Finborough School Learning Programme
Year Group: 6
Subject: English
Week Commencing
07/09
Autumn Term 2015
14/09
21/09
Learning (Objective)
1) Story genres
2) Charles Dickens- a biography
3) Reading a character- Scrooge
4) Creating atmosphere
5) Complex sentences
1) Characters- role-play
2) Traditional stories- features and themes
3) Traditional stories- themes and characters
4) Found Poetry
5) Description and Explanation
1) Mysteries- narrative technique
2) Character summaries
3) Mystery story- plan
4) Mystery story- 1st draft
5) Mystery story- Editing
Success
Criteria
1) Can list features of different fiction genres.
2) Can use notes to compose well-ordered paragraphs.
3) Can use evidence from a text to deduce information
about a character.
4) Can write a description to create atmosphere using
well-chosen vocabulary.
5) Can write complex sentences to compare two images.
1) Can use hot-seating to explore characterisation.
2) Can identify traditional features or themes in a
traditional story.
3) Can find evidence to support ideas about character and
plot.
4) Can write a ‘found poem’ by identifying poetic language
in a text.
5) Can write an effective description and explanation.
Word choices make their work clearer.
1) Can act as a character and invent details using
imagination.
2) Can find given traditional features or themes in a
traditional story.
3) Can describe elements of character and plot in a story.
4) Can find examples of poetic language in a text.
5) Can use adjectives to describe a box and its contents.
1) Can comment on how a writer uses detail to create
effect in a mystery text.
2) Can summarise information on key characters in a text.
3) Can plan a mystery story following the steps of a
planning guide.
4) Can write a mystery story using given success criteria
related to key features of genre.
5) Can use key features check list to edit own and others’
work.
1) Can find clues about a character in a text.
2) Can write a short description of the key characters in a
text.
3) Can plan a mystery story by answering questions about
the different sections.
4) Can write a mystery story, with a few features of the
genre included.
5) Can suggest an improvement to their own work.
1) Can prepare open/interesting questions in order to
investigate character.
2) Can infer from a text how a writer feels about
characters in a story.
3) Can make deductions about character and plot in a
story.
4) Can make careful choices in how to order their work for
effectiveness.
5) Can write a clear description and explanation, using
wow words to sound authoritative.
1) Can deduce information about a character from details
in a text and explain their deductions.
2) Can use their knowledge of characters to make sensible
and thoughtful predictions.
3) Can plan a mystery story ensuring all key features of the
genre are included.
4) Can write a mystery story, using their analysis of
another writer’s technique to inform their own work.
5) Can comment on how effective their writing is related to
the genre and give reasons for their judgements.
Core
Support
Challenge
Homework (s)
1) Can name different fiction genres and give some
examples of each.
2) Can make notes on a short film and write up their notes
in sentences.
3) Can use a dictionary to look up adjectives that describe
a character.
4) Can use some given wow-words to create atmosphere in
a description.
5) Can use a given sentence starter/ connective in order to
write a complex sentence.
1) Can compare different fiction genres and describe
typical plot/ character details.
2) Can include complex sentences in an informative and
interesting biography.
3) Can use metaphors related to the weather to describe a
character’s mood.
4) Can explore how writers create atmosphere and mimic
styles to do this themselves.
5) Can experiment with word order in complex sentences.
Finborough School Learning Programme
Year Group: 6
Subject: English
Week Commencing
28/09
Autumn Term 2015
05/10
12/10
Learning (Objective)
1) Poetic techniques- Similes
2) Poetic techniques- Metaphor
3) Poetic techniques- Rhyme and Rhythm
4) Poetic techniques- Alliteration
5) Poetic techniques- Onomatopoeia
1) Poetic techniques- Revision
2) Poetic forms- Clerihews
3) Expressing preferences and justifying
4) Poem comprehension
5) Hopes, Fears and Desires- Express yourself
1) Experimenting with poetry
2) Developing empathy and understanding
3) Personal responses
4) Writing and re-drafting
Success
Criteria
1) Can use a simile effectively to describe something.
2) Can use a metaphor effectively to describe something.
3) Can create rhythm and rhyme through choice of words
and syllables.
4) Can use alliteration to place emphasis on words.
5) Can use onomatopoeic words to create effect in a poem.
