Primary English – Years 5 & 6 syllabus

Writing

Transcription
Spelling – see English appendix 1 students should be taught to:

• 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
• 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 – students should be taught to:

• Write legibly, fluently and with increasing speed
• Choose which shape of a letter to use when given choices and deciding whether or not to join specific letters
• Choose the writing implement that is best suited for a task

Composition – students should be taught to:

• Plan their writing
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• Note and develop initial ideas, drawing on reading and research where necessary
• In writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
• Draft and write
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action
• Précise longer passages
• Use a wide range of devices to build cohesion within and across paragraphs
• Use further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining)
• Evaluate and edit
• Assess the effectiveness of their own and others’ writing
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• Ensure the consistent and correct use of tense throughout a piece of writing
• Ensure 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

Vocabulary, grammar and punctuation – students should be taught to:

• Develop their understanding of the concepts set out in English appendix 2
• Recogne vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
• Use passive verbs to affect the presentation of information in a sentence
• Use the perfect form of verbs to mark relationships of time and cause
• Use expanded noun phrases to convey complicated information concisely
• Use modal verbs or adverbs to indicate degrees of possibility
• Use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie. omitted) relative pronoun
• Learn the grammar for Years 5 and 6 in English appendix 2
• Indicate grammatical and other features
• Use commas to clarify meaning or avoid ambiguity in writing
• Use hyphens to avoid ambiguity
• Use brackets, dashes or commas to indicate parenthesis
• Use semicolons, colons or dashes to mark boundaries between independent clauses
• Use a colon to introduce a list
• Punctuate bullet points consistently
• Use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading