Upper Key Stage 2 English Yearly Overview – Cycle A
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
From One Bok
Biographies &
Autobiographies
From One Book
Drama – Shakespeare
From One Book
Science Fiction
[Themed Writing]
[Fiction 4]
[Themed Writing]
[Fiction 6]
Week 1
[Themed Writing]
[Fiction 2]
Week 2
Week 3
Instructions &
Explanations
Classic Fiction
Week 4
[Non-fiction 2]
Short Stories – Mystery
Debate Poetry
[Poetry 3]
[Poetry 5]
[Fiction 3]
[Fiction 1]
Classic Novels
Reports & journalistic
Writing
[Fiction 5]
Non-Chronological Report
[Non-fiction 1]
[Non-fiction 4]
Slam Poetry
Week 5
Classic Narrative
[Poetry 1]
Argument & debate
Week 6
Classic poetry
Recounts
[Poetry 2]
[Non-Fiction 1]
Week 7
[Non-fiction 3]
Poetic Style
[Poetry 4]
Power of Imagery
Persuasive Writing
[Non-Fiction 5]
From One Book
Themed Writing]
[Poetry 6]
Year 5 Sentence, Punctuation and Grammar
Spelling

Refer to GSP spelling
appendix and Letters &
Sounds documents
Word Structure


Converting nouns or
adjectives into verbs using
suffixes
Verb prefixes
Sentence Type

Relative clauses beginning
with who, which, where,
when, whose, that, or an
omitted
Text


Devices to build cohesion
within a paragraph
Linking ideas across
paragraphs using
adverbials of time, place
and number or tense
choices
Grammar (meaning)




Modal verb, relative
pronoun
Relative clause
Parenthesis, bracket, dash
Cohesion, ambiguity
Punctuation


Brackets, dashes or
commas to indicate
parenthesis
Use of commas to clarify
meaning or avoid
ambiguity
Year 6 Sentence, Punctuation and Grammar
Spelling

Refer to GSP
spelling appendix
and Letters &
Sounds documents
Word Structure


The difference
between vocabulary
typical of informal
speech and
vocabulary
appropriate for
formal speech and
writing
How words are
related by meaning
as symbols and
antonyms
Sentence Type


Use of passive to
affect the
presentation of
information in a
sentence
The difference
between structures
typical of informal
speech and structures
appropriate for formal
speech and writing or
the use of subjunctive
forms
Text

Linking ideas across
paragraphs using a
wider range of
cohesive devices:
repetition of a word
or phrases,
grammatical
connections e.g. the
use of adverbials
and ellipsis
Grammar (meaning)





Subject, object
Active, passive
Synonym
Antonym
Ellipsis, hyphen, colon,
semi-colon, bullet
points
Punctuation




