5th Grade - Scheme of Work - Focus English

A complete scheme of work for 5th Grade. This scheme is based on the use of a high-quality core text which drives the curriculum by making purposeful and interesting links with history, geography and science learning. Poetry is built into each unit.

5th Grade is organised to support children to become “secondary” ready and includes a longer novel study unit in the autumn term. It offers an approach which will ensure that the children secure the 5th Grade learning, have the reading experiences necessary to enable them to undertake the Elementary School assessment and provide a rich evidence base in writing to enable accurate assessment judgements.

Within each unit, flexibility is built in to extend, adapt activities or introduce alternative activities based on rigorous on-going assessment. Outcomes and objectives are clearly identified and activities planned to ensure that they are based on the Y6 learning. Attention has been paid to looking at progression within each objective, breaking them down into steps towards achieving the end of year learning. Toolkits are developed based on the objectives, skills and features needed to achieve the identified outcomes. These provide guidance and prompts for children to make independent choices when they write.

Whilst there is a clear week by week sequence within each unit, skills, knowledge and understanding are built throughout the unit and provide the building blocks for the identified outcomes.

There is a sharp focus on reading and the units offer questions and activities which may be used in whole class or guided reading lessons. The beginning of each unit concentrates on understanding, responding to and deepening understanding of the text. This focus continues with on-going reading activities matched to the identified reading objectives. Word detective work should be a focus throughout. In the spring term, a reading-based unit has been designed to support preparation for assessment.

Additional texts have also been suggested which may be used as class reads or as preferred. This is not a definitive list, but serves as a starting point to ensure that children experience a range of reading during the year.

Suggested incidental writing opportunities are identified throughout which includes working with vocabulary and sentences as well as responding to the text so that children have many opportunities to practise and consolidate writing skills. Toolkits from previous units can be used and adapted for application writes.

Grammar work is clearly identified with all grammar being taught purposefully, in context so that it can be used in the identified outcomes. Grammar taught early in the year may not always be identified in following units, but activities from units may be used in context in subsequent units to revisit and consolidate learning as necessary. Similarly, the vocabulary and grammar focused activities may also be used in context in other units such as the synonym wheel or zone of relevance activity. In addition, grammar games should be used to revisit and consolidate learning, including addressing any misconceptions or insecure learning from previous year groups.

There is a focus on children applying writing skills in different contexts and using different text types. Toolkits from previous years can be drawn on for children to adapt and annotate with their own examples and ideas with independence. Sufficient time for the children to write, evaluate, redraft and proofread writing. Suggested prompts are provided for this, but should be adapted as appropriate.