1) Can identify examples of each poetic technique and
explain meanings.
2) Can write a Clerihew sticking to a given rhyming
pattern.
3) Can state a preference and give reasons to justify their
choices.
4) Can answer comprehension questions about a poem.
5) Can write in the first person about an imaginary
character using empathy.
1) Can identify examples of each poetic technique.
2) Can suggest words to complete a Clerihew with support
of a teacher.
3) Can state a preference for a poem and give a reason for
their choice.
4) Can read a challenging poem and make suggestions
about its meaning.
5) Can imagine the hopes, fears and desires of characters
from the past.
1) Can comment on the effectiveness of figurative
language.
2) Can experiment with different poetic forms and state
preferences.
3) Can state a preference for a poem and give detailed
reasons for their choices, comparing to other poems.
4) Can answer complex comprehension questions by
interpreting a challenging poem.
5) Can use poetic techniques whilst writing in free verse.
1) Can research and find a good example of a form of
poetry.
2) Can write a poem expressing the hopes, fears and
desires of another child in their chosen form.
3) Can plan for writing a poem by collecting ideas,
choosing a form and considering techniques.
4) Can write a poem in a chosen form, using some poetic
techniques.
Homework (s)
Core
Support
1) Can suggest words to complete a simile to describe
something.
2) Can suggest words to complete a metaphor to describe
something.
3) Can count the syllables in a line and suggest rhyming
words.
4) Can suggest suitable words to create alliteration.
5) Can suggest onomatopoeic words to complete a poem.
Challenge
1) Can use similes to give a detailed and imaginative
description of something.
2) Can create imaginative and interesting metaphors to
describe something.
3) Can vary rhyme and rhythm in a poem for effect. E.g.
limerick.
4) Can use imaginative alliteration to create interest.
5) Can invent new onomatopoeic words.
1) Can choose a form of poetry to copy.
2) Can write a poem in a their chosen form.
3) Can complete a plan for writing a poem using a
planning sheet.
4) Can write a poem using a plan.
1) Can identify a range of poetic forms.
2) Can assess and improve their own work.
3) Can plan for writing a poem, using a thesaurus for
adventurous word choices.
4) Can use poetic techniques to surprise their readers and
make them think.
Finborough School Learning Programme
Year Group: 6
Subject: English
Week Commencing
02/11
Autumn Term 2015
09/11
16/11
Learning (Objective)
1) Key features of persuasion
2) Using passive verbs in persuasion
3) Paragraph structure
4) Writing a persuasive letter
5) Emotive language
1) Summarising key points from persuasive texts
2) Analysing a persuasive speech
3) Writing a persuasive speech
4) The big debate
5) Revision- persuasive writing
1) Key features of eyewitness recounts
2) Plan for an eyewitness recount
3) Writing an eyewitness recount
4) Features of a biography
5) Research- making notes
Success
Criteria
1) Can name some key features of persuasion.
2) Can identify features of persuasive writing in a text.
3) Can construct a paragraph based on a topic sentence.
4) Can support their topic sentences with evidence to write
an effective persuasive letter.
5) Can identify the audience and purpose for writing in a
persuasive text.
1) Can identify and summarise the key points from a
persuasive letter.
2) Can analyse features of a persuasive speech by making
notes.
3) Can write a persuasive speech using techniques that
they have learnt.
4) Can make a speech in role as part of a debate.
5) Can recall the key features of persuasive writing.
1) Can identify the key features of an eyewitness recount.
2) Can plan for writing using a flow chart.
3) Can write an eyewitness recount using their plan and
key features.
4) Can identify the key features of a biography.
5) Can make notes on a person by reading a text.
1) Can explain what persuasion means.
2) Can identify a passive verb.
3) Can identify a topic sentence in a paragraph.
4) Can use paragraphs to structure their writing.
5) Can recognise emotive vocabulary and use it in their
own sentence.
1) Can work out the meaning of words from context.
2) Can identify some features of a persuasive speech and
relate these to persuasive writing.
3) Can include a key feature of persuasive writing in their
speech.
4) Can read their speech in front of the rest of the class.
5) Can sort some key features of persuasive writing into
categories.
1) Can recognise when an eyewitness recount might be
useful.
