English Curriculum
Year 6
Programme of Study
Year 6 programme of study
Across genres, pupils should be taught to
Plan their writing by:
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identifying the audience for and purpose of the writing, selecting the appropriate form
and using other similar writing as models for their own
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noting and developing initial ideas, drawing on reading and research where necessary
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in writing narratives, considering how authors have developed characters and settings
in what pupils have read, listened to or seen performed
Draft and write by:
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selecting appropriate grammar and vocabulary, understanding how such choices can
change and enhance meaning
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in narratives, describing settings, characters and atmosphere and integrating dialogue
to convey character and advance the action
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précising longer passages
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using a wide range of devices to build cohesion within and across paragraphs
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using further organisational and presentational devices to structure text and to guide
the reader [for example, headings, bullet points, underlining]
Evaluate and edit by:
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assessing the effectiveness of their own and others’ writing
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proposing changes to vocabulary, grammar and punctuation to enhance effects and
clarify meaning
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ensuring the consistent and correct use of tense throughout a piece of writing
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ensuring correct subject and verb agreement when using singular and plural,
distinguishing between the language of speech and writing and choosing the
appropriate register
Proof-read for spelling and punctuation errors
Perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
Spelling (see spelling appendix )
Pupils should be taught to:
• use further prefixes and suffixes and understand the guidance for adding them
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spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
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continue to distinguish between homophones and other words which are often
confused
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use knowledge of morphology and etymology in spelling and understand that the
spelling of some words needs to be learnt specifically, as listed in English Appendix 1
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use dictionaries to check the spelling and meaning of words
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use the first three or four letters of a word to check spelling, meaning or both of these
in a dictionary
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use a thesaurus.
The statutory word list for Upper Key Stage Two has been split in to year groups. See
end of document for the list of words taught explicitly in Year 6.
Handwriting
Pupils should be taught to:
• write legibly, fluently and with increasing speed by:
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choosing which shape of a letter to use when given choices and deciding whether or
not to join specific letters
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choosing the writing implement that is best suited for a task.
Vocabulary, grammar and punctuation
Pupils will develop their understanding of the concepts set out below by:
• recognising vocabulary and structures that are appropriate for formal speech and
writing, including subjunctive forms
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using passive verbs to affect the presentation of information in a sentence
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using the perfect form of verbs to mark relationships of time and cause
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using expanded noun phrases to convey complicated information concisely
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using modal verbs or adverbs to indicate degrees of possibility
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using relative clauses beginning with who, which, where, when, whose, that or with an
implied (i.e. omitted) relative pronoun
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learning the grammar for years 5 and 6 in English Appendix 2
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indicate grammatical and other features by:
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using commas to clarify meaning or avoid ambiguity in writing
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using hyphens to avoid ambiguity
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using brackets, dashes or commas to indicate parenthesis
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using semi-colons, colons or dashes to mark boundaries between independent
clauses
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using a colon to introduce a list
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punctuating bullet points consistently
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use and understand the grammatical terminology in below accurately and
appropriately in discussing their writing and reading.
Detail of content to be introduced in Year 6
(in addition to content covered in previous years)
Word
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]
How words are related by meaning as synonyms and
antonyms [for example, big, large, little].
Sentence
Use of the passive to affect the presentation of
information in a sentence [for example, I broke the
window in the greenhouse versus The window in the
greenhouse was broken (by me)].
The difference between structures typical of informal
speech and structures appropriate for formal speech and
writing [for example, the use of question tags: He’s your
friend, isn’t he?, or the use of subjunctive forms such as
If I were or Were they to come in some very formal
writing and speech]
Text
Linking ideas across paragraphs using a wider range of
cohesive devices: repetition of a word or phrase,
grammatical connections [for example, the use of
adverbials such as on the other hand, in contrast, or as
a consequence], and ellipsis
Layout devices [for example, headings, sub-headings,
columns, bullets, or tables, to structure text]
Punctuation
Use of the semi-colon, colon and dash to mark the
boundary between independent clauses [for example,
It’s raining; I’m fed up]
Use of the colon to introduce a list and use of semicolons within lists
Punctuation of bullet points to list information
How hyphens can be used to avoid ambiguity [for
example, man eating shark versus man-eating shark, or
recover versus re-cover]
Terminology for pupils
subject, object
active, passive
synonym, antonym
ellipsis, hyphen, colon, semi-colon, bullet points
Planning
For each genre studied, planning must show evidence of text level learning, followed by
sentence and word level work. The ongoing teaching of Grammar must be evident
across all genres. It is expected that Learning Objectives in planning across all genres will
clearly show both discrete and embedded teaching of grammar.
