Year 5 New Primary Framework Literacy Units Overview

A choice is available for many of the New Primary Framework Units – the B Plan is usually developed beyond the A plan. Pre-Unit plans are an introduction leading into the main Unit plan and those labelled (i) are an alternative Unit plan, e.g. looking at a different author. We have included extra Units (H1, H2, etc), which may be seasonal or to give further choice to suit a particular class.

Autumn Term /

Description

Narrative Unit 1A: Significant Author – Michael Foreman (2 weeks) / Use a variety of books by Michael Foreman to write reviews, to predict endings, to act & write diaries & letters in role and to understand the use of dialogue to tell a story. Chn write a sequel to their favourite book & illustrate it in MF’s style.
Narrative Unit 1B: Novels and stories by significant children’s authors (3 weeks) / In these 3 weeks The BFG and other books by Roald Dahl act as a wonderful stimulus for chn to create their own characters that use exciting dialogue, invent their own words and write and illustrate a story in the style of Dahl and Quentin Blake.
Non-fiction Unit 1: Instructions
(3 weeks) / Put a fun twist on instructions by letting chn explore different styles & forms. It is strongly linked to the ICT curric & after evaluating online instructions, chn look at audience & collaboratively create a Granny’s book of ‘How to use your mobile’.
Poetry Unit 1A: Poetic Style
(2 weeks) / In this unit chn have the opportunity to hear, read and respond to a range of poems from two contrasting writers. They write and perform their own free verse poems, inspired by those they have read and by adapting and borrowing elements they begin to develop a style of their own.
Narrative Unit 1B(i): Novels and stories by significant children’s authors (3 weeks) / It’s Hodgehegs, talking pigs and ten legged spiders in this unit as chn discover the amazing animals featured in the books of Dick King Smith. Chn share their reading preferences, create characters, get in role and finish by writing their own story!
Narrative Unit 2: Traditional stories, fables, myths, legends
(4 weeks) / What is it about traditional songs & stories passed on orally over many centuries that make them so memorable? Chn find out in this 4 week block exploring songs & the stories surrounding of Robin & his Merry Men, through reading, writing & spoken word.
Non-fiction Unit 2A: Recounts
(2 weeks) / Who was first to the top Mallory or Hillary? Chn take a look at the evidence & develop an understanding of the features of recounts before making up their minds. They then write & record their own recount based on their interviews for the BBC audio site.
Poetry Unit 1B: Poetic Style
(2 weeks) / Chn hear & respond to a range of poems from two well-known poets. Explore the use of language & how the writers imply deeper meanings & research the poets on the internet. Finally chn write their own free-verse poems inspired by those they have read.

Spring Term

Description

Narrative Unit 3:Stories from other cultures (3 weeks) / Using stories & Animated Tales based on oral stories from the Middle East & India chn discover the first story ever written down, that dialogue poems are a popular text form in the Gulf & how a collection of stories can be written within a frame story.
Non-fiction Unit H1: Explanation and Information (3 weeks) / Reach for the stars to understand the use of present tense & other features in explanation texts! Use the Animated Facts about Rowing to distinguish between fact & opinion, recounts & explanations. Write explanations about a sport or hobby as a web page.
Poetry Unit 2A: Classic/narrative poems (2 weeks) / The Highwayman comes riding up to the old inn door & into the classroom in this block! Building towards a performance chn study the features of classic & narrative poetry like ‘The Highwayman’ as well as the art of performance poetry.
Narrative Unit 4: Older Literature (3 weeks) / This unit encourages chn to read & enjoy texts written over half a century ago. Chn engage with these texts in their original written form, and also as abridged Audio CDs and as TV series. They interpret these texts & relate them to their own experience.
Non-fiction Unit 2B: Recounts
(3 weeks) / In Wiesner’s book Tuesday strange events took place on a Tuesday around 8pm! As detectives, chn interview witnesses before filing their report. Chn also study differences between reports & magazine articles; identifying fact, opinion & bias.
Poetry Unit 3A: Choral and performance (2 weeks) / This fun unit introduces chn to the notion of different types of performance poetry, in particular classic choral, conversation, ballad-style & slam poetry. Chn will write a poem & perform it at the end of the unit in a slam style poetry competition.

Summer Term

/ Description

Narrative Unit 5: Film and graphic stories (4 weeks)

/ Raymond Briggs provides perfect stimulus for this fantastic 4 week block. Starting with The Snowman chn build up a range of skills that serve them well as they work towards the creation of their film trailer for the screen version of ‘The Bear’.

Non-fiction Unit 3A: Persuasive writing (3 weeks)

/ Children discover the art of persuasion on this three week journey. Starting with letters they distinguish between facts & opinions & make use of persuasive phrases through writing. Finally chn put together presentations on topical issues.

Poetry Unit 2B: Classic/narrative poems (2 weeks)

/ Chn investigate the structure of the narrative poem Hiawatha, identifying figurative language, onomatopoeia & rhythm. Chn compare setting & characters with a story & then act out & video a verse or verses before presenting it with ICT.