2) Can make notes from their observations.
3) Can use their plan to write an eyewitness recount that
includes some key features.
4) Can understand that a biography is written in the 3rd
person (about somebody else).
5) Can identify the key words in a sentence.
1) Can justify their opinions when judging effectiveness of
persuasive techniques.
2) Can comment on the effectiveness of an identified
persuasive technique.
3) Can suggest improvements on their own and others’
work.
4) Can self-assess their own work against success criteria
and suggest improvements.
5) Can sort and match vocabulary with emotive
undertones.
1) Can appropriately refute arguments, whilst putting
forward their own opinion.
2) Can identify how voice and body language contribute to
communication.
3) Can predict counter arguments in preparation for a
debate.
4) Can analyse what makes a good debater.
5) Can create a revision pack about persuasive writing.
1) Can order the key features of an eyewitness recount in
terms of importance.
2) Can make a detailed plan using a flow chart, including
paragraph breaks.
3) Can self-assess their own writing and suggest
improvements.
4) Can draw up a list of success criteria for writing a
biography.
5) Can use abbreviations and spider diagrams efficiently to
make notes.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 6
Subject: English
Week Commencing
23/11
Autumn Term 2015
30/11
07/12
Learning (Objective)
1) Research- using the internet
2) Biography- making a plan
3) Biography- writing an introduction
4) Biography- writing a first draft
5) Balloon debate
1) Reading closely to gather evidence
2) Every word counts
3) Compare and contrast two characters
4) Hot seating a character
5) Recalling events from a story
1) Story mapping
2) Comprehension skills
3) Writing in role
4) Freeze framing
5) Letter writing
Success
Criteria
1) Can research information on a person using
appropriate webpages.
2) Can use a framework to make a plan for writing a
biography.
3) Can write an effective introduction that engages the
reader.
4) Can use their plan to write an effective biography.
5) Can give a short persuasive talk based on their
knowledge of a person.
1) Can find evidence about a character in a text, making
some deductions.
2) Can read between the lines to understand a snippet of
text.
3) Can role-play a conversation between two characters
that shows their personality.
4) Can write and ask suitable questions to explore a
character’s feelings.
5) Can recall some events from a story and write
embedded-clause sentences about these.
1) Can find an accessible webpage to use for research on a
person.
2) Can select which paragraph to put sentences from their
research into.
3) Can use sentence starters to make their paragraphs
more fluid.
4) Can sustain concentration to write an extended piece.
5) Can use some facts about a person to support their
ideas.
1) Can use search engines quickly and efficiently to find
answers to questions.
2) Can organise their research into an effective plan for
writing.
3) Can choose suitable sentence starters to improve the
quality of their paragraphs.
4) Can edit their own work as they write, checking the
links between sentences and paragraphs.
5) Can justify their choices diplomatically.
1) Can find literal evidence about a character in a text.
2) Can make sensible guesses about what an author
means.
3) Can make judgements about a character by what they
do and say.
4) Can reflect on what has happened in a story and be able
to give their personal reaction.
5) Can recall some events from a story.
1) Can create a story map and then use this to retell a
story.
2) Can answer questions that require deduction and
inference.
3) Can write a recount in 1st person in role as one of the
characters.
4) Can work with a group to produce a freeze frame,
showing emotion through facial expression and body
language.
5) Can write a letter in role including a character’s
thoughts and feelings.
1) Can draw a story map with symbols.
2) Can answer straightforward questions about a text.
3) Can write a diary entry in 1st person with appropriate
information.
4) Can work with a group to produce an appropriate
freeze frame.
5) Can remain in role when writing a letter as a character.
Core
Support
Challenge
Homework (s)
1) Can make deductions and inferences to compile
evidence about a character.
2) Can comment on how effective a writer has been at
communicating a message.
3) Can show empathy towards characters through roleplay.
4) Can use hot-seating to explore a character’s feelings
and develop empathy.
5) Can shorten embedded-clause sentences for efficiency.
1) Can work with a partner to improve the details included
in retelling a story.
2) Can answer challenging questions that require complex
inference and deduction.
3) Can assess a partner’s work against success criteria and
suggest improvements.
4) Can direct classmates to produce an effective freeze
frame.
5) Can assess a partner’s work and suggest improvements.