Text Level work may include:
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Annotating example texts.
Reading comprehension exercises
Finding key features of text through thorough investigation involving many examples.
Exploring how the text can appear in different forms: For example, a recount may be
a newspaper article, a diary, a blog.
Sentence Level work may include:
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Close analysis of sentence structure
Modelled shared writing and reading
Building sentences, with a focus on grammar and punctuation to expand and
elaborate on ideas.
Spellings/key vocabulary
Analysing/up levelling sentence openers
A focus on connectives to link and build on ideas.
Key grammatical content at age related expectations (differentiated with reference to
prior and new learning)
Each unit of work must result in a written outcome presented in pupils’ books, that
has been carefully planned and edited by children.
Genre progression
Year group expectations
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Narrative
Recount
Narrative
flashbacks
Discursive
argument
Recount
Fiction
focus
Explanation
Report
Persuasion
Instruction
Non fiction
focus
Year 6
Autumn 1: NARRATIVE
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Identify story structures typical to particular fiction genres; recognise that narrative
structure can be adapted and events revealed in different ways, (e.g.) stories within
stories, flashbacks, revelations; analyse the paragraph structure in different types of
story and note how links are made; make judgements in response to story endings, (e.g.)
whether it was believable, whether dilemmas were resolved satisfactorily.
Look at elements of an author’s style to identify common elements and then make
comparisons between books; consider how style is influenced by the time when they
wrote and the intended audience; recognise that the narrator can change and be
manipulated, (e.g.) a different character takes over the story-telling, the story has 2
narrators – talk about the effect that this has on the story and the reader’s response.
Identify stock characters in particular genres and look for evidence of characters that
challenge stereotypes and surprise the reader, e.g. in parody; recognise that authors can
use dialogue at certain points in a story to, (e.g.) explain plot, show character and
relationships, convey mood or create humour. Different episodes (in story and on film)
can take place in different settings; discuss why and how the scene changes are made
and how they affect the characters and events; recognise that authors use language
carefully to influence the reader’s view of a place or situation.
Plan and tell stories to explore different styles of narrative; present engaging narratives
for an audience.
Plan quickly and effectively the plot, characters and structure of own narrative writing;
use paragraphs to vary pace and emphasis; vary sentence length to achieve a particular
effect; use a variety of techniques to introduce characters and develop characterisation;
use dialogue at key points to move the story on or reveal new information.
Create a setting by: using expressive or figurative language; describing how it makes the
character feel; adding detail of sights and sounds;
Vary narrative structure when writing complete stories, (e.g.) start with a dramatic event
and then provide background information; use two narrators to tell the story from
different perspectives; use the paragraph structure of non-linear narratives as a model
for own writing; plan and write extended narrative.
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Autumn 1: EXPLANATION
Choose the appropriate form of writing and style to suit a specific purpose and audience
drawing on knowledge of different non-fiction text types.
Use the language conventions and grammatical features of the different types of text, as
appropriate.
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Autumn 2: RECOUNT
Distinguish between biography and autobiography, recognising the effect on the reader
of the choice between first and third person, distinguishing between fact, opinion and
fiction, distinguishing between implicit and explicit points of view and how these can
differ.
Develop the skills of biographical and autobiographical writing in role, adapting distinctive
voices, e.g. of historical characters, through preparing a CV; composing a biographical
account based on research or describing a person from different perspectives, e.g.
police description, school report, newspaper obituary.
