participate in discussion about books, poems and other material, both those that they listen to and those that they read for themselves.

-use spacing between words that reflects the size of the letters.

• Expanded noun phrases. • Present and past tenses correctly and

consistently including the progressive form.

• Subordination and co-ordination. • Some features of written Standard

English. (See the vocabulary, grammar and punctuation overview for more details)

Writing transcription: -spell by:

• Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

• Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some new words with each spelling, including a few common homophones.

• Learning to spell common exception words. • Learning to spell more words with contracted forms. • Learning the possessive apostrophe (singular) [for

example, the girl’s book] • Distinguishing between homophones and near

homophones. • Add suffixes to spell longer words, including –ment, -

ness, -ful, -less and –ly.

Writing composition: -Develop positive attitudes towards and stamina for writing by:

• Writing narratives about personal experiences and those of others (real and fictional)

• Writing about real events • Writing poetry. • Writing for different purposes

-consider what they are going to write before beginning by:

• Planning or saying out loud what they are going to write about.

• Writing down ideas and/or key words, including new vocabulary.

• Encapsulating what they want to say, sentence by sentence.

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Spelling and phonics overview –Year 2



Games/activities Classroom routines Resources

Phase 5 (Y1 and Y2)

Phase 5 Ai=a ay ea a-‐e eigh Ee = e ea e-‐e y ie ey Igh = I ie y i-‐e Oa = o ow oe o-‐e Oo = o u ue u-‐e ew ui Or = aw au our augh Ough Air = ere ear are Er = ur or ir ere ear Ure = ear ire ng ve Oi/oy Ow/ou Ch/tch j/g/ge/dge m/mb n/g/kn r/wr s/ss/se/c/ce z/ze/se

Support for spelling To secure the reading and spelling

of different phonemes p13. Ai – train, made ee – meet, bean. Igh – write, sigh.

To understand and begin to learn the suffix ed for past tense and ing

for present tense. P16

To split compound words into their component parts and use this knowledge to support

spelling. P20.

To learn how to add common suffixes to words.

E.g. – nouns into plurals to show possession or to compare or alter tenses – small, smaller, smallest

etc.

To add common prefixes to root words and to understand how

they change meaning.p26.

Letters and sounds games: Split diagraphs Alternatives Flashcards Quick copy Countdown Sentence substitution HFW 2 and 3 syllable Yes/no questions Homographs Phoneme spotter Rhyming word generation Best Bet Just add ed p170 letters and sounds. Memory strategies ‘Take it apart and put it back together’ p.178. ‘memory strategies ‘ p179-‐180 ‘learning words’ p181-‐183. Support for spelling Y2 games

Phonic flaps. High interest dictionaries.

Word banks but not just topic. Words-‐letter strings etc.

Focus on oral work, learning through games and active

involvement. Reinforced through classroom contexts of:

-‐shared writing. -‐teacher to model using a spelling strategy (including opportunities for the children to write spellings

or scribe.)

Handwriting – link letter strings and patterns to focus in

handwriting practice sessions.

Explicit teaching to promote analogy making and problem

solving.

Wordplay, rhyme. Promoting knowledge of sound letter

relationships, word families.

• Environmental print • Quality texts and

reading environment • Daily song and rhyme • Look cover write • Check flap cards • Display and classroom

environment which stimulates an interest in words.

• Posters of ‘words we use a lot’

• Whiteboards • Letter fans • Computer hardware

and software • Magnetic letters

High interest dictionaries and

thesauruses, class made dictionaries and glossaries.

Common exception words

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phase 6 • Reading longer and less

familiar texts independently and with increasing fluency.

• Children decode words quickly and independently using list of 300 high frequency words (letter and sounds appendix p193-‐195)

• Increase the pace of reading.

• Read aloud and silently.

• Introduce and teach past tense.

• Investigate and learn how to add suffixes.

• Teaching the spelling of long words.

• Finding and learning the difficult bits in words.

s/es ed ing er/est f ly ness ment ious tion

Un, full, less, ed.

To discriminate syllables in multi syllabic way as an aid to spelling.

P29.

Whole class/group teaching Teaching to move towards a word level focus on one day each week

by the end of Year 2. • Make explicit strategies

for spelling new words e.g. making analogies from known words, use of mnemonics to memorise problematic spellings.

• Use of over articulation (Wed-‐nes-‐day)

• Syllabify words where appropriate.

• Focus on root words or families.

• Draw on rules and generalisations.

• List the ways a word could be spelt Make decisions on which version is correct.

• Informal spelling tests/dictations.

• Shared reading and writing – seeing and discussing how words work in practice.

• Word of the week (e.g

Word sort p172 Add race p173 Phoneme frame p171 Word sort p172 Add race p173 Adding suffixes p189-‐190 Suggested words p191 Words in words p175. Words in words p175. Adding suffixes to words p189-‐p190. Practice examples p191. Appendix in Support for spelling.

Clapping.

Help children to develop range of spelling strategies rather than just

‘sounding out.’ • Syllabification – clapping. • Analogy – sounds like

• Onset and rime – at, cat, bat, that

• Mind photos • Carrying a word across the

room.

e.g past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced as in

cat. Great, break and steak are the only common words

where the ae sound is spelt ea.

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apprehensive – what do you notice – can you see any patterns, words within the word etc.)

• Use of poetry to draw attention to spellings and rhyme.

New objectives to cover (from new framework) Examples of words Rules and guidelines

The ‘s’ sound spelt c before e, I and y. Race, ice, cell, city, fancy.

The /n/ sound spelt kn and (less often) gn at the beginning of words.

Knock, knew, gnat, gnome The silent letter was sounded out 100s of years ago.

The /r/ sound spelt wr at the beginning of the word. Write, written, wrote, wrong, wrap.

The /I/ sound spelt –y at the end of words Cry, fly, dry, try

The /or/ sound spelt a before l and ll All, ball, call, walk, talk, always

The /u/ sound spelt o Other, mother, brother, nothing, Monday

The /y/ sound spelt –ey Key, donkey,monkey,chimney,valley The plural of these words is formed by the addition of –

s (donkeys, monkeys etc)

The ‘o’ sound spelt a after w and qu Want, watch, wander, quantity

The /ur/ sound spelt or after w Word, work, worm, world, worth

The /or/ sound spelt ar after w War, warm, towards Very few words spelt this way

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The ‘or/ sound spelt ar after the w

The /z/ sound is spelt s Television, treasure, usual

Focused teaching points

The suffixes –ment, -‐ness, -‐ful and –less Enjoyment, sadness, careful, playful, hopeless, plainness (plain+ness)

Contractions (teach using squared paper. Also use concertina paper to show how original two words can be contracted to one)

Can’t, didn’t, haven’t, hasn’t, couldn’t, it’s, I’ll

Words ending in –tion Station, fiction, motion, national, section

Homophones and near homophones There/they’re/their, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight

SUMMER TERM: Possessive apostrophes (singular nouns)

Megan’s, Ravi’s, the girl’s

Vocabulary, Grammar and Punctuation overview-‐ Year two


• To know that a noun is a naming word.

• To create compound words {for example superman whiteboard]

• To use subordination (when , if , that, because) to join clauses.

• To use co-‐ordination (or, and, but)

• To be able to use present tense consistently and correctly.

• To be able to use past tense consistently and

• To use full stops to demarcate statements.

• To use question marks to demarcate questions.

Please display this as part of your literacy working wall. Noun adjective noun phrase

adverb Statement question command exclamation

Compound suffix

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• To change adjectives into nouns by using –ness

• To change verbs into nouns by adding –er (eg: baker, robber)

• To change verbs into adjectives by adding –ful and –less

• Use the suffixes –er and –est in adjectives

• Use –ly in standard English to turn adjectives into adverbs

• To build on knowledge of nouns and adjectives to create expanded noun phrases(the blue butterfly, plain flour, the man in the moon)

• To recognise that a statement is a telling sentence.

• To recognise that a question is an asking sentence.

• To recognise that an exclamation is an excited sentence.

• To recognise that a command is a sentence giving an order.

correctly. • To choose correctly

when to use present tense and when to use past tense.

• To use the progressive forms of verbs in the present and past tense.(eg: he was drumming, she was shouting)

• To use exclamation marks to demarcate exclamations and commands.

• To use commas to separate items in a list.

• To use apostrophes to mark where letters are missing in spelling.

• To use possessive apostrophes to make singular possession in nouns. [for example: the girl’s name.)

Present tense past tense Apostrophe comma

Texts to be used:

Term one Term two Term three

Walking through the Jungle Tiger Who came to tea

Gregory cool The snowman Snowqueen

Frozen Patterns on a page

Handa’s Hen The Twits

Rainbow bird Jack and the beanstalk

The tiny seed Gigantic turnip

Misery Moo Dear Zoo

Rainbow fish Mr Gumpy

Mrs. Armitage on wheels The magic bed

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Nonsense poetry Poems and songs Poetry and riddles

Writing links

Text/writing type Writing ideas Misery Moo Write a diary from Misery Moo’s perspective.

Order events. Write and draw about their favourite animal in the story. Retell the story. Write a description of Misery Moo. Create own characters for own version of Misery Moo. Write own version of Misery Moo substituting the characters.

The Gigantic Turnip Retell the enormous turnip Write a diary from the farmer’s point of view (focus on time adverbials)

Write own version of the enormous turnip changing the vegetable.

The Rainbow Fish Write a description of the rainbow Fish. Write a diary as the rainbow fish. Write sentences about the Rainbow fish using conjunctions to extend them.

