Year 5/6 English Curriculum Objectives

Reading - Word Reading

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet

Reading - Comprehension

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

maintain positive attitudes to reading and an understanding of what they read by reading books that are structured in different ways and reading for a range of purposes

maintain positive attitudes to reading and an understanding of what they read by 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

maintain positive attitudes to reading and an understanding of what they read by recommending books that they have read to their peers, giving reasons for their choices

maintain positive attitudes to reading and an understanding of what they read by identifying and discussing themes and conventions in and across a wide range of writing

maintain positive attitudes to reading and an understanding of what they read bymaking comparisons within and across books

maintain positive attitudes to reading and an understanding of what they read by 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

understand what they read by asking questions to improve their understanding

understand what they read by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

understand what they read by predicting what might happen from details stated and implied

understand what they read by summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main idea

understand what they read by 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

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 in English appendix 1

Spell words with endings which sound like /ʃəs/ spelt -cious or -tious

Spell words with endings which sound like /ʃəl/

Spell words ending in -ant, -ance/-ancy, -ent, -ence/-ency

Spell words ending in -able and -ible, words ending in -ably and -ibly

Add suffixes beginning with vowel letters to words ending in -fer

Learn to use the hyphen

Spell words with the /i:/ sound spelt ei after c

Spell words containing the letter-string ough

Spell words with 'silent' letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)

Spell homophones and other words that are often confused

Spell words from the word list - years 5 and 6

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

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

write legibly, fluently and with increasing speed by 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

plan their writing by noting and developing initial ideas, drawing on reading and research where necessary

plan their writing by 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

draft and write by in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

draft and write by précising longer passages

draft and write by using a wide range of devices to build cohesion within and across paragraphs

draft and write by 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

evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing

evaluate and edit by 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

Writing - Vocabulary, Grammar and Punctuation

Develop their understanding of the concepts set out in English appendix 2 by:

Learning the grammar for years 5 and 6 in English Appendix 2

Indicate grammatical and other features by:

Use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading

English Appendix 2 guidance:

Year 5

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

Link 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]

Terminology for pupils:

Year 6

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]

Terminology for pupils:

ellipsis