Shakespeare and More Curriculum Map- English- Year Six
This map outlines the English that will be taught in English lessons, covering the teaching of reading, writing and spoken language.
In addition to this, children will be taught specific aspects of English through guided reading, independent reading, listening to
books read aloud, and standalone spelling and handwriting lessons.
Unit
Classic
Narratives
Time
2 x 3-4
weeks
Contemporary 3-4 weeks
Narratives
Example Texts
Beowulf
King Arthur
Or Shakespeare:
Macbeth
Henry V
The Tempest
Julius Caesar
(Leon Garfield
Shakespeare Stories or
ShakespeareandMore.com
unit)
Fly by Night
Once
Pigheart Boy
Coram Boy
The Graveyard Book
Outcomes
-Personal response
-Character study
-Extended narrative
-Personal response
-Character study
-Extended narrative
or
-Range of writing in character
(letters, diaries, etc.)
English
Language
Opportunities
Use of expanded
noun phrases to
convey
complicated
information
concisely
Use of expanded
noun phrases to
convey
complicated
information
On-going
Language
Teaching
Differences
between
vocabulary typical
of informal speech
and vocabulary
appropriate for
formal speech and
writing (e.g. said
versus reported,
alleged, or
claimed in formal
speech or writing)
Learn some of the
differences
between
structures typical
of informal speech
or
-Play script
Well-loved
Narratives
3-4 weeks
Treasure Island
Kidnapped!
Alice in Wonderland
The Eagle of the Ninth
Emil and the Detectives
-Personal response
-Character study
-Extended narrative
or
-Range of writing in character
(letters, diaries, etc.)
or
-Play script
concisely
Learn some of the
differences
between structures
typical of informal
speech and
structures
appropriate for
formal speech and
writing (such as
the use of question
tags, e.g. He’s your
friend, isn’t he?, or
the use of the
subjunctive in
some very formal
writing and
speech)
Use of expanded
noun phrases to
convey
complicated
information
concisely
Learn some of the
differences
between structures
typical of informal
speech and
and structures
appropriate for
formal speech and
writing (such as
the use of question
tags, e.g. He’s
your friend, isn’t
he?, or the use of
the subjunctive in
some very formal
writing and
speech)
Use of the semicolon, colon and
dash to mark the
boundary between
independent
clauses (e.g. It’s
raining; I’m fed
up.)
Use of the colon to
introduce a list
Hyphens used to
avoid ambiguity
(e.g. man eating
shark versus maneating shark, or
structures
appropriate for
formal speech and
writing (such as
the use of question
tags, e.g. He’s your
friend, isn’t he?, or
the use of the
subjunctive in
some very formal
writing and
speech)
Non-Fiction
3-4 weeks
Range of high quality
non-fiction linked to
wider topic/foundation
subjects
-Extract from non-fiction text
(2x double A4 page)
or
-ICT text such as webpage
Use of the passive
voice to affect the
presentation of
information in a
sentence
Linking ideas
across paragraphs
using a wider range
of cohesive
devices: semantic
cohesion (e.g.
repetition of a
word or phrase),
grammatical
connections (e.g.
the use of
adverbials such as
recover versus recover)
on the other hand,
in contrast, or as a
consequence), and
ellipsis
Biography
1-2 weeks
Published biographies
-A short biography
(books or online) linked to
foundation
subjects/science
Use of different
layout devices,
such as headings,
sub-headings,
columns, bullets,
or tables, to
structure text
Use the
punctuation of
bullet points to list
information
To use expanded
noun phrases to
convey
complicated
information
concisely
Linking ideas
across paragraphs
using a wider range
of cohesive
devices: semantic
cohesion (e.g.
repetition of a
word or phrase),
grammatical
connections (e.g.
the use of
adverbials such as
on the other hand,
in contrast, or as a
consequence), and
ellipsis
Use the
punctuation of
bullet points to list
information
Persuasive
letters
1-2 weeks
Linked to foundation
subjects
-Persuasive letter written for
‘real’ purpose linked to issue
arising from foundation
subjects
Linking ideas
across paragraphs
using a wider range
of cohesive
devices: semantic
cohesion (e.g.
repetition of a
word or phrase),
grammatical
connections (e.g.
the use of
adverbials such as
on the other hand,
in contrast, or as a
consequence), and
ellipsis
Recounts
On-going
Linked to educational
visits and visitors to
school/workshops
-Recount
Poetry
2 x 1 week
Poetry
1 week
Poems by well known poet -Personal response
or types of poems
-Poem using style/theme
-Recitation/performance of
poem
Children’s own choice of
-Personal response
poem
-Recitation/performance of
poem
-hand-written version of
poem for class anthology
Use of expanded
noun phrases to
convey
complicated
information
concisely