english curriculum year 6 - stleonardsprimary.org.uk · showing understanding through intonation,...

Year 1

English Curriculum

Year 6

Year 6 Objectives: Spoken Language Listen carefully and adapt talk to the demands of different contexts, purposes and audiences with increasing

confidence.

Ask questions to develop ideas and make contributions that take account of others’ views.

Use evidence to support ideas and opinions.

Explain ideas and opinions, elaborating to make meaning explicit.

Take an active part in discussions, taking different roles.

Use hypothetical and speculative language to express possibilities.

Use standard English fluently in formal situations.

Debate an issue, maintaining a focused point of view.

Use formal language of persuasion to structure a logical argument.

Perform their own compositions, using appropriate intonation and volume and expression so that literal and

implied meaning is made clear.

Perform poems or plays from memory, making deliberate choices about how they convey ideas about

characters, contexts and atmosphere

Talk engages the interest of the listener through the variety and liveliness of both vocabulary and expression.

Pay close attention to and consider the views and opinions of others in discussions.

Make contributions to discussions, evaluating others’ ideas and responding to them.

Understand and select the appropriate register according to the context.

Year 6 Objectives: Reading

WORD READING

Apply phonic knowledge and skills to read unfamiliar words.

Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.


COMPREHENSION

Maintain positive attitudes to reading and understanding of what they read

Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Read books that are structured in different ways.

Read for a range of purposes.

Become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

Recommend books that they have read to their peers, giving reasons for their choices.

Identify and discuss themes in a range of writing and across longer texts.

Identify and discuss the conventions of different text types.

Make comparisons within and across books.

Learn a range of poetry by heart. For example, narrative verse, sonnet.

Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Understand books read independently

Check that the book is meaningful and discuss what has been understood.

Use meaning-making strategies to explore the meaning of unfamiliar words and figurative and idiomatic language in context.

Ask questions to extend understanding.

Draw inferences such as inferring characters' feelings, thoughts and motives from their actions and develop explanations.

Predict what might happen from details stated and implied

from across a text.

Summarise the main ideas drawn from more than one

paragraph, identifying key details that support the main

ideas.

Identify and explain the effect of the context on a text. For

example, historical, geographical.

Identify and explain how language, structure and presentation contribute to the meaning of a text.


Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Identify and comment on writer’s choice of language.

Identify and explain how writers use grammatical features for effect . For example, the use of short sentences to build tension.

Show awareness of the writers’ craft by commenting on use of language, grammatical features and structure of texts.

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.

Express a personal point of view about a text, giving reasons linked to evidence from texts..

Raise queries about texts.

Make connections between other similar texts, prior

knowledge and experience and explain the links.

Compare different versions of texts and explain the differences and similarities.

Listen to others’ ideas and opinions about a text.

Build on others’ ideas and opinions about a text in discussion.

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.

Explain the main purpose of a text and summarise it.

Present and explain the author’s viewpoint in a text.

Present a personal point of view based on what has been read.

Present a counter-argument in response to others’ points of view.

Provide reasoned justifications for their views.

Explain a personal point of view, giving reasons and evidence from text.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction. collate

Find relevant information and evidence from a range of texts.

Record, collate and organise information or evidence appropriately.

Year 6 Objectives: Writing

TRANSCRIPTION

Know how to:

Convert verbs into nouns by adding suffixes. For example,

tion, ure.

Distinguish between homophones and other words which are often confused.

Spell identified commonly misspelt words from Year 5 and 6 word list.

Understand that the spelling of some words needs to be learnt specifically.

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.

Use a range of spelling strategies.

Handwriting

Write legibly fluently and with increasing speed

Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters.

Choose the writing implement that is best suited for a task (e.g. quick notes, letters).


COMPOSITION

Plan writing.

Identify the audience for and purpose of the writing.

Select the appropriate form and register for the audience and purpose of the writing.

Note and develop initial ideas.

Use knowledge of the writer’s craft from their reading.

Use knowledge from research.

