Chesswood Junior School
English Curriculum
1. Year 3
Word Reading
Spoken
Language
(1-6)
Writing (3&4)
English
Reading (3&4)

Terminology
apply their growing knowledge of root words, prefixes and
suffixes (etymology and morphology) as listed in English
Appendix 1, both to read aloud and to understand the meaning
of new words they meet
read further exception words, noting the unusual
correspondences between spelling and sound, and where these
occur in the word.
Comprehension

develop positive attitudes to reading and understanding of what they read by:
o listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
o reading books that are structured in different ways and reading for a range of purposes
o using dictionaries to check the meaning of words that they have read
o increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

o identifying themes and conventions in a wide range of books
o preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
o discussing words and phrases that capture the reader’s interest and imagination
o recognising some different forms of poetry [for example, free verse, narrative poetry]

understand what they read, in books they can read independently, by:
o checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
o asking questions to improve their understanding of a text
o drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
o predicting what might happen from details stated and implied
o identifying main ideas drawn from more than one paragraph and summarising these
o identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Transcription
Composition
Vocabulary, grammar, punctuation
Spelling

plan their writing by:

develop their understanding of the concepts set out in English Appendix 2 (YEAR 4 SPECIFIC) by:

use further prefixes and suffixes and understand how to add
o discussing writing similar to that which they are planning to
o extending the range of sentences with more than one clause by using a wider range of
them (English Appendix 1)
write in order to understand and learn from its structure,
conjunctions, including when, if, because, although
vocabulary and grammar
o using the present perfect form of verbs in contrast to the past tense

spell further homophones
o discussing and recording ideas
o choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

spell words that are often misspelt (English Appendix 1)
o using conjunctions, adverbs and prepositions to express time and cause
draft and write by:

place the possessive apostrophe accurately in words with 
o using fronted adverbials
o composing and rehearsing sentences orally (including
regular plurals [for example, girls’, boys’] and in words with
o learning the grammar for years 3 and 4 in English Appendix 2
dialogue), progressively building a varied and rich vocabulary
irregular plurals [for example, children’s]
and an increasing range of sentence structures (English 
indicate grammatical and other features by:

use the first two or three letters of a word to check its spelling in
Appendix 2 – Year 4 specific)
o using commas after fronted adverbials
a dictionary
o organising paragraphs around a theme
o indicating possession by using the possessive apostrophe with plural nouns

write from memory simple sentences, dictated by the teacher,
o in narratives, creating settings, characters and plot
o using and punctuating direct speech
that include words and punctuation taught so far.
o in non-narrative material, using simple organisational devices 
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when
Handwriting
[for example, headings and sub-headings]
discussing their writing and reading.

use the diagonal and horizontal strokes that are needed to join
evaluate and edit by:
letters and understand which letters, when adjacent to one 
APPENDIX 2
o assessing the effectiveness of their own and others’ writing
another, are best left unjoined
WORD:
Formation
of
nouns
using
a
range
of
prefixes
[for example super–, anti–, auto–]
and
suggesting
improvements

increase the legibility, consistency and quality of their
Use
of
the
forms
a
or
an
according
to
whether
the
next
word begins with a consonant or a vowel [for example,
o
proposing
changes
to
grammar
and
vocabulary
to
improve
handwriting [for example, by ensuring that the downstrokes of
a rock, an open box]
consistency, including the accurate use of pronouns in
letters are parallel and equidistant; that lines of writing are
Word families based on common words, showing how words are related in form and meaning [for example,
sentences
spaced sufficiently so that the ascenders and descenders of
solve, solution, solver, dissolve, insoluble]

proof-read
for
spelling
and
punctuation
errors
letters do not touch].
SENTENCE Expressing time, place and cause using conjunctions [for example, when, before, after, while, so,

read aloud their own writing, to a group or the whole class, using
because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after,
appropriate intonation and controlling the tone and volume so that the
during, in, because of]
meaning is clear.
TEXT: Introduction to paragraphs as a way to group related material
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play
contrasted with He went out to play]
PUNCTUATION: Introduction to inverted commas to punctuate direct speech
listen and respond appropriately to adults and their peers