Write an interview with the rainbow Fish. Write an alternative story to the Rainbow fish, using a different animal.

The Twits Draw and write a character description. Write a diary from from Mrs Twit’s point of view. Write an interview with Mr Twit. Create a comic strip of a chapter. Write a simple witness statement. Write a simple police incident form. Create a recipe to create a new disgusting menu. Create a wanted poster. Write a book review.

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Gregory Cool Make predictions about the story. Write character descriptions about Gregory and Lennox. Write a setting (Gregory’s bedroom in Jamaica.) Write a diary about different events in the story. Write a letter home asking parents to come and rescue Gregory. Send a postcard from Gregory after the visit to the beach. Write a description of the scene where Gregory is sat with Lennox as the sun sets.

Topic writing links -‐ Y2

Term one

Making Maps

Fire and Ice

Create a class timeline – identify key dates sequence of events What was London like in 1600’s – look at images and –photos of old buildings – note that they

are all made of wood Write newspaper reports using template Interview a historical person in role – the Baker, Samuel Pepys Annotate pictorial representations of the fire – add speech bubbles for people in the picture –

what are they thinking/feeling/saying? Find out how maps were made – compare old and current maps Walk around the local area – take photos and identify features Create a range of different types of maps and plans, of school, their own rooms, local area,

showing symbols for features and write about differences. Explore different habitats around the school and the local area – safari-‐type walks Look at Mini-‐beasts found in different places Take photos and annotate Keep a daily diary of weather and temperature Make tables and charts about the weather Make displays of what happens in the world around them, including day length, as

the seasons change. Look at images of hot and cold place – identify some key features Make a class list of hot and cold places that people in the class have visited – what

was it like?

Term two Find out about how the way we grow crops and plants for food has changed over time –

Compare by-‐hand methods and mechanical methods of crop harvesting

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Music Maker

Sowing Seeds

Grow a bean plant and create a how-‐to-‐guide on how to look after it.

Create their own seed packet envelope Construct packet and add instructions, illustrations Discuss what materials the instruments are made from -‐ is there a link between

material and the way the instrument is played/makes sound? Record at least two instruments with a labelled drawing from observation

Term three

Animal Magic

Move It!

Create food chains which contain plants/animals with which we are familiar Create a set of Top Trump cards for British animals, with information about habitat

and home Look at Zoos/Farms and how they create good (or bad) homes for animals – give

their opinion – I think that… Create life-‐cycle and food-‐chain posters – with strong eye-‐catching colours and large

text – link to Science describe how animals obtain their food from plants & other animals Identify and describe key transport hubs in UK – airports, major train stations, ports,

motorways etc

Look at planes and describe key features

Design and make a simple a paper plane and test. Evaluate – what were the issues? Take a photo and label – how can we improve it? Redesign and make – test alongside classmates designs

Find out about key moments in transport history – eg first cars, first flight, first moon landing etc

Identify key people – Neil Armstrong, Wright Brothers Make timeline of transport history – focus on sequence and chronology rather than

specific dates and years etc

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Reading objectives: word reading

Apply y their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet. Read further exception words, noting the unusual correspondence between spelling and sound, and where these occur in the word.

Spelling objectives: See spelling overview

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

Reading objectives: comprehension -Develop positive attitudes to reading and understanding of what they read by:

-listening to and discussing a wide range of fiction, poetry, plays, non-

Handwriting objectives: THIS NEEDS TO BE TWICE A WEEK -use the diagonal and horizontal strokes that are needed to join letters.

Vocabulary, grammar and punctuation objectives: (See the vocabulary, grammar and punctuation Year 3 overview for more

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fiction and reference books or text books. --Reading books that are structured in different ways and reading for a range of purposes. -using dictionaries to check the meanings of words that they have read. -increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally. -identifying themes and conventions in a wide range of books. -Preparing poems and play scripts to read aloud and perform, showing understanding through intonation and action. -Discussing words and phrases that capture the reader’s interest and imagination. -Recognising some different forms of poetry [for examples: free verse, narrative poetry.]

-understand what they read, in books they can read independently, by:- -Checking the text makes sense to them, discussing their understanding. -Asking questions that improve their understanding of a text. -Drawing inferences such as inferring characters’ feelings, thoughts and motives through their actions. -Predicting what might happen from details stated. -Identifying main ideas drawn from more than one paragraph. -Identifying how language, structure and presentation contribute to meaning.

-retrieve and record information from non-fiction. -participate in discussion about books that are read to them and those they can read for themselves, taking turns and listening to what others say.

-increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downward strokes of letters are parallel and equidistant]

details.) -extend the range of sentences with more than one clause by using a wider range of conjunctions. Using the present form of verbs {he has gone out to play rather than he went out to play] -choosing nouns appropriately for the clarity and cohesion and to avoid repetition. -use conjunctions, adverbs and prepositions to express time and cause. -using inverted commas to punctuate direct speech.

Writing transcription: -use further prefixes and suffixes and understand how to add them -spell further homophones. -spell words that are often misspelt -place the possessive apostrophe accurately in words with regular plurals [for examples, girls’, boys’ ] -use the first two letters in a word to check its spelling in a dictionary. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Writing composition: -plan their writing by:

-Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar. -Discussing and recording ideas.

-draft and write by -Composing and rehearsing sentences orally (including dialogue) -Build up a varied and rich vocabulary to use in writing. -Using conjunctions to join clauses (when, before, after, while, so, because) -using adverbs that show time, place or cause (then, next, soon, In the distance, therefore) -To use prepositions (before, after, during, in, because of)

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-Beginning to use paragraphs by grouping related material. -In narratives, creating settings, characters and plot. -In non narrative material, using simple organisational devices [for examples, headings and sub-headings]

-evaluate and edit by -Assessing the effectiveness of their own and others’ writing and suggesting improvements. -Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

-Proof-read for spelling and punctuation errors. -read aloud their own writing, to a group, or a whole class, using appropriate intonation.

Year 3 spelling overview To be taught Autumn 2014.

Please highlight objectives covered. Some objectives will need to be revisited.

New objectives to cover (from new framework) Examples of words Rules and guidelines

The ‘s’ sound spelt c before e, I and y. Race, ice, cell, city, fancy.

The /n/ sound spelt kn and (less often) gn at the beginning of words.

Knock, knew,gnat, gnome The silent letter was sounded out 100s of years ago.

The /r/ sound spelt wr at the beginning of the word. Write, written, wrote, wrong, wrap.

The /I/ sound spelt –y at the end of words Cry, fly, dry, try

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The /or/ sound spelt a before l and ll All, ball, call, walk, talk, always

The /u/ sound spelt o Other, mother, brother, nothing, Monday

The /y/ sound spelt –ey Key, donkey,monkey,chimney,valley The plural of these words is formed by the addition of –

s (donkeys, monkeys etc)

The ‘o’ sound spelt a after w and qu Want, watch, wander, quantity

The /ur/ sound spelt or after w Word, work, worm, world, worth

The /or/ sound spelt ar after w

The ‘or/ sound spelt ar after the w

War, warm, towards Very few words spelt this way

The /z/ sound is spelt s Television, treasure, usual

Focused teaching points

The suffixes –ment, -‐ness, -‐ful and –less Enjoyment, sadness, careful, playful, hopeless, plainness (plain+ness)

Contractions (teach using squared paper. Also use concertina paper to show how original two words can be contracted to one)

Can’t, didn’t, haven’t, hasn’t, couldn’t, it’s, I’ll

Words ending in –tion Station, fiction, motion, national, section

Homophones and near homophones There/they’re/their, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight

To be taught in the spring and summer terms

Whole class teaching – content Whole class teaching – approaches

Group work Classroom routines to support independence

Resources

Support for spelling Guided reading and writing. Routine for learning new Word banks from class

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P33 – To consolidate understanding of adding suffixes and to investigate conventions related to the spelling pattern –le, al, il, el. P36 – To spell regular verb endings and to learn irregular tense changes (ed and ing) e.g carry/carries/carried/carrying/save/saved/saving. P40 – To know what happens to the spelling of nouns when –s is added. Table-tables Fly-flies. P43 – To understand how words change when suffixes are added. Suffixes – ly/ful/less/er/able. P46 – To embed the correct use and spelling of pronouns. e.g I/my/mine/me you/your/yours p49 – To develop knowledge of prefixes to generate new words from root words. e.g pre/de/mis

• Make explicit strategies for spelling new words e.g. making analogies from known words, use of mnemonics to memorise problematic spellings.








• Word of the week (e.g apprehensive – what do you notice – can you see any patterns,

Focusing on word structures: sorting/collecting words that sound alike and look alike; sound alike but don’t look alike; look alike but don’t sound alike. Print hunt – using a newspaper and highlighter pens – find as many as you can with these letter string in (eg: ly – quickly, strangely etc) Word and language study – e.g word meanings (sign, signal, signature) Collect as many words as possible with a common prefix. Make word web of roots – e.g inter-view, inter-national, inter-rupt. Investigate spelling patterns/other word collections and investigations. Word games which emphasise visual memory e.g pairs using common letter patterns. Poster collections of words from other countries in common use.

spelling • Exploring spelling

patterns, • Practising • Take away words to

practise • Assessing patterns.

Using spelling journals to

• Keep a log of their own tricky words, personal spelling lists to learn.

• Aides memoire of spelling conventions.

