St Thomas a Becket Catholic Primary School
Curriculum Map 2015-2016
Term 1
Year 3
Term 2
Subject: English
Term 3
Term 4
Term 5
Term 6
English
Word Reading
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 , both to read aloud and to understand the
meaning of new words they meet
Comprehension
develop positive attitudes to reading, and an understanding of what they read, by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purpose
using dictionaries to check the meaning of words that they have read
Handwriting
use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
increase the legibility, consistency and quality of their handwriting
Writing Composition
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
composing and rehearsing sentences orally (including dialogue),
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
proofread for spelling and punctuation errors
read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
Stories about imaginary
Adventure stories
Adventure stories
Plays and Dialogues
Non-chronological
Persuasive writing/
worlds.
Myths & legends
Instructions and
reports
Adventure Stories/
Recounts
Stories by the same
Creating
images
explanations
Recounts
Letters
author
Information texts
Grammar
Revision from Year 2
Tenses of verbs,
pronouns, dialogue
punctuation,
conjunctions, adverbs &
prepositions of time and
cause, grammatical
terminology
Spelling
Revision from Year 2
The sound spelt –y
elsewhere than at the
end of words
The sound spelt –ou
Shape poems: Playing
with form
Humorous poems
Adverbs, punctuating
direct speech, powerful
verbs, possessive
apostrophe, writing in 1st
and 3rd person, using more
than one clause,
grammatical terminology
Perfect form of verbs, use
of comma in clauses and
phrases, pronouns,
compound & complex
sentences,
Extending sentences
using adverbials, using &
punctuating direct seech,
wider range of
connectives, using and
recognising adjectives,
nouns & adverbs;
grammatical terminology
Connectives; use of
commas; direct speech;
concept of a verb;
powerful verbs; adverbs
and adverbials;
grammatical terminology
Adjectives, nouns &
prepositional phrases;
prepostions of time, place
& cause; complex
sentences; grammatical
terminology
use further prefixes and
suffixes and understand
how to add them:
adding suffixes beginning
with vowel letters, suffix –
ly, prefixes –un, -dis, mis, -in.
Words spelt with –ei,
eigh, -ey
Words with the sound
spelt ch
spell words that are often
misspelt - see English
appendix 1
write from memory
simple sentences,
dictated by the teacher,
that include words and
punctuation taught so far
write from memory
simple sentences,
dictated by the teacher,
that include words and
punctuation taught so far
spell further homophones
St Thomas a Becket Catholic Primary School
Curriculum Map 2015-2016
Year 4
English
Word Reading
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 , both to read aloud and to understand the
meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Comprehension
develop positive attitudes to reading, and an understanding of what they read, by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purpose
using dictionaries to check the meaning of words that they have read
Handwriting
use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
increase the legibility, consistency and quality of their handwriting
Writing Composition
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
composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence
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
proofread for spelling and punctuation errors
read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
Imaginary worlds
Non Fiction texts
Adventure stories
Fables
Play scripts
Instructions
Stories by the same
author
Instructions and
explanations (board
game)
Recounts
Explanation texts
Reports
Persuasive writing
Stories with issues
Nonsense poems
Stories from other
cultures
Recounts
Creating images
Viking week
Grammar
Verbs – present, past &
future tenses; adjectives,
commas in relative
clauses;
Spelling
Revision from Year 3
use further prefixes and
suffixes and understand
how to add them:
suffix –ation, -ous
prefixes – re, sub, inter,
super, anti,auto
Christmas letters
Adverbs & adverbials;
different word types;
conjunctions; grammatical
terminology
Adverbials; complex
sentences; use of
commas in phrases;
Compound & complex
sentences; conjunctions of
time & cause; dialogue
punctuation
Correct use of tenses;
dialogue punctuation;
using more than one
clause; pronouns;
Words with endings –sure,
-ture, -sion
Endings which sound like
–tion, --sion, -ssion, -cian
Words spelt -sc
spell words that are often
misspelt - see English
appendix 1
Words ending with the
sound spelt –gue, que
write from memory simple
sentences, dictated by the
teacher, that include
words and punctuation
taught so far
spell further homophones
use the first 2 or 3 letters
of a word to check its
spelling in a dictionary
Learning poems by
heart
Apostrophes for
contraction & possession;
commas in lists; colons &
semi-colons; conjunctions;
adverbials; grammatical
terminology.
