Year 6

Autumn 1

Writing

This half term block in Year 6 consists of two genres which are:

Novels as a theme
Biographies

Through the narrative genre in the Autumn term, children in Year Six continue to develop their skills in composition through being taught to draw on similar writing models, reading and research. When writing children are taught to consider action, dialogue and description within sentences and paragraphs to convey character and advance the action e.g. Tom stomped into the room, flung down his grubby, school bag and announced, through gritted teeth, “It’s not fair!".

When editing and redrafting, children are taught to reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes 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 identify the subject and object of a sentence and explore and investigate active and passive e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken. Once secure, children then progress to using the active and passive voice to achieve intended effects.

Through the non-fiction genre in the Autumn term, children in Year Six continue to develop their skills in composition through drawing on similar writing models, reading and research. Children begin to make conscious choices about techniques to engage the reader including appropriate tone and style e.g. rhetorical questions, direct address to the reader.

When editing and redrafting, children are taught to proofread for grammatical, spelling and punctuation errors and when reading aloud are encouraged to use appropriate and effective intonation and volume. Children will also encourage and take account of audience engagement.

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

Throughout this genre children learn to manipulate sentences to create particular effects and to use devices to build cohesion between paragraphs in recount e.g. in the meantime, meanwhile, in due course, until then.

By the end of the first half of the Autumn term, children in Year Six will produce a debate related to an issue from the chosen text and a biography.

Transcription- Spelling

Children in Year Six 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 6 consists of three genres which are:

Classic fiction
Poetry- Songs and lyrics
Persuasion: A formal review

Through the narrative genre in the Autumn term, children in Year Six continue to develop their skills in composition through exploring, collecting and using vocabulary typical of formal and informal speech. Children in Year Six at this stage in the year are encouraged to use a range of planning approaches and when planning will consider appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact.

When writing, children are taught to select the appropriate register for formal and informal purposes, e.g. dialogue within narrative (formal or informal) and to use devices to build cohesion within and across paragraphs to advance the action.

When editing and redrafting, children will reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning. They will also proofread for grammatical, spelling and punctuation errors.

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

Throughout this genre children learn to investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved and learn to use devices to build cohesion between paragraphs in narrative e.g. adverbials such as: in the meantime, meanwhile, in due course, until then.

Through the poetry genre in the Autumn term, children in Year Six continue to develop their skills in composition through learning how to select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact.

When reading their writing aloud, children are taught to use appropriate and effective intonation and volume and to add gesture and movement to enhance meaning. Children will also continue to consider audience engagement.

Through the non-fiction genre in the Autumn term, children in Year Six continue to develop their skills in composition through reflecting upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes 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 the appropriate structure, vocabulary and grammar and use a wide range of devices to build cohesion within and across paragraphs. At this point in the year, children begin to make conscious choices about techniques to engage the reader including appropriate tone and style e.g. rhetorical questions, direct address to the reader.

By the end of the second half of the Autumn term, children in Year Six will produce a new story or chapter using characters and/or plot structures from a classic novel, an oral presentation of a poem/song and a formal review of a live performance.

Transcription- Spelling

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

The suffixes -ant ance/–ancy, –ent and –ence/–ency
Tricky common words
The suffixes –able, –ible, –ably and –ibly
Adding suffixes beginning with vowels to words ending in –fer
Use of the hyphen after prefixes
The /ee/ sound spelt ei after c

Spring 1

This half term block in Year 6 consists of three genres which are:

Older literature
Information text hybrid
Poems with imagery

Through the narrative genre in the Spring term, children in Year Six continue to develop their skills in composition through drawing on similar writing models, reading and research. Children also learn to select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact. When writing, children are taught to introduce and develop characters through blending action, dialogue and description within sentences and paragraphs and to make conscious choices about techniques to engage the reader including appropriate tone and style e.g. rhetorical questions, direct address to the reader. Furthering their learning from the Autumn term, children in Year Six start to find examples of where authors have broken conventions to achieve specific effects and begin to use similar techniques in their own writing.

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

Throughout this genre children learn to manipulate sentences to create particular effects. They also learn to investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved.

