NLS Framework for Teaching - Year 6

YEAR 6 TERM 1

Range

Fiction and poetry: classic fiction, poetry and drama by long-established authors including, where appropriate, study of a Shakespeare play; adaptations of classics on film/TV

Non-Fiction: (i) autobiography and biography, diaries, journals, letters, anecdotes, records of observations, etc. which recount experiences and events; (ii) journalistic writing; (iii) non-chronological reports

Word level work: Phonics, spelling and vocabulary

Pupils should be taught:

Spelling strategies

1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn to spell them;

2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;

3 to use independent spelling strategies, including:

• building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;
• applying knowledge of spelling rules and exceptions;
• building words from other known words, and from awareness of the meaning or derivations of words;
• using dictionaries and IT spell-checks;
• using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc.);

Spelling conventions and rules

4 revise and extend work on spelling patterns for unstressed vowels in polysyllabic words from Year 5 term 3;

5 to use word roots, prefixes and suffixes as a support for spelling, e.g. aero, aqua, audi, bi, cede, clude, con, cred, duo, log(o)(y), hyd(ro)(ra), in, micro, oct, photo, port, prim, scribe, scope, sub, tele, tri, ex;

6 to investigate meanings and spellings of connectives : therefore, notwithstanding, furthermore, etc.; link to sentence level work on connectives;

Vocabulary extension

7 to understand how words and expressions have changed over time, e.g. old verb endings -st and -th and how some words have fallen out of use, e.g. yonder, thither;

8 to research the origins of proper names, e.g. place names such as -borough or - chester , surnames such as Donaldson, O’Donnell and MacDonald, the days of the week, months of the year, names of products, e.g. models of cars, names of sportswear, names of newspapers;

9 to understand how new words have been added to the language, e.g. trainers, wheelie;

10 to understand the function of the etymological dictionary, and use it to study words of interest and significance.

Sentence level work: Grammar and punctuation

Pupils should be taught:

Grammatical awareness

1 to revise from Y5:

• the different word classes, e.g. prepositions;
• re-expressing sentences in a different order;
• the construction of complex sentences;
• the conventions of standard English;
• adapting texts for particular readers and purposes;

2 to revise earlier work on verbs and to understand the terms active and passive; being able to transform a sentence from active to passive, and vice versa;

3 to note and discuss how changes from active to passive affect the word order and sense of a sentence;

Sentence construction and punctuation

4 to investigate connecting words and phrases:

• collect examples from reading and thesauruses;
• study how points are typically connected in different kinds of text;
• classify useful examples for different kinds of text – for example, by position (besides, nearby, by); sequence (firstly, secondly…); logic (therefore, so, consequently);
• identify connectives which have multiple purposes (e.g . on, under, besides);

5 to form complex sentences through, e.g.:

• using different connecting devices;
• reading back complex sentences for clarity of meaning, and adjusting as necessary;
• evaluating which links work best;
• exploring how meaning is affected by the sequence and structure of clauses;

6 to secure knowledge and understanding of more sophisticated punctuation marks:

• colon;
• semi-colon;
• parenthetic commas, dashes, brackets.

Text level work: Comprehension and composition

Pupils should be taught:

Fiction and Poetry

Reading comprehension

1 to compare and evaluate a novel or play in print and the film/TV version, e.g. treatment of the plot and characters, the differences in the two forms, e.g. in seeing the setting, in losing the narrator;

2 to take account of viewpoint in a novel through e.g.:

• identifying the narrator;
• explaining how this influences the reader’s view of events;
• explaining how events might look from a different point of view;

3 to articulate personal responses to literature, identifying why and how a text affects the reader;

4 to be familiar with the work of some established authors, to know what is special about their work, and to explain their preferences in terms of authors, styles and themes;

5 to contribute constructively to shared discussion about literature, responding to and building on the views of others;

Writing composition

6 to manipulate narrative perspective by:

• writing in the voice and style of a text;
• producing a modern retelling;
• writing a story with two different narrators;

