English Scheme of Work St Blaise Primary School · 2018-03-18 · English Scheme of Work – St...

English Scheme of Work – St Blaise Primary School

Year 5 and Year 6 St Blaise Primary School

Lower Key Stage 2 Year 5 and 6

English Objectives

Spoken Language:

Pupils should be taught to:

• listen and respond appropriately to adults and their peers

• ask relevant questions to extend their understanding and knowledge

• use relevant strategies to build their vocabulary

• articulate and justify answers, arguments and opinions

• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

• use spoken language to develop understanding

• speak audibly and fluently

• participate in discussions, presentations, performances, role play, improvisations and debates

• gain, maintain and monitor the interest of the listener(s)

• consider and evaluate different viewpoints

• Select and use appropriate registers for effective communication.

Word: Reading


• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1 both to read aloud and to understand the meaning

of new words they meet

• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Reading Comprehension


• Maintain positive attitudes to reading and 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 tradition

• 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 one 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 Spelling (see spelling list Appendix 1)


• 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, as listed

• use dictionaries to check the spelling and meaning of words

• use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

• use a thesaurus

Handwriting


• 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


• 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

• proof-read for spelling and punctuation errors

• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear



Writing – Vocabulary, grammar and punctuation


• develop their understanding of the concepts set out in Appendix 2 by:

• recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

• using passive verbs to affect the presentation of information in a sentence

• using the perfect form of verbs to mark relationships of time and cause

• using expanded noun phrases to convey complicated information concisely

• using modal verbs or adverbs to indicate degrees of possibility

• using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

• learning the grammar for years 5 and 6 in Appendix 2

• indicate grammatical and other features by:

• using commas to clarify meaning or avoid ambiguity in writing

• using hyphens to avoid ambiguity

• using brackets, dashes or commas to indicate parenthesis

• using semi-colons, colons or dashes to mark boundaries between independent clauses

• using a colon to introduce a list

• punctuating bullet points consistently

• use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading



APPENDIX 1 – Spelling - Year 5 and 6

Endings which sound like /ʃəs/ spelt –cious or –tious vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, fictitious, infectious, nutritious

Endings which sound like /ʃəl/ official, special, artificial, partial, confidential, essential

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration),substance

(substantial), innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential), assistant, assistance, obedient, obedience, independent, independence

Words ending in –able and –ible Words ending in –ably and –ibly adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably

(toleration) changeable, noticeable, forcible, legible, dependable, comfortable, understandable, reasonable, enjoyable, reliable, possible/possibly, horrible/horribly, terrible/terribly, visible/visibly,

incredible/incredibly, sensible/sensibly

Adding suffixes beginning with vowel letters to words ending in –fer referring, referred, referral, preferring, preferred, transferring, transferred, reference, referee, preference, transference

Use of the hyphen co-ordinate, re-enter, co-operate, co-own

Words with the /i:/ sound spelt ei after c deceive, conceive, receive, perceive, ceiling

Words containing the letter-string ough ought, bought, thought, nought, brought, fought, rough, tough, enough cough, though, although, dough through, thorough, borough, plough

Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) doubt, island, lamb, solemn, thistle, knight

Homophones and other words that are often confused advice/advise, device/devise, licence/license, practice/practise, prophecy/prophesy, farther: further/father: a male parent, guessed: past tense of

the verb guess/guest: visitor, heard: past tense of the verb hear/herd: a group of animals, led: past tense of the verb lead/lead: present tense of that verb, or else the metal which is very heavy (as heavy as

lead),morning: before noon/mourning: grieving for someone who has died, past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past

me)/passed: past tense of the verb ‘pass’ (e.g. I passed him in the road), precede: go in front of or before/proceed: go on, principal: adjective – most important (e.g. principal ballerina) noun – important

person (e.g. principal of a college)/principle: basic truth or belief, profit: money that is made in selling things/prophet: someone who foretells the future, stationary: not moving/stationery: paper, envelopes

etc., steal: take something that does not belong to you/steel: metal, wary: cautious/ weary: tired,

who’s: contraction of who is or who has/ whose: belonging to someone (e.g. Whose jacket is that?)

