Scheme - of - Work - English - Stage 5

Scheme of Work – English stage 5
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 5. Learning objectives for the
stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.
The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 5 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.
Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are
followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks).
Activities and resources are suggested against the objectives to illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.
Nine units of work are suggested for children working at Stage 5. In each school term there are three units: fiction, non-fiction and poetry. The range
of topics suggested is:
Term
Focus 1 2 3
Fiction Unit 1A: Stories by significant writers Unit 2A: Reading and analysing traditional Unit 3A: Stories from different
(40% of teaching Reading and analysing stories by stories, myths, legends and fables. cultures
time) significant children’s writers then planning Reading and analysing traditional stories, Reading, analysing and writing stories
and writing stories. including myths, legends and fables then from a variety of different cultures.
planning and writing stories.
Non-fiction Unit 1B: Non-chronological reports and Unit 2B: Recounts Unit 3B: Persuasive writing
(40% of teaching explanatory texts Reading, analysing and writing recounts. Reading and analysing samples of
time) Reading, analysing non-chronological persuasive writing then writing a
reports and explanation texts then planning persuasive letter and commentary.
and writing one.
Poetry Unit 1C: Poems by significant children’s Unit 2C: Narrative poetry Unit 3C: Performance poetry
(20% of teaching writers and plays Reading and discussing narrative poetry. Reading and discussing performance
time) Reading and analysing poems by poetry
significant children’s writers and plays.
V1 1Y07 English Stage 5 1

Overview
For children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this
reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.
Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that
you should teach the term 1 units before the term 2, and the term 2 before the term 3.
The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is developed in earlier stages, and the skills and understanding
developed in Stage 5 are important for the children to make good progress in subsequent stages. If this level of work is not appropriate for the students in your
class, it is recommended that you use ideas from the stage 4 or stage 6 units of work: comparable texts are often studied in each stage, so matching text type with
appropriate learning objectives is usually fairly easy.
In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include
locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are given at the beginning of the unit. Large print and picture book
texts are never assumed, although many are available that are appropriate for children of this age and the more the children can see and read the text, the more
effectively you can teach. Where relevant, websites are recommended. The list of websites is not exhaustive, and CIE cannot be held responsible for their
contents.
It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.

The objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these objectives, or you may prefer to allocate a set amount of time each week.
Recommended Prior Knowledge:
Children should be familiar with skills and knowledge taught in previous stages in particular:
 applying effective strategies to tackle unfamiliar words in reading;
 identifying syllables, prefixes and suffixes in multi-syllabic words, and using this information in spelling and reading;
 generating some spelling rules and ways of remembering spellings;
 recognising and responding to all punctuation marks;
 recognising all tenses of most verbs;
 understanding that commas can be used to mark clauses in a sentence;
 knowing that sentences can have both main and subordinate clauses and begin to recognise which is which;
 using joined up handwriting in all writing and using appropriate handwriting for the audience and purpose of a piece of writing;
 adapting the pace and volume when reading aloud for the audience and purpose.

Ongoing work:
Framework Learning Outcomes Suggested Teaching Activities Other Resources

Code
On-going work in phonics and spelling

5PSV2 To learn and apply Give the children regular opportunities for exploring and investigating spelling errors,
5PSV5 effective ways of in particular those that the children have made in their own writing. Encourage use of
5PSV9 spelling new words. strategies such as:
5PSV17  using known spellings to work out the spelling of related words;
5PSV18  buildings words from syllables, prefixes, suffixes and recognised spelling
patterns;
 remembering common letter strings which have different pronunciations;
 using visual skills to check on the likelihood of a particular spelling of the
word.
To support these strategies, include lessons on:

 revising known prefixes and suffixes and learning new ones e.g. auto, bi,
trans;
 identifying word roots and finding derivations e.g. sign, signature, signal;
 the patterns of single and double consonants at the end of words e.g. –ful
and full.
Once children have learned to spell a word, insist that it is spelt properly on all
occasions.
5PSV8 To learn plurals, and Explore and revise known spelling rules e.g.:
5PSV6 spelling rules for words  the rules for adding plurals to words ending in e, es, y, f;
ending in e and y. rules for adding any suffix to words ending in e and y.
5PSV1 To identify unstressed This is probably the area in which most spelling errors are made by children of this
5PSV4 vowel in polysyllabic age group, so it needs consistent work. Useful strategies include:
words.  making links with related words e.g. medicine, medical;
 investigating the spelling of final unstressed vowels, e.g. butt-er, and y as in
city.
 sometimes saying the unstressed syllable as it if were a stressed syllable
e.g. in-ter-est;
 finding words within words e.g. car-pet; there’s ‘a rat’ in ‘separate’;
 using rhymes and mnemonics e.g. Mrs D, Mrs I, Mrs FFI, Mrs C, Mrs U, Mrs
LTY.

Code
5PSV12 To use dictionaries, Establish a culture in the class where children have free access to dictionaries and
5PSV15 spell checks and electronic spell checkers and make use of them, both when exploring the meaning of
5PSV13 thesauruses to check an unrecognised word and when redrafting a piece of work.
spelling and improve
knowledge of words. When children have looked up a word, they should record it in their spelling log and
try to find other, related words.
Children should also be encouraged to use thesauruses as a matter of routine to

enlarge their vocabulary. Thesauruses are also particularly useful during the
redrafting phase of writing.
On-going work in grammar

5GPr3 To understand When they are writing formal English, it is important that children use it accurately.
conventions of Standard Common errors include:
English.  agreement of pronouns and verbs (in particular with the verb to be e.g. we
was; I were);
 using adjectives instead of adverbs (e.g. I was real excited);
 incorrect part of a verb used (e.g. I seen…);
 double negative (e.g. I didn’t have no…);
 using them instead of those (e.g. I liked them gloves).
Give opportunities to proof read and correct errors like these.
5GPw6 To establish correct use Pronouns are vital to ensuring text cohesion and children often find it hard to know
of pronouns. when to clarify the pronouns referent. Again, they need practice, including proof
reading, so they know how to spot an ambiguous pronoun.

Code
5GPr5 To secure Build on children’s understanding of main and subordinate clauses. Explore the
5GPw1 understanding of formation and punctuation of complex sentences through:
5GPw5 punctuating and forming  finding complex sentences in reading, identifying the clauses and discussing
5GPw4 complex sentences. the punctuation;
 exploring the connectives which can be used in complex sentences;
 giving children the experience of combining two or three short, simple
sentences into a complex sentence;
 asking children to separate a complex sentence into two or three short,
simple sentences;
 identifying main and subordinate clauses in complex sentences;
 using an increasing range of subordinating connectives;
 punctuating complex sentences.
Ongoing work in reading

5Rf1 To read widely and Children should now be becoming active readers who read with understanding and
5Rn8 know about fiction enjoyment for a range of purposes. Teach and encourage them to:
5Rn3 genres.  develop a knowledge of authors and swap recommendations;
5Wn1  develop a knowledge of genre, so that they can begin to identify those they
find most appealing;
 make use of a variety of non-fiction books in all curricular areas and to
further leisure interests;
To use and evaluate  find out as much as they can about a book (fiction or non-fiction) before they
non-fiction books. begin to read it and evaluate the book for writing style, topic and genre,
audience, purpose, clarity and organisation before beginning to read it
properly;
 skim read texts for gist and scan them for specific words and phrases;
 keep a reading log with comments, observations and predictions during
reading as well as reviews of books read after reading.

Code
Ongoing work in writing

5GPw7 To review and redraft Children should be expected to proof read all of their work before they expect anyone
5Wn8 writing, including proof else to read it. Proof reading should include reading the text at least four times to:
5Wp1 reading.  check for sense;
 check for best choice of words and sentence types;
 check for spelling errors;
 check for punctuation errors.
Redrafting writing is not about copying it out in neat handwriting, but about improving
To act as a response it. Initially, children need direction so they understand what to improve. This can
partner to evaluate own include:
and others’ writing.  reference to the success criteria agreed for the piece of work;
 reference to personal targets;
 redrafting e.g. the climax of the story to use more senses; or the beginning of
the story to include a hook; or the end of the story to add a twist.
The use of response partners is a valuable aid to children’s development in writing.