7 to plan quickly and effectively the plot, characters and structure of their own narrative writing;

8 to summarise a passage, chapter or text in a specified number of words;

9 to prepare a short section of story as a script, e.g. using stage directions, location/setting;

10 to write own poems experimenting with active verbs and personification; produce revised poems for reading aloud individually;

Non-Fiction

Reading comprehension

11 to distinguish between biography and autobiography;

• recognising the effect on the reader of the choice between first and third person;
• distinguishing between fact, opinion and fiction;
• distinguishing between implicit and explicit points of view and how these can differ;

12 to comment critically on the language, style, success of examples of non-fiction such as periodicals, reviews, reports, leaflets;

13 to secure understanding of the features of non-chronological reports:

• introductions to orientate reader;
• use of generalisations to categorise;
• language to describe and differentiate;
• impersonal language;
• mostly present tense;

Writing composition

14 to develop the skills of biographical and autobiographical writing in role, adopting distinctive voices, e.g. of historical characters through, e.g.:

• preparing a CV
• composing a biographical account based on research;
• describing a person from different perspectives, e.g. police;
• description, school report, newspaper obituary;

15 to develop a journalistic style through considering:

• balanced and ethical reporting;
• what is of public interest in events;
• the interest of the reader;
• selection and presentation of information;

16 to use the styles and conventions of journalism to report on e.g. real or imagined events;

17 to write non-chronological reports linked to other subjects;

18 to use IT to plan, revise, edit writing to improve accuracy and conciseness and to bring it to publication standard, e.g. through compiling a class newspaper, paying attention to accuracy, layout and presentation.

Range

Fiction and poetry: longer established stories and novels selected from more than one genre; e.g. mystery, humour, sci-fi., historical, fantasy worlds, etc. to study and compare; range of poetic forms e.g. kennings, limericks, riddles, cinquain, tanka, poems written in other forms (as adverts, letter, diary entries, conversations), free verse, nonsense verse.

Non-Fiction: (i) discussion texts: texts which set out, balance and evaluate different points of view, e.g. pros and cons of a course of action, moral issue, policy (ii) formal writing: notices, public information documents.

Word level work: Phonics, spelling and vocabulary

Pupils should be taught:

Spelling strategies

1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn to spell them;

2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;

3 to use independent spelling strategies, including:

• building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;
• applying knowledge of spelling rules and exceptions;
• building words from other known words, and from awareness of the meaning or derivations of words;
• using dictionaries and IT spell-checks;
• using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc.);

Spelling conventions and rules

4 to revise and consolidate work from previous four terms with particular emphasis on:

• learning and inventing spelling rules;
• inventing and using mnemonics for irregular or difficult spellings;
• unstressed vowel spellings in polysyllabic words;

5 to extend work on word origins and derivations from previous term. Use personal reading, a range of dictionaries and previous knowledge to investigate words with common prefixes, suffixes, word roots;

Vocabulary extension

6 collect and explain the meanings and origins of proverbs, e.g . a rolling stone gathers no moss, familiarity breeds contempt, – referring to dictionaries of proverbs and other reference sources;

7 to understand that the meanings of words change over time,e.g. through investigating such words as nice, presently, without;

8 to build a bank of useful terms and phrases for argument, e.g. similarly… whereas…

Sentence level work: Grammar and punctuation

Pupils should be taught:

Grammatical awareness

1 to investigate further the use of active and passive verbs:

• secure the use of the terms active and passive;
• know how sentences can be re-ordered by changing from one to the other;
• identify examples of active and passive verbs in texts;
• experiment in transformation from active to passive and vice-versa and study the impact of this on meaning;consider how the passive voice can conceal the agent of a sentence, e.g. the chicks were kept in an incubator;

2 to understand features of formal official language through, e.g.:

• collecting and analysing examples, discussing when and why they are used;
• noting the conventions of the language, e.g. use of the impersonal voice, imperative verbs, formal vocabulary;
• collecting typical words and expressions, e.g. ‘those wishing to…’ ‘hereby…’ ‘forms may be obtained…’;