WORD LIST

YEAR 5 AND 6

accommodate

accompany

according

available

average

awkward

bargain

conscience*

conscious*

controversy

convenience

develop

dictionary

disastrous

embarrass

explanation

familiar

foreign

forty

immediate(ly)

individual

interfere

interrupt

necessary

neighbour

nuisance

occupy

privilege

profession

programme

pronunciation

rhythm

sacrifice

secretary

shoulder

symbol

system

temperature

thorough



achieve

aggressive

amateur

ancient

apparent

appreciate

attached

bruise

category

cemetery

committee

communicate

community

competition

correspond

criticise (critic +

ise)

curiosity

definite

desperate

determined

environment

equip (–ped, –

ment)

especially

exaggerate

excellent

existence

frequently

government

guarantee

harass

hindrance

identity

language

leisure

lightning

marvellous

mischievous

muscle

occur

opportunity

parliament

persuade

physical

prejudice

queue

recognise

recommend

relevant

restaurant

rhyme

signature

sincere(ly)

soldier

stomach

sufficient

suggest

twelfth

variety

vegetable

vehicle

yacht

Appendix 2 – Grammar – Year 5

• Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

• Verb prefixes [for example, dis–, de–, mis–, over– and re–]

• Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

• Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]

• Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]

• Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense

choices [for example, he had seen her before]

• Brackets, dashes or commas to indicate parenthesis

• Use of commas to clarify meaning or avoid ambiguity

Appendix 2 – Grammar – Year 6

• The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing

• How words are related by meaning as synonyms and antonyms

• Use of the passive to affect the presentation of information in a sentence

• The difference between structures typical of informal speech and structures appropriate for formal speech and writing

• Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections, and ellipsis



• Layout devices

• Use of the semi-colon, colon and dash to mark the boundary between independent clauses

• Use of the colon to introduce a list and use of semi-colons within lists

• Punctuation of bullet points to list information

• How hyphens can be used to avoid ambiguity

Terminology for pupils – Year 5

modal verb

relative pronoun

relative clause

parenthesis

bracket

dash

cohesion

ambiguity

Terminology for pupils – Year 6

Subject

object active

passive

synonym,

antonym

ellipsis

hyphen

colon

semi-colon

bullet points



WORD

Year 5

SENTENCE

Year 5

TEXT

Year 5

PUNCTUATION

Year 5

• Converting nouns or

adjectives into verbs using

suffixes [for example, –

ate; –ise; –ify]

• Verb prefixes [for

example, dis–, de–, mis–,

over– and re–]

• Relative clauses beginning with

who, which, where, when, whose,

that, or an omitted relative

pronoun

• Indicating degrees of

possibility using adverbs [for

example, perhaps, surely] or

modal verbs [for example,

might, should, will, must]

• Devices to build cohesion within a

paragraph [for example, then,

after that, this, firstly]

• Linking ideas across paragraphs

using adverbials of time [for

example, later], place [for example,

nearby] and number [for example,

secondly] or tense choices [for

example, he had seen her before]

Brackets, dashes or commas to

indicate parenthesis

Use of commas to clarify meaning or

avoid ambiguity

WORD

Year 6

SENTENCE

Year 6

TEXT

Year 6

PUNCTUATION

Year 6

• The difference between

vocabulary typical of

informal speech and

vocabulary appropriate for

formal speech and writing

[for example, find out –

discover; ask for –

request; go in – enter]

• How words are related by

meaning as synonyms and

antonyms [for example,

big, large, little].

• Use of the passive to affect the

presentation of information in a

sentence [for example, I broke the

window in the greenhouse versus

The window in the greenhouse was

broken (by me)].

• The difference between structures

typical of informal speech and

structures appropriate for formal

speech and writing [for example,

the use of question tags: He’s your

friend, isn’t he?, or the use of

subjunctive forms such as If I

were or Were they to come in some

very formal writing and speech

• Linking ideas across paragraphs using a

wider range of cohesive devices:

repetition of a word or phrase,

grammatical connections [for example,

the use of adverbials such as on the

other hand, in contrast, or as a

consequence], and ellipsis

• Layout devices [for example, headings,

sub-headings, columns, bullets, or

tables, to structure text]

• Use of the semi-colon, colon and

dash to mark the boundary

between independent clauses [for

example, It’s raining; I’m fed up]

• Use of the colon to introduce a

list and use of semi-colons within

lists

• Punctuation of bullet points to list

information

• How hyphens can be used to avoid

ambiguity [for example, man

eating shark versus man-eating

shark, or recover versus re-

cover]



Year Grammar Objectives Example Terminology

5 Use a wide range of conjunctions to create

compound and complex sentences

Consolidate children’s use of ‘and’, ‘but’ and ‘or’ to write compound sentences

and their use of other conjunctions to create complex sentences with

subordinate clauses.

Conjunction

Complex sentence

Compound sentence

5

Use relative clauses beginning with ‘who’,

‘which’, ‘where’, ‘why’ or ‘whose’ or with

implied relative pronoun.