Response partners are asked to:
 read plans, drafts and final drafts and comment constructively (as for proof
reading);
 listen to oral plans for, and versions of, a piece of writing and comment
constructively.

Code
Ongoing work in speaking and listening

4SL6 To adapt the style and As children read aloud in groups, to the class and in performances, help them to
pace of reading for the understand the need to change the style and volume of their reading to adapt it for
appropriate audience. the audience they are reading for.
4GPr2 To use punctuation to As children read aloud, check that they are using punctuation to guide intonation.
guide intonation. Talk explicitly about:
 the different functions of the punctuation marks;
 how we respond to the punctuation marks in reading;
 how the punctuation marks help us as readers to make sense of a sentence.
5SL1 For children to speak Across the curriculum, when you have class and group discussions, encourage
5SL3 confidently and make children to:
5SL5 effective contributions in  talk confidently and listen carefully in a range of contexts;
5SL7 group and class  describe events and talk with increasing clarity;
5SL9 discussions.  shape and organise ideas clearly when speaking;
 ask questions to develop ideas and extend understanding;
 take different roles and responsibilities within group.

Unit 1A: Stories by significant writers

Reading and analysing stories by significant children’s writers then planning and writing stories
Context:
This is the first of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed:
 Three or four short stories or extracts from longer works by significant children’s writers. Try to include a mixture of classic and modern writers. You will need
to have extracts of these stories enlarged for all children to share, or multiple copies.
 The video, DVD or taped reading of one of the texts is a useful addition.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the
children simply listening, or with them following in their own copies.
 A range of books that the children can read with increasing independence.
Outline:
Children will read and discuss a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan
and write a story based on one of the texts you have read and analysed.

Code
Phonics, spelling and Vocabulary / Grammar and Punctuation work for Stage 5 Term 1
5PSV10 To investigate the effect Ask children to list the suffixes and prefixes they are familiar with. Are they aware
of suffixes and prefixes. that, very broadly speaking, suffixes affect the word class of a word and prefixes
affect its meaning?
Explore the truth of this statement by exploring, for example:

 ways of creating opposites by adding a prefix or suffix (most commonly done
with , un (undo), de (destabilise) , dis (disobey) , in (in becomes ir before
words beginning with r (irregular); il before words beginning with l (illegal)
and im before words beginning with p (impossible)). Some children may
recognise that hopeful and hopeless are opposites, but this is an irregular
suffix;
 ways of turning nouns into adjectives – done mostly with suffixes (e.g. able
(comfortable); ful (fearful);
 ways of making comparative adjectives – often done with suffixes er and est
(e.g. cold, colder, coldest). Ask children to explore other sets of
comparatives and superlatives including those which don’t use suffixes
(more beautiful, most beautiful) and those of irregular adjectives (e.g. good,
better, best).

Code
5PSV16 To collect synonyms Extend the work on comparative and superlative adjectives to include discussion on
and opposites and using adjectives to describe shades of meaning.
explore shades of
meaning. Discuss the differences between progressions like: good, better, best with a bit good,
quite good, good, very good and extremely good and equivalents like adequate, fair,
good, excellent, outstanding. Ask children to make different ladders showing shades
of meaning expressed in comparatives and superlatives, modified adjectives and
specific adjectives.
Ask them to look out for the different kinds of usages in their reading (and point out
that there are some cases where the simple forms are more effective).
When chains of shades of meaning have been made, discuss whether or not they
are all synonyms. Or antonyms. Can children find synonyms and antonyms for each
of the words in their chain?
Extend their understanding that synonyms are rarely true synonyms, because in
different contexts different words may have different meanings. Ask children to
consult thesauruses to find how different sets if synonyms can be provided for one
word.
5PSV14 To know about speech, Teach children to understand and recognise the difference between direct and
5GPr1 how to make in reported speech.
5GPr4 interesting and how to Find examples of both in books and discuss why the author chose to use one rather
punctuate it. than the other.
Revisit punctuation of both direct and reported speech.
For both types of speech, teach a wider range of adverbs to describe how someone
spoke (e.g. peevishly, waspishly, enthusiastically).
Explore different ways of replacing verb + adverb with a more powerful verb.

Code
Stage 5 Term 1 Reading stories by significant children’s writers

5Rf1 To read widely and Introduce the chosen authors. Find information about the author and his/her life in
explore the features of books and on the internet.
different fiction text
types. Read a story by the chosen author. Ask children to give their first responses,
supported by reference to the text, about:
 their reaction to the text. Did they enjoy it? How did it make them feel?
 particular passages/ events they thought were particularly effective or
interesting. can they begin to explain the features of those parts of the text?
 the characters they empathised with and were interested in. Why did they
like these characters?
 whether there is any evidence that the text might have been rooted in the
writer’s experience?
5Rf1 To consider the term Read and enjoy the chosen stories.
‘significant children’s
writers’ and decide Introduce the phrase ‘significant children’s writers’. Ask children to provide evidence
whether there is from the story when they consider issues such as:
evidence in the story  the merits of the story you have shared. Do they think it has special
you have read to justify features?
that title.  comparing stories by one significant writer with another. Can they express
preferences?
 why an author might be granted the status of ‘significant’. Is it simply to do
with how many books they have written, or are there other reasons?
Poll the children to find their ideas of other ‘significant children’s writers’.

Code
5Rf8 To consider how Discuss how we know about the characters. Children should always provide
5Rf9 characters are evidence for the responses. They should consider:
5Rf11 presented.  the characters’ actions – and other characters’ reactions;
 how the characters speak as well as what they say;
 how the characters are described;
 relationships between the characters.
Throughout their discussions, children should consider how the writer manipulates
the readers’ response by looking at how the author wants the reader to respond to
the character – are they victims, bullies, heroic? Are they successful?
If possible, compare children’s responses to illustrations or a film/ TV version of the

book and consider how the characters are presented there.
5Rf3 To consider openings Reread a story. Remind the children of the work they have done previously in
and structures of the drawing bridges (or story mountains) to represent the shape and structure of a story.
stories.
Do children remember the names of the five stages in a conventional story?
(introduction, problem or build up, climax or conflict, resolution and conclusion).
Does the story being read have this structure? Some chapter stories have a series of
little story mountains in each chapter, as well as a big one for the whole story. Ask
children to draw a diagram of the structure.
Consider the opening of the story. Can the children spot any ‘hooks’ which draw the
reader in? ‘Hooks’ are events or questions which make the reader sit up and take
notice and want to continue reading to find the answer to a problem.

Code
Stage 5 Term 1 Writing a story based on one of the stories read

5SL1 To consider how the Consider one of the stories that has been read. How would the story have been
5SL3 addition of a new different if, for example:
5SL5 character would change  there were a new character who was even prettier/ cleverer/ more cunning
5Wf2 a story. (or whatever the key trait of the main character is) than your main character?
5Wf4  the main character had completely different characteristics from those
5Wf5 described by the author?
 there were a new character who undermined the main character no-matter
what they did?
 a playful creature was introduced into the story?
Ask groups of children to consider a variety of different scenarios whereby a new

character is introduced into the story or one of the characters is changed. The groups
should consider the impact on the story, and prepare a character study of the new
character, making careful choices of words and maintaining the viewpoint.
They could then write a new first paragraph for the story, including a hook which
introduced the different character.
5Wf1 To plan to retell a story Remind children how to use a paragraph planner to plan their story.
5Wf2 with a different or new Each paragraph on the plan should have:
5Wf4 character.  a heading showing which part of the story the paragraph relates to;
5Wf5  notes about the characters and setting;
5Wn8  notes about the action in the paragraph;
 clear links between the paragraphs, sections and chapters.
Limiting the amount of space children are allowed for planning should help to avoid
them writing the whole story in their plan.
Ask children to share their plan with a response partner and tell their story aloud,
using the plan as a guide. The response partner should make suggestions for
improvement. If necessary they can alter their plan.

