English Stage 5 SOW Tcm142-354086

Cambridge Primary
Scheme of Work – English Stage 5
Introduction
This document is a scheme of work created by Cambridge International as a suggested plan for delivery of Cambridge Primary English Stage 5.
Learning objectives for the stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended teaching order,
but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme of work assumes a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number
and title of each unit for Stage 5 can be seen in the table on the next page. The scheme of work is based on the minimum length of a school year to
allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into
your own term times.
Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work
as ongoing work across Stage 5. These ongoing learning objectives are followed by the learning objectives for the topic of the unit, and related
grammar and punctuation. Learning objectives are given using their curriculum framework codes and a summary rather than following the precise
wording in the curriculum frameworks. Activities and resources are suggested against the objectives to illustrate possible methods of delivery. In the
fiction and non-fiction units, these include more general activities that can be carried out at any point across the unit to reinforce learners’ skills.
There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Primary. They have been created solely to provide
an illustration of how delivery might be planned over the six stages. A step-by-step guide to creating your own scheme of work and implementing
Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary support site. Blank
templates are also available on the Cambridge Primary support site for you to use if you wish.
Two sample lesson plans (short-term plans) are included in Appendix A at the end of this document.
V1 8Y01 English Stage 5 1

Overview
Nine units of work are suggested for Stage 5. In each school term there are three units: fiction, non-fiction and poetry/playscripts. The range of
topics suggested is:
TERM 1 TERM 2 TERM 3

Fiction Unit 1A: Stories by significant Unit 2A: Traditional tales, myths, Unit 3A: Stories from different
(40% of teaching children’s writers legends and fables. cultures
time) Reading and analysing stories by Reading and analysing traditional tales, Reading and analysing stories from a
significant children’s writers then including myths, legends and fables, variety of different cultures and writing
planning and writing a story. then planning and writing a tale. a story.
Non-fiction Unit 1B: Non-chronological reports Unit 2B: Recounts Unit 3B: Persuasive texts
(40% of teaching and explanations Reading, analysing and writing recounts. Reading and analysing persuasive
time) Reading and analysing non- texts then writing a persuasive letter
chronological reports and explanations and commentary.
then planning and writing them.
Poetry and Unit 1C: Poems by significant poets Unit 2C: Narrative poetry Unit 3C: Performance poetry
playscripts and playscripts Reading and discussing narrative poetry Reading and discussing performance
(20% of teaching Reading and analysing poems and and performing a poem. poetry and performing poems.
time) playscripts and planning and writing
them.
For learners to become more proficient in English skills it is important that they keep revisiting and consolidating skills in different contexts. For this
reason, many of the learning objectives are revisited in different ways in different units. This gives all learners the opportunity to grasp the ideas
involved. Within each term, the order in which units are taught is not important – the level of expectation is consistent across all three units. It is
important, however, that you teach the Term 1 units before the Term 2 units, and the Term 2 units before the Term 3 units.
The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in earlier stages, and the
skills and understanding developed in Stage 5 are important for learners to make good progress in subsequent stages. If the Stage 5 level of work
is not appropriate for the learners in your class, it is recommended that you use ideas from the Stage 4 or Stage 6 units of work: comparable texts
are often studied in each stage, so matching a text type with the appropriate learning objectives is usually straightforward.

In general, specific texts are not recommended because of the different resources available in each school and location. You have the flexibility to
include resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are
given at the beginning of each unit. Large print books and electronic texts that can be displayed are particularly useful for teaching learners of this
age – the more the learners can see and read the text, the more effective the teaching will be. It is assumed throughout that you have access to a
whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.
Key prior knowledge expected for these units is that learners should be able to:
 apply effective strategies to tackle unfamiliar words in reading
 identify syllables, prefixes and suffixes in multisyllabic words, and use this information in spelling and reading
 generate some spelling rules and ways of remembering spellings
 recognise and respond to all punctuation marks
 recognise all tenses of most verbs
 understand that commas can be used to mark clauses in a sentence
 understand that sentences can have both main and subordinate clauses, and begin to recognise which is which
 use joined-up handwriting in all writing and use appropriate handwriting for the audience and purpose of a piece of writing
 adapt the pace and volume when reading aloud for the audience and purpose.

Ongoing work
The learning objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these learning objectives, or you may prefer to allocate a set amount of time each week.
Ongoing spelling and vocabulary

Framework Summary of learning Suggested activities
codes objectives
5Rw8 Use IT spell checks,  Allow learners free access to dictionaries and thesauruses in the classroom. Establish a
5Wo3 dictionaries and culture of using of them to explore the meanings of unfamiliar words in their reading and
5Wa5 thesauruses to check finding synonyms and opposites to use in their writing.
5Wa6 spelling and improve
knowledge of words.  Ask learners to keep word logs to record words identified both as a class and independently:
- (at the front of the log) tricky words and words they misspell in their own writing
- (at the back of the log) interesting and powerful new words and synonyms with their
definitions.
 During the proofreading and redrafting phase of writing, encourage learners to:
- use word logs, dictionaries and IT spell checks to check their spelling
- use word logs and thesauruses to find and use less repetitive / more effective vocabulary.
5Wo1 Learn and apply effective  Give learners regular opportunities for exploring and investigating spelling errors, in particular
5Ws3 ways of spelling new words. errors they have made in their own writing. Encourage use of strategies such as:
5Ws4 - using known spellings to work out the spelling of related words
5Ws5 - building words from syllables, prefixes, suffixes and recognised spelling patterns
5Ws8 - remembering common letter strings which have different pronunciations
5Ws11 - using visual skills to check on the likelihood of a particular spelling of the word.
 To support these strategies, provide opportunities to:

- identify words with known prefixes and suffixes, and deduce the meanings of new prefixes
(e.g. auto, bi, trans) from the meanings of banks of related words,
- identify word roots and find derivations, e.g. sign, signature, signal
- investigate the patterns of single and double consonants at the end of words, e.g. -ful and
full.

5Ws1 Identify unstressed vowels  This is an area in which many spelling errors are made by learners in this age group, so it
5Ws6 in polysyllabic words. needs consistent work. Useful strategies include:
- making links between related words, e.g. medicine, medical
- investigating the spelling of final unstressed vowels, e.g. final unstressed ‘er’ in butter and
‘ee’ in city
- sometimes saying the unstressed syllable as if it was a stressed syllable, e.g. ‘in-ter-est’ for
interest
- finding words within words, e.g. car-pet; ‘there’s a rat in separate!’
- using rhymes and mnemonics, e.g. difficulty – ‘Mrs D, Mrs I, Mrs FFI, Mrs C, Mrs U, Mrs
LTY!’
- learning the most common high frequency words and reinforcing these with regular use.
5Ws2 Learn plurals, and spelling  Display a selection of verbs with a range of different endings, including those ending in -e, -y,
5Ws7 rules for words ending in -e single consonant (e.g. take, try, stop). In groups, learners discuss the effect of adding the suffix
and -y. -ing, -ed and -s to each of the verbs.
Ask groups to describe any spelling rules they identify.
 Revise and develop understanding of plurals. Ask learners to help you to make lists of singular
nouns that end in -s, -es and -ies when they become plural.
Deduce spelling rules, highlighting one example and asking learners to suggest others, e.g. if a
noun ends in:
- -s, -sh, or -x, add -es, e.g. bus, dish, box
- -ch, you usually add -es, e.g. bench (the exception is if the -ch ending is pronounced ‘k’,
e.g. stomach becomes stomachs)
- a consonant and -y, change the -y to -ies, e.g. puppy
- a consonant or a single vowel plus -f or -fe, change the -f or -fe to –ves, e.g. half or knife.
Ask learners to suggest a list of irregular plural nouns, including nouns that remain the same
when singular or plural (e.g sheep).