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
ask relevant questions to extend their understanding and knowledge
speak audibly and fluently with an increasing command of Standard English
use relevant strategies to build their vocabulary
participate in discussions, presentations, performances, role play, improvisations and debates
articulate and justify answers, arguments and opinions
gain, maintain and monitor the interest of the listener(s)
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
consider and evaluate different viewpoints, attending to and building on the contributions of others
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments select and use appropriate registers for effective communication.
Preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)
Chesswood Junior School
English Curriculum
2. Year 4
Word Reading
Reading (3&4)


apply their growing knowledge of root words, prefixes
and suffixes (etymology and morphology) as listed in
English Appendix 1, both to read aloud and to
understand the meaning of new words they meet
read further exception words, noting the unusual
correspondences between spelling and sound, and
where these occur in the word.
Comprehension




Writing (3&4)
Spoken
Language (1-6)
English
Transcription
Spelling

use further prefixes and suffixes and understand how to add
them (English Appendix 1)

spell further homophones

spell words that are often misspelt (English Appendix 1)

place the possessive apostrophe accurately in words with
regular plurals [for example, girls’, boys’] and in words with
irregular plurals [for example, children’s]

use the first two or three letters of 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.
Handwriting

use the diagonal and horizontal strokes that are needed to join
letters and understand which letters, when adjacent to one
another, are best left unjoined

increase the legibility, consistency and quality of their
handwriting [for example, by ensuring that the downstrokes of
letters are parallel and equidistant; that lines of writing are
spaced sufficiently so that the ascenders and descenders of
letters do not touch].
develop positive attitudes to reading and understanding of what they read by:
o listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
o reading books that are structured in different ways and reading for a range of purposes
o using dictionaries to check the meaning of words that they have read
o increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
o identifying themes and conventions in a wide range of books
o preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
o discussing words and phrases that capture the reader’s interest and imagination
o recognising some different forms of poetry [for example, free verse, narrative poetry]
understand what they read, in books they can read independently, by:
o checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
o asking questions to improve their understanding of a text
o drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
o predicting what might happen from details stated and implied
o identifying main ideas drawn from more than one paragraph and summarising these
o identifying how language, structure, and presentation contribute to meaning
retrieve and record information from non-fiction
participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Composition





Vocabulary, grammar, punctuation
plan their writing by:
o discussing writing similar to that which they are planning
to write in order to understand and learn from its
structure, vocabulary and grammar
o discussing and recording ideas
draft and write by:
o composing and rehearsing sentences orally (including
dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence
structures (English Appendix 2 – Year 4 specific)
o organising paragraphs around a theme
o in narratives, creating settings, characters and plot
o in non-narrative material, using simple organisational
devices [for example, headings and sub-headings]
evaluate and edit by:
o assessing the effectiveness of their own and others’
writing and suggesting improvements
o 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 the whole class, using
appropriate intonation and controlling the tone and volume so that
the meaning is clear.
listen and respond appropriately to adults and their peers
ask relevant questions to extend their understanding and knowledge
use relevant strategies to build their vocabulary
articulate and justify answers, arguments and opinions
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding
to comments




develop their understanding of the concepts set out in English Appendix 2 (YEAR 4 SPECIFIC) by:
o extending the range of sentences with more than one clause by using a wider range of conjunctions,
including when, if, because, although
o using the present perfect form of verbs in contrast to the past tense
o choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
o using conjunctions, adverbs and prepositions to express time and cause
o using fronted adverbials
o learning the grammar for years 3 and 4 in English Appendix 2
indicate grammatical and other features by:
o using commas after fronted adverbials
o indicating possession by using the possessive apostrophe with plural nouns
o using and punctuating direct speech
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when
discussing their writing and reading.
Appendix 2
WORD The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was,
or I did instead of I done]
SENTENCE Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g.
the teacher expanded to: the strict maths teacher with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
TEXT Use of paragraphs to organise ideas around a theme
Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
PUNCTUATION Use of inverted commas and other punctuation to indicate direct speech [for example, a comma
after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
Use of commas after fronted adverbials
TERMINOLOGY determiner,pronoun, possessive pronoun, adverbial
use spoken language to develop understanding through speculating, hypothesising, imagining and
exploring ideas
speak audibly and fluently with an increasing command of Standard English
participate in discussions, presentations, performances, role play, improvisations and debates
gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication.
Chesswood Junior School
English Curriculum
Year 4 Autumn Writing Overview (14 Weeks)
Theme
Transition
Take One
Book (2)
Poetry – Free
Verse
 Immerse
in
1
Lesson Sequence
Where does my food go? (3)
See Outcomes
2
free verse –
see examples
in
Inspire
lesson 11 to
develop
success
criteria (GR)
Plan, draft edit,
publish
Inspire 11-13
3
The food journey –
chronological report on
the digestive system





