St Matthew’s CE Primary School



|Integrated curriculum overview |Autumn |Year 5 |

| |

|Subject/ week |1 |2 |

|RE |Hinduism |Christianity |

|Computing | |

|I can make precise and effective use of expanded noun phrases including modifiers before and after the noun |I can use devices to build cohesion within a paragraph (e.g. adverbials) |

|I can make precise and effective use of noun phrases with adverbials |I can links ideas across paragraphs using adverbials for time , place and number |

|I can use a range of conjunctions for linking , comparing and contrasting |I can control the length, pacing and detail in my writing |

|I can use a range of adverbials for linking , comparing and contrasting |Varies pace through use of different sentence lengths |

|I can use the correct subject verb agreement when using the singular and plural |Moving between dialogue and reported speech |

|I can maintain a tense consistently |Using verb strings |

|I can move between different tenses when there are shifts in time |I can sustain and develop ideas in interesting ways |

|I can use pronouns to avoid repetition where appropriate |I can develop my ideas in a logical way (but overall direction of the writing may not always be clearly |

| |signalled) |

|I can use relative clauses beginning with who, which, where , when , whose, that or an omitted relative pronoun |I can use introductions and conclusion in non-fiction writing |

|I can indicate degrees of possibility using adverbs |I can use a variety of openings and ending in a narrative |

|I can indicate degrees of possibility using modal verbs (might, should, will, must) |I can begin to write non-linear forms in narrative writing |

|I can select the appropriate level of sentence complexity |I can experiment with writing cinquains and raps |

|I can recognise when to us simple sentence or succinctness |Effect on Audience |

|I can use brackets, dashes or commas for parenthesis |I can write in a variety of genres and forms, taking account of different audiences and purposes |

|I can place commas accurately to clarify meaning or avoid ambiguity |I can develop some aspects of characterisation through what characters say and do (showing not telling) |

|I can evaluate and edit writing proposing changes to grammar and vocabulary to improve consistency |I can maintain an appropriate balance between dialogue and narrative |

|I can proof read for spelling and punctuation errors |I can use vocabulary, word order, sentence length, sentence complexity and punctuation for effect |

| |I can use structures that do not reflect spoken language |

| |I can consider and evaluate different viewpoints in my writing |

| |I can use features of a text type independently and effectively |

| |I can evaluate and adapt own and others writing for purpose and audience. |

This chart shows the progression of grammar and punctuation that is taught form years 1 – 6. This shows where each of the features is introduced and does not include details of composition, transcription or spelling. Underlined words show that this term should be used with children in that year group.

year 1 year 2 year 3 year 4 year 5 year 6

|Word |Sentence |Text |Punctuation |

|Word |Sentence | |Punctuation |

|Singular | | |Full stop, Capital letter |

|Plural | | |Question mark |

| | | |Exclamation |

| | | | |

|Noun, Noun Phrases |Statement |Use of Progressive form of verb |Apostrophe (omission, single possession) |

|Command (words) |Question | |Comma (for lists) |

|Suffix |Exclamation | | |

|Adjective |Command | | |

|Adverb | | | |

|Verb , Tense (past, present) | | | |

| | | |Inverted commas (or ’speech marks’) |

|Preposition |Clause |Paragraphs to group related material | |

|Conjunction (for time, place and cause) |Subordinate clause |Headings and sub-heading | |

|Prefix | |Present perfect form of verbs | |

|Adverb (for time, place and cause) | |Direct speech |Apostrophes (plural possession) |

| | | |Direct speech punctuation |

|Noun phrases expanded with modifying adjectives, nouns | | |Commas (after fronted adverbial) |

|and preposition phrases | | | |

|Fronted Adverbials | | | |

|Paragraphs to organise around a theme | | | |

|Pronouns (aid of cohesion and avoid repetition) | | | |

|Possessive pronoun | | | |

|Determiner | | | |

|Adverbial | | | |

| | | |Parenthesis |

|Suffixes (nouns/adjectives to verbs) | | |Brackets (to indicate parenthesis) |

|Verb prefixes |Relative clauses |Devices to build cohesion |Dashes (to indicate parenthesis) |

| |Adverbs (for possibility) |Adverbials (linking ideas across paragraphs) |Commas (to indicate parenthesis) |

| |Modal verbs (for possibility) |Tense choices (linking ideas across paragraphs) |Commas ( clarify meaning and avoid ambiguity) |

| | | | |

|Term overview in Literacy - Year 5 |

|Autumn Term : Out of this World – Chapter One |

|Title |The Gems of the Cosmos |

| |Approx. 2 weeks |

|Genre or literacy focus |Poetry |

|Description of chapter (including writing) |Children will explore the different planets of our solar system. They will describe the feature of these planets and then write a piece of personified poetry about the planet of their |

| |choice. |

|High quality texts to support learning | |

|English Objectives |W: I can convert nouns and adjectives into verbs using suffixes (e.g. –ate; -ise; -ify) |

| |W: I can add prefixes to verbs |

| |W: I can assess the effectiveness of my own and other people’s writing |

| |W: I can make precise and effective use of noun phrases with adverbials |

| |R: summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas |

| |R: predicting what might happen from details stated and implied |

| |R: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context |

|New Terminology: | |

|Suffixes | |

|Verb prefixes | |

|Spelling Focus |Words with endings that sound like /shush/ and spelt –cious; -tious and –ious endings |

|Science Focus |Content: Earth and space: Can I describe the movement of the Earth and other planets relative to the sun in the solar system? |

| |Working scientifically: Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as |

| |displays and other presentations |

|Art and design |Papier Mache planet sculptures |

Poetry – Free verse

Range of poetry

Poetry is a very wide-ranging type of text and has many purposes and forms. Often written or spoken for an intended reader, it may also be composed for a personal outcome because the concise and powerful nature of poetry conveys emotion particularly well. Like oral storytelling, poetry has strong social and historical links with cultures and communities.

The fact that poetry often plays with words makes it an attractive text type for children and one that they experiment with in their early language experiences. Features of other text types are frequently used as the basis for a poem, e.g. lists, dialogue, questions and answers. As children become familiar with a wider range of poetic forms and language techniques they can make increasingly effective use of wordplay to explore and develop ideas through poetry.

Structures:

Free verse is not restricted by conventions of form or pattern and does not have to rhyme or maintain a consistent structure (such as line-length) throughout.

|Generic structure |Language features |Knowledge for the writer |

|Free verse is so-called because it does not have to |Poetry often makes use of language forms associated with informal and spoken language, relying more on the patterns and |Make the most of the wide choices that free verse gives you and try |

|follow particular forms but some examples can be |vocabulary of speech than on poetic conventions of rhyme and metre. |out different ways of using words, lines or verses instead of |

|grouped as follows: | |sticking to predictable patterns. |

| | |Maintain a strong style that helps to hold your poem together in the|

| | |absence of a particular structure, e.g. using informal spoken |

| | |language as if you are talking to the reader. |

| | |Use layout to control the way the poem is read, for example by |

| | |creating space around important lines or phrases. |

| | |If you’re using the style of spoken language, make sure the lines |

| | |don’t get too long. |

| | |Think about the types of sentences you use and decide if you need |

| | |questions as well as statements. |

| | |Don’t forget that poetry allows you to use words in many ways, not |

| | |just in sentences. |

| | |Use questions directed to your reader to draw them in, e.g. Do you |

| | |know what I mean? |

| | |Make punctuation work for you and guide your reader in the way you |

| | |want the poem to sound, if read aloud. |

|monologue |Written in the first person, a single voice. Often a recount or an explanation of a personal viewpoint. May address the | |

| |reader directly, for example by asking questions or using language as if the reader is taking part in a conversation with| |

| |the writer. (Is it hard to believe? Guess what happened next! ) There are many examples in the poetry of Michael Rosen. | |

|conversation poems |As above, but two or more voices present. Can be a dialogue taking place or a series of questions and answers, as in the | |

| |traditional poem, Who killed Cock Robin? | |

|list poems |A simple list of words, phrases or sentences, often preceded by a ‘starter’ sentence, such as In my picnic basket I will | |

| |put:/ Things that make me smile: | |

| | | |

|Term overview in Literacy - Year 5 |

|Autumn Term : Out of this World – Chapter Two |

|Title |We choose to go to the moon |

| |Approx. 2 weeks |

|Genre or literacy focus | |

|Description of chapter (including writing) |Children research the space race that occurred during the cold war between Russia and the USA. Identifying the key events but also the motivating causes behind the space race. |

| | |

| |?Children will choose which of the events that they consider the most impressive and write a short story describing that astronaut or cosmonauts journey focusing on characterisation |

| |considering other important characters from the space race. |

| | |

| |? Children write a NCR about one of the events. |

| | |

| |? Children choose an event that they think is most important event. Work with partner – create a discussion (balanced argument) |