Extend children’s use and knowledge of subordinate clauses. Relative clause

Relative pronoun

5

Use commas to clarify meaning or avoid

ambiguity

Encourage children to read their work for sense and meaning, and to

punctuate short pauses with commas. Comma

5 Use adverbials of time, place and number

to link ideas across paragraphs

Encourage children to use paragraphs to break up their writing and to link

ideas using words such as ‘Earlier...’ or ‘Nearby...’ or ‘Secondly...’. They can

also use phrases in the same way: ‘Later on...’ or ‘Far away...’.

Adverbial

5 Use brackets, dashes or commas to


Help children to see that brackets, dashes and commas can all be used to


In the museum, the toys (always the most popular exhibit) are on display as

you enter the hall.

In the museum, the dinosaur – first seen from the stairs – is the largest

exhibit they possess.

In the museum, the fossils, never easy to display, have lights behind them.

Bracket

Dash

Comma

Parenthesis

5

Recognise the difference between direct

and indirect speech and relate to

differences between informal and formal

speech structures

Chn need to turn direct speech into indirect speech and recognise how the

writing becomes more formal.

“I’ll never admit that you’re better than Arsenal,” Fred growled as the Man

U supporter tightened the headlock.

Turns into: Fred refused to admit that Arsenal was inferior to Manchester

United, even though the supporter had him in a headlock.



Grammar Objectives Example Terminology

5 Use apostrophes correctly

Consolidate correct use of apostrophes:

1. To indicate possession in singular or plural nouns: The dog’s tail, cats’

eyes, ..

2. To indicate a contraction – taking the place of missing letter(s) I’m, don’t,

...

Apostrophe

Contraction

5 Use modal verbs or adverbs to indicate

degrees of possibility

Show children how we can have a hierarchy of possibility using modal verbs:

I may go to my granny’s.

I might go to my granny’s.

I should go to my granny’s.

I will go to my granny’s.

I must go to my granny’s.

Modal verb

5

Y5/Y6 Use dialogue, recognise differences

between spoken and written speech

(contractions)

Consolidate children’s use of dialogue, including use of speech punctuation

Stress differences between spoken and written speech. E.g. Contracted

forms, and slang...

“Give me a break,” sneered Tom, “You can’t expect me to believe that!”

“Ger’off, you’re hurting me,” Sam told his younger brother.

Inverted commas or

speech marks

Direct speech



Year Grammar Objectives Examples Terminology

6

Use a wide range of conjunctions to

create compound and complex

sentences

Consolidate children’s use of ‘and’, ‘but’ and ‘or’ to write compound sentences and

their use of other conjunctions to create complex sentences with subordinate

clauses.

Conjunction

Complex sentence

Compound sentence

6

Use full stops, commas, exclamation

marks, speech marks and question

marks to punctuate sentences

correctly.

Help children use punctuation correctly:

• Full stops, question marks for questions and exclamation marks for

exclamations.

• Speech marks for dialogue, with capital letters and full stops or

exclamation/question marks as appropriate.

• commas for pauses within sentences

•

Full stop

Comma

Exclamation mark

Question mark

6

Use a wide range of adjectives and

adjectival phrases, adverbs, adverbials

and prepositional phrases to add

description and elaboration to writing.

Consolidate children’s use of description to enable them to express themselves

in interesting ways.

Noun

Adjective

Verb

Adverb

Phrase

Preposition

6 Use expanded noun phrases to convey

complicated information concisely

The blue and white salts left in the basin can be placed in a jar for safe-keeping.

The herd of deer we saw earlier have returned to the hillside.

(A good test of a noun phrase is that the whole thing can be replaced by a

pronoun.)

Noun

Phrase

6

Use semi-colons, colons or dashes to

mark boundaries between independent

clauses.

Show children how we can use a semi-colon to indicate a pause longer than a

comma and we can use a dash to indicate a further thought.

The woolly mammoth was thought to have died out after the ice-age; the

weather became too hot for them to survive.

Simon absolutely refused to apologise – he was convinced he had done nothing

wrong.

Semi-colon

Dash



Year Grammar Objectives Examples Terminology

6

Distinguish between informal and

formal vocabulary and sentence

structures including the subjunctive

form.

Encourage chn to see how we can use speech structures in informal writing and

appropriate structures such as the subjunctive in formal writing. E.g.

He really gave that his best shot didn’t he? [Informal speech structure]

She is really not going to change her mind, is she? [Informal speech structure]

If I were you, I would go and say sorry to Jimmy. [Subjunctive]

If the planet were to warm more than 3⁰, scientists think that much of the UK

would be under the sea. [Subjunctive]

6 Use bullet points and punctuate

correctly Encourage children to use bullet points in non-fiction writing.