Use of semi-colon,
colon, dash to mark
the boundary
between
independent clauses
Use of 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
UKS2 Termly Overview – Autumn Term
Unit
Classic Fiction
[Fiction 1]
Biographies &
Autobiographis
[Fiction 2]
Recounts
[Non-fiction 1]
Instructions and
Explanations
[Non-fiction 2]
Slam Poetry
[Poetry 1]
Classic Poetry
[Poetry 2]
From One Book
Writing Outcomes
SPaG Focus
Children explore the charm and challenge of classic
fiction. Children write a modern-day Jungle Book story,
Just So Stories diary entries, and tell outrageous lies,
courtesy of conjunctions. The unit ends with children
performing their own Just So Story in Kipling's style.
1. Learn the grammar in App.2 specifically using a range
of conjunctions to create compound and complex
sentences.
2. Use relative clauses.
3. Use commas correctly, including to clarify meaning,
avoid ambiguity and to indicate parenthesis.
4. Use correct punctuation to indicate speech.
Use biographies of Roald Dahl & Michael Morpurgo (both
books & online) & their autobiographical writing to
identify features of biographies & autobiographies. Use
the texts to study dialogue, noun phrases & complex
sentences. Write autobiographies online.
1. Learn the grammar in App.2 specifically using a range
of conjunctions to create compound and complex
sentences.
2. Use expanded noun phrases to convey complicated
information concisely
Using the context of UFOs, children explore recounts:
investigating genuine documents; discussing famous
sightings & researching notorious hoaxes. Children write
a diary entry and create their own hoax UFO photo and
report. A presentation to parents completes the unit.
1. Learn the grammar in App.2 specifically using
adverbials of time, space and number
2. Use commas correctly, including to clarify meaning,
avoid ambiguity and to indicate parenthesis.
3. Use expanded noun phrases to convey complicated
information concisely
Hover boards and Doggie Umbrellas meet new-fangled
escalators and dial telephones in a unit, which explores
instructions and explanations in the context of changing
technology. Children try pitching in the Dragon's Den and
create guides for futuristic travel.
1. Use brackets, dashes and commas to indicate
parenthesis.
2. Use semi-colons, colons or dashes to mark boundaries
between main causes
3. Use colons to introduce lists
4. Punctuate bullet points consistently
Study a slam poem (a form of performance poetry) &
other poems about what to do when you grow up. Children
write an extra verse about their dreams. Use poems
about not knowing what to write to stimulate writing
about everyday little things. Hold a poetry slam!
1. Recognise vocabulary and structures appropriate for
formal and written speech, and the differences between
this and spoken speech, including the use of contractions.
2. Use correct punctuation to indicate speech.
Carroll’s Walrus and the Carpenter stimulate
performance, discussion and persuasive writing, in this
poetry unit. Belloc's Cautionary Tales provide cause for
debate and the children end the unit writing their own
modern day cautionary poems.
1. Learn the grammar in App.2 specifically using and
choosing descriptive language; adjectives, adverbs and
powerful nouns and verbs.
2. Use expanded noun phrases to convey complicated
information concisely
3. Use hyphens to avoid ambiguity
Children to write a range of different genres, based on
Cross Curricular Topic or school theme.
UKS2 Termly Overview – Spring Term
Unit
Short Stories –
Mystery
{Fiction 3]
Drama –
Shakespeare
[Fiction 4]
Argument & Debate
[Non-fiction 3]
Reports &
Journalistic Writing
[Non-fiction 4]
Classic Narrative &
Oral Poetry
[Poetry 4]
Poetic Style
[Poetry 4]
From One Book
Writing Outcomes
SPaG Focus
Look at the genre of short stories using Short! by Kevin
Crossley-Holland. Children investigate the use of
adverbials to link sentences or paragraphs together.
Children plan & write short mystery stories elaborating
by use of descriptive words & further details.
1. Adverbials of time, place and number.
2. Use elaborated language of description, including
expanded noun phrases, adjectives, adverbials and a
variety of subordinate clauses, including relative clauses.
3. Use semi-colons to mark boundary between
independent clauses.
Introduce chn to Shakespeare using Marcia Williams’ Mr
William Shakespeare’s Plays – Romeo & Juliet + Macbeth.
Investigate diff ways of writing dialogue including a
playscript layout & the use of informal language. Children
write a 60 sec version of part of Macbeth.
1. Use dialogue, differences between spoken and written
speech. Punctuation to indicate direct speech.
2. Formal and informal speech and writing. Use of
subjunctive forms.
3. Use commas to clarify meaning.
Identify features of argument texts & discuss
differences between facts & opinions. Find out how to
present opinions as if they were facts. Study formal &
informal speech. Research for & hold a class debate.
Children then write & edit their own argument text.
1. Formal and informal speech and writing. Use of
subjunctive forms.
2. Use bullet points, colons and semi-colons.
Use Tuesday by David Wiesner to study report writing.
Look at different ways of writing speech – playscripts,
speech bubbles, direct & reported speech. Compare
formal & informal writing including use of passive voice.
Children write newspaper reports
1. Dialogue, direct/indirect speech punctuation. Reported
speech.
2. Use of passive form to present information.
3. Use semi-colons and dashes to mark boundaries
between independent clauses.
4. Use commas to clarify meaning.
