Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forwards or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice, see the progression strands and hyperlinks to useful sources of practical support.

Before using the unit, the following need to have taken place:

• appropriate interventions needed to accelerate the progress of particular children have been agreed and discussed with Year 6 staff
• Year 5 and Year 6 staff need to agree how the unit is to be delivered to ensure the effective transfer of information about the children including:
  • Who will deliver the unit? The current Year 5 teacher or the Year 6 teacher for the next academic year?
  • If the Year 5 teacher is delivering the unit, could the TA for Year 6 in the next academic year transfer to Year 5 for the period of the unit?
  • Have joint tracking meetings to discuss the children on the cusp of level 4 and level 5 been planned for?
  • In what form and with whom is the written outcome to be kept between year groups?

If the unit on narrative poetry has not been covered by the current Year 5 class, the unit could be adapted based on the following cross-curricular links:

• links to historical events such as the Tudors and the execution of Anne Boleyn
• local historical events - such as smuggling, true crimes/events from the past
• the moral argument against child labour during the Victorians era
• a class novel, familiar to the children, featuring a dilemma.

When adapting the unit, the following elements need to be retained:

• the focus on the target statements and key strands
• the use of the guided sessions
• progression of the children's ability to use persuasive language and structures.