• Spelling attempts. Informal tests , short dictations, self-marking dictations and editing and self-correcting. Teach the use of dictionaries. Children working with spelling/writing partners. Ensure a standardised approach to proof reading and responding to writing. Establish a look, cover, say, write approach. Targeted individual support and intervention during the writing process (e.g –g guided writing) Use of phonics flaps – see

topics. Word mats/phonic flaps for some children. Displays showing collections of words e.g with common prefixes, suffixes and their meanings. Word banks of words using same letter strings. A range of dictionaries and thesauruses. Specialist dictionaries to support specific learning needs – dyslexic dictionaries, spell checkers in ICT. Look , cover, write and check flap cards. Create an editing table with appropriate resources (e.g wordbanks, dictionaries) Posters of ‘words we use a lot’ Charts with examples of handwriting. A range of high interest alphabet books.

26

words within the word etc.)


Range of games e.g loop the loop.

resource folder. Help children to develop a range of spelling strategies rather than just ‘sounding out.’


• Analogy – sounds like. • Onset and rime – cat,

bat, at, rat. • Mind photos • Carrying a word

across a room.

Spellings that are to be learnt in Year 3 (please send a selection of these home to learn every other week)

actual(ly) appear arrive breath

breathe build

caught centre

circle consider decide

describe different

early earth

enough

famous forward(s)

fruit group guard heard heart

imagine interest

learn length

mention minute natural notice often

perhaps popular position possible probably promise question recent regular

remember

sentence special strange

therefore though/although

weight woman women

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Vocabulary, Grammar and Punctuation overview-‐ Year three

Please highlight and date as the following objectives are covered.

Word Sentence Text Punctuation Terminology for pupils -‐formation of nouns using a

range of prefixes [for example super-‐, anti-‐, auto-‐] -‐To distinguish between consonants and vowels. -‐ use the forms a or an

according to whether the next word begins with a consonant or vowel.

-‐word families based on common words, showing how words are related in form and meaning (solve, solution, solver, dissolve,

insoluble)

-‐ use conjunctions to express time (before, after, when,

while) -‐use conjunctions to express

cause (so, because) -‐ use adverbs to express time (then, next, after, soon, later,

meanwhile) -‐use adverbs to express place (Far away, in the distance,

next to, near to) -‐use adverbs to express cause (therefore, due to the fact

that, as long as) -‐use prepositions (before,

after, during, in, because of)

-‐To begin to group related material into paragraphs. -‐To use headings and sub-‐headings when organising writing. -‐Use the present perfect form of verbs (He has gone out to play, I have been to Mexico before, he has seen the play many times)

-‐To use inverted commas to punctuate direct speech. -‐To use the possessive apostrophe accurately for regular plurals.

Please display on your literacy working wall.

Preposition conjunction word family prefix clause

subordinate clause direct speech consonant

consonant letter vowel vowel letter

inverted commas (also known as speech marks)

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Texts to be used: Y3

Term one Term two Term three

Dinosaurs and all that rubbish A pebble in my pocket Fossil girl Ugg – Boy genius of the stone age Rama Sita Native American myths Brother moon, sister sun Enchanted horse Calligram shape poems Stone Girl, Bone Girl

There is a pharaoh in the bath The BFG Diary of a killer cat Mangoes and bananas Fantastic Mr. Fox Even my ears are smiling Language play poems

Georges Marvelous medicine Into the forest window Tales from around the world Stinky Cheese Man Performance poetry Kick in the head Jack and the Baked Bean Stalk

Writing links -‐ Y3

Text/writing type Writing ideas Term one

Ug A simple letter explaining all the things Ug doesn’t like about the stone age and the reasons why.

A character description of Ug. A diary entry about when Ug played with his friends. Letter of help from Ug’s parents about the problems they are having with

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him. Write instructions for how to start a fire using two stones (watch a youtube

clip) Interview Ug about one of his inventions. Design Ug a pair of soft trousers and write a simple advert about them. A letter to Ug telling him about some of the main things that have been

invented.

Fantastic Mr Fox See additional sheet for more detailed information

The Enchanted Horse See additional sheet for more detailed information

Stinky cheese man The princess and the bowling ball – write a letter from the prince about his cunning plan. The Really Ugly duckling – use the picture cue to write a description. The other frog prince – write a diary from the princess’s point of view about how she

was tricked. Little Red Running shorts – children to use the précis and write the story of Little Red

Running Shirts. Jack’s story – children to create their own story to tell to the giant. Cinderrumpelstiltskin -‐ children to create a spell to transform Cinderella. The tortoise and the hair – children to write an advert for a hair growing potion. The stinky cheese man – rewrite as a play script Interview the little Red Hen

Topic writing links -‐ Y3

Term Writing opportunities Term one Active Planet Lights and Lanterns

Make a time line of prehistory – did dinosaur’s live at the same time as humans? What about Mammoths?

Find out about Stone Age life – compare to now. What evidence do we have? Fossils? Tools? Cave paintings?

How did it develop into the Bronze Age – what was different? Describe how does a volcano or earthquake happens – draw cross-‐sectional diangrams to

explain basic processes Exploring different types of soil, observing closely with magnification, and describing key

features of different soil types ExImagine what life would be like without lights – day in the life diary extract Identify significant people/inventors/scientists who made a difference Create a timeline of lighting with key dates and inventionsplain where the sun goes during

the night using props – eg torch, orange, ping pong ball etc discuss how we use energy to make electricity – and how this uses up natural resources etc Look at World ‘light pollution’ satellite images – explore where light pollution is greatest –

link to high population?

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Term two Egypt, then and now! We are what we eat

Create pages for an information book for children about Ancient Egypt – add maps, labelled diagrams, etc

Use information texts and create cross section diagrams Make an Ancient Egyptian puzzle or quiz for other pupils Find out about Modern Egypt an compare to ancient Find out about Rivers – key features and vocab Compare Nile to Thames – contrast the same features Make a class poster/leaflet about the River Nile – maybe holiday brochure etc Identify key features of Iron Age – use of iron tools, development of farming and crop

cultivation and discuss the effects this had on the way people lived Compare modern and Iron Age farming of wheat – hand methods v mechanisation Research what Iron Age people ate – how did they cook? Create Iron Age recipe book Describe the way food is farmed and grown in different parts of the UK – eg Sheep farms in

Scotland and Wales, Agriculture in flat areas, fruit in Kent etc Relate land use for farming to physical geography and natural resources Begin to find out about drought, flood and other natural disasters that affect food supply –

newspaper.

Term three Going Green Where in the world

Where do plants grow in the city? -‐ compare urban habitat to rural areas Locate Manaus on world map and globe -‐compare with London Find out about migration and how it has affected London and the south East in particular. Find/label places on a world map that people have come from – West Indies, Bangladesh,

Russia, Somalia etc Discuss why people move to a different country or place – positive and negative Create a London migration history timeline Look for patterns in the way that magnets behave in relation to each other and what might

affect this, for example, the strength of the magnet or which pole faces another; identifying how these properties make magnets useful in everyday items

Predict, and then test a range of materials for magnetic properties Discuss/describe/explain what magnetic materials do near magnets – draw a labelled

diagram with arrows showing direction of force

Fantastic Mr Fox – writing ideas Chapter Writing ideas

Chapter one Create a character description of each of the farmers.

Chapter two Create a wanted poster about Mr Fox.

Chapter three Diary entry from Mr Fox’s point of view and a diary entry from the farmer’s point of view.

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Chapter four Write a letter from Mrs Fox’s point of view about nearly being dug out of their den.

Chapter five/six Write an eye-witness account about the digging. Interview one of the farmers.

Chapter seven Write one of the messages sent by the farmers. Retell the chapter using dialogue accurately.

Chapter eight Write a diary entry about the smell of the food.

Chapter ten Write a recipe for a chicken dish.

Chapter twelve Create an invitation to the feast Write a diary from Badger’s point of view about meeting Mr Fox (include description)

Chapter thirteen Write a list of all the things taken from the store house using expanded noun phrases.

Chapter fourteen Write a persuasive letter to Badger about why it is ok to steal the food.

Chapter fifteen Read up to P73 – write a diary from Badger’s/Mr Fox’s point of view about the meeting of the rat – what might Rat do?

Write an advert for the sale of cider (but call it apple juice!) Children to continue to write the rest of the chapter – what do they think will happen next?

Chapter sixteen Use the picture cue in the story and write a character description of Mabel. Create a social media profile for Mabel.

Chapter seventeen Create a song about Fox’s victory. Use the picture cue to write a description of the feast. Write a speech given by the Badger about Mr Fox

End of book Write a book review

The Enchanted Horse

Chapter one Write a description of the village. Make a list of the things Irina might want for Christmas using expanded noun phrases. Write a story of how the horse ended up broken in the toy shop.

Chapter two Write a description of the shop owner.

Create a poster for a toy which might be found in the shop. Retell the story of how Black Jack treated Bella. Write a letter from Bella to a friend about her trip to the village and how she got the horse.

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Chapter four Diary from mum’s point of view about the changes up to Irina (up to p34) Write instructions for how to clean a rocking horse.

Chapter five Retell a dream.

Chapter six Write a letter about when Irina discovers Bella has become real. Write about an adventure Irina might go on with Bella – where does she go and what happens? Write a diary about the day after – include Irina’s different feelings at different parts of the day.

Chapter seven Read up to p61. Children to write a description of what they think is in the parcel. Write a guide about how to look after a horse (use iPads for research)

Chapter eight Write a pen pal letter to Irina. Write an interview with Irina about the disappearance of Bella.

Chapter nine A letter from dad seeking advice on what to do about Irina.

Chapter ten Write about a winter setting. Write a diary about Bella’s return. Write a letter of advice to Irina about what to do with the foal.