Ongoing reading
codes objectives
5Ro1 Read widely and know  By Stage 5, learners should be becoming active readers who read independently with
5Ri1 about different fiction understanding and enjoyment for a range of purposes. Encourage them to:
5Rv1 genres. - talk about books they have read / are reading, and swap recommendations
5Rv6 - keep a reading log with comments, observations and predictions about books during
5Wa13 Use and evaluate non- reading, as well as reviews and reflections after reading.
fiction books. - read and compare a range of different authors, and different books by the same author
- read a range of fiction genres and begin to identify those they find most appealing
- make use of a variety of non-fiction books, both across the curriculum and to further
leisure interests
- find out as much as they can about a book (fiction or non-fiction) before they read it, and
evaluate the book for writing style, topic, genre, audience, purpose, clarity and
organisation before beginning to read it properly
 Continue to use class novels with learners in a variety of ways, e.g. reading aloud to the
class (either with learners simply listening or with them following in their own copies), asking
learners to take turns to read short passages or assigning individuals to read the dialogue of
particular characters.
 Revise the features of different fiction genres by giving learners a number of short extracts
illustrating some of the usual features of the genre. For example, you could choose a fable,
an adventure, science fiction, a detective story and a traditional tale.
In pairs, learners first decide the genre of each extract. They then make a list of the typical
features of each genre, both those illustrated in the text and those not illustrated in the text.
They discuss their lists with another pair.
 Use the activity above for non-fiction text types, for example a recipe, an explanation, a
biography and an informal letter.
 When reading texts as a class, check that learners can both read closely, and skim and scan
for information or evidence in a text. You can develop these skills by giving learners one
minute to try and find the answers to four simple questions relating to an extract of the text.
Model how to skim read quickly to find the relevant paragraph, then home in on the specific
information without reading the whole text.
Once learners have answered the questions give them more time to read the whole text
closely to see if they gave the correct answers.
Then display questions which need more considered answers. Allow learners to read the
text carefully to give more detailed answers. Include questions where the answer comes not
from one place in the text but from different parts of the text. Discuss answers as a class,
asking learners to explain their ideas in their own words and give references from the text to
back up their ideas.
Ongoing grammar and punctuation

codes objectives
5Rw10 Understand conventions of  When they are writing, it is important that learners use grammar accurately. When learners
standard English. are proofreading their writing, give them a checklist of common errors to check and correct.
These might include:
- non-agreement of pronoun and verb (in particular, errors with the verb to be, e.g. we was,
I were)
- using an adjective instead of an adverb (e.g. I was real excited)
- using the wrong part of a verb (e.g. I seen)
- having a double negative (e.g. I didn’t have no …)
- using them instead of those (e.g. I liked them gloves.)
5Wt2 Use pronouns, making clear  Pronouns are an essential part of a cohesive text, and learners often have difficulty linking a
to what/whom they refer. pronoun correctly with the noun it refers to. Provide practice, for example:
- Give learners a text where no pronouns have been used and ask them to put in pronouns
so that the text reads correctly and well, e.g.
‘Zak was playing Zak’s favourite game when Zak’s mother came home early from Zak’s
mother’s yoga class. Zak’s mother asked Zak if Zak had done Zak’s homework. Zak said
that Zak’s friend was coming to Zak and Zak’s mother’s house in five minutes because
Zak’s teacher had told Zak and Zak’s friend that Zak and Zak’s friend should do a project
together.’
- Give learners a text where pronouns are overused, so the subjects and objects that the
pronouns are replacing becomes very confusing. Ask learners to replace the pronouns
with the object or subject where they think this is necessary to make the text make sense
and read well.
- Give learners a text where some pronouns have been used incorrectly or ambiguously.
Ask learners to make changes to correct the text and clarify the meaning.

5Rw4 Understand clauses in  Develop learners’ understanding of compound and complex sentences across the year using
5Wp1 compound and complex sentences from your class novel or a text extract:
5Wp2 sentences and how to - identify different clauses in sentences
5Wp3 punctuate them. - separate compound and complex sentences into two or three short, simple sentences
- identify and explore different connectives
- discuss how commas are used to separate clauses clarify meaning.
 Display and add to a list of the connectives as they come up in texts. Take opportunities to:
- point to a connective and ask learners to put it into a suitable compound/complex
sentence
- give learners two or three short, simple sentences and ask them to create a
compound/complex sentence using appropriate connectives and punctuation.

Ongoing writing
codes objectives
5Wo2 Review, proofread, revise  Learners should understand that they should always proofread their writing before anyone
5Wo5 and edit writing. Work with else reads it. Proofreading should include reading their writing multiple times to check for:
5Wa14 another learner as response - sense
5Wa15 partners and evaluate own - best choice of words and sentence types
and others’ writing. - spelling errors
- punctuation errors.
 Learners should understand that redrafting is not just about copying their work out in neat
handwriting, but is also about improving it. Initially, learners need direction so they
understand what to improve. This can include:
- reference to the success criteria agreed for the piece of work
- reference to personal targets
- redrafting a particular part of their writing, e.g. the climax of the story to include references
to more senses, the beginning to include a hook, or the end to add a twist.
 The use of response partners is a valuable aid to learners’ development in writing. Response
partners should read or listen to plans, drafts and/or final version, and comment
constructively on them.
5Wa3 Write letters for real  Make use of opportunities for writing a range of letters for real purposes, for example:
5Wa4 purposes. - to the author of the class novel describing what their reflections in the novel and/or the
5Wa9 work it has inspired
- a thank-you letter to a visitor to the school or the venue for a school trip
- an invitation to a potential visitor to the school.
 To help prepare learners to write formal letters for real purposes:

- generate scenarios as a basis for letter writing. For example, brainstorm ideas for what
could go wrong on the family night out at the restaurant. Get learners plan and act out the
scenario, before working in pairs to write a letter of complaint to the restaurant. Problems
might include slow service, rude or clumsy waiters/waitresses, mistakes with food orders,
cold/disgusting food.
- brainstorm appropriate words and phrases for writing letters, including openings and
endings, and useful connectives.