Draft and write

Use the appropriate grammar and vocabulary for the audience and purpose.

Understand how grammar and vocabulary choices can change and enhance meaning to impact on the reader.

In narratives, integrate description of settings, characters and atmosphere and dialogue to convey character and advance the action.

Précis longer passages, conveying key information.

Use a wide range of devices to build cohesion within and

across paragraphs.

Use organisational and presentational devices to structure text and to guide the reader. For example - headings, bullet points, underlining

Evaluate and edit

Assess the effectiveness of their own and others’ writing.

Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Ensure the consistent and correct use of tense throughout a piece of writing.

Ensure correct subject and verb agreement when using singular and plural.

Distinguish between the language of speech and writing.

Distinguish between the correct subject and verb agreement when using singular and plural.

Distinguish between the language of speech and writing

and choose 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, PUNCTUATION AND GRAMMAR

Develop understanding of grammatical features

Recognise the difference between vocabulary and structures that are appropriate for formal and informal speech and writing, including subjunctive

Use the subjunctive where appropriate in formal writing and speech. For example - If I were to insist, It is essential that he be available.

Use passive verbs to affect the presentation of information in a sentence.

Use expanded noun phrases to convey complicated information concisely.

Indicate grammatical features with punctuation

Use hyphens to avoid ambiguity.

Use semi-colons, colons or dashes to mark boundaries between main clauses.

Use a colon to introduce a list.

Punctuate bullet points consistently.

Use the terminology:

Active and passive, subject and object, hyphen,

antonym, synonym, colon, semi-colon, bullet points

ellipsis

Understand the terminology.

Use the terminology to talk about own writing.

Year 6

Word Structure Sentence Structure Text Structure Punctuation Terminology

The difference between

vocabulary typical of

informal speech and

vocabulary appropriate

for formal speech and

writing (e.g. said versus

reported, alleged, or

claimed in formal

speech or writing)

How words are related

by meaning such as

synonyms and

antonyms (For example,

big, little, large)

Use of the passive voice

to affect the

presentation of

information in a

sentence

(e.g. 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 (such as the use

of question tags, e.g.

He’s your friend, isn’t

he?, or the use of the

subjunctive in some very

formal writing and

speech

Linking ideas across

paragraphs using a

wider range of cohesive

devices: repetition of a

word or phrase,

grammatical

connections (e.g. the

use of adverbials such

as, on the other hand, in

contrast, or as a

consequence), and

ellipsis.

Layout devices, such as

headings, sub-headings,

columns, bullets, or

tables, to structure text

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

(e.g. man eating shark

versus man-eating shark,

or recover versus re-

cover)

active and passive,

subject and object,

hyphen,

antonym, synonym,

colon, semi-colon, bullet

points

ellipsis

Year 6 Objectives Grammar

Year 6 Consolidate Year 5 and…

Words/Vocabulary Sentence Structure Text Structure Punctuation

Convert words into nouns

(nominalisation) to convey

precise, concise information:

was cancelled – cancellation

is important – the importance

Use specific features to create

impact on the reader:

figurative language

metaphor

personification etc.

Use a range of sentence types

for impact and effect.

Expand noun phrases with

precision to convey information

concisely:

The cancellation of the Egyptian

exhibition and the closure of the

West Wing…

The burning of the forest…

Use the passive voice to change

perspective or point of view:

Active – The Viking invaders

destroyed the castle.

Passive – The castle was

destroyed by the Viking

invaders.

The castle was destroyed.

Use the subjunctive in the most

formal writing:

If I were to win the lottery, I

would travel the world.

Use rhetorical questions as a

persuasive device.

Use different narrative structures

and techniques according to

the text type:

horror, adventure etc.

Use paragraphs effectively to

link ideas within and across

paragraphs.

Non-narrative:

Understand the range of non-

narrative text types , how they

are organised and the degree

of formality required.

Use a range of appropriate

cohesive devices to link ideas

across texts.

