Yearly Overview for English 2014 - 2015 (Cycle B)
Y6 Set 1
Texts Blocks, Links and suggested outcomes
Spring
Autumn
Summer
Topics
How is our world changing?
Human Geography and the Impact on our Lives
Buddhism
Evolution
Impact of the world on art
Innovation and enterprise
Electricity
‘Selfie’ art
Judaism
Arabian night story writing
Diary entries
Letter writing
Biographies
Instruction writing for shadow puppet theatres
Instruction writing for algorithms
Diary entries
Reports – analysis of data
Story writing/retelling
Explanation texts
Information reports
Biographies
Persuasive writing – adverts, posters, brochures
Story writing/retelling
Information texts
Explanation texts
Social media – persuasive writing
Writing reports/investigations
Business planning – persuasive texts
Persuasion, advertising, information text, entertain (poetry), recount.
Inform, persuade, communicate, report, explain.
Inform, persuade, debate, report, diaries,
Investigating Islam - Early Islamic Baghdad
Islamic art
Light
Coding
Writing Opportunities
Purposes for writing.
English Literature
Texts
Set 1 and 2:
Romeo and Juliet SSF script
RSC extracts.
Wider Reading
*Manga Shakespeare
*Other Shakespeare stories
*Noughts and Crosses - Malorie
Blackman
*Treasure Island - Robert Louis
Stevenson
*The Railway Children - E Nesbit.
*Islam – DK Eye Witness
*Daily Life in the Islamic Golden
Age – Don Nardo
*The War Poems of Wilfred Owen
Spoken English
Outcomes
Debate: Should Romeo and Juliet
get married?
Balcony speech.
Memorise parts of script.
Acting out scenes
Speech for the funeral
Hot-seating as different
characters.
Poetry
The night before Christmas. (How
the Grinch stole Christmas.)
The spider and the fly
*The Highwayman - Alfred Noyes
*The Chris Salmon poetry
anthology
*Tins - Alex Shearer
*Scribbleboy -Phillip Ridley
*From Hereabout Hill -Michael
Morpurgo
*Carl Linnaeus – Genius of
Classification – Margaret
Anderson
*Let’s Explore Life Science –
Exploring the Classification of
Living Things – Ella Hawley
* One Hundred Years of Poetry
for Children – Michael Harrison
Poetry recital
Hot-seating the spider and the fly
Putting the spider on trial
Set 1:
Skellig: David Almond
Non-Fiction
Set 1 and 2
Our Amazing Planet: Jon Richards
Set 1:The Island: Armin Greder
*Kindlekracx - Philip Ridley
*The Savage -David Almond
*Carrie’s War: Nina Bawden
*The Poems of William Blake
*Evolution Revolution – Robert
Winston
*The Story of Life: A First Book
About Evolution – Catherine Barr
*The Diary of Anne Frank
*The drop in my drink - Meredith
Hooper
*I wonder why.. series
*Holes - Louis Sachar
*The Graveyard Book - Neil Gaiman
*Story of Buddha – Geshe Kelsang
Gyatso
*What is Buddhism? - Geshe
Kelsang Gyatso
*Cloud Tea Monkeys - Jaun
Wingard
*The City - Armin Greeder
*The Hunger Games - Suzanne
Collins
*Arena 13 - Joseph Delaney
*Graffitti – Alix Wood
*Graffiti: Culture in Action –
Jane Bingham
*Radiant Child: The Story of
Young Artist Jean-Michael
Basquiat – Javaka Steptoe
*Banksy: The Man Behind the
Wall – Will Ellsworth-Jones
*Trash - Andy Mulligan
*Kensuke’s Kingdom Michael Morpurgo.
*Pluto - RJ Palacio
*The Julian Chapter - RJ
Palacio
*The Secret Garden Frances Hodgson
*Charged Up: The Story of
Electricity – Matthew Lilly
*Let’s Get Charged – Baby
Professor
*The Story of Electricity –
George Delucenay Leon
Debate: Should Michael look
after the creature?
Interview: TV or radio about the
Presenting information from an
infographic (ppt/ prezi)
Interviews
Reporting (Newsround)
Thought tunnel: what do they
think of the stranger?
End of year speech
(Wonder)
Reciting precepts
Debating what should
happen to Auggie and
Julian.
Hot Seating
creature.
Hot-seating different characters
Debate: Should he be allowed
to stay? Is it ever right to turn
people away?
Hot- setaing
Interviews
Set 1:
Wonder: RJ Palacio
Yearly Overview for English 2014 - 2015 (Cycle B)
Written Outcomes
Word list
Romeo & Juliet
Wk 1: Diary as witness to
Samson and Abraham’s fight.
Wk 2&3: Balanced argument:
Should Romeo and Juliet get
married?
Wk 4: Letter: Write the letter to
Romeo explaining what has
happened to Juliet.