Ongoing speaking and listening
codes objectives
5SL1 Speak confidently and  During class and group discussions across the curriculum, encourage learners to:
5SL3 make effective contributions - talk confidently
5SL5 in group and class - shape and organise ideas clearly when speaking
5SL7 discussions. - demonstrate careful listening, including by asking questions to develop ideas and extend
5SL9 understanding.
 To help learners to develop their understanding of group roles and responsibilities,

sometimes give each learner a specific role in a group discussion and specified success
criteria, for example
- Facilitator – makes sure that everyone contributes and that discussion keeps moving
towards the goal
- Timekeeper – keeps track of time and makes sure the discussion is moving forwards at a
suitable speed
- Recorder – records key ideas clearly and concisely for everyone to refer to
- Reporter – summarises the group discussion for the rest of the class (using the Recorder’s
notes)
In some group discussions, expect learners to decide for themselves the different roles and
responsibilities for each member of the group.
 Provide opportunities for learners to plan and deliver a 5-minute presentation on a subject
they are interested in (e.g. a sport, an animal, a hobby). Encourage other learners to listen
carefully so they can respond and ask relevant questions at the end of the talk.
 Provide opportunities for learners to talk in pairs about what they have done over the
weekend or during a holiday. They can then either join another pair to report back to, or report
back to the class. When reporting back, ask each learner to report back on what their partner
told them rather than reporting back about themselves.
 Encourage learners to reflect on their own and others’ presentations and contribution to
discussions. Help learners to give constructive feedback on others, for example, by asking
them to say two things that went well and one thing that could have been better. Allow
opportunities for further activities where learners are expected to respond to previous
feedback.

TERM 1
Unit 1A: Stories by significant children’s writers
Reading and analysing stories by significant children’s writers then planning and writing a story.
Unit 1B: Non-chronological reports and explanations

Reading and analysing non-chronological reports and explanations then planning and writing them.
Unit 1C: Poems by significant poets and playscripts
Reading and analysing poems and playscripts and planning and writing them.
Grammar and punctuation activities for all units

Use these activities across the term to develop learners’ grammar and punctuation alongside the activities for each unit topic.

codes objectives
5Rw6 Understand the difference Teach learners the difference between direct and reported speech and how to recognise them.
5Rw7 between direct and reported Find examples in books and discuss why the author chose to use one type of speech rather than
5Wp4 speech, and how to set out the other.
5Wp6 and punctuate dialogue.
Revisit punctuation of both direct and reported speech.
For both types of speech, teach a wider range of adverbs to describe how people speak (e.g.
peevishly, waspishly, enthusiastically).
Explore different examples of replacing verb + adverb with a more powerful verb.

codes objectives
5Ws8 Investigate the effect of Ask learners to list the prefixes and suffixes they are familiar with. Are they aware that suffixes
5Ws9 adding prefixes and generally affect the word class of a word and prefixes generally affect its meaning?
suffixes.
Explore this in more detail.
 Create opposites by adding a prefix to a verb, e.g. un- (e.g. undo), de- (e.g. destabilise), dis-
(e.g. disobey), and in- (which becomes ir- before words beginning with r, as in irregular, il-
before words beginning with l, as in illegal, and im- before words beginning with p, as in
impossible).
 Turn nouns into adjectives using suffixes, e.g. -able (as in comfortable) and -ful (as in
fearful).
 Create opposites by changing prefixes and suffixes, e.g. -ful to -less as in fearful–fearless,
mindful–mindless. What about hopeful–hopeless? Are they true opposites? With many
words, you need a different suffix or a prefix instead of a suffix, e.g. tasty–tasteless,
sensible–senseless, eventful–uneventful.
 Make comparative and superlative adjectives, e.g. with suffixes -er and -est in regular
adjectives (e.g. cold, colder, coldest). Ask learners to explore other sets of comparatives and
superlatives including those which don’t use suffixes (e.g. more beautiful, most beautiful) and
those of irregular adjectives (e.g. good, better, best).

codes objectives
5Wa5 Collect synonyms and Extend work on comparative and superlative adjectives to using adjectives to describe shades of
opposites and investigate meaning. Discuss differences of meaning in progressions such as:
shades of meaning.  good, better, best (adjective plus its comparative and superlative forms)
 a bit (early), quite (early), early, very (early), extremely (early) (modifiers which can be added
to adjectives)
 adequate, fair, good, excellent, outstanding (specific adjectives containing the shade of
meaning in themselves).
Ask learners to draw ladder diagrams to represent the shades of meaning expressed using
comparatives/superlatives, modified adjectives and specific adjectives. Discuss the meanings.
Ask them to look out for different ways of indicating precise shades of meaning in their reading.
Make sure they understand that sometimes the simple forms are more effective.
Try to find synonyms and antonyms of the words in the ladder diagrams. Make sure learners
understand that synonyms are rarely ‘true synonyms’, because the meaning of a word depends
on its context. Ask learners to consult thesauruses to find how different sets if synonyms can be
gathered for one word.

Reading and analysing stories by significant children’s writers then planning and writing a story
This is the first of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
for this unit is four weeks.
Outline:
Learners will read and discuss a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the text.
Then they will plan and write a story based on one of the texts you have read and analysed.
Resources needed:
 three or four short stories or extracts from longer works by significant children’s writers. Try to include a mixture of classic and modern writers.
You will need to have extracts of these stories enlarged for all learners to share, or multiple copies.
 a video or audio reading of one of the texts (optional, but a useful addition).