Code
5Wf1 To write a story from a Once children have planned their story, ask them to write the first draft. Give them
5Wf2 plan. the shared success criteria for the story. For example:
5Wf4  that the story should be based on one you have read but with a different or
5Wf5 new character;
5Wn8  that the beginning of the story should include a hook to draw the readers in
and also introduce the new character;
 that the children need to show how the new character’s inclusion changes
the story;
 that they should make careful choices of words and phrases in their
description.
5PSV5 To edit and redraft the Once children have written their first draft, ask them to do the writer’s mumble and
5GPw7 story, improving the read the story aloud several times to:
5Wp1 selection of vocabulary  check that it meets the success criteria;
5Wn8 and checking spelling  check that the story makes sense and that events follow each other logically;
and punctuation.  look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
 check the punctuation;
 check the spelling.

Unit 1B: Non-chronological reports and explanatory texts

Reading and analysing non-chronological reports and explanatory texts then planning and writing one
Context:
This is the second of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
4 weeks.
Texts needed:
 A range of non-chronological reports and explanations that are related to a cross curricular subject you are studying. You will need multiple copies or
photocopies of extracts from some of the reports for shared work.
 A video or DVD is also useful to give children the experience of listening to a non-chronological report text (most documentary programmes fit this
description).
Outline:
Children will read and discuss a variety of texts, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan
and write their own text based on one of the texts you have read and analysed.

Code
Phonics Spelling and Vocabulary / Grammar and Punctuation work for Stage 5 Term 1
5PSV10 To investigate the effect Ask children to list the suffixes and prefixes they are familiar with. Are they aware
of suffixes and prefixes. that, very broadly speaking, suffixes affect the word class of a word and prefixes
affect its meaning?
Explore the truth of this statement by exploring, for example:

 ways of creating opposites by adding a prefix or suffix (most commonly done
with , un (undo), de (destabilise) , dis (disobey) , in (in becomes ir before
words beginning with r (irregular); il before words beginning with l (illegal)
and im before words beginning with p (impossible)). Some children may
recognise that hopeful and hopeless are opposites, but this is an irregular
suffix;
 ways of turning nouns into adjectives – done mostly with suffixes (e.g. able
(comfortable); ful (fearful);
 ways of making comparative adjectives – often done with suffixes er and est
(e.g. cold, colder, coldest). Ask children to explore other sets of
comparatives and superlatives including those which don’t use suffixes
(more beautiful, most beautiful) and those of irregular adjectives (e.g. good,
better, best).

Code
5PSV16 To collect synonyms Extend the work on comparative and superlative adjectives to include discussion on
and opposites and using adjectives to describe shades of meaning.
explore shades of
meaning. Discuss the differences between progressions like: good, better, best with a bit good,
quite good, good, very good and extremely good and equivalents for example:
adequate, fair, good, excellent, outstanding. Ask children to make different ladders
showing shades of meaning expressed in comparatives and superlatives, modified
adjectives and specific adjectives.
Ask them to look out for the different kinds of usages in their reading (and point out
that there are some cases where the simple forms are more effective).
When chains of shades of meaning have been made, discuss whether or not they
are all synonyms. Or antonyms. Can children find synonyms and antonyms for each
of the words in their chain?
Extend their understanding that synonyms are rarely true synonyms, because in
different contexts different words may have different meanings. Ask children to
consult thesauruses to find how different sets if synonyms can be provided for one
word.
5PSV14 Know about speech, Teach children to understand and recognise the difference between direct and
5GPr1 how to make in reported speech.
5GPr4 interesting and how to Find examples of both in books and discuss why the author chose to use one rather
punctuate it. than the other.
Revisit punctuation of both direct and reported speech.
For both types of speech, teach a wider range of adverbs to describe how someone
spoke (e.g. peevishly, waspishly, enthusiastically).
Explore different ways of replacing verb + adverb with a more powerful verb.

Code
Stage 5 Term 1 Reading non-chronological reports and explanations

5Rn2 To locate information in Ask children to list the organisational devices they remember that they can use to
a variety of texts. locate information. They should try to rank the devices to show the order in which
they are used. The list should include:
 book title
 contents page
 index
 headings
 sub-headings.
It could go on to include visuals like captions, maps, charts etc.
Ask children to explain the order they selected and to find information in a book,
checking that this is indeed the order in which they use these features.
5Rn1 To locate information in Remind children how to draw and use a KWWL grid. This is a grid with four columns. See stage 4 unit 1B.
5Rn2 a variety of texts and In the first you record what you Know about a subject; in the second you record What
use it to build on what is you would like to find out; in the third you write Where you will search for the
already known. information and in the fourth you record what you Learned.
Ask children to suggest research questions they could address using a grid such as
this.
Give pairs of children the opportunity to do their own research to find answers to their
own questions using a variety of sources.
This could include non-book sources (including video images and e-texts).

Code
5Rn4 To make notes, Introduce children to the idea of making notes in a diagrammatic form (similar to a
5Wn6 including abbreviations. mind map) to link ideas even at the note taking stage.
Given a research question, ask children to take notes using a diagram and showing
how ideas link. (If possible, make notes from books and non-book sources).
To extract and link key Model using simple abbreviations in note making. Stress the fact that the writer will
ideas. need to understand the notes when they reread them, so the abbreviations should be
clear and useful.
Check that the children’s notes:

 include key words and phrases as well as the main ideas;
 show ways in which ideas can be linked;
 are written in note form (no sentences; no punctuation).

Code
5Rn8 To revise the features of Use a text that includes both report and explanation.
5Rn7 non-chronological
reports and explanatory Ask children to reread a paragraph of text. Agree a list of language features of report
texts. texts (this should be revision from Stage 3) including:
 being written in the present tense, unless it’s a historical report;
 being written in a slightly formal style, not a chatty style;
 being written in full sentences with few questions (except as headings or
sub-headings);
 having topic sentences to introduce the topic for the paragraph.
Compare this to the language of an explanatory text. Children will find that it is often
very similar. However, explanations usually have more cause and effect connectives
(so, because) and time connectives (later, meanwhile).
Ask children to read complete non-chronological and explanatory texts and compare
differences in structure. They should find that:
 the purpose of a non-chronological report is to describe how things are. In
non-chronological report texts, you should be able to read any section of the
text in any order. There is usually some logic in the order the writer chooses
to present the facts, but the text should still work if they are presented in a
different order;
 the purpose of an explanatory text if to explain how something works. The
text usually has an introduction which is then followed by a series of logical
steps explaining the process. The order of the events is important.
5Rn8 To confirm the function Revisit the use of paragraphs in report texts. Let children read a page from a report
of paragraphs in non- text and consider the paragraphs.
chronological reports. How do paragraphs help to structure and organise ideas?
How are paragraphs in non-fiction texts used differently from those in fiction texts?

Code
Stage 5 Term 1 Writing non-chronological reports and explanations

5Wn4 To plan to write a non- Children will need a diagrammatic plan showing the notes they have taken about a
5Wn7 chronological report subject which they are going to describe.
text.
Model showing them how to use their notes to plan paragraphs. If they have already
grouped together key ideas, then they have mainly achieved this objective already.
Check that all of the children have got enough information on their plans to write their
texts.
Ask them to number the paragraphs to show the order they plan to write in.
Discuss the difference between research and plagiarism. For research purposes, you
can make notes containing key words and ideas. When you write your report, you
can use these key words and phrases, but you can’t copy sentences and paragraphs
from the book without acknowledging the source and putting the sentences in
inverted commas. Copying someone else’s words is plagiarism and therefore
unacceptable. Children should write their reports ‘in their own words’, combining
ideas and key words from several different sources.
5Wn4 To plan to write an Explanations should be planned on flowcharts that they can show the sequence of
explanation. events.
The explanatory text should be linked to something you have done (e.g. in science or
technology) or to something you have studied (e.g. in geography or science).
Children will need a good knowledge of the subject and the processes involved.
Model planning an explanation using a flowchart.