immerse in genre – explanation
texts - chronological etc (Use
Guided Reading sessions to
develop success criteria
Generate ideas – sequence
digestive system (science link)
using photos
Plan paragraphs
Draft – re-draft – edit using
writing workflow strategies
Publish (could be used in their
stop animation)
Were the Dark Ages dark? (5)
Newspaper report – Viking
Invasion
Biography of Alfred the Great





immerse in genre – biography - chronological etc (Use
Guided Reading sessions to develop success criteria
Generate ideas – research
o Note-taking
Plan paragraphs
Draft – re-draft – edit using writing workflow strategies
Narrative – Short story on a powercut





Publish
Batteries Included (4)

immerse in genre – Newspaper
(Use Guided Reading sessions to
develop success criteria)
Generate ideas – research
o Note-taking
Plan paragraphs
Draft – re-draft – edit using writing
workflow strategies
Publish



immerse in genre – Narrative (Use Guided Reading sessions to
develop success criteria)
Generate ideas
o Drama
o Key texts
o Story openings
Story plan – setting, problem, resolution
Plan paragraphs
Draft – re-draft – edit using writing workflow strategies

Publish

Inspire lessons 1-15
Inspire Lesson 1-5
Lesson Sequence
Theme
Year 4 Spring 1 Writing Overview (6 Weeks)
Dragons – Fact or Fiction (6)
1
2
3
Non-Chronological Report (3)
Legends (3)







immerse in genre – read legends – what are the key themes
Sue Palmer – legends
Journal responses to legends read – eg comparing same legend – what are the key themes?
Generate ideas – pictures of dragons / film - word / phrase bank – use of thesauruses
Plan paragraphs – focus on sentence structure – focus on dragon description
Draft – re-draft – edit using writing workflow strategies
Publish






Pupils respond to the dragonologist / dragon slayer – report
Immerse in genre
Generate ideas – from geography unit – knowledge gained
Plan paragraphs – focus on topic paragraphs / topic sentences – choice of diagrams etc
Draft – re-draft – edit using writing workflow strategies
Publish
Lesson Sequence
Theme
Year 4 Spring 2 Writing Overview (5 Weeks)
The Good, the Bad and the Ugly - The Highwayman – Alfred Noyes
1
The Highwayman – Narrative Poetry (NARRATIVE OUTCOME)
Persuasion
Persuade the authorities to reopen the case into the death of Bess and the highwayman
2
Use Sue Palmer – Persuasion text and school writing frames to develop persuasive text.
3
Children to write a persuasive text
Build to a class debate / courtroom drama (use video of courtroom drama)
Chesswood Junior School
English Curriculum
Theme
Year 4 Summer Writing Overview (13.5 Weeks)
GBU
complete
2
Letter – Windrush (3w)
Write a letter from one of the
passengers on the Windrush to
back home – focus on historical
information / geographical push /
pull factors and emotions involved.
(see Y6 planning – resources)
3
Focus on paragraph development
around a point – topic sentences
1
Lesson Sequence
A Small World
Play script / poetry?? (2w)
-
Focus on discrimination
Eg – playground setting
Footprints
Book Review –
Floella Benjamin
– Coming to
England
Eco Leaflet –
Linked to geography research – pupils choose focus of leaflet eg Save
water / buy local / re-cycle
Immerse in genre
Paragraphs – edit etc
Structure
Design
Instructions –
Linked to fairtrade / recycled project in art /
DT
Immerse in genre
Plan
Draft
Edit
Produce for eco-fair
Chesswood Junior School
English Curriculum
3. Year 5
Word Reading
Reading (5&6)