code objectives
5Rv6 Read widely and explore Introduce the chosen authors. Find information about the authors and their life in books and on
the features of different the internet.
fiction genres.
Read a story by a chosen author. Ask learners to give their first responses, supported by
reference to the text.
 What did they like/dislike? How did it make them feel?
 Which passages/events were particularly effective or interesting? Can they begin to explain
the features of those parts of the text?
 Which characters did they like? Why did they like / were they interested in these characters?
 Do they think the story may have grown out of the writer’s experience? If so, why?
Read and enjoy the chosen stories. Identify the different genres of the stories and discuss their
features.
5SL5 Consider what is meant by Introduce the phrase significant children’s writers and discuss it in terms of the stories you have
significant children’s writers read, asking learners to provide evidence for their answers.
and decide whether there is  What are the merits of each story? Do learners think they have special features?
evidence in the story you  Compare stories by one significant writer with another. Which ones do learners prefer? Why?
have read to justify the  Why are some authors granted the status of significant? Is it simply to do with how many
description. books they have written, or are there other reasons?
Poll the learners to find their ideas about other significant children’s writers.
5Ro2 Consider how characters Discuss the characters in a story. What sort of character are they – victim, bully, hero …? Are
5Ro3 are presented. they successful? How does the author want us as readers to respond to them? Are our feelings
5Ri1 about a character being manipulated? If so, how? Discuss how we know about the characters.
5Rv7 Learners should always provide evidence for their responses by considering:
 a character’s actions – and other characters’ reactions
 how a character speaks as well as what they say
 how a character is described
 the relationships between characters.
If possible, have learners compare their responses to the print and film versions of the story.
How are the characters presented on screen?
code objectives
5Rw5 Compare the structure of Re-read a story. Remind learners of the work they have done previously in drawing bridges (or
different stories. story mountains) to represent the structure of a story (see Stage 4 Scheme of Work, Unit 2A).
Do learners remember the five stages in a conventional story (introduction, problem/build-up,
climax/conflict, resolution, and conclusion)?
Does the story being read have this structure? Some stories in chapters are made up of a series
of little story bridges, one in each chapter, as well as having an overall story bridge structure.
Ask learners to draw a diagram of the structure of the story.
Consider the opening of the story. Can the learners spot any ‘hooks’ which draw the reader in?
A hook is an event or question which makes the reader sit up and take notice and want to
continue reading to find the answer.
5Wa2 Consider how the addition Consider one of the stories that has been read. How would the story be different if, for example:
5Wa4 of a new character would  the main character was a different, ‘better’, version of themselves – even cleverer, more
5Wa8 change a story. cunning or more beautiful (or whatever the key trait of the main character is)?
5SL1  the main character was a completely different version of themselves, perhaps with the
5SL3 opposite characteristics from those described by the author?
5SL5  there was a new character who always undermined the main character?
 a playful creature was introduced into the story?
Ask groups of learners to consider a variety of different scenarios whereby one of the characters
is changed or a new character is introduced into the story. They should consider the impact on
the story and prepare a character study of the new character, making careful choices of words
and maintaining the viewpoint.
They could then write a new first paragraph for the story, including a hook which introduces their
new character.

code objectives
5Wo2 Plan to retell a story with a Remind learners how to use a paragraph planner to plan their story. Each paragraph on the plan
5Wa2 different or new character. should have:
5Wa4  a heading showing which part of the story the paragraph relates to
5Wa8  notes about the characters and setting
5Wt1  notes about the action in the paragraph
 clear links between the paragraphs, sections and chapters.
If you give learners a limited amount of space on the page for their planning, it will encourage
them to plan effectively and they won’t be able to write the whole story in their plan.
Ask learners to share their plan with a response partner and tell their story aloud, using the plan
as a guide. The response partner should make suggestions for improvement. Learners can alter
their plans as necessary.
5Wo2 Write a story from a plan. When learners have planned their story, ask them to write the first draft. Give them the shared
5Wa2 success criteria for the story, e.g.:
5Wa4  base your story on one you have read but with a different or new character
5Wa8  include a hook in the beginning of the story to draw readers in and introduce the new
5Wt1 character
 show how the inclusion of the new character changes the story
 choose words and phrases carefully for your description.
5Wo2 Proofread, edit and redraft After learners have written their first draft of their story, ask them to do the ‘writer’s mumble’, i.e.
5Wa14 the story, improving the read it aloud several times to check it.
5Wa15 selection of vocabulary and  Does it meet the success criteria?
checking spelling and  Does it make sense, with the events following each other logically?
punctuation.  Have you chosen the best words? Try to improve the quality of the verbs and nouns.
 Are punctuation and spelling correct?

Reading and analysing non-chronological reports and explanations then planning and writing them
This is the second of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time
suggested for this unit is four weeks.
Outline:
Learners will read and discuss a variety of reports and explanations, first enjoying the texts as readers, then reading as writers and analysing
features of the text. Then they will plan and write their own report and explanations based on one of the texts you have read and analysed.
Resources needed:
 a range of non-chronological reports and explanations, related to a cross-curricular topic learners are studying. You will need multiple copies or
photocopies of extracts from some of the reports for shared work
 a video of a non-chronological report, e.g. a documentary (optional, but a useful resource to give learners the experience of listening to a non-
chronological report).

codes objectives
5Rx3 Locate information from Ask learners if they can remember the organisational devices used to locate information. Ask
different sources. them to list them in the order in which they are used. The list should include book title, contents
page, index, headings, and subheadings. It could also include visuals, e.g. captions, maps,
charts.
Discuss the lists, asking learners to explain why they have written the devices in the order they
have.
Ask them to find information in a book. Do they use the features in the same order they wrote in
their list?
5Ro1 Locate information from Remind learners how to draw and use a KWWL grid. This is a grid with four columns: What I
5Rx1 different sources and use it Know, What I Want to know, Where I will look, and What I have Learnt. Ask learners to suggest
5Rx3 to build on what is already research questions they could address and model writing them in the grid.
known.
Put learners into pairs. Give them the opportunity to do their own research to find answers to
their own questions using a variety of sources, including non-book sources such as videos and
e-texts. Reinforce the strategies of:
 skimming to gain an overall sense of a text to decide whether it will be useful for answering
the questions
 scanning to find the relevant part of the text
 reading the identified part of the text closely to find the answer to the questions.
5Rx2 Extract key points and Introduce learners to the idea of making notes in a diagrammatic form (similar to a mind map) to
5Wo4 group and link ideas; make link ideas even at the note-taking stage.
notes, using simple
abbreviations and write ‘in Model using simple abbreviations in note-making. Stress the fact that the writer will need to
your own words’. understand the notes when they re-read them, so the abbreviations should be clear and useful.
Ask learners to make notes in answer to a research question, using a diagram and showing links
between their ideas. Check that their notes:
 include key words and phrases as well as the main ideas
 show ways in which ideas can be linked
 are written in note form (no sentences, no punctuation).

codes objectives
5Rw9 Revise the features and Choose a non-fiction book that contains both non-chronological report text and explanations.
5Rv1 style of non-chronological Read a paragraph of report text. Agree a list of language features (revision from previous
reports and explanations, stages), including:
evaluating the writer’s  use of the present tense, unless it’s a historical report
purpose, style, clarity and  use of the third person
organisation.  a more formal style, not ‘chatty’
 full sentences, with few questions (except as headings or subheadings) and no dialogue
 topic sentences to introduce the topic for the paragraph.
Now read a paragraph of an explanation and compare the two styles of language. Learners will
find that although it is similar there are usually more connectives, especially of cause and effect
(e.g. so, because) and of sequence (e.g. first, next, meanwhile) in an explanation.
Ask learners to read the complete report and explanation. Do they notice any difference in the
structure of the two types of text? Think about the purpose of each type of text.
 The purpose of a non-chronological report is to describe how things are. You should be able
to read sections of the text in any order. There is usually some logic in the order the writer
chooses to present the information, but the text should still work if presented in a different
order.
 The purpose of an explanation is to explain how something works. The text usually has an
introduction which is then followed by a series of logical steps explaining the process. The
order of the events is important.
5Rv1 Read and evaluate reports Let learners read a page from a report and consider the use of paragraphs.
for organisation.  How do the paragraphs help to structure and organise the ideas?
 How are paragraphs in non-fiction texts used differently from those in fiction texts?

