Consolidation Unit Plan

Planning
An image of the Consolidation Unit Plan Resource


Are you looking to revise your teaching objectives for GPS from Years 5 and 6? Then look no further than this Year 6 Consolidation Unit Plan.

This consolidation pack provides you with the opportunity to revisit objectives covered throughout the year, breaking each one down into smaller and more manageable steps to enable you to deliver concise lessons.

Each small step comes with notes and guidance for support as well as a set of focused questions to help get you started with your class. Resources are available to support this lesson, including teaching resources, worksheets and much more - perfect for using to recap GPS during that long summer term in Year 6!


Curriculum Objectives

  • Use of –ly in Standard English to turn adjectives into adverbs / Terminology for pupils: adverb
  • Terminology for pupils: noun
  • Terminology for pupils: adjective
  • Terminology for pupils: verb
  • Develop their understanding of the concepts set out in English appendix 2 by: Using conjunctions to express time and cause / Express time, place and cause using conjunctions [for example, when, before, after, while, so, because] / Terminology for pupils: conjunction
  • Develop their understanding of the concepts set out in English appendix 2 by: Using prepositions to express time and cause / Express time, place and cause using prepositions [for example, before, after, during, in, because of] / Terminology for pupils: preposition
  • Terminology for pupils: determiner
  • Develop their understanding of the concepts set out in English appendix 2 by: Using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun / Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun / Terminology for pupils: relative clause
  • Indicate grammatical and other features by: Using brackets, dashes or commas to indicate parenthesis / Brackets, dashes or commas to indicate parenthesis / Terminology for pupils: parenthesis / Terminology for pupils: bracket / Terminology for pupils: dash
  • Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
  • Verb prefixes [for example, dis–, de–, mis–, over– and re–]
  • Terminology for pupils: relative pronoun
  • Develop their understanding of the concepts set out in English appendix 2 by: Recognising vocabulary and structures that is appropriate for formal speech and writing, including subjunctive forms
  • Indicate grammatical and other features by: Using hyphens to avoid ambiguity / 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: hyphen
  • Indicate grammatical and other features by: Using semi-colons to mark boundaries between independent clauses / Use of the semi-colon to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] / Use of semi-colons within lists / Terminology for pupils: semi-colon
  • Indicate grammatical and other features by: Using colons to mark boundaries between independent clauses / Indicate grammatical and other features by: Using a colon to introduce a list / Use of the colon to mark the boundary between independent clauses / Use of the colon to introduce a list / Terminology for pupils: colon
  • Indicate grammatical and other features by: Punctuating bullet points consistently / Punctuation of bullet points to list information / Terminology for pupils: bullet points
  • 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] / Terminology for pupils: synonym / Terminology for pupils: antonym
  • 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]
  • Terminology for pupils: subject and object

Tags

Consolidation

Summer

2G1.6

2G1.1

2G1.3

2G1.2

3G1.4

3G1.7

4G1.8

5G3.1a

5G5.9

5G6.3

5G6.2

5G1.5b

6G7.4

6G5.13

6G5.11

6G5.10

6G5.14

6G7.2

6G6.1

6G7.3

6G1.9

Guidance

Year 6 Guidance