Wk 5: Diaries: Nurse, Friar
Wk 6&7: Newspaper: Reporting
deaths throughout play.
The Night Before Christmas
Wk 4: Diary of a reindeer.
Wk 5:Santa’s diary
Wk 6: Comparison to The Grinch.
Skellig
Wk 1: Flashback to before his
siter was born.
Wk 2 & 3: Michael, his
Mum and his Dad’s diary (writing
from different viewpoints.)
Wk 4: How to care for birds
guide.
Wk 5: Persuade Mum and Dad to
let the creature stay.
Wk 6: Chris Salmon Poetry
Our Amazing Planet
Wk 1: Presenting information in
leaflet form (paragraphing)
Wk 2: Information text/ report
Wk 3 & 4 Explanation of one feature
from book.
Wk 5: Persuasive leaflet
Wk 6: Use of infographics to support
explanations (publishing)
Y6 Set 1
The Island
Wk 1: Newspaper reportstranger lands on island.
(description)
Wk 2: Persuasive letter to the
community for the man to stay.
Wk 3: Priest’s responsecounter.
Wk 4 & 5 Alternative endings.
Wk 6: Priest’s secret diary
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bruise
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exaggerate
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opportunity
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programme
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harass
category
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excellent
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parliament
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pronunciation
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hindrance
cemetery
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existence
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persuade
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queue
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identity
committee
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explanation
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physical
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recognise
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immediate(ly)
government
communicate
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familiar
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prejudice
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recommend convenience
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guarantee
community
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foreign
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privilege
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correspond
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conscious*
competition
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forty
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profession
conscience*
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frequently
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controversy
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I can 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.
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I can write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task.
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I can change my writing to
fit the audience and purpose
and choose the correct form
and change the language
and sentence length for the
purpose.
I can plan my writing by
recording my first thoughts
and building on those ideas
using what I have read or
need to find out about as
necessary.
Handwriting
Composition
The spider and the fly
Wk 1: Letter from the spider
justifying his behaviour.
Wk 2: response from fly’s Mum.
Wk 3: poem from the spider/ fly’s
point of view.
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I can plan a detailed
character and/or setting to
have an effect on the reader
and use ideas from what I
have read,
heard and seen in other
stories, plays or films.
I can use grammar and
vocabulary which is suited
to the purpose of my writing.
I can read work looking for
spelling errors and correct
them using a dictionary.
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I can write pieces
describing settings,
characters and
atmosphere and include
speech that helps picture
the character's personality
or mood as well as moving
the action forward.
I can draft and write by
accurately précising longer
passages
I can proof-read for
punctuation errors,
including use of semicolons, colons, dashes,
punctuation of bullet points
in
lists, and use of hyphens.
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I can use different techniques
to make my writing flow and
link paragraphs.
I can set out my work using
headings, sub-headings,
columns, tables or bullet
points to structure the text and
to guide the reader.
I can confidently perform my
own work to a group and make
sure it sounds interesting,
controlling the tone and
volume so that its meaning is
clear.
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I can give reasoned
feedback on mine and
others’ work to improve it.
I can give reasoned
feedback on a text and
suggest
changes to vocabulary,
grammar and punctuation
to make the meaning
clearer.
Wonder
Wk 1: Explanation to
governors about Auggie
joining (explanation)
Wk 2: Personification poem
as Auggie’s helmet.
Wk 3; Email to Julian’s
Mother
Wk 4: Diary showing boys
change of heart at camp
Wk 5 Alternative ending
Wk 6: Persuasive writing:
Why should you choose
kind? (transition)
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system
temperature
thorough
twelfth
variety
vegetable
vehicle
yacht
I can mark and edit
work to have the
correct tense
throughout.
I can mark and edit
work to have the
correct subject and
verb agreement.
Yearly Overview for English 2014 - 2015 (Cycle B)
Vocabulary
punctuation and
grammar
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I can change the vocabulary
to suit the purpose such
as using formal and informal
language appropriately
in my writing.
I can understand how words
are related by meaning as
synonyms and antonyms.
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I can use the passive to
affect the presentation
of information in a sentence.
I can understand the
difference between
structures typical
of informal speech and
structures appropriate for
formal speech and writing.
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I can link ideas across
paragraphs using a wide
range of cohesive devices
such repetition of a word or
phrase,
grammatical connections
and ellipsis.
I can use layout devices
such as headings,
subheadings,
columns, bullets, or tables,
to structure text.
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I can use the semi-colon,
colon and dash to mark the
boundary between
independent clauses e.g. It’s
raining; I'm fed up.
I can use the colon to
introduce a list and use
semicolons
within lists.
Y6 Set 1
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I can use bullet points to
list information.
I can use hyphens for
clarity e.g. man eating
shark or
man-eating shark.
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I can understand the
following words:
subject, object, active,
passive, synonym,
antonym, ellipsis,
hyphen, colon, semicolon and bullet
points.