codes objectives
5Wo4 Plan to write a non- Learners will need a diagrammatic plan showing the notes they have taken about a process they
5Wa7 chronological report from are going to report on. Model how to use notes to plan paragraphs. If learners have already
notes taken. grouped key ideas together, they have mainly achieved this objective already.
Check that all learners have enough information on their plans to write their texts. Ask them to
number the paragraphs to show the order they plan to write in.
Discuss the difference between research and plagiarism. For research purposes, learners can
make notes containing key words and ideas. When writing a report, these key words and
phrases can be used, but sentences and paragraphs cannot be copied from a source (e.g. a
book or website) without acknowledging the source and putting the sentences in inverted
commas. Copying someone else’s words is plagiarism and is unacceptable. Learners must write
their reports in their own words, combining ideas and key words from several different sources.
5Wo4 Plan to write an explanation The explanation should be linked to something learners have done (e.g. in science or
5Wa7 from notes taken. technology) or studied (e.g. in geography or science). Learners will need a good knowledge of
the topic and the processes involved.
Learners should plan their explanation on a flow chart so that they can show the sequence of
events. Model planning an explanation using a flow chart.
Remind learners of the key connectives to show sequence and cause and effect. Include these
on the flow chart.
Learners record their ideas on their plans in note form, including abbreviations where
appropriate.
5SL3 Talk through the plans, Let learners work with a response partner to talk through their plans. As much as possible, they
5SL5 describing the events, should use words and phrases they plan to use when they write. Response partners can give
before writing. feedback and verify that the planned text makes sense.

codes objectives
5Rw9 Write a text from a plan. Once learners have planned their text, ask them to write the first draft. Give them the success
5Wo4 criteria for the text, e.g.:
5Wa7  follow the language style and structural conventions of the text
 include key words and ideas from your sources, but write in your own words
 keep the language fairly formal and choose precise words
 write a clear introduction at the beginning and a concluding paragraph at the end.
5Wo2 Proofread, edit and redraft After learners have written a first draft, ask them to do the ‘writer’s mumble’, i.e. read it aloud
5Wa14 the text, improving the several times to check it.
checking spelling and  Does it make sense? Is it well structured? Have you included everything from your plan?
punctuation.  Have you chosen the best words?
5SL8 Report back to a group, After learners have written their texts, divide the class into groups (preferably grouping together
using notes to present learners who have written about slightly different aspects of a topic). Ask each member to give a
findings about a topic brief oral report to the group using the notes they used to plan their written text.
studied.

Reading and analysing poems and playscripts and planning and writing them
This is the third of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
for this unit is two weeks.
Outline:
Learners will read and discuss a variety of poems and playscripts, first enjoying the texts as readers, then reading as writers and analysing features
of the text. Then they will plan and write a poem and playscript based on a text they have read and analysed.
Resources needed:
 poetry anthologies including poems by significant poets. Try to include a mixture of classic and modern writers. You will need to have some of
the poems enlarged for all learners to share, or multiple copies.
 playscripts that learners can read, enjoy and perform
 access to non-fiction texts about significant poets.

codes objectives
5Ro5 Read poems by significant Let learners browse through poems in particular forms. Work in groups with the learners and
poets and compare style, discuss a chosen poem:
forms and themes.  likes and dislikes – Did you like/dislike the poem? Why? Were there certain words or phrases
that you liked/disliked?
 effects – What effect does the poem have on you, the reader?
 pictures – Does the poem paint a picture in your mind? How?
 patterns – Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.
 words – Which words and phrases were particularly effective? Why?
 interesting things – What else would you like to say about the poem?
For individual poems, you can ask questions and have discussions about different topics, but
this list includes many of the issues it is interesting to discuss with poetry.
Bring some of the poems discussed by groups back to the whole class for a wider-ranging
discussion and to model good discussion for groups where it didn’t happen.
5Ro5 Find out more about poets Select some significant poets, including modern poets, and challenge learners to find out more
5Rx2 and report back. about them. This can include research in non-fiction books, reference books and on the internet.
5Rx3 Learners should make notes to record what they find out then report back what they have found
5SL8 to share the information with the rest of the class.
5Ro5 Identify what is distinctive Ask learners to research the poetry of the poets they have investigated. They should read
about a particular poet. extensively and collect information about:
 style – What is the poet’s style? Is it consistent across several poems? What changes?
 form – Does the poet use the same form every time (e.g. rhyme and rhythm, blank verse,
free verse, sonnet form, haiku, limerick)?
 themes – Are there particular themes the poet likes to write about?
 personal reaction – Would learners recommend this poet to others? Why?
Make sure they give evidence in their responses.
Let learners share their research, including reading some poems that are ‘typical’ of each poet.

codes objectives
5Ro5 Develop the language Extend the learners’ vocabulary to discuss sounds in poetry. Find examples of:
5Rw1 needed to describe the  full rhyme
poems.  half rhyme (including spelling rhymes, e.g. again, rain, as well as words which nearly rhyme,
e.g. cat, cap)
 internal rhyme (where a word in the middle of a line rhymes with a word at the end of the
same line)
 assonance (the same vowel sounds in a sequence of words, e.g. I heard of a pearl which
burned)
Look also at word play and check learners are familiar the terms pun, ambiguity, homophone,
homograph and homonym.
5Wa15 Write a poem based on Re-read one of the poems that has been previously read and discussed. Ask learners what they
poems of significant poets. recall of its:
 theme
 structure (verses, rhyme and rhythm)
 vocabulary.
In shared writing, write a new poem which is closely linked to one of those studied. It should
have the same theme and a similar structure.
Ask learners to decide what sort of poem they want to write – a new poem based on one they
have read or a new verse for an existing poem. Let them write a first draft of their own poem.
When they have made their first attempt, remind learners that poems need to be drafted,
redrafted and polished many times before they are ‘finished’. To help with this, they can re-read
the poems by significant poets, particularly those in the same form and style they have chosen
for their own poem. Ask them to jot down the key features of the form they are writing in.
Learners can then work in pairs, or alone, to redraft their poem.

codes objectives
5Ro3 Read and enjoy playscripts. Let groups of learners read through some playscripts and choose one they would like to perform.
Remind them of the conventions of playscripts so they know how to distinguish the speeches
from the stage directions, and can appreciate how the play is divided into acts and scenes.
5Ro3 Begin to plan to perform a When learners are familiar with the playscripts, ask them to begin to plan for a performance.
5SL10 play. Give them success criteria for their performance, including conveying ideas about characters
through careful choice of speech, gesture and movement. The performance doesn’t need to be a
full costume drama, although you may want learners to consider what props they may need.
Model how to annotate the playscript with the additional stage directions needed to perform the
play.
Give learners the chance to perform the play to a small audience.

5Wa11 Write a playscript, including After learners have read (and possibly performed) their play, ask them to plan and write an extra
production notes to guide scene. Their scene should include:
performance.  character(s) and reference(s) to events from the original play
 the main features of a playscript
 an event which is related to the play.
When learners have drafted their play, ask them to plan their performance and to include
production notes as a guide.
While they are rehearsing the play, learners should amend and revise their playscript as
necessary.

