English Long-term Plan - Year 5

Autumn 1 / Autumn 2
Cornerstones Theme / Pharaohs (History) / Off with her head (History)
Literacy Unit / Fiction / Non Fiction / Poetry
Cinquins
(1-2 weeks) / Fiction
Stories with a historical setting
(2-3 weeks) / Persuasive Letters
(2 weeks) / Balanced
Debate
(2 weeks)
Adventure Stories
‘Indiana Jones or another story with Pyramids ’
(3 weeks) / Instructions
(1-2 weeks)
Invent
(Expected outcome of unit of work) / Retell key events in the story focusing on characterisation, use of dialogue and suspense / Write a set of instructions for embalming. / Read, write and respond to cinquains linked to Egypt / Write a narrative set in the Tudor court from a key character’s point of view / Write a letter of plea from Anne Boleyn / Children write a balanced argument for and against Anne Boleyn’s prosecution
Spring 1 and 2
Cornerstones Theme / Stargazers (Science)
Literacy Unit / Fiction / Non Fiction / Poetry
Imagery Poetry
(1-2 weeks
Myths and Folktales
(2-3 weeks) / Narrative
/ Visual Literacy linked to theme
(2-3 weeks) / Newspapers
(2-3 weeks) / Non-Chronological Reports
(2-3 weeks)
Invent
(Expected outcome of unit of work) / To create a myth relating to the moon to be appropriate for KS1 / Create a science fiction based narrative using similar plot, settings,characters / Produce a news report linked to events around the moon landing/events in narrative / Write an information page linked to different planets / Create and perform a poem linked to topic with imagery techniques
Grammar Focus /
  • Understand the need for punctuation as an aid to the reader.
  • Use commas to clarify meaning/avoid ambiguity.
  • Use commas to mark grammatical boundaries within sentences.
  • Punctuate direct speech using commas and Inverted Commas.
  • Understand and use parenthetical brackets.
  • Understand and use bullet points.
  • Understand and use semi colons.
  • Understand and use colons.
  • Understand and use parenthetical dashes.
  • Understand and use hyphens.
  • Understand the difference between direct and reported speech.
  • Investigate clauses through:
  • Identifying the main clause in a long sentence.
  • Investigating sentences which contain more than one clause.
  • Understand how clauses are connected (e.g. by combining 3 short sentences into one.)
  • Understand and use conjunctions to link clauses within sentences and to link sentences in longer texts.
  • Understand and use relative clauses.
  • Understand and use a subjunctive clause.
  • Understand and use conditionals.
  • Adapt sentence construction to different text types, purposes and readers.
  • Use and understand expanded noun phrases.
  • Investigate word order by examining how far the order of words in sentences can be changed.
  • Subject/verb agreement
  • Grammar: Singular/plural noun/tense of verb match.
  • Use affixes to convert word classes.
  • Use affixes to change meanings.
  • Understand and use adverbs.
  • Understand and use the relative pronoun.
  • Ensure that, in using pronouns, it is clear to what or whom they refer.
  • Understand and use determiners/articles.
  • Identify, understand and use synonyms
  • Understand and use the term preposition appropriately.
  • Extend knowledge, understanding and use of verbs.
  • Identify the subject and object in a sentence.
  • Identify the imperative form in instructional writing and the past tense in recounts.
  • Understand the basic conventions of standard English and consider when and why standard English is used.
  • Agreement between nouns and verbs
  • Consistency of tense and subject
  • Avoidance of double negatives
  • Avoidance of non-standard dialect words.