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.
Comprehension


Transcription
Composition
Vocabulary, grammar, punctuation
SPELLING (SEE APPENDIX 1)

use further prefixes and suffixes and
understand the guidance for adding them

spell some words with ‘silent’ letters [for
example, knight, psalm, solemn]

continue
to
distinguish
between
homophones and other words which are
often confused

use knowledge of morphology and
etymology in spelling and understand that
the spelling of some words needs to be
learnt specifically, as listed in English
Appendix 1

use dictionaries to check the spelling and
meaning of words

use the first three or four letters of a word
to check spelling, meaning or both of
these in a dictionary

use a thesaurus.
Handwriting and presentation

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.
plan their writing by:

identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own

noting and developing initial ideas, drawing on reading and research
where necessary

in writing narratives, considering how authors have developed characters
and settings in what pupils have read, listened to or seen performed
draft and write by:

selecting appropriate grammar and vocabulary, understanding how such
choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action

précising longer passages

using a wide range of devices to build cohesion within and across
paragraphs

using further organisational and presentational devices to structure text
and to guide the reader [for example, headings, bullet points, underlining]
evaluate and edit by:

assessing the effectiveness of their own and others’ writing

proposing changes to vocabulary, grammar and punctuation to enhance
effects and clarify meaning

ensuring the consistent and correct use of tense throughout a piece of
writing

ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and
choosing the appropriate register
proof-read for spelling and punctuation errors

perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
develop their understanding of the concepts set out in English Appendix 2 by:

recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

using passive verbs to affect the presentation of information in a sentence

using the perfect form of verbs to mark relationships of time and cause

using expanded noun phrases to convey complicated information concisely

using modal verbs or adverbs to indicate degrees of possibility

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative
pronoun

learning the grammar for years 5 and 6 in English Appendix 2
indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing

using hyphens to avoid ambiguity

using brackets, dashes or commas to indicate parenthesis

using semi-colons, colons or dashes to mark boundaries between independent clauses

using a colon to introduce a list

punctuating bullet points consistently
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing
and reading.
ge (1-6)
listen and respond appropriately to adults and their peers
ask relevant questions to extend their understanding and knowledge
use relevant strategies to build their vocabulary
articulate and justify answers, arguments and opinions
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
Langua
Spoken
Writing (5&6)
English






maintain positive attitudes to reading and understanding of what they read by:
o continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
o reading books that are structured in different ways and reading for a range of purposes
o 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
o recommending books that they have read to their peers, giving reasons for their choices
o identifying and discussing themes and conventions in and across a wide range of writing
o making comparisons within and across books
o learning a wider range of poetry by heart
o 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:
o checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
o asking questions to improve their understanding
o drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
o predicting what might happen from details stated and implied
o summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
o identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
provide reasoned justifications for their views
APPENDIX 2
WORD Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
SENTENCE Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will,
must]
TEXT Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for
example, secondly] or tense choices [for example, he had seen her before]
PUNCTUATION Brackets, dashes or commas to indicate parenthesis
Use of commas to clarify meaning or avoid ambiguity
TERMINOLOGY modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
speak audibly and fluently with an increasing command of Standard English
participate in discussions, presentations, performances, role play, improvisations and debates
gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication.
Chesswood Junior School
English Curriculum
Year 5 Autumn Writing Overview (14 Weeks)
Theme
Transition
Take One
Book (2)
To the stars (4)


2
See Outcomes



Immerse in genre – explorers
journals, travel writing etc (Use
Guided Reading sessions to
develop success criteria
Generate ideas for space journal
(drama, freeze frame etc)
Plan entries
Draft – re-draft – edit using
writing workflow strategies
Publish




Inspire Lessons 1-6
3
Narrative – Greek Myths
Newspaper Report on
another pupil’s space
journey
Space Explorers Journal
1
The Ancient Greeks (4)



Immerse in genre – journalistic
writing (Use GR sessions and
First News – generate success
criteria)
Generate ideas – read another
pupil’s space journal and
generate interview questions –
question journal writer.
Plan Newspapers
Draft – re-draft – edit using
writing workflow strategies
Publish