Use appropriate techniques to

engage the reader:

Opening hook

Rhetorical questions

Personal comments

Varied conclusions

Colon and semi-colon to control

meaning and effect of

sentences.

Year 6 Objectives Grammar – Additional Challenge

Use of the passive to affect the presentation of information in a sentence. Examples: I broke the window versus the window was broken. (by me) Passive used in formal writing. In active voice, the subject is doing the action. Marie threw the ball. In the passive voice the object is more important (it becomes the subject) The ball was thrown by Marie. The different between structure typical of informal speech and structure appropriate for formal speech and writing. Examples: The use of question tags – He’s your friend, isn’t he? Subjunctive forms – If I were or were they to come. Alan Peat Sentences Verb, person Example: Flying, John had always been terrified. Walking quickly, John made his way to school.

St Leonard ’s Sentence Progression Year 6

Year 6 Objectives Spelling

Revision of work from previous years.

Statutory Requirements Example Words

Adding suffixes beginning with vowel letters to words

ending in –fer

referring, referred, referral, preferring, preferred,

transferring, transferred, reference, referee,

preference, transference

Words ending in –ant, –ance/–ancy, –ent, –ence/–

ency

observant, observance, (observation),

expectant (expectation),

hesitant, hesitancy (hesitation),

tolerant, tolerance (toleration)

substance (substantial)

innocent, innocence,

decent, decency

frequent, frequency

confident, confidence (confidential)

assistant, assistance,

obedient, obedience,

independent, independence

Endings which sound like /ʃəs/ spelt –cious or –tious

vicious, precious, conscious, delicious, malicious,

suspicious

ambitious, cautious, fictitious, infectious, nutritious

Endings which sound like /ʃəl/

official, special, artificial, partial, confidential,

essential

Homophones and other words that are often

confused

advice/advise, device/devise, licence/license

practice/practise, prophecy/prophesy

farther/further/father

principal: adjective – most important (e.g. principal

ballerina) noun – important person (e.g. principal of a

college)/principle: basic truth or belief

profit: money that is made in selling things/prophet:

someone who foretells the future

stationary: not moving/stationery: paper, envelopes

wary: cautious/weary: tired

.

Year 5/6 Word List-Words across the Curriculum

English Maths Science Geography Music History

correspond

dictionary

language

persuade

sincerely

signature

average

forty

symbol

twelfth

conscious

environment

equipment

muscle

physical

shoulder

stomach

system

temperature

environment

existence

foreign

lightning

neighbour

rhyme

rhythm

ancient

foreign

government

parliament

privilege

sacrifice

soldier

system

Roles Unstressed

vowels

Spoken

Language

Learning Related Rare GPCs

amateur

committee

profession

secretary

soldier

cemetery

desperate

definite

individual

restaurant

temperature

vegetable

communicate

criticise

exaggerate

explanation

interrupt

pronunciation

relevant

suggest

achieve

excellent

thorough

individual

bruise

guarantee

immediately

queue

vehicle

yacht

accommodate

accompany

according

aggressive

apparent

appreciate

attached

available

awkward

bargain

bruise

category

community

competition

conscience

controversy

convenience

curiosity

definite

determined

develop

disastrous

embarrass

especially

familiar

frequently

harass

hindrance

interfere

leisure

marvellous

mischievous

necessary

nuisance

occupy

occur

opportunity

prejudice

programme

recognise

recommend

sufficient

variety

Year 5/6 Word List-No Curriculum Links

Planning with Quality

Texts

Year 6 Menus

Focus on English

Assessment

Year 6

Assessment: Meeting Year 6 Expectations

© Focus Education UK Ltd. 2014 19

Transcription

• Convert verbs into nouns by adding suffixes. For example, tion, ure.