Chapter eleven Write a letter to the parents explaining exactly what happened to the toy horse.

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Reading objectives: word reading -apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meanings of the new words they meet. -read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.


Speaking and listening objectives: Listen and respond appropriately to adults and their peers. -‐ask relevant questions to extend their understanding and knowledge. -‐articulate and justify answers and arguments. -‐use relevant strategies to build their vocabulary. -‐give well-‐structured descriptions and explanations for different purposes. -‐maintain attention and participate effectively in collaborative conversations, staying on topic and initiating and responding to comments. -‐Use spoken language to develop understanding through speculating, imagining and exploring ideas. -‐speak audibly and fluently with an increasing command of Standard English. Participate in discussions, presentations, performances, role play and improvisations. -‐gain and maintain the interest of the listener(s) -‐consider different viewpoints, attending to and building on the contributions of others. -‐select and use appropriate registers for effective communication.

Reading objectives: comprehension PLEASE NOTE: THESE OBJECTIVES ARE VERY SIMILAR TO Y3-BUT MORE COMPLEX FORMS OF WRITING SHOULD BE USED. -Develop positive attitudes to reading and understanding of what they read by:

-Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or text books. --Reading books that are structured in different ways and reading for a range of purposes. -Using dictionaries to check the meanings of words that they have read.

Handwriting objectives: THIS NEEDS TO BE TAUGHT TWICE A WEEK. -use the diagonal and horizontal strokes that are needed to join letters. -increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downward strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch.]

Vocabulary, grammar and punctuation objectives: (See the Y4 vocabulary, grammar and punctuation Year 4 overview for more guidance) -use conjunctions to write sentences with more than one clause including when, because, if , although -choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. -use fronted adverbials at the beginning of sentences. -use a comma after a fronted adverbial. -indicate possession by using the possessive apostrophe with plural nouns. -using and punctuating direct speech.

34

-Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally. -Identifying themes and conventions in a wide range of books. -Preparing poems and play scripts to read aloud and perform, showing understanding through intonation, tone, volume and action. -discussing words and phrases that capture the reader’s interest and imagination. -Recognising some different forms of poetry [for examples: free verse, narrative poetry.]

-understand what they read, in books they can read independently, by:-

-Checking the text makes sense to them, discussing their understanding and explaining the meaning of words in context. -Asking questions that improve their understanding of a text. -Drawing inferences such as inferring characters’ feelings, thoughts and motives through their actions, and justifying inferences with evidence. -Predicting what might happen from details stated and implied. -Identifying main ideas drawn from more than one paragraph. -Identifying how language, structure and presentation contribute to meaning.

-retrieve and record information from non-fiction. -participate in discussion about books that are read to them and those they can read for themselves, taking turns and listening to what others say. Writing transcription: -use further prefixes and suffixes and understand how to add them -spell further homophones. -spell words that are often misspelt -place the possessive apostrophe accurately in words with irregular plurals (for example: children’s]


-Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar. -Discussing and recording ideas.

-draft and write by:

35

-use the first three letters in a word to check its spelling in a dictionary. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

-Composing and rehearsing sentences orally (including the correct layout of dialogue) progressively building on a varied and rich vocabulary. -Organise paragraphs around a theme. -In narratives, create descriptions of settings and characters using expanded noun phrases. -In narratives, create a plot. -In non narrative material, use organisational devices.

-evaluate and edit by: -Assessing the effectiveness of their own and others’ writing and suggesting improvements. -Proof-read for spelling and punctuation errors. -Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Year 4 spelling overview Whole class teaching –content Whole class teaching –

Approaches Group work Common routines to

support independence Resources

P53 – To distinguish between the spelling and meanings of

homophones e.g be/bee new/knew right/write

through//threw hole/whole

p56 To investigate, collect and

classify spelling patterns related to the information of plurals.

e.g plurals f/fe thief –thieves half-halves irregular plurals

• Make explicit strategies




• Focus on root words or

Guided reading and writing. Focusing on word structures: sorting/collecting words that sound alike and look alike; sound alike but don’t look alike; look alike but don’t sound alike. Print hunt – using a newspaper and highlighter pens – find as many as you can with these letter string in (eg: ly – quickly, strangely etc)

Routine for learning new spelling

• Exploring spelling patterns,

• Practising • Take away words to



• Keep a log of their own tricky words, personal spelling lists

Word banks from class topics. Word mats/phonic flaps for some children. Displays showing collections of words e.g with common prefixes, suffixes and their meanings. Word banks of words using same letter strings. A range of dictionaries and

36

person – people

p59 To investigate and learn to spell words with common letter strings.

e.g kn as know/mb as lamb/ wr as wrinkle ugh/as in taught ugh

pronounced ‘f’ as tough and cough.

P62 To understand how suffixes change the function of words. e.g into verbs (-ate/ -en/ -ify/ -ise)

apology – apologise. Into nouns (-tion/ -ity/ -ness) happy-

happiness. Words changed by adding –ible/ -able

Horror – horrible.

Break – breakable.

P65 To understand the use of the apostrophe in contracted forms of

words. e.g cannot – can’t they are – they’re you have – you’ve

p67 To revise and investigate links

between meaning and spelling when using affixes

mis-meaning not : misread. Ex – meaning outside : explode.

Re – meaning again : retake. Other prefixes –

auto/circ/bi/tele/trans/mini/ette/ling/micro

families. • Draw on rules and

generalisations. • List the ways a word

could be spelt Make decisions on which version is correct.


• Shared reading and writing – seeing and discussing how words work in practice

• Word of the week (e.g apprehensive – what do you notice – can you see any patterns, words within the word etc.)


Some useful spelling

guidelines p187 ‘word sort’ p172 ‘letters and sounds’

Word and language study – e.g word meanings (sign, signal, signature) Collect as many words as possible with a common prefix. Make word web of roots – e.g inter-view, inter-national, inter-rupt. Investigate spelling patterns/other word collections and investigations. Word games which emphasise visual memory e.g pairs using common letter patterns. Poster collections of words from other countries in common use. Range of games e.g loop the

loop.

to learn. • Aides memoire of

spelling conventions. • Spelling attempts.

Informal tests , short dictations. Teach the use of dictionaries. Children working with spelling/writing partners. Ensure a standardised approach to proof reading and responding to writing. Establish a look, cover, say, write approach. Targeted individual support and intervention during the writing process (e.g –g guided writing) Use of phonics flaps – see resource folder. Help children to develop a range of spelling strategies rather than just ‘sounding out.’



bat, at, rat. • Mind photos • Carrying a word

thesauruses. Look , cover, write and check flap cards. Create an editing table with appropriate resources (e.g wordbanks, dictionaries) Posters of ‘words we use a lot’ Charts with examples of handwriting. A range of high interest alphabet books.

37

across a room.

New objectives to cover (from new framework)

Examples of words Rules and guidelines

To add the suffix ‘ly’ Sadly, completely, angrily, simply. Ly is added to an adjective to form an adverb.

To learn the spelling string /ure/ and /sure/ Measure, treasure, furniture, picture

To learn words with a /k/ sound spelt ch Scheme, chorus, chemist

To learn the words with the /ai/ sound spelt /ei/ey/eigh Vein, weigh, obey


accidentally address answer believe bicycle

business calendar century certain

complete continue difficult

disappear eight/eighth

exercise experience

extreme

favourite February grammar

guide height history

increase important

island knowledge

library material medicine naughty

occasion(ally) opposite ordinary particular

peculiar possession

potatoes pressure purpose quarter reign

separate straight strength suppose surprise thought through various

38

Vocabulary, Grammar and Punctuation overview-‐ Year four


-‐ To consolidate understanding that we can use –s to indicate plurals.

-‐ To consolidate understanding that we can also use –s to indicate possession.

-‐ To distinguish between when a possessive –s or plural –s has been used.

-‐ To expand noun phrases by adding

modifying adjectives, nouns and

prepositional phrases (eg the teacher

expanded to the strict maths teacher with curly hair or the cat being expanded to the shy cat with a

stripy black and white tail)

-‐ Use fronted adverbials at the beginning of

sentences (adverbs tell us the time, place

or manner of an action) [eg: Later on that day, the girl went to bed. In the far

distance, I could see birds flying around. Suddenly, the squirrel

began to run)

-‐use paragraphs to organise ideas around a theme. -‐choose an appropriate

pronoun within and across sentences to aid cohesion and avoid repetition.

-‐choose an appropriate noun within and across sentences to aid cohesion and avoid

repetition.

-‐use inverted commas to indicate direct speech. -‐ use a comma after the reporting clause (The conductor shouted, “Sit down!” -‐ end punctuation within inverted commas. (“It’s not fair!” shouted the boy.) -‐use a comma after a fronted adverbial (Before he could move, the lion pounced; Excitedly, she opened her presents; Next to the statue, a man stood waiting for his friend)

Please display on your literacy working wall.

Determiner Pronoun

Possessive pronoun adverbial

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Texts to be used: Term one Term two Term three

Miraculous journey of Edward Tulane

The Snail and the whale Ice palace

Non Fiction books Newspapers – First News

Appropriate Blogs Collection of poems for children

Magic Box – Pie Corbett

Various Tertius stories by Ann Jungmann

How to avoid being a roman soldier

Romulus and Remus Charlie and the chocolate factory

I had a little cat

Non-‐fiction weather books Myths and legends about

weather Aesop’s fables

Iron man Wall-‐E

100 best poems

Writing Links - Y4

Text/writing type Writing ideas Aesop’s Fables See attached sheet for more detailed information

Charlie and the Chocolate Factory Retell the story from the point of view of one of the other children. Retell the story from the point of view of an Oompa Loompa. Write a letter from each of the children to Mr. Wonka after their visit

to the factory. Write a newspaper article which gives information about the day of

the visit to the factory. Imagine that the was one more ticket available and a new child found

it. What are they like? How do they feel about visiting the chocolate factory?