Bullet points

Semi-colon

6

Use colons and semi-colons in

punctuating bullet points and to

introduce a list.

New playground rules:

• No running in the quiet area;

• No football except on the pitch

• Hoops, skipping ropes and Frisbees to be returned to the big

basket; and

• No food in the sitting area.

Colon

6 Use hyphens to avoid ambiguity

Help children to see that a hyphen can change the meaning:

‘man-eating shark’ is different from ‘man eating shark’

‘cat-hating woman’ is different from ‘cat hating woman’

‘re-cover’ is different from ‘recover’

Hyphen

6 Use passive voice to present

information in an objective way

Demonstrate to children how we can describe an incident without saying who did

it! Show children how the passive voice helps us to report something without

allocating responsibility.

The window was broken by a football being kicked through it.

The kittens were placed on the doorstop of the orphanage.

John was punched in the chest.

Passive voice



Year 5 Spellings

Term 1 – to revise spellings – (plurals and suffixes) from Y4

Topic, Science and Numeracy words should be taught alongside the rules below.

Objective Rules Grammar

Links

Possible

Resources

Sample words Outcome Curriculum

vocabulary

To consolidate

understanding of how

words change when s or es

is added to create a plural.

Most words add s.

Add es if the word ends in a

hissing buzzing shushing sound.

Words ending in y add s if the

final letter is preceded by a

vowel, if not change the y to i.

Words

change

from

singular to

plural

Spelling Bank

(p.10)

Support for

Spelling (p. 23,

40)

statue umpire bargain

bruise career zone

committee sign minor

object saucepan suit

envelope government

knuckle blemish sandwich

boundary industry jury

majesty identity majority

To know when to

add s and es to

the end of words

to create plurals.

To investigate what

happens to words ending in

f when suffixes are added.

Most endings change to ves.

Double ff add s.

Words ending fe use ves.

Words

mostly

change

from

singular to

plural

Spelling Bank

(p.28)

calf elf half leaf self

thief staff puff sniff

cliff knife wife life

believe curve

To know when to

change to ves or

just add s.

To investigate spelling

patterns in pluralisation.

Most nouns add s.

Nouns ending in hissing sounds

etc add es.

Nouns ending in a consonant + y

change y to i and add es.

Nouns ending a vowel + y add s.

Singular to

plural

Spelling Bank

(p.41)

Support for

Spelling (p.56)

Review previous words.

century coward decimal

favour festival flavour

fruit garage germ index

inhabitant instrument

opinion rhyme rhythm

To know and use

the rules correctly

in your own

writing.




Links

Possible

Resources


vocabulary

To investigate irregular

plurals.

Spelling Bank

(p.42)

Support for

Spelling (p.56)

person – people

mouse – mice

goose – geese

die – dice

louse – lice

woman – women

foot – feet

child – children

antenna – antennae

formula – formulae

To recognise

irregular word

patterns

To consolidate the use of

the apostrophe to identify

ownership/possession.

An apostrophe is used before an

s is added to demonstrate

possession. When a word is a

plural it is added after the s.

Exceptions – children –

children’s.

To use an

apostrophe

accurately when

spelling.

To consolidate

understanding of adding

the suffixes s, ing and ed

to verbs.

Most words add s, ing, ed.

Words ending in e – drop the e

add s, ing, ed. Words with a

short vowel before the final

letter double the final letter.

Tense

change

GFW –

Unit 1

(p.34)

Spelling Bank

(p.23, 46)

Support for

Spelling (p.16,

36)

believe celebrate

challenge convince

correspond create debate

deceive demonstrate

deprive develop emigrate

encounter encourage

endure blot clot crop ban

benefit

To know and use

the rules for

adding s, ing and

ed to verbs.

Numeracy –

calculate

estimate

approximate

multiply

divide add

subtract

To identify irregular tense

changes and to begin to

group them.

Tense

change

Spelling Bank

(p.24)

is – was

write – wrote

slide – slid

drive – drove

To identify and

use irregular verb

endings when

writing.




Links

Possible

Resources


vocabulary

GFW –

Unit 2

(p.36)

Support for

Spelling (p.36)

can – could

make – made

teach – taught

catch – caught

see – saw

are -were

To investigate endings that

sound like shun – tion.

tion is used when the root word

ends in t or te.

Take off the e before adding

tion. tion words are nearly

always nouns.

Verbs

become

nouns

Spelling Bank

(p. 51)

Support for

Spelling (p.76)

invention inflation action

injection completion

exception reaction

affection explanation

junction pronunciation

To know the rule

and correctly spell

words ending in

tion.

