Year 6 Literacy
- Description
- Curriculum
ORELVINE SCHOOL
2023-2024 Academic Year
Year 6 English language course outline
| TERM 1 | TERM 2 | TERM 3 | |||
| 34% of teaching time | Unit 6.1 Stories with flashbacks Explore the conventions of standard English, using it in their own writing and in formal and informal spoken communication when conveying their ideas and opinions. | 51% of teaching time | Unit 6.4 The environment Examine a range of non-fiction texts about the environment. Write extended pieces about the environment using a range of connectives and a variety of punctuation to produce a cohesive work. | 51% of teaching time | Unit 6.6 Science fiction Study the genre of science fiction stories. Write your own science fiction texts, both individually and through collaboration with others.
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| 36% of teaching time | Unit 6.2 Historical recounts Read and explore a range of historical recount texts. Write and present information with their intended audience in mind, paying particular attention to ensuring what they are saying is understood by their audience. | 49% of teaching time | Unit 6.5 Nature poetry Look at poems on the theme of nature that evoke responses in the reader/listener as a result of the style, themes, and language used. Write their own nature poems with the aim of achieving similar responses | 49% of teaching time | Unit 6.7 Plays by a significant writer. Look at some drama texts from over a hundred years ago, taking a close look at the language used and the impact created. Discuss key features of play scripts. Plan and write their own play scripts, incorporating the features they have examined so that their play is suitable for performance. |
| 30% of teaching time | Unit 6.3 Poetic language Read and discuss a range of poetry. Explore the different strategies, including the use of figurative language, that writers use when both writing and presenting poetry to make it more appealing to the audience. |
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Year 6 English language Course Outline - 2
- 3Week 1 lesson 1
L.Os:
- Encourage others to take turns in a discussion
- Enjoy a shared reading of fiction genres, poems, play scripts, and nonfiction texts.
- 4
- 5Week 1 lesson 2
Week 1 lesson 2
L.Os:
Explore and describe the progression of ideas in a text, including the handling of time.
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- 7Week 1 lesson 3
Week 1 lesson 3
L.Os:
Use language to convey ideas and opinions, with increasing clarity and detail.
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- 9Week 1 lesson 4
Week 1 Lesson 4
L.O (s):
- Explore differences between written and spoken English by comparing narrative and dialogue.
- Use the conventions of standard English appropriately in writing, including for different types of texts, e.g. verb forms, sentence structure, and use of different word classes.
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- 11Week 2 lesson 1
Week 2, Lesson 1
L.Os:
Use the conventions of Standard English appropriately in writing, including for different types of texts, e.g. verb forms, sentence structure, and use of different word classes.
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- 13Week 2 lesson 2
Week 2, Lesson 2
L.O (s):
Explore and recognize how ideas are organized and linked cohesively across a text, e.g. new chapters to manage flashbacks or events which are presented out of chronological order; use of however and on the other hand to introduce a new paragraph in a balanced argument.
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- 15Week 2 lesson 3
Week 2 Lesson 3
L.O (s)
Adapt pace and tone of speech appropriately in formal and informal contexts.
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- 17Week 2 lesson 4
Week 2 Lesson 4
L.O (s):
Adapt non-verbal communication techniques for different purposes and contexts.
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- 19Week 3 lesson 1
Week 3 Lesson 1
L.O(s)
Explore and recognize the key features of text structure in a range of different fiction and non-fiction texts, including poems and play scripts.*
Use paragraphs, sections, and chapters to organize ideas and support the overall cohesion of a text, e.g. new chapters to manage flashbacks or events which are presented out of chronological sequence.
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- 21Week 3 lesson 2
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- 23Week 3 lesson 3
Week 3 Lesson 3
L.O (s):
Include different viewpoints in fiction, e.g. when writing stories with flashbacks.
Proofread for grammar, spelling, and punctuation errors, and make corrections, including using on-screen tools.
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- 25Week 3 lesson 4
Week 3 Lesson 4
L.O (s)
Explore and use different ways of representing consonants, e.g. -ck, -k, -ke,
-que or -ch for /k/; -ch or -tch for /ʧ/; j-, g- or -dge for /ʤ/.
Take different assigned roles within groups, and begin to assign roles within a group.
Take different assigned roles within groups, and begin to assign roles within a group.
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- 27Week 4 lesson 1
Week 4 Lesson 1
L.O(s)
Identify and record interesting and significant words, and synonyms, from texts to inform your own writing.
Use your own lists of interesting and significant words, dictionaries, and thesauruses to extend the range of vocabulary used in written work.
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- 29Week 4 lesson 2
Week 4 lesson 2
L.O(s)
Read and explore a range of non-fiction text types.*
Begin to explain variations in communication, including register.
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- 31Week 4 lesson 3
Week 4 Lesson 3
L.O(s)
Show awareness of different audiences, e.g. by using the appropriate register.
Plan and deliver independent and group presentations confidently to a range of audiences, adapting presentations appropriately to the audience.
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- 33Week 4 lesson 4
L.O(s)
Plan and deliver independent and group presentations confidently to a range of audiences, adapting presentations appropriately to the audience.
Lesson summary
Learners discuss the best way to present their verbal recount to an audience of their choice (e.g. parents, other learners, teachers).
Ideas might include using photographic evidence, on-screen presentations, posters, fact sheets.
Learners brainstorm
:
· Why different audiences need different information? (For example, teachers may know more about lessons than parents.)
Learners take time to prepare their recount presentation. Once learners are ready to present, they identify their chosen audience.
Learners say how they think their choice of presentation is appropriate for their intended audience. If necessary, provide a scaffold such as:
· I have chosen _________ as my audience because …
· My choice of a _________ presentation suits my audience because …
Ask learners how and why recount texts vary for different audiences (e.g. children, researchers, sports fans).
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