Launch lesson learning from the past
Daedalus and Icarus in art, poetry and story –
explore characters through drama
Storyboard and alternative endings – peer
assess
Compare with Demeter and Persephone.
Plan and write own myth, teacher led opening,
climax, ending.
Draft – re-draft – edit using writing workflow
strategies
Publish
Poles Apart (4)
Biographical –
Shackleton
Nonchronological
comparative
report on 2
Greek heroes


Research
Heroes
and Gods
Write
a
comparati
ve report
Research Antarctica
Maps and illustrations (Ice
Trap, Shackleton’s
Incredible Adventure)
Writing in Role
Character description –
Dliemmas and letter writing
Who was Shackleton?
Biography Writing
Poetry



Rudyard Kipling – If
Shackleton parody of If
Pupils plan and write Christmas
version of If
Inspire lessons 16 - 20
Inspire Lesson 7-13
Newspaper – journalistic
reports
First News
Link to Guided
Reading
Explorer journals
Diary
Travel journals
Greek myths
Greek heroes and beasts Top Trumps
\\curric01\staffonly\Teaching
and
Learning\Subjects\English\En
glish
Planning\Reading\Power of
Reading\Years 5 & 6
Poetry Unit from 2013 2014
Theme
Year 5 Spring 1 Writing Overview (6 Weeks)
Rites and Rituals
Lesson
Sequence
1
2





Maya Myth:
Integrating dialogue into a
narrative
Big Write
 Maya Myth?
Brochure

(modal verbs [for example,
might, should, will, must])
(Speech punctuation)
3
Links to
Guided
Reading
Mayan non fiction

Advert
Adverts – travel brochures and
tourist board videos

Brochure
(Devices to build cohesion within a
paragraph [for example, then, after
that, this, firstly])
(Indicating
degrees
of
possibility using adverbs [for
example, perhaps, surely])
Survival guide
Survival guide
 Survival guides
(Brackets, dashes or commas to
indicate parenthesis
Use of commas to clarify meaning or
avoid ambiguity
)
Maya myth?
Survival guides
Prepare for next topic
Chesswood Junior School
English Curriculum
Theme
Year 5 Spring 2 Writing Overview (6 Weeks)
Me and My Town
Poetry
Lesson Sequence
1
Poetry
 Poetic devices – focus on
language / rhythm
2
Discussion
Poetry
The Night Mail
Writing poetry – theme of
mode of transport?
Draft / edit / present – chance
to perform
Look at discussion texts
Explore examples –
Focus on
 Structure
 Language
Use writing frames / Sue
Palmer
3
Links to Guided
Reading
Discussion
Performance Poetry
Explore poetry and learn by heart
Poetry
Discussion
Discussion
Splash Point
(points for and against can be
developed in geography –
potential visit from planning dept)
Discussion
Introduction
Conclusion
Write, edit and publish
discussion text
Points for redevelopment
Points against
Use writing frames and focus on
elaboration of points - PEE
Discussion
Stories about people buried
in cemetery in Worthing
(Mary Pickett)
Chesswood Junior School
English Curriculum
Year 5 Summer Writing Overview (13.5 Weeks)
Theme
My
Town
Big Write
1
Mountains / Round and Round
Explanation Text – How
mountains were formed

Lesson Sequence

2


SPAG: connectives for
cause and effect e.g
consequently, as a result,
so, so that, because of
this, due to
3
Explanation
Texts
Links to Guided Reading
immerse in
explanation text
GEOGRAPHY
TIME – research
and note-taking
Draft & edit
introduction
Sue Palmer and
Pie Corbett
Explanation of
processes e.g
How/ Why….?
Explanation
Texts
Explanation
Text

Draft &
edit
eparagraph
s of each
type of
mountain,
conclusion
 Publish
 Consider
 effective
layout –
use of
pictures /
subheading
s etc
SPAG:
Adventure Stories
/ biographies of
mountaineers
Follow Up- drama
Adventure Stories
(real life link) –
 Watch film
(Touching Void or
Beyond the Edge)
 Drama
 Research of
famous
mountaineer
s and their
expeditions
 Use
geography
time and
plans also
SPAG:
Build Up and
Climax: based on
factual accounts
 Roleplay –
hotseat
feelings
 Setting scene
 Immerse, draft
and edit
Adventure stories
Building tension
Reading by observing
punctuation and changing
intonation accordingly
Oral recounts in the style of
a documentary
Adventure stories
Focus on story resolutions,
predicting outcomes
Mind map of different
possible endings
Our Commonwealth
Resolution
 Building
tension
 Resolving an
unfinished
narrative e.g Touching
the Void/ Beyond the
Edge
 Conscience
alley to explore
aspects of the
dilemma