Numeracy –

operation

proportion

approximatio

n estimation

fraction

calculation


sound like shun – sion.

sion is used if the root word

ends in d, de or se. There are

some exceptions.

Verbs

become

nouns

Spelling Bank

(p. 51) Support

for Spelling

(p.76)

vision collision confusion

transfusion infusion

corrosion

To know the rule

and correctly spell

words ending in

sion.

Numeracy -

division


sound like shun – ssion.

ssion is used if the root word

ends in a ss (express) which is a

soft sh sound or in mit (permit).

Words

become

nouns

Spelling Bank

(p. 51)

Support for

Spelling (p.76)

percussion oppression

recession repression

possession

To know the rule

and correctly spell

words ending in

ssion.



Term 2 – to investigate word endings and suffixes



Links

Possible

Resources


vocabulary

To investigate

endings which sound

like shus spelt cious

or tious.

If the root word ends in ce, the

sh sound is spelt as c (vice –

vicious)

Adjectives Spelling Bank

(p.29)

vicious precious conscious

delicious malicious

suspicious gracious

ambitious cautious

fictitious infectious

nutritious curious

To understand and

know how to

change the root

word.

To investigate

endings which sound

like shul (cial, tial).

cial is common after a vowel and

tial common after a consonant,

Exceptions – initial, financial,

commercial, provincial.

Adjectives Spelling Bank

(p.29)

official special artificial

partial confidential

essential

To understand and

know how to spell

shul words.

To investigate words

ending in ant, ance

and ancy.

Use ant and ance/ancy if there

is a related word with a clear ai

sound in the right position –

ation words often a clue.

From verb to

adjective and

noun

observant observance

(observation) expectant

expectance (expectation)

hesitant hesitance,

hesitancy (hesitation)

nuisance

To understand and

know how to

change and use

words ending in

ant, ance/ancy.


ending in ent,

ence/ency.

Use ent/ence/ency after a soft

c sound, soft g sound and qu, or

if there is a related word with a

clear e sound in the right

position.

Function of

words within

the sentence

innocent innocence decent

decency frequent

frequency confidence

confident obedient

obedience independent

independency

To understand how

to change and use

words ending

ent/ence/ency.




Links

Possible

Resources


vocabulary

influence permanent

evidence


ending in ible and

able.

Dropping able generally leaves a

recognisable word which can be

heard.

ible is less common and the root

isn’t always recognisably heard.

Changes

words into

adjectives

Spelling Bank

(p. 36)

Support for

Spelling (p.63)

changeable noticeable

dependable comfortable

reasonable miserable

forcible legible horrible

terrible visible possible

incredible

To understand

when to add

ible/able to

change the

meaning of a root

word.


ending in ive. ic and

ist.

Before adding a vowel suffix

drop the final e or y.

Changes

words from

one group to

another

Spelling Bank

(p.35, 36)

Support for

Spelling (p.68)

forgive massive excessive

expensive native relative

attractive horrific

terrific comic electric

scientific artist specialist

extremist novelist

To understand

which words to

add ive, ic or ist

to.

Numeracy –

positive

negative

To investigate adding

suffixes which begin

with a vowel to words

ending in fer.

The r is doubled if the

fer is still stressed when the

ending is added.

The r is not doubled if the fer

is no longer stressed.

Changes the

root to

verb/noun

depending on

context

referring referred

referral preferring

preferred transferring

transferred reference

referee preference

transference

To understand

when to double

the final r.

To investigate how

words transform

when suffixes are

added.

Refer to earlier spelling rules

regarding the adding of

suffixes.

Verb to noun –

tions, ism,

ness, ity, ist,

ology;

noun to verb –

ise, ify, ate;

Spelling Bank

(p. 56)

Support for

Spelling

(p.63-64, 68)

Base words – change class

press child long educate

reduce critic care age

medicine kind compose

decide help small legal

happy mobile definite

To begin to

recognise how

suffixes change

the type and

meaning of base

words.




Links

Possible

Resources


vocabulary

tense – s/es,

d/ed, en;

Comparatives

– er, est, ish

utter destroy forbid

exaggerate excavate

interfere interrupt

introduce investigate

operate organise prefer

protect realise restore

revise terminate


which are often

misspelt when

prefixes or suffixes

are added.

Rules dependent upon the word

groups that are covered.

disappear disappoint

beginning business

necessary necessarily

enrol especially jealous

mischief mischievous equip

tremendous marvellous

relevant regret recent

recommend remove

request resign resemble

tomorrow

To understand the

root word and the

rules for when a

suffix or prefix is

added.