Remind children of the key connectives to show time and cause and effect. These
can be included on the flowchart.
On their plans, children can record ideas in note form, including abbreviations where
appropriate.

Code
5SL3 To talk through the Let children wok with a response partner to talk through their plans. As much as
5SL5 plans prior to writing. possible, they should use words and phrases they plan to use when they writer.
Response partners can give feedback and verify that the planned text makes sense.
5Wn6 To write a text from a Once children have planned their text, ask them to write the first draft. Give them the
5Wn7 plan. success criteria for the text. For example:
5Wn4  the text should follow the language and structural conventions you have
discussed;
 the text should contain key words and ideas from research sources, but
should be written in the children’s ‘own words’;
 the language should be slightly formal, but the choice of words needs to be
precise;
 the text should have a clear introduction at the beginning and a concluding
paragraph at the end.
5GPw7 story, improving the read the text aloud several times to:
5Wn8 and checking spelling  check that it makes sense, it is well structured and that nothing in the plan
and punctuation. has been left out;
 check the punctuation.;
5SL8 To report back to a Once children have written their texts, divide the class into groups (preferably those
group using notes to who have written about slightly different aspects of a topic) and ask each member to
present findings about a give a brief oral report to the group using the notes they used for their written text.
topic.

Unit 1C: Poems by significant children’s writers and plays

Reading and analysing poems by significant children’s writers and plays
Context:
This is the third of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
2 -3 weeks.
Texts needed:
 Poetry anthologies with poems by significant children’s writers. Try to include a mixture of classic and modern writers. You will need to have some of the
poems enlarged for all children to share, or multiple copies.
 Playscripts that the children can read, enjoy and perform.
Outline:
Children will read and discuss a variety of poems and plays, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then
they will plan and write a story based on one of the texts you have read and analysed.

Code
Stage 5, Term 1: Reading poems-including concrete poems – and plays

5Rf13 To read and enjoy Let children browse through poems with given forms. Work in groups with the
poetry. children and discuss:
 likes and dislikes – did you like/ dislike the poem? Why? Were there certain
words or phrases that you liked/ disliked?
 effects – what effect does the poem have on you, the reader?
 pictures – does the poem paint a picture in your mind? How?
 patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse
structure;
 words – which words and phrases were particularly effective? Why?
 interesting things – what else would you like to say about the poem?
For individual poems, ask questions and have discussions about different topics, but
this list includes many of the issues it is interesting to discuss with poetry.
Bring some of the poems discussed by groups back to the whole class for a wider
ranging discussion and to model good discussion for groups where they didn’t
happen.
5Rf13 To find out more about Select some ‘significant poets’, including both modern poets and some of the
5Rn2 poets and share the classical poets and challenge children to find out more about them. This can include
5Rn4 information. research in non-fiction books, reference books and on the internet.
5SL8 Children should make notes to record what they find out. They can then share the
information with the rest of the class.

Code
5Rf13 To identify what is Ask children to research the poetry of the poets that they have investigated. This
distinctive about a should include the children reading extensively and collecting information about:
particular poet.  themes – are there particular themes the poet likes to write about?
 form – does the poet use the same form all the time (e.g. rhyme and rhythm,
blank verse, free verse, sonnet form, haiku, limerick etc)?
 style – what is the poet’s style? Is it consistent? What changes?
 personal reaction – would the children recommend this poet to others? Why?
Ask them to give evidence in their responses.
Let children share their research, including reading some ‘typical’ poems.
5Rf13 To develop the Extend the children’s vocabulary to discuss sounds in poetry. Find examples of:
5Rf4 language to describe  full rhyme;
the poems.  half rhyme (this can include spelling rhymes e.g. again, rain as well as words
which nearly rhyme (e.g. cat, cap);
 internal rhyme (where a word half way through the line rhymes with a word at
the end of the same line);
 assonance (the same vowel sounds are in a sequence of words e.g. I heard
of a pearl which burned);
Look also at word play and check that the children are familiar with words like:
 pun;
 ambiguity;
 homophone, homograph, and homonym.

Code
5Rf1 To read and enjoy Let groups of children choose a playscript that they can read and would like to
playscripts. perform. Remind children of the conventions of reading plays so they know how to
distinguish:
 dialogue;
 stage directions;
 acts and scenes.
5Rf1 To begin to plan to Once children are familiar with the playscripts, ask them to begin to plan for a
5SL10 perform a play. performance. The performance doesn’t need to be a full costume drama, although
you may want the children to consider props they might need.
Model how to annotate the playscript with the additional stage directions needed to
perform the play.
Give children the chance to perform the play to a small audience.
Stage 5 Term 1 Writing poems based on those that have been read and writing production notes to guide performance in a playscript
5Wp1 To write a poem based Reread one of the poems that has been previously read and discussed. Ask children
on the poems of what they recall of:
significant poets.  its theme;
 its structure (verses, rhyme and rhythm);
 its vocabulary.
In shared writing, write a new poem which is closely linked to one of those studied. It
should have the same theme and a similar structure.
Ask children to decide whether they want to write a poem that:

 is based on one they have read;
 uses an existing one as a model;
 is an additional verse to an existing poem.
Let children try their own poems, but remind them that poems need to be drafted,
redrafted and polished many times before they are ‘finished’.
Let children reread the poems, particularly those with the form and style they chose
to write in and ask children to jot down the key features of the form they are writing
in.
Children can then work in pairs, or alone, to draft the poem.

Code
5Wf7 To write a playscript Once children have read (and possibly performed) their play, ask them to plan and
including production write an extra scene.
notes.
The scene should:
 include character(s) and reference(s) to events from the original play;
 include the main features of a playscript;
 include an event which is related to the play.
Once the children have drafted their play, ask them to plan to perform it and to
include production notes to aid their performance.
While they are rehearsing the play, the children should amend and revise their
playscript.

Unit 2A: Reading and analysing traditional stories, myths, legends and fables
Reading and analysing traditional stories, including myths, legends and fables then planning and writing stories
Context:
This is the fourth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed:
 A range of traditional tales including myths, legends and fables from around the world – including the part of the world you are living in. Try to include a
mixture of classic and modern versions, straight retellings and those with a twist. You will need to have extracts of these stories enlarged for all children to
share, or multiple copies.
Outline:
Children will read and discuss a variety of stories, first enjoying the texts as readers and then reading as writers and analysing features of the text. Then they will
plan and write a story based on one of the texts you have read and analysed.

Code
5PSV10 To investigate the effect Continue to explore the effects on spelling and meaning of adding suffixes and
of suffixes and prefixes. prefixes to base words.
5PSV14 To know about speech, Continue to develop work on different ways of writing speech and their appropriate
5GPr1 how to make in punctuation.
5GPr4 interesting and how to
5GPw3 punctuate it.
5PSV19 To find out more about Ask children to find out the meaning of the following metalanguage:
5Rf5 idioms, metaphors and  idiom (an expression which is not meant literally and whose meaning
5Rf6 figures of speech and to cannot be deduced from knowledge of the individual words, e.g. to let the
make effective use of cat out of the bag; to look under the weather; the name rings a bell);
them in reading and  metaphor (when the writer writes about something as if it really were
writing. something else e.g. he is an ass! In his fury he became a bull and charged
at the other boy);
 simile (when the writer creates an image in the reader’s mind by comparing
a subject to something else, e.g. he was as happy as a lark and as cunning
as a fox);
 figure of speech (where a word or words are used to create an effect, but
where they do not have their original or literal meaning, e.g. I’m starving =
very hungry).
Once children know what each of these are, look out for them in reading and
 discuss why the author chose to use each;
 discuss how the author uses language to increase the impact on the
reader;
 evaluate the effectiveness and impact. What alternative words and phrases
could the author have used?
What inferential information can the reader use to understand the text better when
the writer includes one of these language types?

