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| Narrative plays and scripts 19-20 weeks |
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| Non-fiction 12-14 weeks |
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| Poetry 5 weeks |
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| Additional text-based units |
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| Numbers of weeks identified for each unit are suggestions only |
* Where the unit title is asterisked, detailed planning exemplification has been produced and can be accessed by clicking on the title.
The combined content of these units, together with continuous and discrete work at word and sentence level, carries the learning that children can be expected to achieve in Year 5. Further work on presentational skills and speaking and listening will be ongoing throughout the year. Literacy learning in Year 5 is summarised in the objectives in the twelve strands. The year divides into 19-20 weeks on narrative, plays and scripts, 12-14 weeks on non-fiction and 5 weeks on poetry but these timings and the ordering of many of the units can be flexible. This flexibility means that schools can position the units to create purposeful links across the curriculum. However care must be taken to maintain the progression in learning at text, sentence and word levels if these units are taught in a different order from the one suggested.
It is expected that the non-fiction units will take place before, after or alongside units from across the curriculum that will provide the content and purpose for speaking, listening, reading and writing. Many schools will also wish to link narrative, plays and poetry units across the curriculum.
See pages 29-36 of Learning and teaching in the primary years: Designing opportunities for learning (Ref:0521-2004) to see how curriculum maps can be used to align units of study across curriculum areas.
See the Qualifications and Curriculum Authority's opportunities for and examples of embedding aspects of English in art and design, design and technology, geography, history, music, science and mathematics at Key Stages 1 and 2 (http://www.qca.org.uk/qca_5226.aspx).
Although these units do not simply repeat the exemplified planning previously published, this remains relevant, and in some instances may be drawn upon for materials and approaches. The relationship between the two is shown in one of the tables below.
The non-fiction block addresses the following learning objectives.
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Non-fiction |
UNIT 1 |
UNIT 2 |
UNIT 3 |
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1. Speaking |
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Tell a story using notes designed to cue techniques, such as repetition, recap and humour |
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Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language |
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Use and explore different question types and different ways words are used, including in formal and informal contexts |
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2. Listening and responding |
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Identify different question types and evaluate impact on audience |
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Identify some different aspects of speech which vary between formal and informal occasions |
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Analyse the use of persuasive language |
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3. Group discussion and interaction |
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Plan and manage a group task over time using different levels of planning |
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Understand different ways to take the lead and support others in groups |
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Understand the process of decision making |
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4. Drama |
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Reflect on how working in role helps to explore complex issues |
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Perform a scripted scene making use of dramatic conventions |
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Use and recognise the impact of theatrical effects in drama |
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5. Word recognition (objectives covered by the end of Year 2) |
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6. Word structure and spelling |
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Spell words containing unstressed vowels |
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Know and use less common prefixes and suffixes, e.g. im-, ir, -cian |
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Group and classify words according to their spelling patterns and their meanings |
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7. Understanding and interpreting texts |
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Make notes on and use evidence from across a text to explain events or ideas |
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Infer writers' perspectives from what is written and from what is implied |
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Compare different types of narrative and information texts and identify how they are structured |
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Distinguish between everyday use of words and their subject-specific use |
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Explore how writers use language for comic and dramatic effects |
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8. Engaging with and responding to texts |
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Reflect on reading habits and preferences and plan personal reading goals |
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Compare the usefulness of techniques such as visualisation, prediction, empathy, in exploring the meaning of texts |
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Compare how a common theme is presented in poetry, prose and other media |
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9. Creating and shaping texts |
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Reflect independently and critically on their own writing and edit and improve it |
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Experiment with different narrative forms and styles to write their own stories |
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Adapt non-narrative forms and styles to write fiction or factual texts, including poems |
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Vary pace and develop viewpoint through the use of direct and reported speech, portrayal of action, selection of detail |
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Create multi-layered texts, including use of hyperlinks, linked with web pages |
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10. Text structure and organisation |
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Experiment with the order of sections and paragraphs to achieve different effects |
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Change the order of material within a paragraph, moving the topic sentence |
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11. Sentence structure and punctuation |
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Adapt sentence construction to different text types, purposes and readers |
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Punctuate sentences accurately, including use of speech marks and apostrophes |
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12. Presentation |
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Adapt handwriting for specific purposes, e.g. printing, use of italics |
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Use a range of ICT programs to present texts, making informed choices of which electronic tools to use for different purposes |
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Non-fiction 2006 |
UNIT 1 |
UNIT 2 |
UNIT 3 |
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National Literacy Strategy 2003 |
Term 1: Note-taking and recount |
Term 2: Note-taking and explanation texts |
Term 3: Persuasion 1, 2 and 3 |
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