Complete
Mountains
Big Write discussion
Residential
Commonwealth
Stories from the Commonwealth
Pourqoi stories
Newspaper report
of an event from
the week.
Immerse, draft
and edit
Compare to
real ending
Biographies
Naturalists: David Attenborough
and Jane Goodall
First News
Comprehension
Individual reading
with teacher
(3 days only)
Newspaper
Read own book and
write review
Maintain positive
attitudes to reading
and understanding of
what he/she reads by
recommending books
that he/she has read to
his/her peers, giving
reasons for their
choices
(Distinguish between
statements of fact and
opinion
Newspaper
Comprehension)
EmpireNF history book
/atlases
Participate in
discussions about
books that are read to
him/her and those
that can be read for
himself/herself,
building on his/her
own and others' ideas
and challenging views
courteously
(Distinguish between
statements of fact and
opinion
Newspaper
Comprehension)
CommonWealth
NF books/
Atlases
Explain and discuss
his/her understanding
of what he/she has
read, including through
formal presentations
and debates,
maintaining a focus on
the topic and using
notes where
necessary(Distinguish
between statements of
fact and opinion
Newspaper
Comprehension)
Traditional
Stories from
Common- wealth
Countries
Traditional
Stories from
Common- wealth
Countries
Understand what
he/she reads in
increasingly
complex texts by
predicting what
might happen
from details
stated and
implied(Distingui
sh between
statements of
fact and opinion
Newspaper
Comprehension)
(Distinguish
between
statements of fact
and opinion
Newspaper
Comprehension)
Chesswood Junior School
English Curriculum
4. Year 6
NB – Coverage is for Upper KS2 – highlighted content to be focus of Year 6
Subject
Word Reading
Reading (5&6)

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.
Comprehension


Transcription
Composition
SPELLING (SEE APPENDIX 1)

use further prefixes and suffixes and
understand the guidance for adding them

spell some words with ‘silent’ letters [for
example, knight, psalm, solemn]

continue
to
distinguish
between
homophones and other words which are
often confused

use knowledge of morphology and
etymology in spelling and understand that
the spelling of some words needs to be
learnt specifically, as listed in English
Appendix 1

use dictionaries to check the spelling and
meaning of words

use the first three or four letters of a word
to check spelling, meaning or both of
these in a dictionary

use a thesaurus.
Handwriting and presentation

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.
plan their writing by:

identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own

noting and developing initial ideas, drawing on reading and research where
necessary

in writing narratives, considering how authors have developed characters and
settings in what pupils have read, listened to or seen performed
draft and write by:

selecting appropriate grammar and vocabulary, understanding how such
choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating
dialogue to convey character and advance the action

précising longer passages

using a wide range of devices to build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to
guide the reader [for example, headings, bullet points, underlining]
evaluate and edit by:

assessing the effectiveness of their own and others’ writing

proposing changes to vocabulary, grammar and punctuation to enhance
effects and clarify meaning

ensuring the consistent and correct use of tense throughout a piece of writing

ensuring correct subject and verb agreement when using singular and plural,
distinguishing between the language of speech and writing and choosing the
appropriate register
proof-read for spelling and punctuation errors

perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
Vocabulary, grammar, punctuation
develop their understanding of the concepts set out in English Appendix 2 by:

recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

using passive verbs to affect the presentation of information in a sentence

using the perfect form of verbs to mark relationships of time and cause

using expanded noun phrases to convey complicated information concisely

using modal verbs or adverbs to indicate degrees of possibility

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

learning the grammar for years 5 and 6 in English Appendix 2
indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing

using hyphens to avoid ambiguity

using brackets, dashes or commas to indicate parenthesis

using semi-colons, colons or dashes to mark boundaries between independent clauses

using a colon to introduce a list

punctuating bullet points consistently
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
WORD: The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out –
ge (1-6)
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 semi-colons 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: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points, ellipsis, hyphen, colon, semi-colon,
bullet points
listen and respond appropriately to adults and their peers

