Composition & Structure / Grammar, Punctuation & Vocabulary
Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Develop ideas through planning, using research where necessary.
Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Organise writing using paragraphs, headings and subheadings. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Begin to integrate dialogue to advance action and to characterise.
Recognise most spelling and punctuation errors when proof-reading their work with some support.
Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary.
Perform their writing using intonation and volume confidently and beginning to use movement to enhance meaning. / Tense is consistent in writing and verb forms are starting to be varied (simple, perfect and progressive).
Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Begin to use relative clauses that start with the appropriate pronoun (who, which, where, when, whose, that).
Standard English is used, subject and verb mostly agree in final versions (I was, we were).
Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Commas are used to clarify meaning and avoid ambiguity.
Inverted commas are used correctly and include punctuation within.
Begin to use brackets to mark parenthesis.
Begin to use dashes to mark parenthesis.
Use a range of sentence structures to develop and extend ideas.
Can create atmosphere through settings, character development and plot through:
Choice and positioning of adjectives and adverbs is varied.
A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Expanded noun phrases to convey complicated information.
Begin to use modal verbs and adverbs to show possibility.
Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Handwriting
Writing is legible, consistent and joined.
Writing is fluent and a personal style is beginning to develop.
Upper and lower case letters are the correct size and sit on the line.
The most appropriate writing implement is selected for a task.
Yr 5 Autumn term:
Term 1: Allotment & Beast Creator (6 weeks)
Narrative / Fiction Genres / 4 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Begin to integrate dialogue to advance action and to characterise.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y4 – Perfect and progressive tenses.
Y4 – Range of conjunctions
Y4 – Basic punctuation (capital letters, full stops, question marks, exclamation marks, and commas after fronted adverbials and in lists).
Y4 – Possessive apostrophes
Y4 – Expanded noun phrases and prepositional phrases including age appropriate adjectives
Y4 – Literary devices (similes, personification, onomatopoeia and metaphors).
Y4 – Nouns and pronouns are used appropriately to avoid repetition and aid cohesion.
Y5 – Tense is consistent in writing
Y5 – Inverted commas to mark speech and include punctuation within.
Y5 – Developing a range of sentence structures.
Y5 – Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, an apostrophes for contraction and possession) is used accurately.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Non-Fiction / Instructions / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs, subheadings and headings. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y3 – Fronted adverbials followed by a comma.
Y3 – Express time and relationships in writing through conjunctions, adverbs and prepositions (then, after, later that day, suddenly).
Y4 – Nouns and pronouns are used appropriately to avoid repetition and aid cohesion.
Y5 – Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning, for example: imperative verbs and powerful verbs.
Y5 – Vary choice and positioning of adverbs.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Yr 5 Autumn term:
Term 2: Star Gazers (7 weeks)
Poetry / Poetic Style / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary.
Y5 – Perform their writing using intonation and volume confidently and beginning to use movement to enhance meaning. / Y4 – Develop confidence when using a range of literary devices such as similes, personification, onomatopoeia and metaphors.
Y5 – Choice and positioning of adjectives and adverbs.
Y5 - A range of literary devices including similes, personification, onomatopoeia and metaphors.
Y5 – Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Persuasive writing / Letters / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y4 – Use multi-clause sentences to develop and extend ideas, using a range of subordinating and coordinating conjunctions.
Y4 – Add variety to writing through a range of sentence openers.
Y4 – Nouns and pronouns are used appropriately to avoid repetition and aid cohesion.
Y5 - Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Y5 - Standard English is used, subject and verb mostly agree in final versions (I was, we were).
Y5 - Begin to use relative clauses that start with the appropriate pronoun (who, which, where, when, whose, that).
Y5 – Modal verbs to show possibility.
Y5 – Commas are used to clarify meaning and avoid ambiguity.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Narrative / Fiction Genres / 3 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Begin to integrate dialogue to advance action and to characterise.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y4 – Tense is mostly consistent in writing.
Y4 – Use multi-clause sentences to develop and extend ideas, using a range of subordinating and coordinating conjunctions.
Y4- Expanded noun phrases and prepositional phrases including age appropriate adjectives.
Y4 – Add variety to writing through a range of sentence openers.
Y5 – Past perfect tense (I had, you had, he had, we had, they had).
Y5 - Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Y5 - Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Inverted commas are used correctly and include punctuation within.
Y5 – Use a range of sentence structures to develop and extend ideas.
Y5 – Choice and positioning of adjectives and adverbs is varied.
Y5 – A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Y5 – Expanded noun phrases to convey complicated information.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Yr 5 Spring term:
Term 3: Alchemy Island (5 weeks)
Narrative / Stories by Significant Authors
‘The Lion, The Witch and the Wardrobe’ by C.S.Lewis
‘Alice in Wonderland’
Lewis Carroll / 3 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Begin to integrate dialogue to advance action and to characterise.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y4 – Perfect and progressive tenses
Y5 – Tense is consistent in writing and verbs forms are starting to be varied (simple, perfect and progressive).