Through the non-fiction genre in the Spring term, children in Year Six continue to develop their skills in composition through combining text-types to create hybrid texts e.g. persuasive speech. They also learn to evaluate, select and use a range of organisation and presentational devices for different purposes and audiences. New learning is introduced in this unit as the children begin to build upon their knowledge of direct speech and explore, collect and use vocabulary typical of formal and informal speech and can identify audience and purpose. When reading their writing aloud, children are taught to use appropriate and effective intonation and volume and to add gesture and movement to enhance meaning. Children will also continue to consider audience engagement.

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

Throughout this genre children learn to identify and use colons to introduce a list and to punctuate bullet points consistently.

By the end of the first half of the Spring term, children in Year Six will produce a retelling of older literature drawing on what they have read as models for their own writing e.g. use of literary language, an information text containing a mixture of non-fiction text types and forms and a poem containing powerful imagery.

Transcription- Spelling

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

The letter string -ough
Words with 'silent' letters
Tricky common words
Homophones and near homophones

Spring 2

This half term block in Year 6 consists of two genres which are:

Detective/Crime fiction
Explanations

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

Throughout this genre children learn to manipulate sentences to create particular effects and use devices to build cohesion between paragraphs in narrative e.g. in the meantime, meanwhile, in due course, until then. Children also learn to identify the subject and object of a sentence and can explore and investigate active and passive e.g. I broke the window in the greenhouse versus the window in the greenhouse was broken.

Through the non-fiction genre in the Spring term, children in Year Six continue to develop their skills in composition through learning to select the appropriate structure, vocabulary and grammar. Children also consolidate their knowledge of using a wide range of devices to build cohesion within and across paragraphs. When editing and redrafting, children will reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning. They will also proofread for grammatical, spelling and punctuation errors.

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

Throughout this genre children learn to manipulate sentences to create particular effects and to explore and investigate active and passive e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken. Once secure, children in Year 6 will being to use active and passive voice to achieve intended effects e.g. formal reports and explanations. Using their knowledge of the genre, children will also use devices to build cohesion between paragraphs in explanatory texts e.g. adverbials such as: on the other hand, the opposing view, similarly, in contrast, although, additionally, another possibility, alternatively, as a consequence. Finally, children in Year 5 will be able to demonstrate an ability to identify and use colons to introduce a list.

By the end of the second half of the Spring term, children in Year Six will produce a detective story to engage and intrigue and an explanation text based on a theme.

Transcription- Spelling

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

Homophones and near homophones

Summer 1

This half term block in Year 6 consists of three genres which are:

Short stories with flashbacks
Discussion and debate
Classic narrative poetry

Through the narrative genre in the Summer term, children in Year Six continue to develop their skills in composition through using a range of planning approaches e.g. storyboard, story mountain, discussion group, post-it notes, ICT story planning. New learning is also introduced as the children begin to deviate narratives from linear or chronological sequence e.g. flashbacks, simultaneous actions, time-shifts. They also use a wide range of devices to build cohesion within and across paragraphs.

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

Throughout this genre children learn to identify and use semi-colons to mark the boundary between independent clauses e.g. It is raining; I am fed up. They also learn to identify the subject and object of a sentence and use ellipses to link ideas between paragraphs.

Through the non-fiction genre in the Summer term, children in Year Six continue to develop their skills in composition through learning to use a wide range of devices to build cohesion within and across paragraphs. They learn to select appropriate register for formal and informal purposes, e.g. a speech for a debate (formal), dialogue within narrative (formal or informal), text message to a friend (informal) and can investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved.

By the end of the first half of the Summer term, children in Year Six will produce a short story containing a flashback and a debate which will be performed in a formal style.

Transcription- Spelling

At this point in the year, Year Six children complete a review of all of the spelling patterns taught over the course of upper key stage two.

Summer 2

This half term block in Year 6 consists of three genres which are:

Novels as a theme
Recounts: Autobiographies
Poems on a theme

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

By the end of the first half of the Summer term, children in Year Six will produce a range of writing outcomes linked to the novel, e.g. diary, letter, internal monologue, summary, prediction, an autobiography, written in role as a character and a poem based on a model.

Transcription- Spelling

At this point in the year, Year Six children complete a review of all of the spelling patterns taught over the course of upper key stage two.

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