Free Year 6 GPS Long Term Plan with Objectives

Free Year 6 GPS Long Term Plan with Objectives

This Year 6 GPS Long Term Plan includes the Grammar, Vocabulary and Punctuation objectives from the National Curriculum. The GPS Scheme of Work has been designed to ensure coverage of all objectives over the course of the year. This document maps out each block across the year and when the objectives will be taught.

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This pack includes:

• Year 6 GPS Long Term Plan with Objectives

National Curriculum Objectives

Writing - Vocabulary, Grammar and Punctuation

• Develop their understanding of the concepts set out in English appendix 2 by:
  • (6G7.4) Recognising vocabulary and structures that is appropriate for formal speech and writing, including subjunctive forms
  • (6G4.4) Using passive verbs to affect the presentation of information in a sentence
  • Learning the grammar for years 5 and 6 in English Appendix 2
• Indicate grammatical and other features by:
  • (6G5.13) Using hyphens to avoid ambiguity
  • (6G5.11) Using semi-colons to mark boundaries between independent clauses
  • (6G5.10) Using colons to mark boundaries between independent clauses
  • (6G5.12) Using dashes to mark boundaries between independent clauses
  • (6G5.10) Using a colon to introduce a list
  • (6G5.14) Punctuating bullet points consistently
• Use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading

English Appendix 2 guidance:

Year 6

• (6G7.2) 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]
• (6G6.1) How words are related by meaning as synonyms and antonyms [for example, big, large, little]
• (6G4.4) 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)]
• (6G7.3) 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]
• (6G4.3) Recognising subjunctive forms
• 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]
• (6G5.11) Use of the semi-colon to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]
• (6G5.10) Use of the colon to mark the boundary between independent clauses 
• (6G5.12) Use of the dash to mark the boundary between independent clauses
• (6G5.10) Use of the colon to introduce a list
• (6G5.11) Use of semi-colons within lists
• (6G5.14) Punctuation of bullet points to list information
• (6G5.13) How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]
• Terminology for pupils:
  • (6G1.9) subject
  • (6G1.9) object
  • (6G4.4) active
  • (6G4.4) passive
  • (6G6.1) synonym
  • (6G6.1) antonym
  • ellipsis
  • (6G5.13) hyphen
  • (6G5.10) colon
  • (6G5.11) semi-colon
  • (6G5.14) bullet points

This resource is available to download with a Taster subscription.