To review the use of

prefixes and

suffixes to alter the

meaning of words.

telescope purpose Numeracy -

inverse



Term 3 – to investigate the use of hyphens, letter strings and silent letters

to further investigate homophones

to revise and further investigate prefixes



Links

Possible

Resources


vocabulary

To investigate the

use of the hyphen to

link words.

Hyphens can be used to join a

prefix to a root word, especially

if the prefix ends with a vowel

and the root word also begins

with one.

Punctuation co-ordinate re-iterate pre-

eminent co-own

To know when to

hyphenate words.

To investigate i

before e except

after c when the

sound is ee.

c is usually followed by ei but

there are exceptions. The long a

sound generally indicates ei.

Spelling

Bank (p.55)

belief grief thief piece

review ceiling deceive

perceive vein rein weigh eight

weird protein their height

seize ancient receive receipt

To know the rule

and when to apply

it; to begin to

recognise and

know the

exceptions.

Numeracy –

weigh weight

eight eighth

height


containing the letter

string ough.

The letter string can be used to

spell a number of different

sounds.

Letters &

Sounds

Phase 5/6

ought bought thought nought

rough tough enough cough

through though although dough

plough borough thorough

To read and spell

words with the

letter string ough

correctly.

To further

investigate words

with silent letters.

To understand the pronunciation

of some words have evolved

over time.

Spelling

Bank (p.11)

doubt island thistle Wednesday

knight answer rhubarb honest

solemn knead

To correctly spell

words with silent

letters.

To investigate

homophones focusing

on ce and se.

To understand ce is the noun

and se is the verb.

Function of

a word

advice/advise

device/devise

licence/license

To use the correct

spelling in the

correct context.




Links

Possible

Resources


vocabulary

within a

sentence

practice/practise

prophecy/prophesy

To investigate

homophones and

other words that can

be confused.

Function and

sense of a

word within

a sentence

aisle/isle

aloud/allowed

there/their/they’re

affect/effect

heard/herd

ascent/assent

stationary/stationery

desert/dessert

past/passed

To use the correct

spelling in the

correct context.

To revise and spell

the common prefix in

in all its forms – il, ir

and im.

In this instance it means not.

Before l in becomes il.

Before m or p in becomes im.

Before r in becomes ir.

Gives the

opposite

meaning

Spelling

Bank (p.57)

Support

for

Spelling

(p.80)

inactive incorrect incredible

invisible illegal illegible

immature impolite impossible

irregular irrelevant

irresponsible

impress imprison include index

industry interfere interrupt

interview introduce investigate

To recognise and

use the prefixes in

writing.

Numeracy -

inverse

To investigate the

meanings and

spellings of words

using the prefixes

auto, bi, and tele.

auto means self

bi means two

tele means distant.

Link to the

origins of

words and

dictionary

work

Spelling

Bank (p.43)

Support

for

Spelling

(p.68)

autograph autopsy

autobiography automobile

automatic biceps bisect bicycle

bilingual telephone television

telepathy telescope

To understand the

meaning and use

the words with

the prefixes auto,

bi and tele.




Links

Possible

Resources


vocabulary

To investigate the

meanings and

spellings of words

using the prefixes

circ and trans.

circ means round about;

trans means across.

Could link to

preposition

work.

Spelling

Bank (p.43)

Support

for

Spelling

(p.68)

circus circle circular

circumference circulate

circumvent circumstance

transmit transfer transport

transparent translate

transplant

To understand the

meaning and use

the words with

the prefixes circ

and trans.

Numeracy –

circle circular

circumference

translation

To investigate the

meanings and

spellings of words

using the prefixes

pro and sus.

pro means ahead;

sus a version of sub meaning

under.

Spelling

Bank

(p. 57)

proactive project provide

produce propose proceed

propeller suspect suspense

suspicion suspend sustain

To understand the

meaning and use

the words with

the prefixes pro

and sus.

Numeracy –

proportion

To review the

spelling from the

term.

apparent equator haunt hearty

zero ridiculous jealous juice

legend leisure unite rapid

purpose medium mineral



Year 6 Spellings

Term 1 – to consolidate and revise spelling rules from the previous years;

to use dictionaries and thesauri proficiently and effectively.


Dictionary and Thesaurus work should be an integral part of the teaching and learning across the curriculum.


Links

Possible

Resources


vocabulary

To use a dictionary

effectively and

proficiently.

Word types

homonyms

Poetry

Cargoes by

Masefield

The

Highwayman

by Noyes

Dependent upon focus but

could include words whose

function differs.

Peak, peaky (noun, verb,

adjective)

To understand that

words spelt the

same have

different meanings

and different

functions.

To investigate spelling

patterns in

pluralisation.

Most nouns add s.