Look at the illustration of Charlie's house. Can you think of words to

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describe it? Could you write a paragraph, or more, about it? How is it similar / different to your house?

Imagine that Charlie kept a diary. Write about the days leading up to his discovery of the golden ticket. Write about the days after his trip to the factory.

Charlie's grandparents were 'as shrivelled as prunes' and 'as bony as skeletons'. Can you think of other similes to describe things?

Spies used to steal Willy Wonka's recipes. Write a top secret report from a spy about what they have seen inside the factory.

Roald Dahl uses words like 'repulsive' and 'repulsive' to describe the Gloop family. Can you think of any other similar adjectives? Can you think of more positive adjectives?

Can you perform some of the scenes in the story as a drama activity, e.g. When Charlie buys a chocolate bar using the coin that he has found, When he goes to tell his family about the ticket, When Willy Wonka gives Charlie the factory.

Make up names for some of Wonka's newest chocolate bars, using the old names as a starting point for ideas.

Read the play adaptation of the book and perform it to others. Use it to learn about play scripts and how they are presented.

There is 'complete pandemonium' in Charlie's house when he finds the golden ticket. What does this mean?

Write a biography for Willy Wonka… Where was he born? What was his life like when he was growing up? What amazing adventures has he had throughout his life?

Create a storyboard which shows different scenes from the book, e.g. Mr. Wonka greeting the children when they first arrive at the factory, the exploration of the chocolate room, travelling in the great glass lift.

Willy Wonka warns the children not to get lost when they first enter the Chocolate Factory. Imagine that one of them does wander off where they shouldn't. What might they discover?

Everything is made of sweets and chocolate in the Chocolate Room. Imagine that your classroom is made of similar things and describe what it is like.

The Oompa Loompa use words like 'gorge', 'guzzle', 'feed' and 'feast' in their songs to describe one of the children eating. Can you think of any other synonyms?

Identify rhyming words in the Oompa Loompa's songs. Can you find more words that rhyme with these? Could you make a rhyming dictionary?

Imagine that you were given a stick of Willy Wonka's chewing-‐gum meal. Write some sentences / paragraphs to describe how it tastes and how the delicious flavours change as you chew it.

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Compare the illustrations of the children arriving at and leaving the factory. How have the children changed?

Look at these two trailers for the film versions of the book. How are they similar / different? Which portrayal of the film do you prefer? Why?

The Ice Palace

Write a letter in role Write a diary in role Create own imaginary setting Descriptive letter about the Ice Palace Problem page reply giving advice to Ivan Poem about winter Persuasive letter explaining why the king of winter shouldn’t take Ivan’s

brother. Interview with the king of winter. Eyewitness account of a the kidnapping.

Romulus and Remus Write a letter from the king about the birth of the twins – include descriptions of them.

Write a diary from Amulus’s point of view, explaining his feelings and what he did to the boys.

Write a letter from the shepherd about the adoption of the boys. Write a report about Romulus’s/Remus’s upbringing – include sections

such as home/family/food/hobbies etc. Write a description of the battle between Romulus, Remus and

Amullius. Create own city – draw a plan and write a description of it. Write an apology letter from Romulus to Remus about killing him. Write a news report about the death of Remus. Interview Romulus about the killing of Remus.

The Iron Man Write a diary in role. Write a letter in role. Create a play script of a scene. Write a newspaper report. Create and label own monster. Write a description of own monster. Create a fact file about the Iron Man. Create a menu for the Iron Man. Write a weather report.

Miraculous journey of Edward Tulane

Activities based on chapters 1 -‐2. Draw a picture of your impression of Edward and list as many adjectives as you can inside him. Extension – use similes to create your descriptions, e.g. write ‘his heart is as dark as a midnight cave’ near his heart.

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Draw Edward among his fellow dolls – use thought bubbles or feeling flies to show the other doll’s distain for Edward.

Possible fun activities based on chapters 3-‐5. Crossword completion of key words during the chapter. Extension – use unfamiliar words in a complete sentence.

Create a storyboard of Pellegrina’s story for an oral retelling. Possible fun activities based on chapters 6 – 8. Create a timeline of Edward’s life so

far. Leave plenty of space for the future! Draw a picture of Edward floating and instead of bubbles create circular words

depicting Edward’s emotions and thoughts. Possible fun activities based on chapters 9-‐11. Design an outfit for Edward that you would enjoy seeing him wear.

Write a letter to Abilene describing what has happened since he was thrown overboard.

Draw Edward on top of the rubbish dump and then design a cartoon strip of all the junk and rubbish that gets thrown on top of him during the next 180 days.

Complete a synonym activity using words from the text. Imagine you are talking to Edward. Nellie loved to tell Edward about her family. Write what you would talk to him about.

Possible fun activities based on chapters 12 – 14. Write a biography on the life of Abilene including her career, family and what she did after losing Edward.

Interview at least 2 students and get their opinions on the story so far. Write a brief report on your findings.

Imagine that one day Edward is able to exact revenge on the bully – write a humorous and gruesome scene explaining the horrors that Edward and the friends he has met put the bully through!

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Aesop’s fables – by Michael Rosen.

Mouse and Lion Write an eye witness report. Write the story about Mouse helping Lion. Retell the fable from Mouse’s perspective. Write a thank you letter from Lion.

Cockerel, Dog and Fox Rewrite as a play script. Write a description of the forest the animals sleep in. Retell the fable using different animals.

Fir Tree and Thorn bush Write a description of the two trees. Write a letter of advice to the fir tree about why it is wrong to boast.

The Axe and the Trees Write a diary about how it felt being tricked.

Partridge and the Fighting Cocks Write a story about a really nasty character (emphasise the use of accurate dialogue)

Interview the cockerels/partridge.

Town mouse and Country mouse Create a menu for when country mouse visits town mouse – look at appropriate adjectives when describing food.

Who has a better life? Children to write an argument for their choice.

Fox and the Grapes Write a modern day version, using a human rather than an animal.

Topic writing links - Y4 Term Writing opportunities

Term one Find out about significant inventors and scientists in the communication field – printing press, telegraph, phone, computer

Place key communication objects and events on a timeline

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Explorers Getting the message

Find out about Marconi and electronic telegraph etc Look at relevant artefacts and explore hands on if possible Find patterns in the sounds that are made by different objects such as different sizes of

recorder or xylophone bars and look for patterns – do bigger objects make louder/lower sounds?

Design and make an Ear Trumpet or a megaphone and test whether it improves communication over distances – fair test

Explore and use Electricity knowledge as part of DT activities – making a circuit with switch and buzzer

Research Morse code machines and how they work

Term two The Romans Chocolate

Find out about the Roman Empire – basic timeline to show major events Compare what was happening in Rome to other continents and UK – Celts etc Find out about invasion of Britain – use range of sources – contemporary writings, historical

texts, artefacts etc – note taking using selected headings and captions Write an obituary/biography for Bouddica outlining her main achievements and significance

in British History Create a quiz for peers on aspects of Romans in Britain Find out about Galen – Greek/Roman scientist and first medical ‘doctor’ – relate to digestive

system Locate and name all the countries that used to be in the Empire – compare old and current

names, capitals cities Considers the Roman legacy on Human Geography – roads, cities, aqueducts etc Look at how chocolate is grown and made today – exploring issues around Fairtrade etc Create a Fairtrade Chocolate logo Look at how chocolate is marketed and advertised today – make their own advert Try different types of chocolate/sweets etc and try and melt them – compare Maltesers,

M&Ms, plain, milk and white choc etc. Look for patterns Research how to keep teeth healthy, and the roles of sweets etc in tooth decay

Term three

Weather Report

Robots

use Internet websites, newspapers etc to collect the data. Look at webcams from different places around the world to look at weather at Equator, poles

etc – make a weather diary Take a photo of the same area of sky each day to show the clouds, weather conditions etc –

create a slide show Find out about and draw a storyboard about the journey of water in the water cycle. Find out about significant weather disasters and how they have affected human populations

– eg Tsunami, Hurricanes Find out about weather warning devices and systems Locate places mentioned in history research about robots -‐ Japan Earthquake, Egypt Pyramid

robot, Bomb Disposal robots in Afghanistan and Iraq, car factory robots etc Explore how robots and technology have made an impact on human lives – work, factories,

raw materials, recycling etc Look at Robots in film history -‐ timeline of what people thought the future would be like -‐

Metropolis, Forbidden Planet, Dr Who, Compare to ‘real’ robots – make a robot timeline

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Reading objectives: word 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.


Speaking and listening objectives: Listen and respond appropriately to adults and their peers. -‐ask relevant questions to extend their understanding and knowledge. -‐articulate and justify answers and arguments and opinions. -‐use relevant strategies to build their vocabulary. -‐give well-‐structured descriptions, explanations and narratives for different purposes. -‐maintain attention and participate effectively 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 and improvisations and debates. -‐gain and maintain 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 objectives: comprehension PLEASE NOTE: THESE OBJECTIVES ARE VERY SIMILAR TO Y3/4-BUT MORE COMPLEX FORMS OF WRITING SHOULD BE USED. -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

Handwriting objectives: THIS NEEDS TO BE TAUGHT TWICE A WEEK -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.