Sentence construction and punctuation

3 to revise work on complex sentences:

• identifying main clauses;
• ways of connecting clauses;
• constructing complex sentences;
• appropriate use of punctuation;

4 to revise work on contracting sentences:

• summary;
• note making;
• editing;

5 to use reading to:

• investigate conditionals, e.g. using if …then, might, could, would, and their uses, e.g. in deduction, speculation, supposition;
• use these forms to construct sentences which express, e.g. possibilities, hypotheses;
• explore use of conditionals in past and future, experimenting with transformations, discussing effects, e.g. speculating about possible causes (past) reviewing a range of options and their outcomes (future).

Text level work: Comprehension and composition

Pupils should be taught:

Fiction and Poetry

Reading comprehension

1 to understand aspects of narrative structure, e.g.:

• how chapters in a book (or paragraphs in a short story or chapter) are linked together;
• how authors handle time, e.g. flashbacks, stories within stories, dreams;
• how the passing of time is conveyed to the reader;

2 to analyse how individual paragraphs are structured in writing, e.g. comments sequenced to follow the shifting thoughts of a character, examples listed to justify a point and reiterated to give it force;

3 to recognise how poets manipulate words:

• for their quality of sound, e.g. rhythm, rhyme, assonance;
• for their connotations;
• for multiple layers of meaning, e.g. through figurative language, ambiguity;

4 to investigate humorous verse:

• how poets play with meanings;
• nonsense words and how meaning can be made of them;
• where the appeal lies;

5 to analyse how messages, moods, feelings and attitudes are conveyed in poetry;

6 to read and interpret poems in which meanings are implied or multilayered; to discuss, interpret challenging poems with others;

7 to identify the key features of different types of literary text, e.g. stock characters, plot structure, and how particular texts conform, develop or undermine the type, e.g. through parody;

8 to analyse the success of texts and writers in evoking particular responses in the reader, e.g. where suspense is well-built;

9 to increase familiarity with significant poets and writers of the past;

Writing composition

10 to use different genres as models to write, e.g. short extracts, sequels, additional episodes, alternative endings, using appropriate conventions, language;

11 to write own story using, e.g. flashbacks or a story within a story to convey the passing of time;

12 to study in depth one genre and produce an extended piece of similar writing, e.g. for inclusion in a class anthology; to plan, revise, redraft this and bring to presentational standard, e.g. layout, paragraphing, accuracy of punctuation and spelling, handwriting/printing;

13 parody a literary text, describing stock characters and plot structure, language, etc.;

14 to write commentaries or summaries crediting views expressed by using expressions such as ‘The writer says that…’;

Non-Fiction

Reading comprehension

15 to recognise how arguments are constructed to be effective, through, e.g.:

• the expression, sequence and linking of points;
• the provision of persuasive examples, illustrations and evidence;
• pre-empting or answering potential objections;
• appealing to the known views and feelings of the audience;

16 to identify the features of balanced written arguments which, e.g.:

• summarise different sides of an argument;
• clarify the strengths and weaknesses of different positions;
• signal personal opinion clearly;

17 to read and understand examples of official language and its characteristic features, e.g. through discussing consumer information, legal documents, layouts, use of footnotes, instructions, parentheses, headings, appendices and asterisks;

Writing composition

18 to construct effective arguments:

• developing a point logically and effectively;
• supporting and illustrating points persuasively;
• anticipating possible objections;
• harnessing the known views, interests and feelings of the audience;
• tailoring the writing to formal presentation where appropriate;

19 to write a balanced report of a controversial issue:

• summarising fairly the competing views;
• analysing strengths and weaknesses of different positions;

20 to discuss the way standard English varies in different contexts, e.g. why legal language is necessarily highly formalised, why questionnaires must be specific .

Range

Fiction and poetry: comparison of work by significant children’s author(s) and poets: (a) work by same author (b) different authors’ treatment of same theme(s).