Code
Stage 5 Term 2 Reading myths, legends and fables

5Rf10 Read and identify What do children know about myths, legends and fables? Key differences include:
characteristics of myths,  myths are stories whose main aim is to explain why something happens,
legends and fables. e.g. Why the sun rises in the east; why the giraffe has a long neck. They can
include amazing creatures that sometimes talk. Many ancient cultures have
myths which have been passed down in the oral tradition;
 legends are stories about heroes. They are usually believed to have some
basis in historical fact (e.g. the Arthurian legends; many of the legends from
Ancient cultures). Legends have also been passed down from generation to
generation through the oral culture;
 fables are stories with morals. They often have talking creatures in them.
Aesop’s fables are the best known.
5Rf10 To consider structural Whilst reading a variety of these tales, ask children to contribute to a class list of
characteristics of myths, common characteristics of them.
legends and fables. These are narratives and have the characteristic shape of most narratives. Discuss
the following distinctive features:
 in these tales, the importance is in the action, not the character or setting, so
they usually include ‘stock’ characters and settings. Stock characters
include: princesses, who are always good and pure; wolves, who are always
evil; foxes, who are cunning; princes and heroes, who are brave; dragons,
which are wicked. Stock settings include: islands, woods, castles, deserts.
(The use of stock characters and settings makes these stories easier to
parody and to move from one setting to another).
 we often know little more about the characters than that they are clever,
poor, kind and generous, stupid, greedy… Whatever the characteristic we
know about is, that is usually the pivot of the story. Names are simple and
common and not always given.
 common themes run through many of the stories and these can involve
opposition, e.g. good verses evil, rich versus poor, generous versus selfish;
and transformation, e.g. rags to riches, proud to humble, greedy to
generous.
 the rule of three is common. There may be three people, three tasks, three
events, three wishes. Many things happen in threes.

Code
5Rf10 To consider structural Make another chart to which the children can add observations.
characteristics of myths, The tales are narratives and have the usual language characteristics of narratives
legends and fables. (e.g. past tense, dialogue, powerful verbs). Other features include:
 traditional openings (Once upon a time; When the world was young; In the
Dreamtime…);
 connectives that signal time (e.g. early the next morning; later that same
morning; once that was done);
 language to create images in the reader’s mind including simile, metaphor,
idiom and figures of speech;
 rhetorical questions and asides which address and engage the reader (e.g.
How do you think he felt then? But was he furious?);
 some use of repetitive sentences (He tried once; he tried a second time and
on the third try…);
 that they have the rhythms of speech. Always read a modern equivalent
aloud to check that it sounds right and has a good rhythm. Remember, these
tales have come to us through the oral tradition.
Stage 5 Term 2 Writing a modern myth, legend or fable

5Wf3 To plan features of a new Revisit the key characteristics of the genre (choose one) the children are to write.
5Wf4 version of a myth, legend Discuss the fact that ‘your own version’ can include:
5Wf8 or fable, making strong  a retelling;
choices of vocabulary  a new story based closely on the original but in a different setting, with
and using figurative different characters etc;
language to enhance  a parody of the original, where there is a modern twist to one of the
meaning. characters, the setting or the outcome of the story. This is harder to achieve
successfully. If children want to try this, read models of these stories.
Ask children to use a story bridge or a story mountain to plot the original story that
they plan to based their version on. They can then use a different colour to show
what they plan to change (if anything) and to explore the implications of that
change. Remind them of the work they did last term in changing character – it can
have a significant impact on the plot development.

Code
5Wf3 with a different or new Each paragraph on the plan should have:
5Wf4 character.  notes about the action in the paragraph;
5Wf8  some words and phrases which will enhance the retelling, including ideas for
5Wn8 figurative language;
 connectives to show clear links between the paragraphs, sections and
chapters.
5Wf3 plan. the success criteria for the story. For example:
5Wf4  that the new story should have the features of a fable, myth or legend;
5Wf8  that they should use stock settings and characters – even if they are not the
5Wn8 same as the original story;
description, particularly for words describing action and feelings;
 that they should use figurative language to enhance the impact on the
reader.
choice of nouns;

Unit 2B: Recounts

Reading, analysing and writing recounts
Context:
This is the fifth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed:
 Recounts can include both autobiographical and biographical and are found in, for examples, novels, shorter books, diaries and letters. There are also often
recount texts in newspapers. Try to include both in the selection you share. You will need to have extracts of these texts enlarged for all children to share, or
multiple copies.
 Radio and TV also offer opportunities to hear recounts as people discuss and relive their own experiences and adventures. It is useful for children to be able
to compare their experience of written texts with heard texts.
Outline:
Children will read and discuss a variety of recounts, first finding information and enjoying them as readers, then reading as writers and analysing features of the
text. Then they will plan and write recounts based on those you have read and analysed.

Code
5PSV10 To investigate the effect Continue to explore the effects on spelling and meaning of adding suffixes and
of suffixes and prefixes. prefixes to base words.
5PSV14 To know about speech, Continue to develop work on different ways of writing speech and their appropriate
5GPr1 how to make in punctuation.
5GPr4 interesting and how to
punctuate it.
5PSV19 To find out more about Ask children to find out the meaning of the following metalanguage:
5Rf6 idioms, metaphors and  idiom (an expression which is not meant literally and whose meaning
5Rf5 figures of speech and to cannot be deduced from knowledge of the individual words, e.g. to let the
make effective use of cat out of the bag; to look under the weather; the name rings a bell);
them in reading and  metaphor (when the writer writes about something as if it really were
writing. something else e.g. he is an ass! In his fury he became a bull and charged
at the other boy);
 simile (when the writer creates an image in the reader’s mind by comparing
a subject to something else, e.g. he was as happy as a lark and as cunning
as a fox);
 figure of speech (where a word or words are used to create an effect, but
where they do not have their original or literal meaning, e.g. I’m starving =
very hungry).
Once children know what each of these are, look out for them in reading and
 discuss why the author chose to use each;
 discuss how the author uses language to increase the impact on the
reader;
 evaluate the effectiveness and impact. What alternative words and phrases
could the author have used?
What inferential information can the reader use to understand the text better when
the writer includes one of these language types?

Code
Stage 5 Term 2 Reading recounts

5Rf1 To read different kinds of Ask children what kinds of personal writing they do when they record their own
recount text. experiences and ideas. For example, do they write:
 diaries;
 thank you letters;
 letters to friends or pen-pals;
 emails to friends and family.
Discuss why people write about their own experiences. What kinds of things do
they usually write about?
Let different groups of children read a variety of different kinds of recount texts
including letters, diaries, biographies, autobiographies, obituaries and recount
newspaper articles.
Ask the children first to think about their responses to the recounts:
 did they enjoy them? Why?
 what did they feel about reading about someone else’s life? Is it
interesting? Why?
 are there extracts which the children find particularly appealing? What are
they? Ask children to read them aloud and explain the particular appeal.

Code
5Rn6 To explore the features of Once children have read a variety of different recount texts, ask them to consider
texts that recount events. the features that they share. These should include:
 that the purpose is to tell about the life, or an event in the life, of one
person;
 that the texts are chronological – they report events in the order in which
they happened so have time connectives, e.g. afterwards, meanwhile, next
day;
 that they usually begin with a scene setting opening and end with a
reorientation statement;
 that they are always written in the past tense – the events have already
happened;
 that they are often like narratives, they are telling the story of one person’s
life.
Which key differences between different kinds of recount texts can the children
find? Some are first person (with pronouns I and we); others are third person (he
or she). First person narratives can give the thoughts and feelings of the person.
Third person narratives usually concentrate more on the actions of the person and
on other people’s reactions to them.
Introduce the words biography, autobiography and help children to do an analysis

of the words bio = life, -graphy = writing about; auto = by oneself.
5Rf1 To read and listen to Give children more opportunities to read, watch and listen to recount texts so that
more recounts to verify they become immersed in the language and purposes of them.
the features.