Summer 1 / Summer 2
Cornerstones Theme / Time Traveller / Allotment (Geography)
Literacy Unit / Fiction / Fiction / Poetry
Free Verse poetry
(1 week / Fiction
Narrative linked to topic ‘Secret Garden’
(2-3 weeks) / Non Fiction / Poetry
Classic Poems linked to topic
(1 week)
Classic Literature
‘Tom’s Midnight Garden’
(2 weeks) / Classic Literature
‘Tom’s Midnight Garden’
(2 weeks) / Biography and Autobiography
(2-3 weeks) / Explanation
(1-2 weeks) / Adverts
(1-2 weeks)
Invent
(Expected outcome of unit of work) / Create a narrative linked to time travel following similar plot / Children write effective character and setting descriptions / Biographical
/Autobiographical
Writing / Read, write and perform free verse poem linked to topic / Write a narrative using similar plot focusing on setting description / Write explanations linked to topic. Plant processes and adaptations / Produce an advert for class farmer’s market / Read, write and perform a poem in the style of classic poem
Grammar Focus /
  • Understand the need for punctuation as an aid to the reader.
  • Use commas to clarify meaning/avoid ambiguity.
  • Use commas to mark grammatical boundaries within sentences.
  • Punctuate direct speech using commas and Inverted Commas.
  • Understand and use parenthetical brackets.
  • Understand and use bullet points.
  • Understand and use semi colons.
  • Understand and use colons.
  • Understand and use parenthetical dashes.
  • Understand and use hyphens.
  • Understand the difference between direct and reported speech.
  • Investigate clauses through:
  • Identifying the main clause in a long sentence.
  • Investigating sentences which contain more than one clause.
  • Understand how clauses are connected (e.g. by combining 3 short sentences into one.)
  • Understand and use conjunctions to link clauses within sentences and to link sentences in longer texts.
  • Understand and use relative clauses.
  • Understand and use a subjunctive clause.
  • Understand and use conditionals.
  • Adapt sentence construction to different text types, purposes and readers.
  • Use and understand expanded noun phrases.
  • Investigate word order by examining how far the order of words in sentences can be changed.
  • Subject/verb agreement
  • Grammar: Singular/plural noun/tense of verb match.
  • Use affixes to convert word classes.
  • Use affixes to change meanings.
  • Understand and use adverbs.
  • Understand and use the relative pronoun.
  • Ensure that, in using pronouns, it is clear to what or whom they refer.
  • Understand and use determiners/articles.
  • Identify, understand and use synonyms
  • Understand and use the term preposition appropriately.
  • Extend knowledge, understanding and use of verbs.
  • Identify the subject and object in a sentence.
  • Identify the imperative form in instructional writing and the past tense in recounts.
  • Understand the basic conventions of standard English and consider when and why standard English is used.
  • Agreement between nouns and verbs
  • Consistency of tense and subject
  • Avoidance of double negatives
  • Avoidance of non-standard dialect words.

Year 5

Texts/Films linked to topics

Pharaohs / Off with her Head / Stargazers / Time Traveller / Allotment / Stargazers / Off with her Head / Allotment
The Phoenix Code
I was there….Tutankhamum’s Tomb
The Scribes from Alexandria. / Horrible Histories
Treason
The Executioner’s Daughter / Rocketeer
Moonshot
Northern Lights
Alone on a Wide, Wide Sea
Cosmic / Tom’s Midnight Garden
Granny
A Wrinkle in Time
Gangsta Granny
A Street Through Time / The Secret Garden
Return to the Secret Garden
The Promise
The Giving Tree / Rocketeer
Moonshot / Horrible Histories / Secret Garden

(Great short clips to support learners)

Year 5 Coverage grid for objective to be covered during English unit (Refer to national curriculum for year group objective below)

Reading - word reading
Pupils should be taught to:
  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology),both to read aloud and to understand the meaning of new words that they meet.

Reading – comprehension
Pupils should be taught to:
  • maintain positive attitudes to reading and an understanding of what they read by:
  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views

Writing – transcription

Pupils should be taught to:
  • use further prefixes and suffixes and understand the guidance for adding them
  • spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • continue to distinguish between homophones and other words which are often confused
  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically
  • use dictionaries to check the spelling and meaning of words
  • use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus

Handwriting and presentation
  • Pupils should be taught to:
  • write legibly, fluently and with increasing speed by:
  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task

Writing - composition
  • Pupils should be taught to:
  • plan their writing by:
  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • draft and write by:
  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proofread for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear