High Spen Primary School
English Medium Term Planning
Spring Term –
Writing
Reading
Focus
1st
Class BR Year 5
half
Y3/4 objectives
Y5/6 objectives
NC Y3/4 Reading – covered in Guided Reading sessions
Develop positive attitudes to reading and understanding of what they
read by:
 listening to and discussing a wide range of fiction, poetry, plays,
non-fiction and reference books or textbooks
 increasing their familiarity with a wide range of books, including fairy
stories, myths and legends, and retelling some of these orally
 identifying themes and conventions in a wide range of books
 discussing words and phrases that capture the reader’s interest and
imagination
Understand what they read, in books they can read independently, by:
 checking that the text makes sense to them, discussing their
understanding and explaining the meaning of words in context
 asking questions to improve their understanding of a text
 identifying how language, structure, and presentation contribute to
meaning
 participate in discussion about both books that are read to them and
those they can read for themselves, taking turns and listening to
what others say
NC Y3/4 writing
Plan their writing by:

discussing writing similar to that which they are planning to
write in order to understand and learn from its structure,
vocabulary and grammar

discussing and recording ideas
Draft and write by:

composing and rehearsing sentences orally (including
dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence structures
(English Appendix 2)

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational
devices [for example, headings and sub-headings]
Evaluate and edit by:

assessing the effectiveness of their own and others’ writing
and suggesting improvements

proposing changes to grammar and vocabulary to improve
consistency, including the accurate use of pronouns in
sentences

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class,
using appropriate intonation and controlling the tone and
volume so that the meaning is clear
NC Y5/6 Reading – covered in Guided Reading sessions
Maintain positive attitudes to reading and understanding of what they read by:

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks

increasing their familiarity with a wide range of books, including myths, legends and traditional stories,
modern fiction, fiction from our literary heritage, and books from other cultures and traditions

identifying and discussing themes and conventions in and across a wide range of writing
Understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning
of words in context

asking questions to improve their understanding

identifying how language, structure and presentation contribute to meaning

discuss and evaluate how authors use language, including figurative language, considering the impact on the
reader

participate in discussions about books that are read to them and those they can read for themselves, building
on their own and others’ ideas and challenging views courteously
NC Y5/6 Writing
Plan their writing by:
identifying the audience for and purpose of the writing, selecting the appropriate form and using other
similar writing as models for their own
noting and developing initial ideas, drawing on reading and research
in writing narratives, considering how authors have developed characters and settings in what pupils
have read, listened to or seen performed
Draft and write by:
selecting appropriate grammar and vocabulary, understanding how such choices can change and
enhance meaning
in narratives, describing settings, characters and atmosphere and integrating dialogue to convey
character and advance the action
précising longer passages
using a wide range of devices to build cohesion within and across paragraphs
using further organisational and presentational devices to structure text and to guide the reader [for
example, headings, bullet points, underlining]
Evaluate and edit by:
assessing the effectiveness of own and others’ writing
proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
ensuring the consistent and correct use of tense throughout writing
ensuring correct subject and verb agreement when using singular and plural, distinguishing between the
language of speech and writing and choosing the appropriate register
proof-read for spelling and punctuation errors
 perform their own compositions, using appropriate intonation, volume, and movement so that meaning
is clear
High Spen Primary School
Wk
Spelling
Vocabulary,
grammar &
punctuation
3
4
See spelling plan
2
5
6
See MT plan above – Ms Simpson
(Thursdays)
1
English Medium Term Planning
Context
Reading
Class BR Year 5
Writing
Curricular links
Writing target skills
Direct speech between characters including
interrupted speech.
Punctuation linked to direct speech
including revising basic punctuation and
explaining why it is needed.
Follow up piece of writing (assessed)
Children write parts of an
autobiography/biography for a fantasy
character of their choice.
Topic: Anglo-Saxons
Sentence / text level work
Description of Grendel, the monster of the
night.
Focus on choice of detail/ vocabulary
/dialogue to show character, atmosphere
and viewpoint.
Sentence /text level work
Box plan Beowulf & Grendel story.
Plan and develop ideas for writing the story.
Write effective sentences for story using
sentence level skills (vocabulary,
punctuation).
Text level work
Write the story in 5 parts focusing on writing
targets.
Topic: Anglo-Saxons
Guided reading–see target time plan
Sentence level skills
Direct speech
Punctuation
Follow up writing
Autobiography/ biography
Fiction
Beowulf & Grendel, the
monster of the night
(Beat the monster/ Fear
tale)
Fiction
Beowulf & Grendel, the
monster of the night
(Beat the monster/ Fear
tale)
Fiction
Beowulf & Grendel, the
monster of the night
(Beat the monster/ Fear
tale)
Text level work
Begin reading Beowulf and Grendel, the
monster of the night.
Proof reading own work.
Self and peer assessment.
Reading/ performing their own stories to
others using intonation, tone & expression.
Continue oral retelling.
Identifying features of writing targets within
mentor texts.
Proof reading own work.
Self and peer assessment.
Comment on effectiveness of this writing.
Continue oral retelling.
Identifying features of writing targets within
mentor texts.
Proof reading own work.
Self and peer assessment.
Comment on effectiveness of this writing.
Identifying sentence level features within
this work.
Reading own work and the work of others.
Comment on effectiveness of this writing.
Writing targets: SSP
direct speech,
punctuation
Use this follow-up
piece to set new
writing targets.
Writing targets: C&E
expanded noun
phrases, adverbs,
detail, vocabulary
Topic: Anglo-Saxons
Writing targets:
fronted adverbials/
commas, relative
clauses, commas
Topic: Anglo-Saxons
Writing targets:
apply all targets
Chinese Art Week
BASIC SENTENCE LEVEL SKILLS (Ms Simpson – to be covered on Thursdays)
A / an
(1 session)
Y3: Understand and use the forms of a and an according to whether the next word begins with a consonant or a vowel (eg: a rock, an open box).
Apostrophes
(2/3 session)
Y3: Use apostrophes to show contracted forms.
Y3: Use apostrophes to show singular possession.
Y4: Use apostrophes to show singular and plural possession.
Y4: Understand the grammatical difference between plural and possessive –s.
Y4: Understand and use correctly Standard English forms for verb inflections instead of local spoken forms (eg: we were instead of we was, I did instead of I done).
Subject / verb
agreement
(1/2 sessions)
Assess/review
A session to assess to how well individual children have mastered each of these skills.
All of these skills come directly from the National Curriculum and assessment information needs to be gathered to be fed into our HSPS writing assessment assessment.