TERM 2
Unit 2A: Traditional tales, myths and legends and fables
Reading and analysing traditional tales, including myths, legends and fables, then planning and writing a tale.
Unit 2B: Recounts

Reading, analysing and writing recounts.
Unit 2C: Narrative poetry
Reading and discussing narrative poetry and performing a poem.


codes objectives
5Ws8 Investigate the effect of Continue to explore the effects on spelling and meaning of adding prefixes and suffixes to base
5Ws9 adding prefixes and words.
suffixes.
5Rw6 Understand the difference Continue to work on different ways of writing speech with the correct punctuation.
5Rw7 between direct and reported
5Wp4 speech, and how to set out
5Wp6 and punctuate dialogue.

codes objectives
5Ro6 Find out more about idioms, Ask learners to find out the meaning of the following terms:
5Rw2 metaphors and figures of  idiom (an expression which is not meant literally; its meaning cannot be deduced from an
5Rw3 speech and make effective understanding of the individual words, e.g. let the cat out of the bag, look under the weather,
use of them in reading and the name rings a bell)
writing.  metaphor (an expression describing something or someone as if they really were something
else, e.g. he is an ass!, in his fury he became a bull and charged at the other boy)
 simile (an expression comparing something or someone with something else, e.g. she was
as happy as a lark and as cunning as a fox)
 figure of speech (an expression using a word or words to create an effect, but where they do
not have their ordinary, literal meaning, e.g. I’m starving = I’m very hungry).
Once learners know and understand the terms, look out for them in reading and discuss the
examples you find. What sort of technique is it – idiom, metaphor, simile or figure of speech?
Why has the author chosen to use it here? What effect does it have – more impact, more
memorable …? What alternative words and phrases could the author have used? Would they
have been as good? Does the expression help you to understand the text better?

Unit 2A: Traditional tales, myths, legends and fables
Reading and analysing traditional tales, including myths, legends and fables, then planning and writing a tale
This is the fourth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of stories, first enjoying the texts as readers and then reading as writers and analysing features of the text.
Then they will plan and write a story based on one of the texts you have read and analysed.
Resources needed:
 a range of traditional tales including myths, legends and fables from around the world – including the part of the world you are living in. Try to
include a mixture of classic and modern versions, straight retellings and those with a twist. You will need to have extracts of these stories
enlarged for all learners to share, or multiple copies.

codes objectives
5Rv5 Read and identify What do learners know about myths, legends and fables?
characteristics of myths,  Myths are stories whose main aim is to explain why something happens, e.g. Why the sun
legends and fables. rises in the east, Why the giraffe has a long neck. They can include amazing creatures that
sometimes talk. Many ancient cultures have myths which have been handed down in the oral
tradition.
 Legends are stories about heroes. It is believed many have some basis in historical fact (e.g.
the Arthurian legends and other legends from ancient civilisations). Legends have also been
handed down from generation to generation in the oral tradition.
 Fables are stories with morals. They often have talking creatures in them. Aesop’s fables are
the best known.
5Rv5 Read and identify While reading a variety of these tales, ask learners to contribute to a class list of common
characteristics of myths, characteristics of them. These are narratives and have the characteristic shape of most
legends and fables. narratives. Discuss the following distinctive features.
 In these tales, the action is the most important element, not the character or setting, so they
usually include ‘stock’ characters and settings. Stock characters include princesses (always
good and pure), wolves (always evil), foxes (cunning), princes and heroes (brave), dragons
(wicked). Stock settings include islands, woods, castles and deserts. (The use of stock
characters and settings makes these stories easier to parody and to move from one setting to
another.)
 Often, the only thing the reader knows about the characters is that they are clever, poor, kind
and generous, stupid or greedy (or some other defining characteristic). Whatever the
characteristic is, that is usually the pivot of the story. Names are simple and conventional, or
are not given.
 Common themes run through many of the tales and these can involve opposites (e.g. good
versus evil, rich versus poor, generous versus selfish) or a transformation (e.g. from rags to
riches, proud to humble, greedy to generous).
 The rule of three is common: there may be three people, three tasks, three events, three
wishes. Many things happen in threes.

codes objectives
5Rv5 Read and identify Make another chart which learners can add observations to. The tales are narratives and have
characteristics of myths, the usual language characteristics of narratives (e.g. past tense, dialogue, powerful verbs). Other
legends and fables. features include:
 traditional openings (Once upon a time, When the world was young)
 connectives that clearly signal time (e.g. early the next morning, later that same morning,
once that was done)
 language to create images in the reader’s mind (including simile, metaphor, idiom and figures
of speech)
 rhetorical questions and asides which address and engage the reader (e.g. How do you think
he felt then? But was he furious?)
 some use of repetition (He tried once, he tried a second time and on the third try …)
 good rhythms for reading aloud – remember that these tales have come down through an
oral tradition, so always read a modern equivalent aloud to check it sounds right and has a
good rhythm.
5Wa1 Plan a new version of a Re-read a tale and revisit the key characteristics of the genre. Tell learners they are going to
5Wa4 myth, legend or fable, using write their own version of the tale. Make sure they understand this can be:
5Wa10 imagery and figurative  a retelling
language, choosing words  a new story based closely on the original but in a different setting, with different characters,
and phrases carefully to etc.
convey feeling and  a parody of the original, where there is a modern twist to one of the characters, the setting or
atmosphere. the outcome of the story (harder to achieve successfully; if learners want to try this, read
some examples of parodies).
Ask learners to use a story bridge to plot in one colour the original story they plan to base their
new version on. In a different colour, they can show what they plan to change (if anything) and
explore the implications of that change. Remind them of the work they did last term in changing
character – it can have a significant impact on the plot development.

codes objectives
5Wa1 different or new character. should have:
5Wa4  notes about the action in the paragraph
5Wa10  some words and phrases which will enhance the retelling, including ideas for figurative
5Wt1 language
 connectives to show clear links between the paragraphs, sections and chapters.
5Wo2 Write a story from a plan. When learners have planned their story, ask them to write the first draft. Give them the success
5Wa1 criteria for the story, e.g.:
5Wa4  the new story should have the features of a fable, myth or legend
5Wa10  use stock settings and characters – even if these are different from the original story
5Wt1  choose words and phrases carefully when describing, particularly when describing actions
and feelings
 use figurative language to enhance the impact on the reader.
5Wo2 Proofread, edit and redraft After learners have written the first draft of their story, ask them to do the ‘writer’s mumble’, i.e.
5Wa14 the story, improving the read the story aloud several times to check it.
checking spelling and  Does it make sense, with events following one another logically?
punctuation.  Have you chosen the best words? Try to improve the quality of the verbs and nouns

Unit 2B: Recounts
Reading, analysing and writing recounts
This is the fifth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of recounts, first finding information and enjoying them as readers, then reading as writers and analysing
features of the text. Then they will plan and write recounts based on ones you have read and analysed.
Resources needed:
 a range of recounts (these include autobiography and biography and are also found in texts such as novels, shorter books, newspapers diaries
and letters). You will need to have extracts of these texts enlarged for all learners to share, or multiple copies.
 audios and videos offer opportunities to hear recounts, as people discuss and relive their own experiences and adventures. It is useful for
learners to be able to compare their experiences of written and audio texts.