Nouns ending in hissing

sounds etc add es.

Nouns ending in a consonant

+ y change y to i and add es.

Nouns ending a vowel + y

add s.

Singular to plural Spelling Bank

(p. 41)

average horizon

hurricane identity lawyer

liquid magazine majesty

majority miracle

mosquito nation origin

parallel parliament

scheme society sphere

style superior theatre

tyrant villain wardrobe

wizard yacht

To know the rules.

To investigate

irregular plurals.

Spelling Bank

(p.42)

mouse – mice

To recognise and

use irregular word

patterns




Links

Possible

Resources


vocabulary

To consolidate

understanding of

adding the suffix s, ing

and ed to verbs.

Most words add s, ing, ed.

Words ending in e drop the

e add s, ing, ed.

Words with a short vowel

before the final letter

double the final letter.

Tense change accommodate analyse

appreciate embarrass

guarantee harass hinder

honour illustrate imitate

immense manufacture

narrate observe occupy

omit persevere privilege

qualify quench query

satisfy severe succeed

suggest surprise vary

ventilate wrench

To know and

understand the

rules for adding s,

ing and ed to verbs.

To identify irregular

tense changes and to

begin to group them.

Tense change blow – blew, know – knew,

throw – threw, sing – sang,

run – ran, swim – swam.

To identify and use

irregular verb

endings when

writing.

To investigate how

words transform when

suffixes are added.

Refer to earlier spelling

rules regarding the adding

of suffixes.

Verb to noun – tion,

ism, ness, ity, ist,

ology.

Noun to verb – ise,

ify, ate.

Tense – s/es, d/ed,

en. Comparatives –

er, est, ish, like

SB p. 56 Base words – love, hate,

change, class, press, child,

educate, long, reduce,

critic, care, age, medicine,

kind, compose, decide,

help, small, legal, happy,

mobile.

awkward haughty

illustrate imagine

military narrate nation

observe vary

To begin to

recognise how

suffixes change the

type and meaning of

base words.

To investigate

homophones and other

Function of the word

within the sentence

Dictionary

and thesaurus

work

aisle/isle

aloud/allowed

there/their/they’re

To use the correct

spelling in the

correct context.




Links

Possible

Resources


vocabulary

words that can be

confused.

affect/effect

heard/herd

ascent/assent

stationary/stationery

desert/dessert

past/passed

To investigate

homophones and other

words that can be

confused.

Function of the word

within the sentence

The use of formal

language

Dictionary

and thesaurus

work

bridal/bridle

cereal/serial

complement/compliment

descent/dissent

disinterested/

uninterested

draft/draught

morning/mourning

precede/proceed

principal/principle

profit/prophet

who’s/whose

To use the correct

spelling in the

correct context.

To recognise and spell

the common prefix in

in all its forms – il, ir

and im.

In this instant it means not.

Before l in becomes il.

Before m or p in becomes

im

Before r in becomes ir.

Gives the opposite

meaning

Spelling Bank

(p.57)

inactive incorrect

incredible invisible illegal

illegible immature

impolite impossible

irregular irrelevant

irresponsible immense

To recognise and

use the prefixes in

writing.

To investigate the

meanings and spellings

of words using the

prefixes auto, bi, and

tele.

auto means self.

bi means two.

tele means distant.

Spelling Bank

(p.43)

autograph autopsy

autobiography automobile

automatic biceps bisect

bicycle bilingual telephone

television telepathy

telescope

To understand the

meaning and use the

words with the

prefixes auto, bi

and tele.




Links

Possible

Resources


vocabulary

To investigate the

meanings and spellings

of words using the

prefixes circ and

trans.

circ means round about.

trans means across.

Could link to

preposition work

Spelling Bank

(p.43)

circus circle circular

circumference circulate

circumvent circumstance

transmit transfer

transport, transparent

translate transplant

To understand the

meaning and use the

words with the

prefixes circ and

trans.



Term 2 – to revise, consolidate and extend previous learning;

to investigate prefixes and suffixes;

to investigate root words and how they transform;

to investigate connectives.



Links

Possible

Resources


vocabulary

To investigate a range of

random words classifying

and sorting according to a

given criteria.

Rule identification will be

paramount – refer to previous

objectives in Y3 – 5.

Word types Dependent on teacher

focus – could be a starter

for later work or revision

of previous work or from

the words to be taught list.

To begin to

recognise and

understand that

words can be

classified in

different ways

according to

spelling and

context of use.


random words classifying

and sorting according to a

given criteria.

Rule identification will be

paramount – refer to previous

objectives in Y3 – 5.