When planning writing, select the appropriate style and form to suit a specific purpose
and audience, drawing on knowledge of different non-fiction text types.
Use the language conventions and grammatical features of the different types of text as
appropriate.
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Autumn 2: NON-CHRONOLOGICAL REPORT
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Research skills
Creating information texts
(on page and on screen)
(on page and on screen)
Having pooled information on a topic,
construct and follow a plan for
researching further information.
Routinely appraise a text quickly,
deciding on its value, quality or
usefulness. Evaluate the status of
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In writing information texts, select the
appropriate style and form to suit a
specific purpose and audience, drawing
on knowledge of different non-fiction
text types.
Establish, balance and maintain
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source material, looking for possible
bias and comparing different sources
on the same subject. Recognise
(when listening or reading) rhetorical
devices used to argue, persuade,
mislead and sway the reader.
Evaluate the language, style and
effectiveness of examples of nonfiction writing such as periodicals,
reviews, reports, leaflets.
Read examples of official language
such as consumer information and
legal documents. Identify
characteristic features of layout such
as use of footnotes, instructions,
parentheses, headings, appendices
and asterisks. Understand the way
standard English varies in different
contexts, e.g. why legal language is
necessarily highly formalised, why
questionnaires must be specific.
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viewpoints
Use the conventions and language of
debate when orally rehearsing a
balanced argument.
Revise own non-fiction writing to
reduce superfluous words and phrases.
Discuss and explain differences in the
use of formal language and dialogue
Listen for language variations in formal
and informal contexts
Identify the ways spoken language
varies
Spring 1: NARRATIVE
Spring 1: PERSUASION
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From examples of persuasive writing, investigate how style and vocabulary are used
to convince the reader.
Evaluate advertisements for their impact, appeal and honesty, focusing in particular on
how information about the product is presented: exaggerated claims, tactics for
grabbing attention, linguistic devices such as puns, jingles, alliteration, invented words
Both orally and in and writing to assemble and sequence points in order to plan the
presentation of a point of view, e.g. on hunting, school rules using more formal
language appropriately.
Use writing frames if necessary to back up points of view with illustrations and
examples
To present a point of view both orally and in writing,( e.g. in the form of a letter, a
report or presentation) linking points persuasively and selecting style and vocabulary
appropriate to
the listener/reader; begin to explore how ICT other use of multimodality might support
this. (e.g. showing pictures.)
Design an advertisement, such as a poster or radio jingle, on paper or screen, e.g. for
a school fête or an imaginary product, making use of linguistic and other features
learnt from reading examples
Explore the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to
structure a persuasive argument, e.g. ‘if), then’; ‘on the other hand)’; ‘finally’; ‘so’
Spring 2: DISCURSIVE ARGUMENT (DISCUSSION TEXTS)
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Through reading, identify the language , grammar, organisational and stylistic
features of balanced written discussions which:
– summarise different sides of an argument
– clarify the strengths and weaknesses of different positions
– signal personal opinion clearly
– draw reasoned conclusions based on available evidence
Recognise and understand the distinction between the persuasive presentation of a
particular view and the discursive presentation of a balanced argument.
First explore orally and then write a balanced report of a controversial issue:
– summarising fairly the competing views
– analysing strengths and weaknesses of different positions
– drawing reasoned conclusions where appropriate
– using formal language and presentation as appropriate
Use reading to:
− investigate conditionals, e.g. using ifBthen, might, could, would, and their
persuasive uses, e.g. in deduction, speculation, supposition
− build a bank of useful terms and phrases for persuasive argument, e.g.
similarly) whereasB
Overall, help to build the ability to choose the appropriate style and form to suit a
specific purpose and audience, drawing on knowledge of different non-fictional text
types and adapting, conflating and combining these where appropriate.
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Spring 2: INSTRUCTIONS
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Choose the appropriate form of writing and style to suit a specific purpose and
audience drawing on knowledge of different non-fiction text types.
Use the language conventions and grammatical features of the different types of text
as appropriate.
