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Kennington Academy Long Term Plan 2016 - 2017

Writing- grammar & punctuation

Year 3 Year 4 Year 5 Year 6

Word structure

Noun prefixes (super-, anti-, auto-), a/an

Plural vs possessive s, Standard English forms instead of local spoken forms

Suffixes: nouns/adjectives into verbs (-ate, - ise, -ify), prefixes (dis-, de-, mis-, over-, re-)

Informal vs formal

Sentence structure Complex sentences

Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases; fronted adverbials

Complex sentences Complex sentences

Clauses Time and cause connectives (when, so, before, after, while, because), adverbs (then, next, soon, therefore), prepositions (in, out, above, below)

Pronouns and alternative nouns to avoid repetition and add clarity

Relative clauses (beginning with who, which, where, why, whose, that) and modal verbs (might, should, will, must) or adverbs (perhaps, surely)

Passive voice

Expanded noun phrases

Informal and formal speech

Punctuation

Speech marks, apostrophe of possession for singular and plural, commas in complex sentences

Apostrophe of possession for singular and plural, commas in complex sentences

Brackets, dash,

Hyphen, colon, semi-colon, bullet points

Verb tenses and forms Present perfect tense and simple

perfect tense

Future tense

Progressive tense Future-progressive, past-continuous tense, subjunctive

Text structure Paragraphing for topics, headings & subheadings

Paragraphing for overall organisation

Cohesion within paragraphs, linking between paragraphs

Layout devices - columns, bullets, tables

Writing –Terminology for children to use Word Structure

Word family, connective, adverb, preposition, prefix, consonant, vowel

Pronoun, possessive pronoun, adverbial Modal verb, relative pronoun, determine

subject, object, synonym, antonym

Sentence structure Clause, subordinate clause, direct speech

Clause, subordinate clause, direct speech, determiner

Relative clause, active/passive voice,

Punctuation Inverted commas to punctuate direct speech

Inverted commas, Apostrophes, commas Brackets, dash, parenthesis hyphen, colon, semi-colon, bullet points, ellipsis

Text structure Paragraph

Paragraph

Cohesion, ambiguity

columns

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Writing- Composition

Year 3 Year 4 Year 5 Year 6

Planning techniques

Rehearse aloud, discuss writing similar to their own, record ideas to use

Rehearse aloud, discuss writing similar to their own, record ideas to use

Identify audience and purpose, chose form, research

Consider work of authors

Narrative writing Three-part structure, create setting, characters and plot

Four part structure

Describe settings, characters and atmosphere

Integrate dialogue to convey character

Poetic devices Use adverbs

Use onomatopoeia Use similes, alliteration Use metaphors, personification

Non narrative types Instruction, information, response Information

Response

Instruction

Persuasive

Information

Description

Explanation

Information

Response

Additions corrections and revisions

Assess own and others' writing, suggest improvements

Assess own and others' writing, suggest improvements

Ensure consistent tense usage Check plurals and formal/informal tone

Text structure Organise paragraphs Organise paragraphs Cohesion within and across paragraphs

Cohesion within and across paragraphs

Organisational features Organise with headings and sub- headings

Organise with headings and sub-heading Headings, bullet points, underlining Subheadings, columns

Writing –Terminology for children to use Word Structure

Word family, connective, adverb, preposition, prefix, consonant, vowel

Pronoun, possessive pronoun, adverbial Modal verb, relative pronoun, determine

subject, object, synonym, antonym

Sentence structure Clause, subordinate clause, direct speech

Clause, subordinate clause, direct speech, determiner

Relative clause, active/passive voice,

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Punctuation Inverted commas to punctuate direct speech

Inverted commas, Apostrophes, commas Brackets, dash, parenthesis hyphen, colon, semi-colon, bullet points, ellipsis

Text structure Paragraph

Paragraph

Cohesion, ambiguity

columns

Handwriting Progression

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Skills Knowledge National Curriculum

Year 3 Expect joined handwriting and teach/ practise joins regularly;

Know all joins; know/teach ascenders and descenders; demonstrate and apply in writing

Letter formation: increase legibility, consistency and quality Joining: understand which letters are best left un-joined

Year 4 Expect joined handwriting – as above where necessary

As above Letter formation: increase legibility, consistency and quality Joining: understand which letters are best left un-joined

Year 5 Expect joined handwriting – as above where necessary

As above Letter formation- write legibly and fluently with increasing speed and personal style Joining: NC: know when to use un-joined writing (e.g.labelling a diagram, algebra)

Year 6 Expect joined handwriting – as above where necessary

As above Letter formation- write legibly and fluently with increasing speed and personal style Joining: know when to use un-joined writing (e.g. labelling a diagram, algebra)

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Spelling Progression

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Year 3

Pupils in Years 3 & 4 should be taught to:

Add suffixes beginning with vowel letters to words of more than one syllable Spell /i/ sound spelt y elsewhere than at the end of words e.g. gym, myth Spell the /˄/ sound spelt ou e.g. young, touch How to spell words with the prefixes: in-, dis-, mis-, un-, il-, im-, re-, sub-, inter-, super-, anti-, auto- How to spell words with the suffixes: -ation, -ly, -ous Spell words with the ending /ᴣᵊ/ and spelt –sure, -ture, -er e.g. measure, treasure, creature, picture, teacher, stretcher Spell words with the endings –tion, -sion, -ssion, -cian Spell words with the /k/ sound spelt ch e.g. scheme, chorus, chemist Spell words with the /sh/ sound spelt ch e.g. chef, machine Spell words ending with the /g/ sound spelt gue and the /k/ sound spelt que e.g. league, tongue, antique, unique Spell words with the /s/ sounds spelt sc e.g. science, discipline Spell words with the /ay/ sound spelt ei, eigh, or ey e.g. vein, weight, they, neighbor Spell plurals words using a possessive apostrophe Spell homophones and near homophones

Year 4

Year 5

Pupils in Years 5 & 6 should be taught to:

Spell words with the suffixes: -cious, -tious

Spell words with the suffixes –cial and –tial

Use knowledge of word families to spell words ending in –ant, -ance/-ancy; -ent, ence/-ency; -able, ible; -ably, ibly

Add suffixes beginning with vowel letters to words ending in –fer

Spell words which use a hyphen to join the prefix to a root word

Spell words with the letter string -ough

spell some words with ‘silent’ letters, e.g. knight, psalm, solemn

continue to distinguish between homophones and other words which are often confused

use dictionaries to check spelling and meaning of words

use the first three or four letters of a word to look up words in a dictionary

to check spelling, meaning or both of these.

use a thesaurus.

Year 6