Term

Content

Half-Term 1

Half-Term 2

Aut

Literary Themes

Magic and Wonder

Dreams and Curiosity

Texts

Leon and the Place Between by Angela McAllister

The First Drawings by Mordicai Gerstein

The BFG by Roald Dahl and Quentin Blake *book and film

The Tin Forest by Helen Ward and Wayne Anderson

Genres and Outcomes

Setting descriptions, recount (diary entry), own version fantasy narrative

Character description, diary entry, recount, own historical narrative, report on stone age

Recount (diary entry), character descriptions, wanted posters, new chapter, instructions (recipes), own version narrative (fantasy)

Persuasive posters, information leaflets, formal letter, setting descriptions, simple explanations, information poster

NC Coverage

Vocabulary, Grammar & Punctuation

- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of commas after fronted adverbials
- 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)

Writing (Composition)

Plan writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- In narratives, creating settings, characters and plot
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
- Organising paragraphs around a theme
Evaluate and edit by:
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to paragraphs as a way to group related material

- 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.]
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

- Introduction to inverted commas to punctuate direct speech
- Use of inverted commas and other punctuation to indicate direct speech - Use of commas after fronted adverbials

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
- Organising paragraphs around a theme
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Proof-reading for spelling and punctuation errors

Vocabulary, Grammar & Punctuation

- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of commas after fronted adverbials
- 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)

Writing (Composition)

Write sentences by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- In narratives, creating settings, characters and plot
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
- Organising paragraphs around a theme
Evaluate and edit by:
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to paragraphs as a way to group related material

- 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)
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Proof-reading for spelling and punctuation errors

Spelling Rules and Word List Words

See Attached Overview

Spr

Literary Themes

Pride and Downfall

Overcoming Adversity

Texts

The Pied Piper of Hamlin by Michael Morpurgo

Escape from Pompeii by Christina Balit

Cloud Tea Monkeys* by Mal Peet and Elspeth Graham

Cinderella of the Nile* by Beverley Naidoo

Genres and Outcomes

Writing in role, information reports, adverts, formal letter, poetry analysis, own version myth/legend

Setting descriptions, information report, dialogue, own version historical narrative

Descriptive passages, writing in role, ‘how to’ guide (instructions), letter, discussion, non-chronological report

Short news report, diary entry, character description, advert, own version traditional tale

NC Coverage

Vocabulary, Grammar & Punctuation

- Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to paragraphs as a way to group related material
- Headings and sub-headings to aid presentation
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of paragraphs to organise ideas around a theme
- Use of a comma after a fronted adverbial

Writing (Composition)

- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
- Organising paragraphs around a theme.
- In non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to paragraphs as a way to group related material

- Introduction to inverted commas to punctuate direct speech
- 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)
- 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.]
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
- Use of inverted commas and other punctuation to indicate direct speech

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Proof-reading for spelling and punctuation errors

Vocabulary, Grammar & Punctuation

- Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
- Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
- Beginning to use paragraphs as a way to group related material
- Headings and sub-headings to aid presentation
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- 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]

Writing (Composition)

Plan writing by:
- Discussing and recording ideas
Draft and write by:
- Organising paragraphs around a theme
- In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
Evaluate and edit by
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Vocabulary, Grammar & Punctuation

- Beginning to use paragraphs as a way to group related material
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- 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]

Writing (Composition)

Plan writing by:
- Discussing and recording ideas
Draft and write by:
- Organising paragraphs around a theme
Evaluate and edit by
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

 Spelling Rules and Word List Words

See Attached Overview

Sum

Literary Themes

From Mystery to Discovery

Confidence and Caution

Texts

How to Live Forever* by Colin Thompson

Flotsam by David Wiesner

Jim, A Cautionary Tale by Hilaire Belloc and Mini Grey

The Legend of Sally Jones by Jakob Wegelius

Genres and Outcomes

Lost poster, letter of warning, character and setting descriptions, instructions, prequel

Setting descriptions, narrative retelling, non- chronological reports, letters (informal), sequel (mystery narrative)

Warning poster, alternative endings, performance poetry, narrative poem

Birth Certificate, letter, class ‘book of tricks’, newspaper article, dialogue, advert, diary entry, leaflet, telegram, booklet, ‘so long’ note, adventure story in the style of the author

NC Coverage

Vocabulary, Grammar & Punctuation

- Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
- Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to inverted commas to punctuate direct speech
- 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.]
- Use of inverted commas and other punctuation to indicate direct speech

Writing (Composition)

Plan writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Reading 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

Vocabulary, Grammar & Punctuation

- 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
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of commas after fronted adverbials
- 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)

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- Organising paragraphs around a theme
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions and adverbs [if and then]
- Relative clauses beginning with who, whose, which or that (Y5)
- Use fronted adverbials for time, place and manner, e.g. later that day.
- Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements - Reading 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

Vocabulary, Grammar & Punctuation

- Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
- Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore]
- 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]
- Introduction to inverted commas to punctuate direct speech
- 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) (Year 4)
- Fronted adverbials [for example, Later that day, I heard the bad news.] (Year 4)

Writing (Composition)

- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
- Organising paragraphs around a theme

- In narratives, creating settings, characters and plot
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- 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

Spelling Rules and Word List Words

See Attached Overview