Narrative Unit 6: Dramatic conventions (3 weeks)

/ Chn look at a variety of prepared scripts and broadcasts, both radio and TV. They discuss different types, then focus on news and short animations. Chn write their own scripts and create a 90 second audio broadcast which they record.

Non-fiction Unit 3B: Persuasive writing (3 weeks)

/ A debate poem is used to stimulate understanding of persuasion text. Chn identify & use features of persuasive text & persuasive devices in a debate, a PowerPoint presentation & a webpage discussion text linked to a topical subject (sources of energy).

Poetry Unit 3B: Choral and performance (2 weeks)

/ Compare performance poems that tell a story & identify the features that make a good performance poem. Chn then write their own performance poetry based on a fairy tale. Perform it for an invited audience using dramatic conventions to enhance the poem.

New Framework Literacy Strand Coverage

Year 5

Objectives/Units

/ N 1A / N 1B / N-F 1 / P 1A / N 1B(i) / N 2 / N-F 2A / P 1B / N 3 / N-F H1 / P 2A / N 4 / N-F 2B / P 3A / N 5 / N-F 3A / P 2B / N 6 / N-F 3B / P 3B
1. Speaking / Tell a story using notes designed to cue techniques, such as repetition, recap and humour / X / X / X / X / X / X / X / X / X
Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use and explore different question types and different ways words are used, including in formal and informal contexts / X / X / X / X / X / X
2. Listening & responding / Identify different question types and evaluate their impact on the audience / X / X / X / X / X
Identify some aspects of talk that vary between formal and informal occasions / X / X / X / X / X
Analyse the use of persuasive language / X / X / X / X / X / X
3. Group discussion and interaction / Plan and manage a group task over time using different levels of planning / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Understand different ways to take the lead and support others in groups / X / X / X / X / X / X / X / X / X / X / X / X
Understand the process of decision making / X / X / X / X / X / X / X / X / X

Objectives/Units

/ N 1A / N 1B / N-F 1 / P 1A / N 1B(i) / N 2 / N-F 2A / P 1B / N 3 / N-F H1 / P 2A / N 4 / N-F 2B / P 3A / N 5 / N-F 3A / P 2B / N 6 / N-F 3B / P 3B
4. Drama / Reflect on how working in role helps to explore complex issues / X / X / X / X / X / X / X / X / X / X
Perform a scripted scene making use of dramatic conventions / X / X / X / X / X / X / X / X / X / X / X / X
Use and recognise the impact of theatrical effects in drama / X / X / X / X / X / X / X / X / X / X / X
6. Word structure & spelling / Spell words containing unstressed vowels / X
Know and use less common prefixes and suffixes such as im-, ir-, -cian / X / X / X / X / X
Group and classify words according to their spelling patterns and their meanings / X / X / X / X / X / X / X / X / X / X / X / X / X / X
7. Understanding & interpreting texts / Make notes on and use evidence from across a text to explain events or ideas / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Infer writers' perspectives from what is written and from what is implied / X / X / X / X / X / X / X / X / X / X / X / X / X
Compare different types of narrative and information texts and identify how they are structured / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Distinguish between everyday use of words and their subject-specific use / X / X / X / X
Explore how writers use language for comic and dramatic effects / X / X / X / X / X / X / X / X / X / X / X / X / X

Objectives/Units

/ N 1A / N 1B / N-F 1 / P 1A / N 1B(i) / N 2 / N-F 2A / P 1B / N 3 / N-F H1 / P 2A / N 4 / N-F 2B / P 3A / N 5 / N-F 3A / P 2B / N 6 / N-F 3B / P 3B
8. Engaging with & responding to texts / Reflect on reading habits and preferences and plan personal reading goals / X / X / X / X / X / X / X
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Compare how a common theme is presented in poetry, prose and other media / X / X / X / X / X / X / X / X / X / X / X / X
9. Creating & shaping texts / Reflect independently and critically on their own writing and edit and improve it / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Experiment with different narrative form and styles to write their own stories / X / X / X / X / X / X / X / X / X / X / X / X
Adapt non-narrative forms and styles to write fiction or factual texts, including poems / X / X / X / X / X / X / X / X / X / X / X / X
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail / X / X / X / X / X / X / X / X / X / X / X / X / X
Create multi-layered texts, including use of hyperlinks and linked web pages / X / X / X
Objectives/Units / N 1A / N 1B / N-F 1 / P 1A / N 1B(i) / N 2 / N-F 2A / P 1B / N 3 / N-F H1 / P 2A / N 4 / N-F 2B / P 3A / N 5 / N-F 3A / P 2B / N 6 / N-F 3B / P 3B
10. Text structure & organisation / Experiment with the order of sections and paragraphs to achieve different effects / X / X / X / X / X / X / X / X / X / X / X
Change the order of material within a paragraph, moving the topic sentence / X / X / X / X / X / X / X
11. Sentence structure & punctuation / Adapt sentence construction to different text-types, purposes and readers / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Punctuate sentences accurately, including using speech marks and apostrophes / X / X / X / X / X / X / X / X / X / X / X / X / X / X
12. Presentation / Adapt handwriting for specific purposes, for example printing, use of italics / X / X / X / X / X / X
Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes / X / X / X / X / X / X / X / X / X / X / X / X