|High quality texts to support learning | |

|English Objectives | |

|New Terminology: | |

|Spelling Focus | |

|Science Focus |Content: Earth and space |

| |Working scientifically: |

|Art and design |Children will research the art of the space race, specifically learning about the posters and propaganda images of Soviet Realism. Children will practise figure drawing and explore block |

| |colours and their impact on the audience. Finally creating their own poster for their proposed mission to Mars. |

|Term overview in Literacy - Year 5 |

|Autumn Term : Out of this World – Chapter Three |

|Title |Mars is ripe for colonisation |

| |Approx. |

|Genre or literacy focus |Information and research, Persuasion |

|Description of chapter (including writing) |Lead on form the last topic. Children will look at the speeches made by JFK and other leaders of the time. Discuss what the purpose of these speeches were and how they were persuasive. |

| |The space contained many different ‘first’ (e.g. first human into space, first orbit by a person, first person on the moon) . Children will research the Mission to Mars organisation and |

| |consider how they are persuading people to go to mars. Final piece: children write a persuasive speech to deliver to the UN trying to convince nations to pay for and support the first |

| |manned mission to Mars. |

|High quality texts to support learning | |

|English Objectives |I can use relative clauses beginning with who, which, where , when , whose, that or an omitted relative pronoun |

| |I can indicate degrees of possibility using adverbs |

| |I can indicate degrees of possibility using modal verbs (might, should, will, must) |

| |I can use introductions and conclusion in non-fiction writing |

|New Terminology: | |

|relative clause | |

|relative pronoun | |

|modal verbs | |

|Spelling Focus | |

|Science Focus |Content: Earth and space |

| |Working scientifically: |

Non-fiction – Persuasion texts

Purpose:

To argue a case from a particular point of view and to encourage the reader/listener towards the same way of seeing things.

|Generic structure |Language features |Knowledge for the writer |

|An opening statement (thesis) that sums up the viewpoint being presented. |Written in simple present tense. |Decide on the viewpoint you want to present and carefully select the information that supports|

|(Greentrees Hotel is the best in the world. School uniform is a good |Often refers to generic rather than specific participants (Vegetables are |it. |

|idea.) |good for you. They ...). |Organise the main points to be made in the best order and decide which persuasive information |

|Strategically organised information presents and then elaborates on the |Uses logical rather than temporal connectives (This proves that ... So |you will add to support each. |

|desired viewpoint. (Vote for me because I am very experienced. I have been|it’s clear ... Therefore ...). |Plan some elaboration/explanation, evidence and example(s) for each key point but avoid ending|

|a school councillor three times and I have ...) |Tends to move from general to specific when key points are being |up with text that sounds like a list. |

|A closing statement repeats and reinforces the original thesis. (All the |presented. (The hotel is comfortable. The beds are soft, the chairs are |Think about counter arguments your reader might come up with and include evidence to make them|

|evidence shows that ... It’s quite clear that ... Having seen all that we |specially made to support your back and all rooms have thick carpet.) |seem incorrect or irrelevant. |

|offer you, there can be no doubt that we are the best.) |Use of rhetorical questions. (Do you want to get left behind in the race |Try to appear reasonable and use facts rather than emotive comments. |

| |to be fashionable? Want to be the most relaxed person in town? So what do |Choose strong, positive words and phrases and avoid sounding negative. |

| |you have to do to?) |Use short sentences for emphasis. |

| |Text is often combined with other media to emotively enhance an aspect of |Use techniques to get the reader on your side: |

| |the argument, e.g. a photo of a sunny, secluded beach, the sound of birds |address them directly (This is just what you’ve been waiting for.); |

| |in a forest glade or a picture of a cute puppy. |adopt a friendly and informal tone; |

| | |use memorable or alliterative slogans (Happy Holidays at Hazel House); |

| | |use simple psychology to appeal to the reader’s judgement. (Everyone knows that ... Nine out |

| | |of ten people agree that ... Choosing this will make you happy and contented. You’d be foolish|

| | |not to sign up.) |

| | |Re-read the text as if you have no opinion and decide if you would be persuaded. |

| | |Remember that you can use persuasive writing within other text types. |

|Term overview in Literacy - Year 5 |

|Autumn Term : Out of this World – Chapter four |

|Title |Forces |

| |Approx. |

|Genre or literacy focus |Scientific Explanation |

|Description of writing |Write up of an experiment |

|High quality texts to support learning | |

|English Objectives | |

|New Terminology: | |

|phrases | |

|Spelling Focus | |

|Science Focus |Content: Earth and space |

| |Working scientifically: |

|Art |Children will use photos of planets, galaxies and nebula (etc..) as inspiration for exploring different media so as to create their own images. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download