Autumn 1

Writing

This half term block in Year 5 consists of two genres which are:

• Legends
• Persuasion

Through the narrative genre in the Autumn term, children in Year Five continue to develop their skills in composition through being taught to correctly identify the audience and purpose. During this unit children are also taught to write using similar models and to note and develop ideas through selecting the appropriate structure, vocabulary and grammar. 

When assessing their writing, children are taught to consider the effectiveness of the piece in relation to audience and purpose. Children will also proofread for spelling and punctuation errors.  

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to create and punctuate complex sentences using '-ed' openers and to blend action and dialogue within paragraphs. 

Through the persuasive genre in the Autumn term, children in Year Five continue to develop their skills in composition through noting and developing their ideas whilst drawing on reading and research to support them. Children in Year Five at this stage will confidently select appropriate structure, vocabulary and grammar and will suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. When reading aloud at this stage in the year, children are taught to ensure that meaning is clear  and that they use appropriate intonation and volume. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must. They also create complex sentences by using relative clauses with relative pronouns who, which and where.  

By the end of the first half of the Autumn term, children in Year Five will produce a legend based on a model and a persuasive film or TV broadcast based on a theme. 

Transcription- Spelling

Children in Year Five at St Michael with St John follow the 'Collins Connect' spelling programme. They are provided with a spelling pattern as a weekly focus and receive spellings linked to this each week to take home and learn. 

The spelling patterns taught in the first half of the Autumn term are:

• The suffixes -cious and -tious
• The suffixes -cial and -tial
• The suffixes -ant and -ent

Autumn 2

This half term block in Year 5 consists of three genres which are:

• Stories with historical settings
• Film and play scripts
• Classic narrative poetry

Through the narrative genre in the Autumn term, children in Year Five continue to develop their skills in composition through being taught to select the appropriate language and structures and note and develop ideas. During this unit children are also taught to think how authors develop characters and settings in books and films  and how to blend action, dialogue and description within paragraphs. After a piece of writing has been completed, children are taught to suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to select appropriate structure, vocabulary and grammar and create and punctuate complex sentences using -ing openers. They also learn to create complex sentences by using relative clauses with relative pronouns e.g. Fagin, who was the leader of the pickpockets, was a despicable character.

Through the film and play scripts genre in the Autumn term, children in Year Five continue to develop their skills in composition through being taught to identify the audience and purpose and to select the appropriate language and structures. Children are also taught to think how authors develop characters and settings in films and performances. After a piece of writing has been completed, children are taught to suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to demarcate complex sentences using commas and explore ambiguity of meaning. Children are also taught to identify and use brackets and dashes.

Through the poetry genre in the Autumn term, children in Year Five continue to develop their skills in composition through learning to select the appropriate language and structures. Children are also taught to assess the effectiveness of own and others’ writing in relation to audience and purpose  and can suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. When reading aloud, children are taught to use appropriate intonation and volume ensuring that meaning is clear. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to create and punctuate sentences using simile starters.

By the end of the second half of the Autumn term, children in Year Five will produce a new chapter or scene linked to novel/story with historical setting, a play script for a new scene of a familiar film or book (storyboard, detail to include camera angles, direction etc) and a performance of a poem based on a theme. 

Transcription- Spelling

Children in Year Five at St Michael with St John follow the 'Collins Connect' spelling programme. They are provided with a spelling pattern as a weekly focus and receive spellings linked to this each week to take home and learn. 

The spelling patterns taught in the second half of the Autumn term are:

• The suffixes -ence -ency -ance and -ancy
• Common words
• The suffixes -able -ible -ably and -ibly
• Adding suffixes beginning with vowels to words ending in -fer

Spring 1

This half term block in Year 5 consists of three genres which are:

• Science fiction stories
• Information booklets
• Poems with a structure

Through the narrative genre in the Spring term, children in Year Five continue to develop their skills in composition through being taught to select the appropriate language and structures and note and develop ideas. During this unit children are also taught to think how authors develop characters and settings in books and films  and how to blend action, dialogue and description within paragraphs. After a piece of writing has been completed, children are taught to suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to use expanded noun phrases to convey complicated information concisely, e.g. carniverous predators with surprisingly weak jaws and teeth. They also learn to link ideas across paragraphs using adverbials for time, place and numbers e.g. Several hours later, on a nearby planet. Children also explore how to blend action and description within a paragraph and investigate verb prefixes e.g. auto-, tele-, anti-, inter-, trans-.

Through the non-fiction genre in the Spring term, children in Year Five continue to develop their skills in composition through being taught to select the appropriate language and structures and to effectively use similar writing models. Children are taught to draw on reading and research and to use organisation and presentational devices e.g. underlining, bullet points, headings. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to use devices to build cohesion within a paragraph e.g. firstly, then, presently, subsequently and to link ideas across paragraphs using adverbials for place e.g. On the side of the head … and numbers, e.g. Secondly, … In this unit children also learn to identify and use brackets to indicate parenthesis e.g. in formal writing: The cheetah (Acinonyx jubatus) inhabits open grassland in Africa

By the end of the first half of the Spring term, children in Year Five will produce a science fiction story to entertain an identified audience, an information booklet which includes more than one non-fiction text type, e.g. non-chronological report, instructions and explanation and a performance of a poem with a structure. 