Chn learn the classic narrative poem Ballad of Charlotte
Dymond to recite & identify features. Use role play to
study the characters in depth. Compare with Lochinvar &
explore relative clauses. Then use Chocolate Cake to
inspire their narrative poems.
1. Use commas to clarify meaning.
2. Use elaborated language of description, including
expanded noun phrases, adjectives, adverbial and a
variety of subordinate clauses, including relative clauses.
Children hear & respond to a range of poems from two
well-known poets. Explore the use of language & how the
writers imply deeper meanings & research the poets on
the internet. Finally children write their own free-verse
poems inspired by those they have read.
1. Dialogue, direct speech punctuation.
2. Use commas to clarify meaning.
3. Use and understand grammatical terminology.
Children to write a range of different genres, based on
Cross Curricular Topic or school theme.
UKS2 Termly Overview – Summer Term
Unit
Classic Novels
[Fiction 5]
Science Fiction
Stories
[Fiction 6]
Persuasive Writing
[Non-fiction 5]
Non-Chronological
reports
[Non-fiction 6]
Debate Poetry
[Poetry 5]
Power Of Imagery
[Poetry 6]
From One Book
Writing Outcomes
SPaG Focus
Through The Hobbit by JRR Tolkien, investigate
settings, character development, dialogue & narrative
style. Writing includes: dramatisation, playing with pointof-view & writing a 'Lost Tale'. Grammar includes:
complex sentences, relative clauses and elaboration.
1. Writing complex and compound sentences
2. Use elaborated language of description, including
expanded noun phrases, adjectives, adverbials and,
particularly, relative clauses.
3. Use accurate sentence and speech punctuation.
Children read and analyse a selection of short stories
from Tales of Outer Suburbia by Shaun Tan. They
explore the structure of short stories & the use of modal
verbs & dialogue. Children write a drama based on one
they have heard & then a new story in the Shaun Tanstyle.
1. Use dialogue, recognise differences between spoken
and written speech.
2. Use speech punctuation to indicate direct speech.
2. Understand and use modal verbs.
Times are a changin' as children explore how to win
hearts & minds. Children analyse adverts and political
speeches, adapt protest songs and manipulate with modal
verbs. Children write persuasively & the unit ends in a
political rally. Who will win: parents or children?
1. Understand and use modal verbs in persuasive writing
2. Use apostrophes correctly.
3. Use correct sentence punctuation.
Use texts about iPads & iPhones to introduce features of
non-chronological reports. Children create a new section
for a BBC online activity about reports using BOS/ QuAD
techniques. Then children research information about
another electronic device & write reports.
1. Begin to understand the use of active and passive
verbs, especially the use of the passive form in reports.
2. Recognise and use a past participle.
3. Use semi-colons, colons and dashes appropriately in
reports.
4. Use bullet points in reports.
Read a Gulf ‘debate’ poem about a fierce dispute between
coffee & tea. Identify features of poems that tell a
story. Children read & compare other poems about drinks.
They create & perform a playscript for the dispute, then
write a poem about a drink.
1. Use elaborated descriptive language.
2. Use expanded noun phrases.
3. Use and understand grammatical terminology.
Using a range of sea poems (provided) & The
Convergence of the Twain by Thomas Hardy, explore
the use of imagery & description. Then discuss how to use
language to evoke feelings & produce impressions.
Children draft & write their own poem about the Titanic.
1. Use fronted adverbials and non-finite verbs to start a
sentence.
2. Use commas after fronted adverbials
3. Use elaborated description, including adjectives and
adverbs, and subordinate clauses.
Children to write a range of different genres, based on
Cross Curricular Topic or school theme.
Name:
Year Group:
5/6
Unit: Fiction 1
Classic Fiction
Objectives
 Spoken Language:
 Listen and respond appropriately to adults and their peers
 Articulate and justify answers, arguments and opinions
 Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
 Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
 Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
 Consider and evaluate different viewpoints, attending to and building on the contributions of others

Word Reading:

Reading Comprehension:
 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
 identifying and discussing themes and conventions in and across a wide range of writing
 making comparisons within and across books
 drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
 predicting what might happen from details stated and implied
 summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
 identifying how language, structure and presentation contribute to meaning
 Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
 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
 Provide reasoned justifications for their views

Writing Transcription:
 use further prefixes and suffixes and understand the guidance for adding them
 use dictionaries to check the spelling and meaning of words
 Writing Composition:
 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
 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
 ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and
choosing the appropriate register
 Proof-read for spelling and punctuation errors
 Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
 Writing VGP:
 using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
 Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.