Vocabulary, grammar and punctuation objectives: (See the vocabulary, grammar and punctuation Year 5 overview for more detail) -use the perfect form of verbs to mark relationships of time and cause(have/has) -using expanded noun phrase to convey complicated information concisely. Using modal verbs to indicate possibility. Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e.) omitted relative

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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 literacy heritage, and books from other cultures and traditions. -Recommending books that they have read to their peers, giving reasons for their choices. -Identifying 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.

-understanding what they read by: -Checking that the book makes sense to them, discussing the 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 through their actions. -Predicting what might happen from details stated. -Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. -Identify how language, structure and presentation contribute to meaning.

pronoun. -Using commas to clarify meaning.

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-discuss and evaluate how authors use language. Including figurative language. -distinguish between statements of fact and opinion. -retrieve, record and present information from non-fiction. -participate in discussion about books that are read to them and those they can read for themselves, building on their own and others’ ideas. -explain and discuss their understanding of what they have read, including through formal presentations and debates. -provide reasoned justifications for their views. Writing transcription: -use further prefixes and suffixes and understand the guidance for adding them. -spell some words with ‘silent’ letters [for example, knight, psalm] - continue to distinguish between homophones. -use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically -use the first three or four letters of a word to check the spelling, meaning or both of these in a dictionary. -To find synonyms in a thesaurus.


• Identifying the audience for and the purpose of writing, selecting the appropriate form and using other similar writing models as their own.

• noting and developing initial ideas. • In writing narratives, consider 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 meaning. -In narratives, describing settings, character and integrating dialogue to convey the character. -Précising longer passages. -Using devices to build cohesion within and across paragraphs. -Using further organisational and presentational devices to structure text and guide the reader {eg: 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 clarify meaning. -Ensuring the consistent and correct use of tense through a piece of writing including the use of modal verbs. -Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of

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speech and writing. -Proof-read for spelling and punctuation errors.

Year 5 spelling overview Whole class teaching –

content Whole class teaching –

approaches Group work Classroom routines to support

independence Resources

P71 – To spell unstressed vowels in polysyllabic words. Eg Wednesday P74 To spell words with common letter strings and different pronunciations Igh, ear, oo, ough, ie, our P77 To explore the spelling patterns of consonants and to formulate rules Revisit Y2 and Y3 rules – e.g ing, ful ci-, ce-, cy-, ca-, co- p79 To explore less common prefixes and suffixes un-, dis-, mis-, anti-, non-, de-, In-, Im-, Ir-, Il-, ad-, ap-, af0, ag-, al-, as- p82: To investigate and learn spelling rules for adding suffixes to words ending in –e, words ending in –y and words containing ie vowel suffixes -ing, -ed, -est, -er, -able, -ish

• Make explicit strategies









• Word of the week (e.g

Guided reading and writing. Focusing on word structures: sorting/collecting words that sound alike and look alike; sound alike but don’t look alike; look alike but don’t sound alike. Print hunt – using a newspaper and highlighter pens – find as many as you can with these letter string in (eg: ly – quickly, strangely etc) Word and language study – e.g word meanings (sign, signal, signature) Collect as many words as possible with a common prefix. Make word web of roots – e.g inter-view, inter-national, inter-rupt. Investigate spelling patterns/other word collections and investigations. Word games which emphasise

Routine for learning new spelling • Exploring spelling

patterns, • Practising • Take away words to



• Keep a log of their own tricky words, personal spelling lists to learn.

• Aides memoire of spelling conventions.

• Spelling attempts. Informal tests , short dictations. Teach the use of dictionaries. Children working with spelling/writing partners. Ensure a standardised approach to proof reading and responding to writing. Establish a look, cover, say, write approach.

Word banks from class topics. Word mats/phonic flaps for some children. Displays showing collections of words e.g with common prefixes, suffixes and their meanings. Word banks of words using same letter strings. A range of dictionaries and thesauruses. Look , cover, write and check flap cards. Create an editing table with appropriate resources (e.g wordbanks, dictionaries) Posters of ‘words we use a lot’ Charts with examples of handwriting.

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Consonant suffixes -ful, -ment, -less, -ness, -ly, -ous P85: To identify word roots, derivation and spelling patterns as a support for spelling. Prefixes: mis-, over-, re- Root=take Suffixes: -en, -ing Prefixes: dis-, re- Root=appear Suffixes : -ance , -ing, -ed Latin roots: prim, mob, auto, graph, audi, trans

apprehensive – what do you notice – can you see any patterns, words within the word etc.)


Some useful spelling guidelines

p187 ‘word sort’ p172 ‘letters and sounds’

visual memory e.g pairs using common letter patterns. Poster collections of words from other countries in common use.

Range of games e.g loop the loop.

Targeted individual support and intervention during the writing process (e.g –g guided writing) Use of phonics flaps – see resource folder. Help children to develop a range of spelling strategies rather than just ‘sounding out.’



bat, at, rat. • Mind photos • Carrying a word across

a room.

A range of high interest alphabet books.

New objectives to cover (from new framework)

Examples of words Rules and guidelines

Endings spelt –cious or –tious Vicious, precious, conscious, delicious, malicious, suspicious

Ambitious, cautious, fictitious, infectious, nutritious

Not many common words end like this.

If the root word ends in –ce, the sh sound is usually spelt as c – eg vice – vicious, grace-gracious, space –spacious malice-malicious.

Exception: anxious

Endings which sound like /le/ Official, special, artificial, partial, confidential, essential Cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions.

Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province)

Words containing the letter string ough Ought, bought, thought, nought, brought, fought Rough, tough, enough

Ough is one of the trickiest spellings in English – it

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Cough Though, although, dough Through Thorough, borough plough

can be used to spell a number of different sounds.


according achieve

aggressive ancient

apparent attached awkward

bruise

competition convenience

criticise (critic + ise)

desperate determined

develop dictionary disastrous

equip (-ped, -ment) especially excellent

forty frequently

government hindrance

identity individual

leisure lightning

marvellous muscle

nuisance occur

persuade physical

profession programme

queue recognise relevant rhyme rhythm

shoulder soldier

stomach

symbol system twelfth vehicle yacht

Vocabulary, Grammar and Punctuation overview-‐ Year five


Word Sentence Text Punctuation Terminology for pupils -‐Convert nouns or adjectives into verbs using suffixes (for example, -‐ate, -‐ise, -‐ify) -‐Use verb prefixes [for

-‐Use relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun

-‐Use devices to build cohesion within a paragraph [for example, then,after that,

this, firstly]

-‐use brackets, dashes or commas to indicate

parenthesis. -‐use commas to clarify

Please display on your Literacy working wall. Modal verb, relative

pronoun, relative clause,

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example,dis-‐, de-‐, mis-‐, over-‐ and re-‐]

(eg: This is the skirt I bought in the sales)

-‐Indicate degrees of possibility using adverbs [for example, perhaps, surely]

or modal verbs [for example, might, should, will, must] -‐use the perfect form of verbs (I have finished; he has walked in; we will have been running for an hour)

-‐Link 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]

meaning or avoid ambiguity. parenthesis, bracket, dash, cohesion, ambiguity.

Texts to be used: Term one Term two Term three

The Iron Man Street Child

Time Machine Clockwork

A Christmas Carroll The Walrus and the Butterfly

Pattern and rhyme Jabberwocky

Highwayman Tuesday Beowulf

Non-‐Fiction texts about Vikings Saga of Erick the Viking

There’s a Viking in my bed Vicious Vikings

Space Race Out of this world Sci-‐Fi shorts

There’s a girl in the boys bathroom

Shakespeare’s tales for kids various

Harry potter Choral performance poems

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Writing Links – Y5

Text/writing type Writing ideas Jabberwocky Write a description of the Jabberwocky for identification purposes.

Write an eyewitness report about the slaying of the jabberwocky. Write an encyclopaedia report about the jabberwocky. Create a comic strip of the poem. Write a letter of thanks to the boy. A wanted poster A diary entry from two contrasting characters’ points of view. Write a report about how to look after a Jabberwocky.

Beowulf Write a description of the feast. Create a wanted poster. Write a letter asking for Beowulf’s help. Write an application form to become a warrior. Write a diary/letter in role. Write an interview Eyewitness account of the killing of Grendel.

There’s a Viking in my bed SEE ADDITIONAL SHEET FOR MORE DETAILED GUIDANCE

The Highwayman Collect metaphors throughout the poem – create a metaphor poem Create a wanted poster about the Highway Man . Collect verbs that describe movement in the poem – write an

alternative poem using these verbs . Write love letter from Bess to the Highwayman explaining how she

misses him. Letter from the Ostler persuading Bess to marry him instead of the

Highway man. Create a lonely hearts style profile for the ostler (using the picture in

the book as a cue)

Write a diary from Bess’s point of view about the conversation she had with the Highway man – how does she feel about his mission?

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Eye witness account about the arrival of the army. Write a letter of explanation from Bess’s point of view about why she

killed herself. Create a report about the Highway man’s crimes (links to history work

on crime and punishment) Diary from the Highway’s man perspective on seeing Bess dead. Create a comic strip of the poem. Retell the poem as a narrative.

Clockwork Write a description of the Clock tower and the village. Write a diary from different characters’ perspectives. Write a speech about whether Karl does or doesn’t deserve to die. Write an advert for Sir Ironsoul Write a letter in role Write a reply to a problem page Create a character description of Dr Kalmenius Write an interview with one of the characters Write an eyewitness report of the death of Karl Write a newspaper article about the opening of the clock tower.