Y5 - Use a range of sentence structures to develop and extend ideas.
Y5 - Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Inverted commas are used correctly and include punctuation within.
Y5 - Begin to use relative clauses that start with the appropriate pronoun (who, which, where, when, whose, that).
Y5 – Commas are used to clarify meaning and avoid repetition.
Y5 – Choice and positioning of adjectives and adverbs is varied.
Y5 – Expanded noun phrases are used to convey complicated information.
Y5 – A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Y5 – Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Non-Fiction / Non-Chronological Report / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs, subheadings and headings. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y4 – Possessive apostrophes for singular and plural nouns.
Y4 – Nouns and pronouns are used appropriately to avoid repetition and aid cohesion.
Y5 – Brackets for parenthesis.
Y5 – Relative clauses that start with the appropriate pronouns.
Y5 – Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Y5 - Standard English is used, subject and verb mostly agree in final versions (I was, we were).
Y5 - Use a thesaurus to develop and apply a broad range of subject specific and technical vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Yr 5 Spring term:
Term 4: Traiders and Raiders (6 weeks)
Narrative / Older Literature / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Begin to integrate dialogue to advance action and to characterise.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y5 - Tense is consistent in writing and verb forms are starting to be varied (simple, perfect and progressive).
Y5 - Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Y5 -Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Commas are used to clarify meaning and avoid ambiguity.
Y5 - Inverted commas are used correctly and include punctuation within.
Y5 – Dashes for parenthesis.
Y5 - Use a range of sentence structures to develop and extend ideas.
Y5 - Choice and positioning of adjectives and adverbs is varied.
Y5 - A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Y5 - Expanded noun phrases to convey complicated information.
Y5 - Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Narrative / Stories From Other Cultures
Creation Myth / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Begin to integrate dialogue to advance action and to characterise.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y5 - Tense is consistent in writing and verb forms are starting to be varied (simple, perfect and progressive).
Y5 - Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Y5 -Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Commas are used to clarify meaning and avoid ambiguity.
Y5 - Inverted commas are used correctly and include punctuation within.
Y5 – Dashes for parenthesis.
Y5 - Use a range of sentence structures to develop and extend ideas.
Y5 - Choice and positioning of adjectives and adverbs is varied.
Y5 - A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Y5 - Expanded noun phrases to convey complicated information.
Y5 - Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Poetry / Narrative Poetry / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y5 - Choice and positioning of adjectives and adverbs is varied.
Y5 - A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Y5 - Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Yr 5 Summer term:
Term 5: Princes, Peasants and Pestilence (6 weeks)
Narrative / Diary entry / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y5 - Tense is consistent in writing and verb forms are starting to be varied (simple, perfect and progressive).
Y5 - Standard English is used, subject and verb mostly agree in final versions (I was, we were).
Y5 - Commas are used to clarify meaning and avoid ambiguity.
Y5 - Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Use a range of sentence structures to develop and extend ideas.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Non-Fiction / Letter writing / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Organise writing using paragraphs. Paragraphs are logical and cohesive devices link ideas within and across paragraphs.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y5 - Use a range of sophisticated conjunctions (subordinating and coordinating) to develop and extend ideas.
Y5 - Standard English is used, subject and verb mostly agree in final versions (I was, we were).
Y5 - Basic punctuation (capital letters, full stops, question marks, exclamation marks, commas for lists, after fronted adverbials and parenthesis, and apostrophes for contraction and possession) is used accurately.
Y5 - Commas are used to clarify meaning and avoid ambiguity.
Y5 - Use a range of sentence structures to develop and extend ideas.
Y5 - Begin to use modal verbs and adverbs to show possibility.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Poetry / Poetic Style / 2 weeks / Y5 – Plan writing with consideration to the audience and purpose, using other similar writing as models of their own.
Y5 – Develop ideas through planning, using research where necessary.
Y5 – Draft writing, selecting appropriate grammar, vocabulary, register and text features.
Y5 - Recognise most spelling and punctuation errors when proof-reading their work with some support.
Y5 - Evaluate the effectiveness of their own and others' writing, suggesting and acting upon improvements to grammar and vocabulary. / Y5 - Choice and positioning of adjectives and adverbs is varied.
Y5 - A range of literary devices are used effectively including similes, personification, onomatopoeia and metaphors.
Y5 - Use a thesaurus to develop and apply a broad range of vocabulary in order to add variety to writing and enhance meaning.
Y5 – Discuss writing using grammatical terminology taught in years 3, 4 and 5.
Yr 5 Summer term:
Term 6: Off With Her Head (6 weeks)