Code
Stage 5 Term 2 Writing a recount

5Wf1 To plan a recount. Children should have opportunities to write different kinds of short recount texts Explore the internet for
so that that they fully appreciate both the similarities and differences in recount sites which link children up
texts. These should include: in safe environments e.g.
 an autobiographical piece; http://www.kidlink.org/engli
 a biographical piece (preferably about someone else in the school, family sh/general/overview.html
or neighbourhood who is prepared to be interviewed); or http://www.ks-
 an example of a letter they might send to a pen-pal. connection.org/ and
encourage children to find
Whichever kind of recount text children are writing, they should plan it on a pen-pals.
flowchart. The planning sheet could include boxes which ask the questions:
who, when, where, what, why?
Revisit the key features of the text type.

Model writing a planning flowchart, based on a text you have shared.
Make notes based on what you know or have found out.
Include connectives of time in the planning.
Remind children that recounts are also linked with narratives and should
therefore:
 be livened up with detail – which can often be expressed using figurative
language;
 be about a specific incident that will amuse or interest others;
 include a commentary of thoughts, reactions and feelings as well as
actions.
5SL3 To orally recount the Before children write their recount texts, ask them to use their planning notes to
5SL5 events and to listen and tell the recount to a response partner. This kind of conversation is familiar to
respond. most children through their daily anecdotes and chats. However, on this
occasion, encourage them to use the more formal language of a written recount.
The response partner should comment on whether or not the recount makes
sense, as well as on detail of language and features.

Code
5Wf4 To write a recount from a Once children have planned their recount, ask them to write the first draft. Give
5Wf8 plan. them the success criteria, for example:
5Wn6  that the recount should include the text type features discussed before;
reader.
5PSV5 To edit and redraft the Once children have written their first draft, ask them to do the writer’s mumble
5GPw7 recount, improving the and read the story aloud several times to:
5Wn8 and checking spelling and  check that it makes sense and that events follow each other logically;
punctuation.  look at the choice of words. Try to improve the quality of the verbs and
the choice of nouns;
5SL1 To orally recount an When the children have written personal recounts, ask them to work in groups.
5SL4 anecdote. Each child in turn should use their plan to tell the anecdote they chose to write
5SL5 about.
5SL6
To remember key The other should listen, recall the main features of the anecdote and ask
features of the talk. questions about it.

Unit 2C: Narrative poetry

Reading and discussing narrative poetry
Context:
This is the sixth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2
weeks.
Texts needed:
 Poetry anthologies including narrative poems. Try to include a mixture of classic and modern writers. You will need to have some of the poems enlarged for all
children to share, or multiple copies.
Outline:
Children will read and discuss a variety of narrative poems first enjoying the texts as readers and then performing a poem.

Code
Stage 5 Term 2 Reading narrative poems

5Rf12 To read and enjoy Let children browse through a range of narrative poems. Work in groups with the
poetry. children and discuss:
structure;
For individual poems, ask questions and have discussions about different topics, but
this list includes many of the issues it is interesting to discuss with poetry.
happen.

Code
5Rf12 To discuss the form of Once all children have read a range of narrative poems, discuss what they have in
narrative poems. common – they all tell a story.
What other kinds of poetry can the children think of? For example:
 poems which describe people, things, places, seasons;
 love poems;
 funny poems.
Discuss the fact that narrative poems can vary from the short and simple (e.g.
nursery rhymes like Humpty Dumpty, Little Bo Peep, Jack and Jill) to the more
complex poems like The Ancient Mariner and The Charge of the Light Brigade.
Tell the children that narrative poems are some of the oldest poems in many
cultures. Beowulf is a narrative poem from Anglo Saxon times; The Canterbury Tales
and ballads are from medieval times.
Try to find narrative poems from different times and cultures. Explore what they have
in common and how the time and culture impact on them.
5Rf5 To understand the Let groups of children choose a narrative poem to perform. Before they can perform
5Rf12 language and features it, they will need to understand:
of a poem.  its form;
 its structure;
 its patterns of rhythm and rhyme;
 any use of imagery and figurative language;
 what all the words, phrases, sentences and verses mean.
Support them while they work to understand their poem – without a good
understanding, the performance will be meaningless.
Model reading the poem aloud so that it becomes more than a chant. They need to
read for the sense of the poem.

Code
5Rf12 To prepare to perform a Once they have understood the language of the poem, children will need to decide:
5Wf7 poem.  how they are going to perform it (as a puppet show, a play, a mime or a
recitation);
 how they are going to divide out the reading (e.g. by simple proportion, by
allocating different voice to different characters);
 how they will read choruses.
Encourage children to make production notes on their scripts to remind them what
they have to do and how to do it.
Children will need time to rehearse their performance.
5SL4 To develop confidence Let children perform their chosen poem in front of an audience. Evaluate:
5SL10 in performing.  how well they read the poem. Do they show a good understanding of the
meaning through their reading?
 how well they have planned and rehearsed the poem.
 how slick their performance is.

Unit 3A: Stories from different cultures

Reading, analysing and writing stories from a variety of different cultures
Context:
This is the seventh of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
4 weeks.
Texts needed:
 A range of stories set in different cultures. You may wish to choose some longer and more challenging texts for your shared work, though you should also
have some shorter and more accessible stories your group and independent work. You will need to have extracts of your main text enlarged for all children to
share, or multiple copies.
Outline:
Children will read and discuss either a short novel or a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the
text. Then they will plan and write a story based on one of the texts you have read and analysed.

Code
5PSV19 To find out more about Continue the work on figurative language including simile and metaphor as well as
5Rf5 idioms, metaphors and idioms and figures of speech. Remind children always that the aim of using these
5Rf6 figures of speech and to language features is to help the readers to ‘make pictures’ in their heads.
make effective use of
them in reading and
writing.
5PSV3 To spell and make Revisit the work done last year on pronouns. Can children remember what the
5PSV11 correct use of function of the pronoun is? (It replaces a noun phrase to avoid it being used too
5GPw2 possessive pronouns. often).
Introduce the class of possessive pronouns which not only replace the noun phrase,
but also tell you who something belongs to.
To revise grammatical Write sentences like these:

homophones.  There is Ben and Aisha’s book.
 Is this your book?
 I think this is my book.
To use the apostrophe Ask the children which pronouns they could use to replace the underlined noun
for both possession and phrase (their, yours, mine).
contraction.
Look out for these possessive noun phrases in reading and begin to make a
collection of them. Stress the fact that although they show possession, possessive
pronouns never have an apostrophe.
Discuss the difference between its (possessive pronoun) and it’s (contraction of it is).
Ask children to think of ways of distinguishing them (e.g. to always try to convert
them into it is. If the sentence loses meaning then there shouldn’t be an apostrophe!)

Code
5GPr2 To identify prepositions Introduce the word ‘preposition’. Explain that there are three main classes of
and use the term. prepositions:
 place: e.g. in, above, beyond;
 time: e.g. later, at, during;
 direction: to, over, under.
There are also some other prepositions which don’t fit into these classes like with, by,
of.
Prepositions which are followed by a noun phrase are prepositional phrases. For
example:
 in my bedroom; under the bridge; beyond the hills;
 later that day; At dinnertime; during the film;
 to the forest, over the page, above the clouds.
Children may notice that many of these prepositional phrases are also used as
adverbials. (Remind them that adverbials describe place, time and manner, so the
overlap is considerable).
Once children are familiar with the idea of prepositional phrases, they should look for
them in their reading and notice how they are used and when they occur. They will
observe that a great many paragraphs begin with a prepositional phrase.

Code
Stage 5 Term 3 Reading novels and stories from a variety of cultures

5Rf7 To read stories from Read and enjoy a variety of stories and ask children to give their first responses,
5Rf8 around the world and supported by reference to the text, about:
consider the way that  their reaction to the text. Did they enjoy it? How did it make them feel?
characters are  particular passages/ events they thought were particularly effective or
presented. interesting. Can they begin to explain the features of those parts of the text?
 the characters they empathised with and were interested in. Why did they
like these characters?
5Rf7 To read stories from Ask children which of the characters in a story is the ‘point of view’ character (i.e. the
5Rf8 around the world and one from whose point of view the story is told). This is also referred to as the
consider the point of narrator’s (or narrative) perspective. In most books, this is the main character.
view from which the Reread one of the stories while the children consider who the point of view character
story is told and the way is. What is the evidence they have? This might include that it’s the character:
that characters are  whose thoughts and opinions we know most about;
presented.  who’s always presented in a good light and whose motives we know and
understand;
 who is the first to be mentioned in the story.
Sometimes, the author only tells us about the events that happen when that
character is present.
Once you have identified the point of view character, look again at the other
characters in the story.
How are they presented?