There’s a Viking in my Bed

Chapter one Write an eye witness report about Sigurd falling overboard. Write a diary from Sigurd’s point of view about arriving at Flotby.

Chapter two Create a poster to attract people to stay at the Viking Hotel.

Write a letter of complaint from Mrs Tibblethwaite about her train journey. Look at logical connectives to sequence writing (Firstly, in addition etc)

Create a found poster for Sigurd. Chapter three Letter from Zoe to the British museum asking for verification that

Sigurd is a real Viking. Chapter four Write up the interview between Sigurd and the policeman.

Create a new menu for Sigurd – focusing on adjectives (link with DT work?)

Chapter five Write instructions for having a bath. Write a diary from Sigurd’s point of view about cleaning the plates. Should Sigurd stay or go? Children to put forwards their arguments in

form of a speech. Write a letter from Mr Ellis asking Sigurd to return.

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Chapter six Write up Sigurd’s adventure as a story ( focus on dialogue) Write a diary from Zoe’s/Tim’s perspective about the return of Sigurd.

Chapter seven Write a news report about the marriage of Sigurd and Mrs Tibblethwaite – look at using quotations accurately.

There’s a Boy in the Girl’s Bathroom

Chapter one Children to write a speech they would give themselves if they were new to a school. Write a letter explaining to Jeff why no-‐one wants to sit next to Bradley (children to think about different bullying scenarios)

Chapter two Write a diary from Bradley’s point of view about his encounter with his teacher and offering friendship to Jeff.

Chapter three What personality characteristics has Bradley shown so far? Children to label and explain why – use this to write a character profile. Collect all of the lies Bradley has told so far – children to invent more lies he night tell. Find out about a zoo (Bronx zoo? Central Park Zoo?) –children to research and write an information leaflet (link into topic work on America)

Chapter four Write a school report on Bradley from Mrs Bevel’s perspective (just core subjects and general comment – use own school’s report format to give it more authenticity)

Chapter seven Write a letter of advice to Jeff about what he should do about Bradley.

Chapter eight Create a poster about what to do if you/re bullied (display around the school)

Chapter nine Rewrite the meeting between Carla and Bradley from either of their perspectives – ensure dialogue is set out correctly.

Chapter eleven Write a guide for Bradley about hot to behave in school.

Chapter fourteen Write a diary from Melinda’s perspective about her fight with Bradley. Write an eye-‐witness account of the fight between Melissa and Bradley. Interview Melissa or Bradley about the fight.

Chapter fifteen Letter of explanation from Bradley about why he blamed Jeff.

Chapter seventeen Have a class debate – is Jeff’s treatment of Bradley fair? Children to write up argument using logical connectives (firstly, also, in addition, furthermore) to structure argument.

Chapter nineteen Write up the notes of the meeting between Carla and Jeff ( get a learning mentor form from Mikael to make it more realistic)

Chapter twenty Children to create a poem about all the things they like about themselves.

Chapter twenty two Children to choose a topic they would like to talk about – then research and give a two minute presentation on it. Write a story about trick or treating.

Chapter twenty three Write a play script of the bullying that happens with Bradley and the rest of the class. Create and write a description of the monster from outer space.

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Chapter twenty four Write a letter to a friend about Bradley’s encounter with the girls – why has he changed so much?

Chapter twenty five Write a recount of all the different ways Bradley tries to get a gold star.

Chapter twenty six Children to write about their feelings about Bradley being bullied – does he deserve it? Look at it as a balanced argument.

Chapter twenty eight Write a diary entry from Bradley’s perspective about Bradley’s family helping him – how did it make him feel?

Chapter twenty nine Write a letter from Bradley to the teacher explaining why he hasn’t handed in his homework –focus on the expression of emotions through actions.

Chapter thirty Write own version of the opening scene of the story ‘My parents didn’t steal an elephant’ changing some of the elements (e.g. type of drink, pet name from uncle, reasons why parents are in jail)

Chapter thirty two Write a diary from Jeff’s point of view about making up with Bradley.

Chapter thirty four Write a letter of invitation from Colleen to Bradley.

Chapter thirty six Create a programme for Colleen’s party.

Chapter thirty eight Write a letter from Carla to Bradley about all the ways he has changed.

Chapter forty Diary entry about getting a gold star – look at the contrast of emotions-‐ joy for getting the star but despair over Carla leaving.

Chapter forty seven Write a letter from Carla about her new life.

Topic writing Links – Y5

Term Writing ideas Term one Machines Patterns

Find out about the Industrial Revolution – create a timeline of key events Compare the way machines would have impacted rich and poor lives in Victorian Britain –

factories, working lives for children etc Look at a range of key inventions and machines from other countries Discuss how machines have changed our lives – better and worse Find out about a range of Famous engineers and inventors (male and female and from a

range of cultures) Look at how trade and slavery played a key part in the industrial revolution Explore simple pneumatic systems – plastic tubes and syringes -‐ describe how compressed air

can be used to create a force Look at a range of machines and explain why different materials have been used – based on

characteristics and properties

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Biography of William Morris – reaction to Industrial Revolution Create and describe a new animal which would fit into a specific part of the classification

system Find out about the Victorian Arts and Craft Movement

Term two Predator and prey Treasure trove

Create a general timeline and place Anglo Saxons and Vikings along it What is it like to be invaded? Explore patterns of invasion and colonisation – discuss/describe the patterns and trends Find out about aspects of Viking and Anglo Saxon life – encourage pupils to follow their own

interests about the topic How the Vikings travelled Look at why populations cluster along coastlines – suggest reasons based on physical

geography and human geography Find out about Viking and Anglo Saxon technology – boats, weapons, houses and buildings etc Look at how circles and spirals have been used in Anglo Saxon and Viking designs – jewellery.

Compare to use of the this type of pattern in Modern art – eg Kandisnky, Damian Hirst Find out about Anglos Saxon and Viking treasure – jewellery, money, weapons etc and how it

was made/used/decorated Find out about burial customs and artefacts and the significance of burial mounds etc Look at the Sutton Hoo treasure – if possible visit British Museum Discuss what the objects are made of, and how they were used Look at place names in the UK and how they have come from both Anglos Saxon, Viking and

Norman influence and languages

Term three Out of this world Potions and poisons

Revise key events in space travel – create timeline Identify key people – first man in space, first person on the moon, first woman astronaut etc

– short biographies Find out about Apollo Moon landing – (We Choose The Moon website) Discuss Moon Landing hoax theories – link to English non-‐fiction Find out about the Space Coast (Florida) and key locations in the USA for the Space Program –

discuss why they were used – physical and human features that make them suitable Compare to launch sites in Russia Keep a record of how the position of sun changes through the day – create a poster to

illustrate the apparent movement Discuss the motion of the Moon – why does it look different each night? Find out about the life and work of key chemists in scientific history who worked with

‘potions and poisons’ -‐ Fleming (Penicillin), Marie Curie (Radium) Pasteur (Pasteurization process) Jenner (Vaccination) Write a short biography/diary entry to show what kind of work they did and how they did it

Identify and describe some of the key aspects of pollution across the world – acid rain, smog, lead from fuel, pesticides, nuclear radiation etc

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Reading objectives: word 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.

Spelling objectives: Please see overview

Speaking and listening objectives: Listen and respond appropriately to adults and their peers. -‐ask relevant questions to extend their understanding and knowledge. -‐articulate and justify answers and arguments and opinions. -‐use relevant strategies to build their vocabulary. -‐give well-‐structured descriptions, explanations and narratives for different purposes. -‐maintain attention and participate effectively 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 and improvisations and debates. -‐gain and maintain the interest of the listener(s)

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-‐consider and evaluate different viewpoints, attending to and building on the contributions of others. -‐select and use appropriate registers for effective communication.

Reading objectives: comprehension PLEASE NOTE: THESE OBJECTIVES ARE VERY SIMILAR TO Y3/4-BUT MORE COMPLEX FORMS OF WRITING SHOULD BE USED. -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 literacy 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 the meaning is clear to the audience.

-understanding what they read by: -Checking that the book makes sense to them, discussing the 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 through 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. -Identify 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 discussion about books that are read to them and those they

Handwriting objectives THIS NEEDS TO BE TAUGHT TWICE A WEEK. -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.

Vocabulary, grammar and punctuation objectives. -Develop their understanding of:

-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.

-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.

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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. -provide reasoned justifications for their views. Writing transcription: -use further prefixes and suffixes and understand the guidance for adding them. -To extend the bank of words spelt with a silent letter {eg: solemn] - continue to distinguish between homophones. -use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically -use a dictionary with confidence to check the spelling and meaning of words. -To use a thesaurus and use the words found in the thesaurus in a meaningful context.

Writing composition: plan their writing by:

-Identifying the audience for and the purpose of writing, selecting the appropriate form and using other similar writing models as their own. -Noting and developing initial ideas.

In writing narratives, consider 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, character and atmosphere and integrating dialogue to convey the character. -Précising longer passages. -Using devices to build cohesion within and across paragraphs. -Using further organisational and presentational devices to structure text and guide the reader {eg: 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 clarify meaning. -Ensuring the consistent and correct use of tense through 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 appropriate register. -Proof-read for spelling and punctuation errors.

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Year 6 spelling overview

New objectives to cover (from new framework) Examples of words Rules and guidelines Words ending in –ant, -ance/--ancy, -ent, -ence, -ency Observant, observance, (observation), expectant

(expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial),

Innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential),

assistant, assistance, obedient, obedience, independent, independence.

