English Programmme of Study y5/y6

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1 English Programmme of Study y5/y6 Points in black show points on the programme of study and attainment targets from National Curriculum in England Points in blue show school curriculum details highlighting pedagogy for teaching English taken from school's Policy for English Speaking and listening Foreword The national curriculum for English reflects the importance of spoken language in pupils development across the whole curriculum cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Statutory requirements (nb. these statements apply to all years. The content should be taught at a level appropriate to the age of the children) 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 As teachers, we commit to the theory that good speaking and listening skills underpin learning in all areas of the curriculum, and as such this forms the starting point in planning for progression across school Teachers will use Talk4Writing principles to incorporate speaking and listening, in particular oral rehearsal prior to writing Pupil's will utilise resources such as talking tins, Ipads, recording facilities to reinforce speaking and listening skills

2 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 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 All pupils will engage in talk partner work routinely to listen to, explain and discuss in all areas of the curriculum Pupils will be guided to pose questions to each other and developing questioning skills across the curriculum will be a priority Oral recital of poetry will be part of the English programme of Study for all year groups

3 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. maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and Reading Word Reading Comprehension At this stage, most children will not need explicit teaching on the mechanics of word reading, and should be focusing on comprehension of the words they have read and further developing an understanding of new words that they encounter. Children, who are not yet securely reading words accurately, should continue to be taught decoding using a rigorous intervention programme. Pupils will receive a teacher led guided reading session at least once a week. Comprehension will be taught and assessed during this session using assessment focuses. Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously. In this way, they also meet books and authors that they might not choose themselves. New vocabulary encountered will be discussed to broaden range of vocabulary. Pupils will engage in reading activities using a range of media. Teacher's will read aloud poetry and facilitate discussion encouraging children to recite the poem (see recommended poems for Y5/6) Pupils should be taught the technical and other terms needed

4 across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters feelings, thoughts and motives 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 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, for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect. Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension. Pupils should have opportunities to use the skills of retrieval they have been taught in context. For example, ways that apply to them such as finding out information they need.

5 maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views.

6 Spelling (see English Appendix 1) Spelling (see English Appendix 1) adding them solemn] which are often confused use further prefixes and suffixes and understand the guidance for spell some words with silent letters [for example, knight, psalm, continue to distinguish between homophones and other words 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. Writing Transcription As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly Writing dictated sentences gives pupils to apply and practise their spelling. Composition plan their writing by: identifying the audience for and purpose of the writing, selecting Non-Fiction: the appropriate form and using other similar writing as models Recount for their own Instructions noting and developing initial ideas, drawing on reading and Information: non-chronological report research where necessary Explanation in writing narratives, considering how authors have developed Persuasion characters and settings in what pupils have read, listened to or Discussion Using the principles of 'Talk for Writing', the following text types will be studied:

7 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 Narrative: wishing tales problem/resolution tales journey stories - quests and adventures Fables and tales with a message Fantasy Extended stories Poetry Pupil's will engage in shared/modelled and/or guided writing routinely as part of literacy lessons and as part of lessons in other areas of the curriculum. Pupil's will routinely be given opportunities for extended writing in literacy and across the curriculum. Pupil's will routinely be given opportunities to draft, edit and improve writing followed by publishing of the writing.

8 Handwriting Handwriting 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 Pupils will now be writing in a joined script and should be expected to write more speedily Pupils should be guided to select appropriate equipment for writing independently Pupils who are left handed will receive specific teaching to meet their needs Handwriting will be taught routinely as a discrete area of learning ad will be reinforced and underpinned in all areas of the curriculum 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: Vocabulary, punctuation and grammar Pupils will be routinely taught attainment targets in vocabulary, punctuation and grammar as a part of each literacy lesson. This will be in the form of MO starters. Where necessary, these attainment targets should be taught discretely Terms for discussing grammar must not be avoided. These terms must be acknowledged and understood by the children. They should also be displayed in the classroom environment for continuous reference.

9 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.

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