What do we know of their thoughts and opinions?
Might they have a different perspective form the main character?

Code
5Rf3 To consider what the Reread a story and consider the information given in the opening.
5Rf7 beginning of the story
5Rf8 tells us about the setting Since it’s a story set in a culture, how soon into the story are there clues so that we
and the characters. can identify the culture? What kind of clues are we given?
When are the characters introduced?
How soon in the story do we know who the point of view character is likely to be?
What kind of information are we given about the characters?
Discuss why all of this information is necessary towards the beginning of a short
story. How would the reading experience be different if we didn’t know any of it?
It has been mentioned before about the author’s hook to draw people into being
interested in continuing to read the story. What hook does the author of the story that
you are reading use?

Code
Stage 5 Term 3 Writing a story with a strong point of view character

5Wf1 To plan an alternative Tell the children that they are going to retell a story changing the point of view
5Wf2 version of a story you character and considering how this would impact on the story. Unlike the story they
5Wf4 have read with a write in the first term, this is not changing any of the characters in the story, just
5Wf5 different point of view telling the same story from a different point of view.
5Wf8 character.
If children have difficulty with this idea, ask them to think of an easy story like Jack
and the Beanstalk.
 How did the giant feel when this boy stole his belongings?
 Why did the giant feel it was OK to want to ‘grind his bones to make my
bread?
 Was the end of the story a fair ending to the poor giant who had simply
chased a thief off his land?
Ask children to use a story bridge or a story mountain to plot the original story that
they plan to base their version on. They can then use a different colour to show what
they plan to change in the story structure (if anything – remember this is the same
story) and to consider how changing the point of view character will change the way
that events are viewed.
5Wf2 with a different point of
5Wf4 view character. Each paragraph on the plan should have:
5Wf6  notes about the action in the paragraph;
5Wf8  some words and phrases which will enhance the retelling, including ideas for
5Wn8 figurative language;
 connectives to show clear links between the paragraphs, sections and
chapters.

Code
5Wf2 plan. the success criteria for the story. For example:
5Wf4  that they should retell a story, changing only the point of view character. All
5Wf8 of the actions in the original story should have the same results;
5Wn8  that the story needs to have a strong beginning with a ‘story hook’ and which
introduces the characters and settings;
reader.
choice of nouns;

Unit 3B: Persuasive writing

Reading and analysing samples of persuasive writing then writing a persuasive letter and commentary
Context:
This is the eighth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4
weeks.
Texts needed:
 A range of persuasive texts. These could include: advertisements, brochures for days out and holidays, letters to local newspapers, political documents
either local or national. The unit The Butterfly and Falconry Park in the Classroom Activities book is a persuasive text. You will need to have extracts of some
of the texts enlarged for all children to share, or multiple copies.
 Access to the internet and to TV adverts will also support this work. Some TV programmes, e.g. consumer affairs and investigative journalism can also be
good examples of persuasive texts.
Outline:
Children will read and discuss a variety of persuasive texts, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they
will plan and write persuasive texts based on those you have read and analysed.

Code
5PSV19 To find out more about Continue the work on figurative language including simile and metaphor as well as
5Rf5 idioms, metaphors and idioms and figures of speech. Remind children always that the aim of using these
5Rf6 figures of speech and to language features is to help the readers to ‘make pictures’ in their heads.
make effective use of
them in reading and
writing.
5PSV3 To spell and make correct Revisit the work done last year on pronouns. Can children remember what the
5PSV11 use of possessive function of the pronoun is? (It replaces a noun phrase to avoid it being used too
5GPw2 pronouns. often).
To revise grammatical Introduce the class of possessive pronouns which not only replace the noun
homophones. phrase, but also tell you who something belongs to.
Write sentences like these:
 There is Ben and Aisha’s book.
 Is this your book?
 I think this is my book.
To use the apostrophe for Ask the children which pronouns they could use to replace the underlined noun
both possession and phrase (their, yours, mine).
contraction.
Look out for these possessive noun phrases in reading and begin to make a
collection of them. Stress the fact that although they show possession, possessive
pronouns never have an apostrophe.
Discuss the difference between its (possessive pronoun) and it’s (contraction of it
is). Ask children to think of ways of distinguishing them (e.g. to always try to
convert them into it is. If the sentence loses meaning then there shouldn’t be an
apostrophe!)

Code
5GPr2 To identify prepositions Introduce the word ‘preposition’. Explain that there are three main classes of
and use the term. prepositions:
 place: e.g. in, above, beyond;
 time: e.g. later, at, during;
 direction: e.g. to, over, under.
There are also some other prepositions which don’t fit into these classes like with,
by, of.
Prepositions which are followed by a noun phrase are prepositional phrases. For
example:
 in my bedroom; under the bridge; beyond the hills;
 later that day; At dinnertime; during the film;
 to the forest, over the page, above the clouds.
Children may notice that many of these prepositional phrases are also used as
adverbials. (Remind them that adverbials describe place, time and manner, so the
overlap is considerable).
Once children are familiar with the idea of prepositional phrases, they should look
for them in their reading and notice how they are used and when they occur. They
will observe that a great many paragraphs begin with a prepositional phrase.
Stage 5 Term 3 Reading persuasive texts

5SL1 To orally persuade Use role play to explore the language and features of persuasive texts.
5SL2 someone to do something. Prepare a set of role play scenarios (e.g. try to persuade your friend to come to the
5SL11 cinema with you; to do something they shouldn’t do; to lie for you; to spend their
money on something they don’t want to spend it on…).
In each group, two children should perform the role play – one who is persuading
and one who is reluctant to be persuaded) – while the others consider the features
of talk used. (Both children who are performing the role play will need time to
prepare their arguments, so that it’s not simply an Í don’t want to – Oh please
discussion, but with reasoned ideas and explanations on both sides.)
Make a list of the combined features that the children observed.

Code
5Rn5 To note the persuasive Evaluate adverts in newspaper, comics, magazines and on TV. Ask children to
devices, words and make notes on the persuasive devices in each advert and to evaluate the impact of
phrases used in print and the advert. Features the children can consider include:
other media.  use of colour, size, shape and print to make an impact visually;
 use of sound and story to make an impact aurally and visually;
 use of brands, logos, slogans and jingles;
 information given. Is it mostly words and phrases or sentences? What
kinds of sentences are used?
 the choice of vocabulary including the use of new words;
 the intended audience.
Let children share their responses and evaluations to begin to build up a class list
and compare them to the features of the oral texts.
Explore how the different features have been used to good effect.
5Rn5 To note the persuasive Look at brochures advertising holidays and days out – e.g. The Butterfly and
devices, words and Falconry Park.
phrases used in print and Again, ask the children to consider how they are persuasive and to evaluate their
other media. impact and effectiveness. Features children may come across in these media
include:
 the use of opinion (an ideal birthday present);
 the use of imperative (command) verbs (step, visit, please telephone);
 the use of first person pronouns (mostly we) or second person pronouns
(you);
 the use of evaluative adjectives and encouraging adverbs (excellent, ideal,
extensive, leisurely, delightfully);
 the use of exaggerated claims (a wealth of topical flowers);
 information given in short chunks.
Again, ask children to contribute their lists of features to the one you are
developing as a class.
Pause once the list is complete and consider the purpose of each of these
different features and how it can be used effectively.