Summer 1: Non-fiction focus
This half term allows teachers an opportunity to re-visit genres that need further teaching, or
to expose children to a different form of writing within a non-fiction genre.
Progression should be clearly visible from initial teaching of the genre earlier in the year.
Summer 2: Fiction focus – book study
Whilst writing opportunities must be evident, this half term is an opportunity for children to
read closely a text that is linked to their topic. There must be evidence of children working
creatively, exploring characterisation, plot, setting, motives.
It is expected that children will have regular exposure to formal comprehension questions
that they can expect to see in summative assessment testing. These questions should focus
on the retrieval of information, as well as inference and deduction.
The explicit teaching of skills such as finding evidence in a text to support a point of view or
to answer a question must be evident, alongside other comprehension strategies, for
examples, writing in role, making predictions and emulating an author’s style.
Reading
Across the curriculum, pupils will be taught to:
Apply their growing knowledge of root words, prefixes and suffixes (morphology and
etymology), as listed in English Appendix 1, both to read aloud and to understand the
meaning of new words that they meet. At this stage, there should be no need for further
direct teaching of word reading skills for almost all pupils.
When teachers are reading with or to pupils, attention should be paid to new vocabulary –
both a word’s meaning(s) and its correct pronunciation.
Reading – comprehension
Pupils should be taught to:
Maintain positive attitudes to reading and understanding of what they read by:
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continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks
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reading books that are structured in different ways and reading for a range of purposes
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increasing their familiarity with a wide range of books, including myths, legends and
traditional stories, modern fiction, fiction from our literary heritage, and books from
other cultures and traditions recommending books that they have read to their peers,
giving reasons for their choices
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identifying and discussing themes and conventions in and across a wide range of
writing
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making comparisons within and across books
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learning a wider range of poetry by heart
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preparing poems and plays to read aloud and to perform, showing understanding
through intonation, tone and volume so that the meaning is clear to an audience
Understand what they read by:
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checking that the book makes sense to them, discussing their understanding and
exploring the meaning of words in context
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asking questions to improve their understanding
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drawing inferences such as inferring characters’ feelings, thoughts and motives from
their actions, and justifying inferences with evidence
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predicting what might happen from details stated and implied
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summarising the main ideas drawn from more than one paragraph, identifying key
details that support the main ideas
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identifying how language, structure and presentation contribute to meaning
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discuss and evaluate how authors use language, including figurative language,
considering the impact on the reader
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distinguish between statements of fact and opinion
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retrieve, record and present information from non-fiction
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participate in discussions about books that are read to them and those they can read
for themselves, building on their own and others’ ideas and challenging views
courteously
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explain and discuss their understanding of what they have read, including through
formal presentations and debates, maintaining a focus on the topic and using notes
where necessary
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provide reasoned justifications for their views.
The skills of information retrieval that are taught should be applied, for example, in reading
history, geography and science textbooks, and in contexts where pupils are genuinely
motivated to find out information, for example, reading information leaflets before a gallery or
museum visit or reading a theatre programme or review. Teachers should consider making
use of any library services and expertise to support this. Pupils should have guidance about
and feedback on the quality of their explanations and contributions to discussions. Pupils
should be shown how to compare characters, settings, themes and other aspects of
what they read.
Through the LA Literature programme, both fiction and non fiction texts will be used
to drive topic work across the curriculum.
Children will read with a teacher at least once a week, this may increase depending on
the needs of the individual. In addition to this, guided reading will take place at least
once per week. This may involve a short text or the class text.
Year 6 statutory word list
identity
neighbour
queue
stomach
immediate(ly)
nuisance
recognise
recommend
sufficient
individual
occupy occur
relevant
suggest
interfere
opportunity
restaurant
symbol
interrupt
parliament
rhyme
system
language
persuade
rhythm
temperature
leisure
physical
sacrifice
thorough
lightning
prejudice
secretary
twelfth
marvellous
privilege
shoulder
variety
mischievous
profession
signature
vegetable
muscle
programme
sincere(ly)
vehicle
necessary
pronunciation
soldier
yacht