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
ask relevant questions to extend their understanding and knowledge
speak audibly and fluently with an increasing command of Standard English
use relevant strategies to build their vocabulary
participate in discussions, presentations, performances, role play, improvisations and debates
articulate and justify answers, arguments and opinions
gain, maintain and monitor the interest of the listener(s)
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
consider and evaluate different viewpoints, attending to and building on the contributions of others
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
select and use appropriate registers for effective communication.
Langua
Spoken
Writing (5&6)
English






maintain positive attitudes to reading and understanding of what they read by:
o continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
o reading books that are structured in different ways and reading for a range of purposes
o 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
o recommending books that they have read to their peers, giving reasons for their choices
o identifying and discussing themes and conventions in and across a wide range of writing
o making comparisons within and across books
o learning a wider range of poetry by heart
o 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:
o checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
o asking questions to improve their understanding
o drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
o predicting what might happen from details stated and implied
o summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
o identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
provide reasoned justifications for their views.
Chesswood Junior School
English Curriculum
Year 6 Autumn Writing Overview (14 Weeks)
Theme
Transition
Take One
Book (2)
What’s happening now? (5)
Newspaper (3)

Lesson Sequence
1
See Outcomes
2




immerse in genre – newspapers (Use Guided Reading
sessions to develop success criteria)
Generate ideas – Research (provide choice of
disasters and provide resources)
Plan paragraphs
Draft – re-draft – edit using writing workflow strategies
Publish
A voyage of discovery (5)
Comparative (2)





immerse in genre – non-chronological report
comparative writing (vocabulary)
(Use Guided
Reading sessions to develop success criteria)
Generate ideas – Research (compare a refugee –
UNICEF / Red Cross)
Plan paragraphs
Draft – re-draft – edit using writing workflow strategies
Publish
Informal letter (2)





Immerse in genre – (Use
Guided Reading sessions to
develop success criteria)
Generate ideas –
Plan paragraphs
Draft – re-draft – edit using
writing workflow strategies
Publish
A Small Miracle (2)
Small Miracle –
Textless book
Narrative /
Description
Chronological
recount (3)





Immerse in genre – (Use
Guided Reading sessions to
develop success criteria)
Generate ideas –
Plan paragraphs
Draft – re-draft – edit using
writing workflow strategies
Publish
(2)