Code
5Rn5 To note the persuasive Introduce letters and persuasive texts which acknowledge that there is another
5SL11 devices, words and point of view. Discuss:
phrases used in print and  how the text is structured: are all opinions for the case put forward first,
other media. followed by those against it, or are they intermingled?
 how ideas against the proposal are rubbished (look for phrases like
Although some misguided people think…);
 the use of rhetorical devices (e.g. How can anyone argue against this
case?);
 the use of connectives to sequence the ideas in the argument. Look out for
the connectives which are particularly associated with persuasive texts like
furthermore, nevertheless, moreover… as well as other linking adverbials.
Look carefully at each of these features and evaluate how effectively they have
been used.
5Rn9 To compare writing that Let children compare the persuasive letters with extracts about the topic from
informs and persuades. report or explanatory texts. Ask children to identify differences between them.
Stage 5 Term 3 Writing a variety of persuasive texts

5Wf1 To plan a persuasive text Revisit the features of advertising texts and brochures. Higher achieving children
5Wf4 advertising a place, event Discuss the best way of planning them: is it a diagram or flow chart? These texts could also try to make a
5Wf8 or holiday. This could are usually non-chronological, so a diagram is often most effective. radio advert for the same
include advertising the place, event or holiday.
place that you are living. Tell the children that their task is to design both and advert and a brochure (or
longer text) to advertise a place, event or holiday. They will need to decide who
their audience is before they begin.
Ask children to make notes on their diagram about how they will persuade
someone to buy their item or go on the holiday. These should include the range of
features you have discussed.

Code
5Wn2 To plan a persuasive text Discuss issues that the children really care about. These could include issues at
5Wn3 that acknowledges the school (e.g. homework, uniform), in the local community or in the wider community
5Wn5 opposite opinion. This (e.g. conservation or environmental issues).
could include a
commentary and/or a Ask children to draw up lists of ideas in favour and against their argument.
letter. They should include connectives on this plan.
They could also use arrows or numbers to show in which order they intend to address
the issues.
5Wf1 To write the persuasive The children should use their plan as the basis for the first draft of the piece of
5Wf4 text from the plan. persuasive writing you want them to do. Give them the success criteria. For example:
5Wf8  the writing should have a clear purpose and be aimed at a clear audience;
5Wn2  it should try to persuade the reader to do or think something;
5Wn3  it should include relevant features from the lists you have made, and the
5Wn5 features should be used effectively;
 the sentence structure and vocabulary should match the purpose of the text;
 they should use figurative language to enhance the impact on the reader;
 they should make careful choices of words and phrases in their description.
5Rf6 story, improving the read the text aloud several times to:
5Wn8 and checking spelling and  check that it makes sense and has made effective use of features of
punctuation. persuasive writing;
 look at the choice of words. Try to improve the quality of the verbs and the
choice of nouns;
5SL2 To prepare and present a Once children have written their commentary, they should use the notes as the basis
5SL6 persuasive argument. for a persuasive oral argument. The other children should listen and respond to the
5SL11 main points in the argument by asking questions to challenge or clarify points.

Unit 3C: Performance poetry

Reading and discussing performance poetry
Context:
This is the ninth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2
weeks.
Texts needed:
 Poetry anthologies including poems for performance. Try to include a mixture of classic and modern writers. You will need to have some of the poems
enlarged for all children to share, or multiple copies.
 A tape or video of poets performing their own and others’ poems.
Outline:
Children will read and discuss a variety of poems for performance, first enjoying the texts as readers and then performing two poems.

Code
Stage 5 Term 3 Reading narrative poems

5Rf12 To read and enjoy Let children browse through a range of poems, deciding which ones would be most
poetry. suitable for performance. Work in groups with the children and discuss:
structure;
 what is it about the poem that makes it particularly suitable for performance?
happen.
5Rf12 To discuss the features Unlike ‘narrative poems’, there is no formal definition of a performance poem, except
of performance poems. that it must be a poem which people can perform successfully. Ask the children what
criteria they used when they decided to include particular poems in the list of
performance poems.
Encourage discussion and debate about whether or not all poems can be performed.
5Rf12 To select two poems for Each group of children will have to choose two contrasting poems to perform. All
performance. members of the group should be able to justify the choices, explaining:
 why each of the poems was selected;
 what makes each of the poems suitable for performance;
 how the poems contrast.

Code
5Rf12 To understand the Before they can perform their poems, children will need to understand:
5Rf5 language and features  their form;
of a poem.  their structure;
 their patterns of rhythm and rhyme;
 any use of imagery and figurative language;
 what all the words, phrases, sentences and verses mean.
Support them while they work to understand their poems – without a good
understanding, the performance will be meaningless.
Model reading the poems aloud so that they become more than a chant.
They need to read for the sense of the poem.
5Rf12 To prepare to perform a Once they have understood the language of the poem, children will need to decide:
5Wf7 poem.  how they are going to perform it (as a puppet show, a play, a mime or a
recitation);
 how they are going to divide out the reading (e.g. by simple proportion, by
allocating different voice to different characters);
 how they will read choruses.
Encourage children to make production notes on their scripts to remind them what
they have to do and how to do it.
Children will need time to rehearse their performance.

5SL4 To develop confidence Let children perform their chosen poems in front of an audience. Evaluate:
5SL10 in performing.  how well they read the poem. Do they show a good understanding of the
meaning through their reading?
 how well they have planned and rehearsed the poem;
 how slick their performance is.
To contrast and Within each group, ask children to evaluate their performances. The evaluation
evaluate their own should include:
performance.  whether they chose good poems;
 whether they made good choices about the method of performing;
 what was good about the performances and how they could have been
improved.

Scheme - of - Work - English - Stage 5

Uploaded by

Copyright:

Available Formats

You might also like

Scheme - of - Work - English - Stage 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Scheme - of - Work - English - Stage 5

Uploaded by

Copyright:

Available Formats

Scheme of Work – English stage 5

V1 1Y07 English Stage 5 1

V1 1Y07 English Stage 5 2

V1 1Y07 English Stage 5 3

Framework Learning Outcomes Suggested Teaching Activities Other Resources

On-going work in phonics and spelling

To support these strategies, include lessons on:

V1 1Y07 English Stage 5 4

Children should also be encouraged to use thesauruses as a matter of routine to

On-going work in grammar

Give opportunities to proof read and correct errors like these.

V1 1Y07 English Stage 5 5

Ongoing work in reading

V1 1Y07 English Stage 5 6

Ongoing work in writing

The use of response partners is a valuable aid to children’s development in writing.

V1 1Y07 English Stage 5 7

Ongoing work in speaking and listening

V1 1Y07 English Stage 5 8

Unit 1A: Stories by significant writers

V1 1Y07 English Stage 5 9

Explore the truth of this statement by exploring, for example:

V1 1Y07 English Stage 5 10

V1 1Y07 English Stage 5 11

Stage 5 Term 1 Reading stories by significant children’s writers

V1 1Y07 English Stage 5 12

If possible, compare children’s responses to illustrations or a film/ TV version of the

V1 1Y07 English Stage 5 13

Stage 5 Term 1 Writing a story based on one of the stories read

Ask groups of children to consider a variety of different scenarios whereby a new

V1 1Y07 English Stage 5 14

V1 1Y07 English Stage 5 15

Unit 1B: Non-chronological reports and explanatory texts

V1 1Y07 English Stage 5 16

Explore the truth of this statement by exploring, for example:

V1 1Y07 English Stage 5 17

V1 1Y07 English Stage 5 18

Stage 5 Term 1 Reading non-chronological reports and explanations

It could go on to include visuals like captions, maps, charts etc.

V1 1Y07 English Stage 5 19

Check that the children’s notes:

V1 1Y07 English Stage 5 20

V1 1Y07 English Stage 5 21

Stage 5 Term 1 Writing non-chronological reports and explanations

Model planning an explanation using a flowchart.

V1 1Y07 English Stage 5 22

V1 1Y07 English Stage 5 23

Unit 1C: Poems by significant children’s writers and plays

V1 1Y07 English Stage 5 24

Stage 5, Term 1: Reading poems-including concrete poems – and plays

V1 1Y07 English Stage 5 25

Ask them to give evidence in their responses.

V1 1Y07 English Stage 5 26

Ask children to decide whether they want to write a poem that:

V1 1Y07 English Stage 5 27

V1 1Y07 English Stage 5 28

V1 1Y07 English Stage 5 29