Unit 2B: Recounts
codes objectives
5Rv1 Read different kinds of Ask learners what kind of personal writing they do when they record their own experiences and
recounts. ideas – diaries, thank you letters, letters or emails to friends, family members or pen pals?
Discuss why people write about their own experiences. What kinds of things do they usually
write about?
Let groups of learners read a variety of recounts, including letters, diaries, biographies,
autobiographies, obituaries and recount newspaper articles.
Ask learners to think about their responses to the recounts.

 Did they enjoy them? Why, or why not?
 What do they feel about reading about someone else’s life? Is it interesting? Why, or why
not?
 Did they find any of the extracts particularly appealing? Which ones? Ask learners to read
their favourite ones to the class and explain what they liked about them.
5Rv2 Explore the features of texts Once learners have read a variety of different recount texts, ask them to consider the features
which are about events and they share. These should include:
experiences.  their purpose is to tell about the life, or an event in the life, of one person
 they are chronological – they report events in the order in which they happened so have time
connectives, e.g. afterwards, meanwhile, next day
 they usually begin with a scene-setting opening and end with a reorientation statement
 they are usually written in the past tense – the events have already happened
 they are similar to narratives as they are telling the story of one person’s life.
Can learners find any differences between the various kinds of recount texts? (Some are first
person recounts, with pronouns I and we; others are third person, with he or she. First-person
recounts often say more about the thoughts and feelings of the person. Third-person recounts
usually concentrate more on the person’s actions and on other people’s reactions to them.)
Introduce the words biography and autobiography and help learners to break the words down to
analyse their meanings (bio = life, -graphy = writing about, auto = by oneself).

Unit 2B: Recounts
codes objectives
5Rv1 Read and listen to more Give learners more opportunities to read, watch and listen to recount texts so that they become
5Rv2 recounts to verify the style familiar with the language and style of them.
and features of this kind of
text.
5Wo4 Plan a recount. Learners should have opportunities to write different kinds of short recount texts, e.g. an
5Wt1 autobiographical piece, a biographical piece (preferably about someone else in the school,
family or neighbourhood who is prepared to be interviewed) or a letter to a pen pal. This will
allow them to fully appreciate the similarities and differences between recount texts.
Whichever kind of recount text learners are going to write, they should plan it on a flow chart with
boxes headed with the questions Who?, When?, Where?, What? and Why?
Revisit the key features of the text type. Then model completing the flow chart, based on a text
you have shared.
Ask learners to make notes on what they know or have found out about their chosen subject.
When they have gathered their information, ask them to complete their plan. Remind them to
include time connectives.
Remind learners that recounts are similar to narratives in that they tell a story of a life. They
should therefore:
 include detail to liven the recount up – often expressed using figurative language
 write about a specific incident that will amuse or interest others
 include a commentary on the person’s thoughts, reactions and feelings as well as actions.
5SL3 Talk confidently, recounting Before learners write their recount texts, ask them to use their planning notes to tell the recount
5SL5 and describing events, and to a response partner. This kind of conversation is familiar to most learners through their daily
respond to guidance and anecdotes and chats. However, on this occasion, encourage them to use the more formal
feedback. language of a written recount.
The response partner should comment on whether the recount makes sense, as well as on
detail of language and features.

Unit 2B: Recounts
codes objectives
5Wa1 Write a recount from a plan. Once learners have planned their recount, ask them to write the first draft. Give them the
5Wa4 success criteria, e.g.:
 include the text type features you have discussed
 choose words and phrases carefully in your description, particularly when describing actions
and feelings
5Wo2 Proofread, edit and redraft After learners have written the first draft of their recount, ask them to do the ‘writer’s mumble’,
5Wa14 the recount, improving the i.e. read it aloud several times to check it.
checking spelling and  Does it make sense? Is it well structured? Have you included everything from your plan?
punctuation.  Have you chosen the best words? Try to improve the quality of the verbs and nouns.
5SL1 Recount an anecdote orally. After they have written their recounts, put learners in groups. Learners take turns to tell their
5SL4 Remember key features of anecdote from their plan to the rest of the group. Encourage them to use appropriate vocabulary
5SL5 the talk. and non-verbal gestures to help make their anecdotes more interesting.
5SL6 The others listen, recall the main features of the anecdote and ask questions about it.

Reading and discussing narrative poetry and performing a poem
This is the sixth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of narrative poems, first enjoying the texts as readers, then reading as performers and analysing features of
the text. Then they will plan a performance and perform a narrative poem.
Resources needed:
 a range of narrative poems. Try to include a mixture of classic and modern writers. You will need to have some of the poems enlarged for all
learners to share, or multiple copies.

codes objectives
5Ro4 Read and enjoy narrative Let learners browse through a range of narrative poems. Work in groups with the learners and
5Rw1 poems and comment on the discuss a chosen poem:
poet’s use of language.  likes and dislikes – Did you like/dislike the poem? Why? Were there certain words or phrases
For individual poems, you can ask questions and have discussions about different topics, but
this list includes many of the issues it is interesting to discuss with poetry.
discussion and to model good discussion for groups where it didn’t happen.
5Ro4 Discuss the form of When all learners have read a range of narrative poems, discuss what they have in common.
narrative poems. (They all tell a story.) What other kinds of poetry can learners think of – poems which describe
people, things, places, seasons? Love poems? Funny poems?
Discuss the fact that narrative poems can vary from short and simple poems (e.g. nursery
rhymes like Humpty Dumpty, Little Bo Peep, Jack and Jill) to more complex poems like The
Ancient Mariner and The Charge of the Light Brigade.
Tell learners that narrative poems are some of the oldest poems in many cultures. Beowulf is a
narrative poem from Anglo Saxon times; The Canterbury Tales and ballads are from medieval
times.
Try to find narrative poems from different times and cultures. Explore what they have in common
and how the time and culture in which they were written impact on them.

codes objectives
5Ro4 Understand the poet’s use Let groups of learners choose a narrative poem to perform. Before they can perform it, they will
5Rw2 of language and features of need to understand:
a poem.  its form and structure
 its patterns of rhythm and rhyme
 what its images (if any) and figurative language mean
 what all the words, phrases, sentences and verses mean.
Support learners while they work to understand their poem – without a good understanding of
the poem, their performance of it will be meaningless. Model reading the poem aloud so that it
becomes more than a chant. Learners need to properly read it for sense.
5Ro4 Prepare to perform a When you are sure learners understand the language of the poem, they will need to decide:
5Wa11 narrative poem.  how they are going to perform it (e.g. as a puppet show, play, mime or recitation …)
 how they are going to share out the reading (e.g. by simple division, by allocating different
voices to different characters …)
 how they will read the chorus.
Encourage learners to make production notes on their scripts to remind them what they have to
do and how to do it.
Learners will need time to rehearse their performance.