place the possessive
apostrophe accurately in
words with regular plurals
[for example, girls’, boys’]
and in words with irregular
plurals [for example,
children’s]
St Thomas a Becket Catholic Primary School
Curriculum Map 2015-2016
Year 5
English
Word Reading
Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the
meaning of new words that they meet
Comprehension
Pupils should be taught to:
maintain positive attitudes to reading and an 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
reading books that are structured in different ways and reading for a range of purposes
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
recommending books that they have read to their peers, giving reasons for their choices
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
Handwriting
write legibly, fluently and with increasing speed by:
choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
choosing the writing implement that is best suited for a task
Writing Composition
Pupils should be taught to:
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 where necessary
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
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 their own and others’ writing
ensuring the consistent and correct use of tense throughout a piece of 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
proofread for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Myths & legends
Non-chronological
reports / Information
Texts
Stories from other
cultures
Classic Novel (Oliver
Twist)
Recounts
Instructions &
Explanations
Science Fiction
Classic Fiction
Significant Authors
Argument & Debate
Persuasive Writing
Reports & Journalistic
Writing
Narrative Poems
Poetic Style
Slam Poetry
The Power of Imagery
Grammar
Conjunctions for complex
and compound sentences;
relative clauses; use of
Debate Poetry and
Poetry that tells a Story
Classic Poems
Dialogue punctuation
Spoken vs written speech;
formal and informal
speech; subjective
Complex and compound
sentences; noun phrases;
adjectives; adverbials;
accurate sentences &
Using dialogue; spoken vs
written speech; speech
punctuation; modal verbs;
reported speech; passive
Use of commas, brackets,
dashes; formal language;
subjuctive forms; modal
verbs; correct use of
Conjunctions in complex &
compound sentences;
dialogue; direct and
indirect speech
St Thomas a Becket Catholic Primary School
Curriculum Map 2015-2016
commas;
Spelling
Revision from previous
years
Endings spelt – cious, tious
Endings –cial, -tial
Words ending in –ant, ance, -ancy, -ent, -ence, ency
speech; using brackets &
dashes; semi-colons &
colons; bullet points;
descriptive language;
hyphens.
form; semi-colons, dashes
& commas; descriptive
language; perfect form of
verbs; adverbials.
apostrophes & sentence
punctuation; dialogue;
grammatical terminology
use further prefixes and
suffixes and understand
the guidance for adding
them
Adding suffixes ending in
vowel letters to words
ending -fer
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
Words spelt with ei after c
Words containing letter
string –ough
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
punctuation; passive form;
semi-colons, dashes &
commas; elaborated
descriptive language;
expanded noun phrases;
grammatical terminology.
Homophones and other
words that are often
confused
St Thomas a Becket Catholic Primary School
Curriculum Map 2015-2016
Year 6
English
Word Reading
Pupils should be taught to:apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud
and to understand the meaning of new words that they meet
Comprehension
Pupils should be taught to:
maintain positive attitudes to reading and an 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
reading books that are structured in different ways and reading for a range of purposes
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
recommending books that they have read to their peers, giving reasons for their choices
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
Handwriting
write legibly, fluently and with increasing speed by:
choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
choosing the writing implement that is best suited for a task
Writing Composition
Pupils should be taught to:
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 where necessary
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
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 their own and others’ writing
ensuring the consistent and correct use of tense throughout a piece of 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
proofread for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Recounts
Historical Stories (WWII)
Stories with flashbacks
Non-chronological
Classic Fiction
Modern Classic Fiction
reports and journalistic
Biographies /
Significant Authors
Tales from other
writing
Chronological reports
Non-fiction
autobiographies
cultures
Instructions &
Persuasive writing
Poet Study
Poetry
Narrative Poems
explanations
Free form Poetry
Classic poems
Choral or Performance
poems
Grammar
Conjunctions in
Relative clauses beginning Active & passive moods;
Use of commas, dashes
Commas to clarify
Adverbials; past and
compound & complex
with who, whom, which,
recognising direct &
and brackets; perfect form
meaning; infinitive forms of
present tenses;
sentences; relative
where etc; dialogue
indirect speech; using
of verb, colons and lists;
verbs and split infinitives;
descriptive language;
clauses, use of commas;
punctuation for indirect
modal verbs in writing;
relative clauses beginning
linking within and between
relative clauses;
correct speech
speech; formal & informal
with who, which, where,
paragraphs; modal verbs
adjectives, adverbials
punctuation; use of
speech; use of
when, that.
for degrees of possibility;
and powerful nouns;
brackets, dashes &
subjunctive; revising
correct punctuation of
commas; bullet points
grammatical categories
bullet points; structures for
St Thomas a Becket Catholic Primary School
Curriculum Map 2015-2016
formal speech & writing;
choosing nouns & verbs
appropriately for clarity &
to avoid repetition.
Spelling
Revision from previous
years
Words ending in –able, ible, -ably, ibly
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 of the hyphen
The English units can be moved according to which terms the other subjects are being taught in.
Words with silent letters
Homophones and other
words that are often
confused
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