Links to Guided
Reading
3
First News
Disaster reports (internet)
Aid agency websites
Letters
Chronological reports
Sentence structure
Outstanding Openers- variety, reorganisation of sentences
Use of embedded subordinate
clauses
Awareness of comma use
Narrative
Who’s the Mummy?
1
2
Poetry – Personification
 Beach visit
 Generate ideas
 Immerse in genre
 Draft
 Edit
Perform
Persuasion – Pyramid for Sale
(choice of Egyptian artefact)
 Immerse in genre – estate agents
 Generate ideas – link to history
 Immerse in genre
 Draft
 Edit
 Perform
3
Links to Guided
Reading
Lesson Sequence
Theme
Year 6 Spring 1 Writing Overview (6 Weeks)
Horrible Histories
Horrible Histories
Instructions – How to mummify
 Immerse in genre
 Generate ideas – link to history (mummifying fish
 Immerse in genre
 Draft
 Edit
 Present
INCLUDE elements of explanation – how the
mummification works
Revision Programme – Past Papers
Chesswood Junior School
English Curriculum
Theme
Year 6 Spring 2 Writing Overview (5 Weeks)
1
2
3
Lesson 1 (1 hour)
Introduce the Learning Journey for the next
3 weeks - To research, discuss/ debate,
justify and produce a written piece about
fizzy drinks.
Discussion- Use of 5WS.
Brainstorm- A3 sheet- Appoint a scribe.
Discuss. Record briefly. When we talk
about fizzy drinks, what do we mean?
Which do you know of? Why do we drink
fizzy drinks? Who doesn’t drink fizzy
drinks? (For example: the very young)
Brief feedback- Do you have any Professor
Know It All facts about fizzy drinks to share
with the class?
Immerse in a range of texts to generate
background knowledge for consequent
discussion and writing.
Provide actual fizzy drink packaging. Visual
aids- sugar- weighed out. Graphs?
Use written and on screen adverts.
Cluster related facts, by moving the post- it
around. These will become the points of the
various headings for writing development.
Plenary:
Explain that the texts that they are using to
access information are not of the form they
will use for their own writing. This will be a
discussion text structure, based on a ‘for’
and ‘against’ format.
Tomorrow, the children will gain more facts
and then formulate points ‘for’ and ‘against’
to debate.
Lesson 2 (2 hours)
Collection of further background
information. Supply of a range of texts
related to the subject knowledge.
Label your points- For and against. Oral
rehearsal on tables, taking one of the sides.
Organise the whole class into a debate.
Plenary:
Magpie ideas from the debate onto post it
notes and add to A3 planning sheet.
You Choose
Discussion Text – Fizzy Drinks (3 weeks)
Lesson 1 (1 hour)
Shared reading of a discussion text- on a
different subject, at differentiated levels. HA
PFA sharedPurpose- To inform
Form- Discussion Text (in a range of forms)
Audience- dependent on chosen text.
Explore language features and structures.
Conventions- connectives to balance. Lack
of opinion etc.
Introduce the term ‘weasel words’
Planning- Sue Palmer Planning format.
Headings generation to inform PEE
paragraphs.
Session 2 (2 hours)
Teacher modelling.
Generation of a generic introduction.
Revision of connectives to introduce each
PEE paragraph/ link to the previous
Revision- structure of PEE paragraphs.
Developed under each heading: PEE
paragraphs- starting with a simple point/
fact/ adding detail. Begin with one side of
the discussion.
Plenary: Editing. Use of comma for
embedded subjunctive clauses (extra detail
about the subject) and after the connective
or adverbial clause at the start of the
paragraph.
Lesson 1 (1 hour)
Following teacher’s marking, edit for:
spelling and punctuation errors
correct use of tense throughout
ensuring correct subject and verb
agreement
distinguishing between the language of
speech and writing and choosing the
appropriate register
Visuals/ diagrams for inclusion.
Conclusion- may include opinion- but
based on the reasoned evidence.
Play Scripts (2 weeks)
Lesson 1 (1 hour)
Introduce the Learning Journey for
the next 2 weeks. To research,
discuss, plan and write a scene
connected with the misuse of
cigarettes, drugs or drinking.
Reading play scripts- Differentiated.
Pulling out features of genre.
Recognising the PFA
Lesson 2
Access prior knowledge from PHSE
and Science lessons.
What are the key messages?
Perform own play- class
vote- perform to another
Year 6 class.
Chesswood Junior School
English Curriculum
Theme
Year 6 Summer Writing Overview (13.5 Weeks)
Angry Earth
Narrative
Lesson Sequence
o Use video / newspaper /
poetry / photos / blogs on
volcanic eruptions to
develop vocab bank
o Look at climax building
techniques / use of senses
/ shades of meaning /
personification / simile etc
o Sentence level - openers
2
3
Links to Guided Reading
Explanation Writing
 Build up and climax
1
Narrative
Narrative
Explanation
WW2
Magistrates
Immerse in genre
Merge / link with
geography work
Focus on developing
paragraphs – information
and detail
Professor know it all
Explanation
Report – nonchronological
Race Day
Report
Biography
Based on the
magistrates court
– what happens /
legal ages etc
War heroes
Use history time to research – gain information
Immerse in genre – GR
Draft / Edit / Publish
ALLOW MOST ABLE TO WORK INDEPENDENTLY – MASTERY
PROJECT
RACE DAY – MONTAGE OF WRITING
Snap-shots of writing – eg
Interview with mechanics / Instructions
Profile of the driver
Advertising – enterprise
News report
etc
BIG WRITE
Recount of Michelham Priory
Report – nonchronological
Biographies
Reading for
pleasure time
– read to
whole class
GMT
Biographies
GMT
+ evacuee diary
collection (6KB
and 6WB)
GMT
+ evacuee diary
collection (6AC
and 6RM)
BSW
BSW
GMT
+ evacuee diary
writing
GMT
+ evacuee diary
writing (to be
guided reading
sessions)
GMT
+ evacuee diary
writing (to be
guided reading
sessions)