Transcription- Spelling

Children in Year Five at St Michael with St John follow the 'Collins Connect' spelling programme. They are provided with a spelling pattern as a weekly focus and receive spellings linked to this each week to take home and learn. 

The spelling patterns taught in the first half of the Spring term are:

• Common words
• The use of the hyphen after prefixes 
• The /ee/ sound spelt ei after c

Spring 2

This half term block in Year 5 consists of two genres which are:

• Novels as a theme
• Magazines: information text hybrid

Through the narrative genre in the Spring term, children in Year Five continue to develop their skills in composition through being taught to think how authors develop characters and settings (in books, films and performances) and suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning. Children are also taught to ensure consistent and correct use of tense and consistent subject and verb agreement throughout a piece of writing.

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to apply knowledge of prefixes to understand meaning of new words and to create complex sentences by using relative clauses with relative pronouns who, which, where, whose, when, that e.g. Sam, who had remembered his wellies, was first to jump in the river. 

Through the non-fiction genre in the Spring term, children in Year Five continue to develop their skills in composition through being taught to select the appropriate language and structures and to effectively use similar writing models. Children are taught to draw on reading and research and to use organisation and presentational devices e.g. underlining, bullet points, headings.
 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to create complex sentences by using relative clauses with pronouns which, and whose and demarcate with commas e.g. The robberies, which had taken place over the past month, remained unsolved. The residents, whose lives had been terrorised by the burglars, longed to be sleep soundly once more. Children also learn to identify and use commas, brackets and dashes to indicate parenthesis.

By the end of the second half of the Spring term, children in Year Five will produce a short story or chapter for a novel about an invention and a magazine which includes a range of text types.

Transcription- Spelling

Children in Year Five at St Michael with St John follow the 'Collins Connect' spelling programme. They are provided with a spelling pattern as a weekly focus and receive spellings linked to this each week to take home and learn. 

The spelling patterns taught in the second half of the Spring term are:

• Common words
• The letter string -ough
• Words with 'silent' letters

Summer 1

This half term block in Year 5 consists of two genres which are:

• Stories from other cultures
• Debate

Through the narrative genre in the Summer term, children in Year Five continue to develop their skills in composition through being taught to plan their writing by noting and developing ideas and to draw on reading and research to inform this. Children are also taught to suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.

Throughout this unit, children ensure consistent and correct use of tense and subject and verb agreement throughout a piece of writing and begin to use different sentence structures with increasing control in fiction. 

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to identify and use dashes to indicate parenthesis e.g. in less formal writing: The cake was lovely - delicious in fact- so I had another slice. They are also taught to use suffixes –ate, -ise, -ify to convert nouns and adjectives into verbs.  When creating and punctuating complex sentences children begin to use both -ed  and -ing openers. 

Through the non-fiction genre in the Summer term, children in Year Five continue to develop their skills in composition through being taught to identify the audience and purpose and to select the appropriate language and structures. Children are also taught to consolidate their use of devices to build cohesion, e.g. firstly, furthermore, as a consequence.  

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to explore, collect and use modal verbs to indicate degrees of possibility e.g. might, could, shall, will, must. They also learn to create complex sentences by using relative clauses with relative pronouns when and that. In line with the genre, children explore, collect and use adverbs to indicate degrees of possibility e.g. surely, perhaps, maybe, definitely, alternatively, certainly, probably.

By the end of the first half of the Summer term, children in Year Five will produce a story set in the rainforest and a persuasive speech. 

Transcription- Spelling

Children in Year Five at St Michael with St John follow the 'Collins Connect' spelling programme. They are provided with a spelling pattern as a weekly focus and receive spellings linked to this each week to take home and learn. 

The spelling patterns taught in the first half of the Summer term are:

• Common words
• Homophones and near homophones

Summer 2

This half term block in Year 5 consists of three genres which are:

• Myths
• Reports
• Poems with figurative language

Through the narrative genre in the Summer term, children in Year Five continue to develop their skills in composition through being taught to use devices to build cohesion within a paragraph e.g. firstly, then, presently, this, subsequently and to correctly identify the audience and purpose. From this, children then learn to use the appropriate language and structures and to use similar writing models. Children also develop further in their ability to suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to create and punctuate complex sentences using simile starters, e.g. Like a fish out of water, she conversed awkwardly with the other guests. When using paragraphs, children are taught to blend action, dialogue and description within and across paragraphs, and to link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly. 

Through the non-fiction genre in the Summer term, children in Year Five continue to develop their skills in composition through being taught to select the appropriate language and structures and to effectively use similar writing models. Children are taught to draw on reading and research and to use organisation and presentational devices e.g. underlining, bullet points, headings.

Alongside compositional skills, children also develop their knowledge in vocabulary, grammar and punctuation. 

Throughout this genre children learn to create complex sentences where the relative pronoun is omitted e.g. Tina, standing at the bus stop, pondered the day ahead to use -ed and -ing opening clauses e.g. Exhausted from the race, Sam collapsed in a heap e.g. Grinning with anticipation, Paul launched himself from the diving board.

By the end of the second half of the Summer term, children in Year Five will produce a myth, a non-chronological report and a poem using figurative language. 

Transcription- Spelling

Children in Year Five at St Michael with St John follow the 'Collins Connect' spelling programme. They are provided with a spelling pattern as a weekly focus and receive spellings linked to this each week to take home and learn. 

The spelling patterns taught in the first half of the Summer term are:

• Homophones and near homophones