Non-Fiction: (i) explanations linked to work from other subjects; (ii) non-chronological reports linked to work from other subjects; (iii) reference texts, range of dictionaries, thesauruses , including I.T. sources.

Word level work: Phonics, spelling and vocabulary

Pupils should be taught:

Spelling strategies

1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn to spell them;

2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;

3 to use independent spelling strategies, including: · building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;

• applying knowledge of spelling rules and exceptions;
• building words from other known words, and from awareness of the meaning or derivations of words;
• using dictionaries and IT spell-checks;
• using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc.);

Spelling conventions and rules

4 to revise and consolidate work from previous five terms with particular emphasis on:

• learning and inventing spelling rules;
• inventing and using mnemonics for irregular or difficult spellings;
• unstressed vowel spellings in polysyllabic words;

Vocabulary extension

5 to invent words using known roots, prefixes and suffixes, e.g . vacca + phobe = someone who has a fear of cows;

6 to practise and extend vocabulary, e.g. through inventing word games such as puns, riddles, crosswords;

7 to experiment with language, e.g. creating new words, similes and metaphors.

Sentence level work: Grammar and punctuation

Pupils should be taught:

Grammatical awareness

1 to revise the language conventions and grammatical features of the different types of text such as:

• narrative (e.g. stories and novels);
• recounts (e.g. anecdotes, accounts of observations, experiences);
• instructional texts (e.g. instructions and directions);
• reports (e.g. factual writing, description)
• · explanatory texts (how and why);
• persuasive texts (e.g. opinions, promotional literature)
• discursive texts (e.g. balanced arguments);

2 to conduct detailed language investigations through interviews, research and reading, e.g. of proverbs, language change over time, dialect, study of headlines;

Sentence construction and punctuation

3 to revise formal styles of writing:

• the impersonal voice;
• the use of the passive;
• management of complex sentences;

4 to secure control of complex sentences, understanding how clauses can be manipulated to achieve different effects.

Text level work: Comprehension and composition

Pupils should be taught:

Fiction and Poetry

Reading comprehension

1 to describe and evaluate the style of an individual writer;

2 to discuss how linked poems relate to one another by themes, format and repetition, e.g. cycle of poems about the seasons;

3 to describe and evaluate the style of an individual poet;

4 to comment critically on the overall impact of a poem, showing how language and themes have been developed;

5 to compare and contrast the work of a single writer;

6 to look at connections and contrasts in the work of different writers;

Writing composition

7 to annotate passages in detail in response to specific questions;

8 to use a reading journal effectively to raise and refine personal responses to a text and prepare for discussion;

9 to write summaries of books or parts of books, deciding on priorities relevant to purpose;

10 to write a brief synopsis of a text, e.g. for back cover blurb;

11 to write a brief helpful review tailored for real audiences;

12 to compare texts in writing, drawing out:

• their different styles and preoccupations;
• their strengths and weaknesses;
• their different values and appeal to a reader;

13 to write a sequence of poems linked by theme or form, e.g. a haiku calendar;

14 to write an extended story, worked on over time on a theme identified in reading;

Non-Fiction

Reading comprehension

15 to secure understanding of the features of explanatory texts from Year 5 term 2;

16 to identify the key features of impersonal formal language, e.g. the present tense, the passive voice and discuss when and why they are used;

17 to appraise a text quickly and effectively; to retrieve information from it; to find information quickly and evaluate its value;

18 to secure the skills of skimming, scanning and efficient reading so that research is fast and effective;

19 to review a range of non-fiction text types and their characteristics, discussing when a writer might choose to write in a given style and form;

Writing composition

20 to secure control of impersonal writing, particularly the sustained use of the present tense and the passive voice;

21 to divide whole texts into paragraphs, paying attention to the sequence of paragraphs and to the links between one paragraph and the next, e.g. through the choice of appropriate connectives;

22 to select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different nonfiction text types.

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