• Distinguish between homophones and other words which are often confused

• Spell identified commonly misspelt words from Year 5 and 6 word list

• Understand that the spelling of some words needs to be learnt specifically

• 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

• Use a range of spelling strategies

• Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters

• Choose the writing implement that is best suited for

a task (e.g. quick notes, letters)

Assessing Spoken Language

Meeting Year 6 Expectations

Year 6 Expectations: Spoken Language

• Talk confidently and fluently in a range of situations, using formal and Standard

English as appropriate

• Ask questions to develop ideas and make contributions that take account of others’

views

• Explain ideas and opinions giving reasons and evidence

• Take an active part in discussions, taking different roles

• Listen to and consider the views and opinions of others in discussions

• Make contributions to discussions, evaluating others’ ideas and responding to them

• Sustain and argue a point of view in a debate, using formal language of persuasion

• Express possibilities using hypothetical and speculative language in science and

when discussing reading

• Engage listeners through choice of vocabulary and register according to the

context

• Perform their own compositions, using appropriate intonation and volume and

expression so that literal and implied meaning is made clear

• Perform poems or plays from memory, making deliberate choices about how they

convey ideas about characters, contexts and atmosphere


Assessing Reading: Meeting Year 6 Expectations

Year 6 Expectations: Word Reading

• Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words

• Apply knowledge of prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words

• Use combined knowledge of phonemes and word derivations to pronounce words correctly. For example: arachnophobia, audience

• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

• Read fluently, using punctuation to inform meaning

Year 6 Expectations: Comprehension

• Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions

• Read books that are structured in different ways

• Recognise texts that contain features from more than one text type

• Consider and evaluate how effectively texts are structured and laid out

• Read non-fiction texts to support other curriculum areas

• Read closely to ensure understanding

• Recommend books that they have read to their peers, giving reasons for their choices

• Identify and discuss themes in a range of writing and across longer texts

• Identify and discuss the conventions of different text types

• Identify key points in an appropriate text

• Learn a range of poetry by heart. For example, narrative verse, sonnet

• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and

action


Assessing Reading: Meeting Year 6 Expectations

Year 6 Expectations: Comprehension

• Identify and comment on writer’s choice of vocabulary, giving examples and explanation.

• Identify and explain how writers use grammatical features for effect. For example, the use of short sentences to build tension

• Show awareness of the writers’ craft by commenting on use of language, grammatical features and structure of texts

• Express a personal point of view about a text, giving

reasons linked to evidence from texts

• Raise queries about texts

• Make connections between other similar texts, prior knowledge and experience and explain the links

• Compare different versions of texts and explain the differences and similarities

• Listen to others’ ideas and opinions about a text

• Build on others’ ideas and opinions about a text in discussion

• Explain and comment on explicit and implicit points of

view

• Summarise key information from different parts of a text

• Recognise the writer’s point of view and discuss it

• Present a personal point of view based on what has been read

• Present a counter-argument in response to others’ points of view

• Provide reasoned justifications for their views

• Refer to the text to support opinion

• Distinguish between statements of fact and opinion

• Find information using skimming to establish main idea

• Use scanning to find specific information

• Text mark to make research efficient and fast

• Organise information or evidence appropriately


Assessing Writing: Meeting Year 6 Expectations

Year 6 Expectations: Transcription

• Convert verbs into nouns by adding suffixes. For example, tion, ure

• Distinguish between homophones and other words which are often confused

• Spell identified commonly misspelt words from Year 5 and 6 word list

• Understand that the spelling of some words needs to be learnt specifically

• 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

• Use a range of spelling strategies

• Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters

• Choose the writing implement that is best suited for a task (e.g. quick notes, letters)

Year 6 Expectations: Composition

• Identify the audience for and purpose of the writing

• Choose the appropriate form and register for the audience and purpose of the writing

• Use grammatical structures/features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect

• Use a range of sentence starters to create specific effects. For example – adverbials, conjunctions, ing, ed

• Use developed noun phrases to add detail to sentences

• Use the passive voice to present information with a different emphasis

• Use commas to mark phrases and clauses

• Sustain and develop main ideas logically in narrative and non-narrative writing

• Use character, dialogue and action to advance events in narrative writing

• Summarise text, conveying key information

• Write paragraphs with a topic sentence which clearly signal a change in, for example - subject, time, place, event

• Use organisational and presentational devices to structure text and to guide the reader. For example -

headings, bullet points, underlining


Assessing Writing: Meeting Year 6 Expectations

Year 6 Expectations: Composition

• Assess the effectiveness of their own and others’ writing

• Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

• Ensure the consistent and correct use of tense throughout a piece of writing

• Ensure correct subject and verb agreement when using singular and plural

• Distinguish between the language of speech and writing

• Distinguish between the correct subject and verb agreement when using singular

and plural

• Distinguish between the language of speech and writing and choose 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

Assessing Spoken Language

Exceeding Year 6 Expectations

Year 6 Exceeding Expectations: Spoken Language

• Adapt spoken language confidently according to the demands of the context

• Understand that there are different registers and levels of formality within Standard English and

that this is dependent on the context

• Make considered choices about the register and vocabulary to engage their audience,

according to the context

• Ask pertinent questions to develop and extend ideas

• Articulate ideas and opinions, using evidence and explanation to support

• Participate in discussions, listen attentively and respond to others’ points of view, drawing on

evidence and explaining

• Adopt group roles and responsibilities independently, drawing ideas together and promoting

effective discussion

• Debate an issue, structuring a logical argument using formal discursive language and

responding to the opposite point of view

• Explore complex ideas and feelings in a range of ways, both succinct and extended

• Maintain generally controlled and effective organisation of talk to guide the listener

• Perform their own compositions, using appropriate intonation and volume and expression to

engage their audience

• Perform poems or plays from memory, making deliberate choices about how they convey

ideas about characters, contexts and atmosphere to engage a specific audience


Assessing Reading: Exceeding Year 6 Expectations

Year 6 Exceeding Expectations:

Comprehension

• Explain the structural devices used to organise a text

• Comment on the structural devices used to organise the text

• Read several texts on the same topic to find and compare information

• Explain the main purpose of a text and summarise it

succinctly

• Draw inferences from subtle clues across a complete text

• Recognise the impact of the social, historical, cultural on

the themes in a text

• Comment on the development of themes in longer novels

• Compare and contrast the styles of different writers with evidence and explanation

• Evaluate the styles of different writers with evidence and explanation

• Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience

• Compare and contrast the language used in two different texts

• Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes

• Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes

• Identify how writers manipulate grammatical features for effect

• Analyse why writers make specific vocabulary choices

• Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them

• Explain how and why a text has impact on a reader

• Identify how characters change during the events of a longer novel

• Explain the key features, themes and characters across a text

• Compare and contrast characters, themes and structure

in texts by the same and different writers

• Explain the author’s viewpoint in a text and present an alternative point of view

• Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE)

• Present a counter-argument in response to others’ points of view using evidence form the text and explanation – PEE

• Use a combination of skimming, scanning and text marking to find and collate information

• Re-present collated information


Assessing Writing: Exceeding Year 6 Expectations

Year 6 Exceeding Expectations: Composition

• Choose the appropriate style and form for the purpose and audience of the writing

• Use techniques to engage the reader. For example – personal comments, opening hook, flashback

• Write paragraphs with a clear focus

• Write paragraphs with different structures and lengths

• Link ideas within and between paragraphs with a range of cohesive devices. For example – connecting adverbs/adverbials, use of pronouns

• Use different sentence structures and length to suit the purpose and audience of the writing

• Use a range of sentence types for impact and specific effect on the reader

• Control complex sentences, manipulating the clauses to achieve specific effects

• Use punctuation to convey and clarify meaning, including colon and semi-colon

• Make precise and specific word choices according to the text type and audience

• Summarise longer texts precisely, identifying the key information

• Use the passive voice confidently. For example to create suspense or in a science investigation or historical or geographical report

• Use the subjunctive in the most formal writing to express a wish or a suggestion for the future

• Make thoughtful changes when editing to create intended impact on the reader

english curriculum year 6 - stleonardsprimary.org.uk · showing understanding through intonation,...

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