Word types Dependent on teacher

focus – could be a starter

for later work or revision

of previous work or from

the words to be taught list.

To begin to

recognise and

understand that

words can be

classified in

different ways

according to

spelling and

context of use.




Links

Possible

Resources


vocabulary

To investigate the

prefixes micro and aero.

auto – means self

micro – means small

aero – means air

Growing root

words

Origins of

words

Spelling Bank

(p.58)

aeroplane aerodrome

aerodynamic microscope

microcosm

To know the

prefixes micro

and aero.

To investigate the roots

aqua, and port.

aqua – means water

port – means carry

Growing

words from

roots

Dictionary aquatic aquarium transport

portable import export

To know words can

be split into

different parts

and many have a

root.

To revise and investigate

the prefixes prim and

pre.

prim – means first

pre – means before

Growing

words and

altering their

meanings

Dictionary primary primrose primate

preview prehistoric

previous prevent

To know the

prefixes prim and

pre.

To investigate the root

word graph.

graph means to write. Categorise

words in their

types

autograph photograph

graphic grapheme

To understand the

root can be used

to form different

words which fall

into different

categories.


root words.

con – together

cede – yield

clude – shut

cred – belief

photo - light

Origins of

words and

their uses

conclude consider convince

concede recede include

exclude credible incredible

credence photograph

photosynthesis

To begin to break

down different

words and

understand they

can be

constructed from

different parts.




Links

Possible

Resources


vocabulary

To investigate meanings

and spellings of

connectives.

Look at the different types of

connectives including causal,

time and conjunctions.

Sentence

work

furthermore

notwithstanding meanwhile

whereas but until

whenever although besides

moreover since

nonetheless therefore

henceforth

To use the most

appropriate

connective when

writing.

To further investigate

the meanings and spellings

of connectives.

As above hereafter because

consequently after

whatever alternatively

with

To use the most

appropriate

connective when

writing.

To investigate the use of

prepositions.

A preposition denotes the

position of the subject or

object in a sentence.

Sentence

work

beside behind alongside

against under above below

through across

To recognise and

use a preposition

accurately.



Term 3 - To revise, consolidate and extend previous learning (refer to previous terms and years);

to explore word classification;

to explore the origins of words. Suggestions below can be used prior to SATs or after.

It is important that individual teachers decide which spelling rules their classes and/or individual pupils still need to work on

and address these.



Links

Possible

Resources


vocabulary

To investigate the

suffixes ology and

phobia.

ology – means study

phobia – means fear

Word

changes and

uses

archaeology biology

geology zoology

claustrophobia

arachnophobia

agoraphobia

To recognise, know and

use a range of words

ending with the suffixes

ology and phobia.

To investigate

abstract nouns and how

they can be

transformed to

adjectives and verbs.

An abstract noun names a thought

or emotion or action – something

that is not concrete.

Sentence

work

love hate jealousy

envy happiness

forgetfulness

endurance practice

advice

To recognise the words

and be able to transform

them using appropriate

suffixes.

To investigate the

growing of words using

prefixes and suffixes.

Dependent upon the root words

chosen

Word

changes and

uses

achieve appear call

compose sense

nation happy access

script hearten peat

form tend

To know the spellings of

some roots may change

when adding a suffix or

prefix; to know which

prefixes and suffixes can

be added.

To investigate the

growing of words using

prefixes and suffixes.

Dependent upon the root words

chosen.

Word

changes and

uses

Roots – vince dict

cept poss miss

To know which prefixes

and suffixes to add to

grow extended words.




Links

Possible

Resources


vocabulary

To investigate

morphemes.

A morpheme is the smallest unit of

meaning in a word.

Word

function and

type

boy boyhood boyish

crocodile happy

happiness girl girlish

citizen citizenship

To understand that words

can be made up of many

parts of meaning leading

to a whole.

To investigate the

origins of language.

Dependent upon the word group

explored – Latin, Greek, French and

Indian.

Development

of language

To investigate the




Indian.

Development

of language

To investigate the




Indian.

Development

of language

To investigate literary

terms.

Meaning and

use of terms

when writing.

onomatopoeia,

alliteration,

palindrome,

euphemism,

metaphor, simile,

riddle, proverb,

symbol, hyperbole,

homograph, idiom.

To know, understand and

use in their own writing.

To investigate literary

terms.

Meaning and

use of terms

when writing.

onomatopoeia,

alliteration,

palindrome,

euphemism,

metaphor, simile,

riddle, proverb,

symbol, hyperbole,

homograph, idiom.

To know, understand and

use in their own writing.

English Scheme of Work St Blaise Primary School · 2018-03-18 · English Scheme of Work – St...

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