Use –ant and –ance/-ancy if there is a related words with /er/ or /i/ sound in the right position; -ation endings

are often a clue. Use –ent and –ence/-ency after soft c (/s/ sound), soft g

(/j/ sound) and qu, or if there is a related word with a short /e/ sound In the right position.

There are many words however where the above guidelines don’t help. These words just have to be

learnt. Words ending in –ible and –able Adorable (adoration), applicable (application),

considerable (consideration), tolerable (toleration), changeable, noticeable, forcible, legible

understandable, reasonable, enjoyable, reliable, possible, horrible, terrible, visible, incredible, sensible.

The –able ending is far more common that the –ible ending.

As with –ant and –ance/-ancy, the –able ending is used if there is a related word ending in –ation.

If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters

would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –able ending.

The –able ending is usually but not always used if a complete root word can be heard before it, even if there

is no related word ending in –ation. The first five examples are obvious; in reliable, the complete word

rely is heard, but the y changes to i in accordance with the rule.

The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (eg sensible)

Adding suffixes beginning with vowel letters to words ending in –fer

Referring, referred, referral, preferring, preferred, transferring, transferred, reference, referee, preference,

transference.

The r is doubled if the –fer is still stressed when the ending is added.

The r is not doubled if the –fer is no longer stressed.

Use of the hyphen

Hyphens can be used to join a prefix to a root word,

especially if the prefix ends in a vowel letter and the root

Co-ordinate, re-enter, co-operate, co-own

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one also begins with one. Words with the /ie/ sound spelt ei after c Deceive, conceive, receive, perceive, ceiling The ‘I before e except after c’ rule applies to words

where the sound spelt by ei is /ie/ Exceptions: caffeine, seize, either, neither (if

pronounced with an initial /ie/ sound) Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of a word)

Doubt, island, lamb, solemn, thistle, knight Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g in knight there was a /k/ sound before the /n/ and the gh used to represent the sound that ‘ch’ represents in the Scottish word loch.

Homophones and other words that are often confused

In these pairs of words, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. aisle: a gangway between seats (in a church, train, plane) isle: an island aloud: out loud allowed: permitted affect: usually a verb (e.g. The weather may affect our plans.) effect: usually a noun (e.g. It may have an effect on our plans.). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business.). altar: a table-‐like piece of furniture in a church alter: to change ascent: the act of ascending (going up) assent: to agree/agreement (verb and noun) bridal: to do with a bride at a wedding bridle: reins etc. for controlling a horse cereal: made from grain (e.g. breakfast cereal) serial: adjective from the noun series – a succession of things one after the other compliment: to make nice remarks about someone (verb) or the remark that is made (noun) complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit) descent: the act of descending (going down) dissent: to disagree/disagreement (verb and noun) desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal

advice/advise device/devise licence/license practice/practise prophecy/prophesy eligible: suitable to be chosen or elected illegible: not legible (i.e. unreadable) eliminate: get rid of/exclude illuminate: light up farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noon mourning: grieving for someone who has died past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me) passed: past tense of the verb ‘pass’ (e.g. I passed him in the road) precede: go in front of or before proceed: go on principal: adjective – most important (e.g. principal ballerina) noun – important person (e.g. principal of a college) principle: basic truth or belief profit: money that is made in selling things prophet: someone who foretells the future

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disinterested: not having a personal stake in the matter (a World Cup referee must be disinterested – i.e. must not be from one of the countries playing in the match) uninterested: not interested, bored (a referee should be interested, not uninterested, in football) draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help) draught: a current of air

stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?)


accommodate accompany

amateur appreciate available average bargain category cemetery committee

communicate community conscience conscious

controversy curiosity definite

disastrous embarrass

environment

exaggerate existence

explanation familiar foreign

guarantee harass

immediate(ly) interfere

interrupt language

mischievous necessary neighbour

occupy opportunity parliament prejudice privilege

pronunciation recommend restaurant sacrifice secretary sincere(ly) sufficient suggest

temperature thorough variety

vegetable

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Vocabulary, Grammar and Punctuation overview-‐ Year six


Word Sentence Text Punctuation Terminology for pupils -‐Know 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]

-‐understand how words are related by meaning as

synonyms and antonyms [for example, big, large, little]

-‐Use 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] -‐know 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.]

-‐Link 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. -‐Use layout devices [for example, headings, sub-‐

headings, columns, bullets or tables to structure text]

-‐Use the semi-‐colon, colon and dash to mark the boundary between

independent clauses [for example, it’s raining; I’m fed

up] -‐Use a colon to introduce a list and use of semi-‐colons

within lists. -‐Use bullet points to list

information -‐Understand how hyphens

can be used to avoid ambiguity [for example, man eating shark versus man-‐eating shark, or recover

versus re-‐cover]

Please display on your literacy working wall. Subject, object, active,

passive, synonym, antonym, ellipsis, hyphen, colon, semi-‐

colon, bullet points.

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Texts/ Types of writing to be covered: Y6 Term one Term two Term three

Goodnight Mr Tom The diary of Anne Frank

Carrie’s War Rose Blanche

The shirt Machine Macbeth

Romeo and Juliet War Poets

Paint me a poem

The Piano Room 13

Greek Myths Travel Writing/magazines

Highwayman

Who killed Humpty dumpty Storm Breaker The Island

Orange, silver sausages.

Writing Links – Y6

Text/writing type Writing ideas The Highwayman Collect metaphors throughout the poem – create a metaphor poem

Create a wanted poster about the Highway Man . Collect verbs that describe movement in the poem – write an

alternative poem using these verbs . Write love letter from Bess to the Highwayman explaining how she

misses him. Letter from the Ostler persuading Bess to marry him instead of the

Highway man. Create a lonely hearts style profile for the ostler (using the picture in

the book as a cue)

Write a diary from Bess’s point of view about the conversation she had with the Highway man – how does she feel about his mission?

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Eye witness account about the arrival of the army. Write a letter of explanation from Bess’s point of view about why she

killed herself. Create a report about the Highway man’s crimes (links to history work

on crime and punishment) Diary from the Highway’s man perspective on seeing Bess dead. Create a comic strip of the poem. Retell the poem as a narrative.

Carrie’s War A letter home from Carrie’s point of view contrasted with a letter home from Nick’s point of view.

Diary entry from different characters’ perspectives when Nick steals the biscuits. Retelling of the legend. Reply to a problem page letter about Aunt Lou’s change in appearance and

behaviour. Write a postcard from Wales. Create own curse story. A recount of the journey to Wales.

Stormbreaker Describe the biography and career of Anthony Horowitz, and discuss the public reception and popularity of the Alex Rider series.

Identify and discuss foreshadowing in Chapter 1, "Funeral Voices." What central conflict does Alex face in the beginning of the narrative?

Describe and analyse the protagonist of the novel. How old is Alex? What is remarkable about his role in the plot and the mission of MI6?

Invite groups, as scriptwriters, to annotate a book extract in preparation for performing and filming the scene using digital cameras. Make clear notes on camera angles, lighting, zooming in and out for dramatic effect, etc.

What comparisons can you make between the fi ctional character, Alex Rider, and Anthony Horowitz himself?

Term 1 Writing ideas Term 1 Journeys

Look at timeline of WW2 and how it affected children in London – give reasons for evacuation to the countryside

Compare to children in Germany etc Explore first-‐hand accounts of evacuation – audio, photos etc Find out about Ann Frank – why was she a refugee? Research Migration in local area – timeline and recounts of local immigrants, and people who

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Meet the ancestors

have migrated elsewhere from London Describe how physical adaptations have evolved to make migration more successful – eg

ability to fly for long distances What are the reasons for migrations – food, climate, reproduction etc Use online resources to find out about a specific animal and a specific plant and then find out

how it is suited to the environment in which it lives – Non chronological report Look at how monarchy has affected the UK and the individual countries that make it up Create a family tree for various houses and lines in the UK monarchy. Write short biography

notes, diary entries, newspaper front pages

Term 2 London in Danger The Olympians

Comparing primary and secondary sources – newspaper, diaries, letters, photos, poems, eyewitness accounts

Write recounts as though from eyewitness accounts Listen to real eyewitness accounts – Edward Murrow Blitz radio broadcasts etc Find out about the life cycle of animals, insects and micro-‐organisms and how this related to

disease and hygiene – 1066 Plague – rats and fleas as vector for bubonic plague bacterium Find out about 1854 Broad Street Cholera Epidemic and how it was solved by clean water

supplies Find out about changes in materials as a result of bombing – London Blitz Find out about how fireworks are made – health and safety – Guy Fawkes and Gunpowder

Plot Visit the London 2012 Olympic Park and draw maps, take photos etc-‐ compare to previous

land use and future uses for leisure, housing etc Explore some of the conflicts around large building projects –disruption etc compare 2012 Olympics to World Cup in Brazil Find out about why the Ancient Greeks are still considered important – Philosophy,

Democracy, Olympics etc – Internet/book research for a presentation/report

Term 3 True or False World of work

Look at a range of mysteries and historical fakes and events Put on a timeline and explore evidence – what sources can they use? Discuss reliability of evidence, using sources to solve the mystery – Marie Celeste,

Stonehenge, Look at and describe historical fake photos – Cottingham Fairies, Loch Ness monster –

compare to modern Internet fakes – shark/helicopter etc Discuss why people want to fake a photo – joke/money/celebrity Discuss celebrity airbrushing – PHSE issues around wanting to look younger/slimmer etc Research and write about Loch Ness, Stonehenge, Nascar Lines, Great Pyramids, Bermuda

Triangle, Bigfoot/Yeti, Dartmoor Panther, Atlantis, Area 51 etc

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