5SL4 Develop confidence in Let learners perform their chosen poem in front of an audience.
5SL10 performing, with voice, Evaluate:
gestures and movements to  how well they read the poem (Do they show a good understanding of the meaning through
suit their part. their reading?)
 how well they have planned and rehearsed before performing
 how slick their performance is.

TERM 3
Unit 3A: Stories from different cultures
Reading and analysing stories from a variety of different cultures and writing a story.
Unit 3B: Persuasive texts

Reading and analysing persuasive texts then writing a persuasive letter and commentary.
Unit 3C: Performance poetry
Reading and discussing performance poetry.


codes objectives
5Ro6 Find out more about idioms, Continue the work on figurative language, including idioms, metaphors, similes and figures of
5Rw2 metaphors and figures of speech. Remind learners that the aim of using these techniques is to help the readers to ‘make
5Rw3 speech and make effective pictures’ in their heads.
use of them in reading and
writing.

codes objectives
5Wp5 Identify prepositions and Introduce the word preposition. Explain that prepositions are little words that show the
use the term preposition. relationship in time or space between things, e.g. at, during, after, in, on, over, under, to, into,
beyond, with, by, of.
A preposition followed by a noun phrase is a prepositional phrase, e.g. at dinner time, during the
film, in my bedroom, under the bridge, over the page, to the forest, beyond the hills, with my
friends.
Learners may notice that many of these prepositional phrases would also function as adverbial
phrases in a sentence if they told you more about where or when something happened.
Once learners are familiar with the idea of prepositional phrases, they should look for them in
their reading and notice how they are used and when they occur. They will observe that many
paragraphs begin with a prepositional phrase.
5Wp7 Use apostrophes for Revisit the work done last year on pronouns. Can learners remember what the function of a
5Wp8 possession and shortened pronoun is? (It replaces a noun phrase to avoid being repetitive.)
5Ws10 forms.
Introduce the term possessive pronoun. Explain that this is a pronoun which replaces a noun
Spell and make correct use phrase and tells you who the thing in the noun phrase belongs to. Write sentences like these:
of possessive pronouns.  That book is yours.
 Is this their book?
Understand grammatical  I think this is my book.
homophones.
Ask learners what word they could use to replace the underlined noun phrase (theirs, yours,
mine). These are possessive pronouns (the whole list is mine, yours, his, hers, its, ours, theirs).
Ask learners to look out for possessive noun phrases in their reading and collect them in their
notebooks. Stress the fact that although they show possession, possessive pronouns do not
have an apostrophe.
Discuss the difference between its (to express possession, as in I got off my bike and put it down
on its side) and it’s (contraction of it is, as in It’s a lovely day to go for a bike ride). Ask learners
to think of ways of distinguishing them (e.g. try to convert it into it is: if it doesn’t make sense,
there shouldn’t be an apostrophe).

Reading and analysing stories from a variety of different cultures and writing a story
This is the seventh of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time
suggested for this unit is four weeks.
Outline:
Learners will read and discuss either a short novel or a variety of stories, first enjoying the texts as readers, then reading as writers and analysing
features of the text. Then they will plan and write a story based on one of the texts you have read and analysed.
Resources needed:
 a range of stories set in different cultures. You may wish to choose some longer and more challenging texts for your shared work, though you
should also have some shorter and more accessible stories for your group and independent work. You will need to have extracts of your main
text enlarged for all learners to share, or multiple copies.

codes objectives
5Ri2 Read stories from around Read and enjoy a variety of stories and ask learners to give their first responses, supported by
5Rv7 the world and consider how reference to the text.
characters are presented.  What did they like/dislike? How did it make them feel?
 Which passages/events were particularly effective or interesting? Can they begin to explain
the features of those parts of the text?
 Which characters did they like? Why did they like / were they interested in these characters?
5Ri2 Re-read stories from around Ask learners which of the characters in a story is the ‘point of view’ character (i.e. the one from
5Rv7 the world and consider the whose point of view the story is told). This is also referred to as the narrator’s (or narrative)
point of view from which the perspective. In most books, this is the main character. Re-read one of the stories while learners
story is told and how consider who the point of view character is. What is the evidence they have? The point of view
characters are presented. character could be the character:
 whose thoughts and opinions we know most about
 who is always presented in a good light and whose motives we know and understand
 who is the first to be mentioned in the story
 who is always present when events happen in the story.
Once you have identified the point of view character, look again at the other characters in the
story.
 How are they presented?
 What do we know of their thoughts and opinions?
 Might they have a different perspective form the main character?

codes objectives
5Ri2 Consider what the Re-read a story and consider the information given in the opening.
5Rw5 beginning of the story tells  Since it’s a story set in a particular culture, how soon into the story are there clues that let us
5Rv7 us about the setting and the identify the culture? What kind of clues are we given?
characters.  When are the characters introduced?
 How soon in the story do we know who the point of view character is likely to be?
 What kind of information are we given about the characters?
Discuss why all of this information has to be given towards the beginning of a short story. How
would the reading experience be different if we didn’t know any of it?
Does the writer include a hook to draw readers into the story from the start and keep them
interested in carrying on reading? What hook does the author of the story that you are reading
use?
5Wa1 Plan an alternative version Tell learners they are going to retell a story, changing the point of view character. Unlike the
5Wa2 of a story you have read story they wrote in the first term, this time they won’t change any of the characters in the story,
5Wa4 with a different point of view just tell the same story from a different point of view. Ask them to think about how this change
5Wa8 character. will alter the story.
5Wt1
If learners have difficulty with this idea, ask them to think of an easy story like Jack and the
Beanstalk:
 How did the giant feel when a boy stole his belongings?
 Why did he think it was acceptable to want to grind his bones to make my bread?
 Could the story be about a poor giant who simply chases a thief off his land?
 If so, is the way the story ends fair? What could be different?
Ask learners to use a story bridge to plot in one colour the original story they plan to base their
new version on. In a different colour, they can show what they plan to change in the story
structure (if anything – remember this is the same story). In the different colour, they can also
show changes in the way events are viewed because the point of view character has changed.

codes objectives
5Wa1 different point of view should have:
5Wa4 character.  notes about the action in the paragraph
5Wa8  some words and phrases which will enhance the retelling, including ideas for figurative
5Wt1 language
5Wt3  connectives and adverbials to show clear links between the paragraphs, sections and
chapters.
5Wo2 Write a story from a plan. When learners have planned their story, ask them to write the first draft. Give them the success
5Wa1 criteria for the story, e.g.:
5Wa4  retell a story, changing only the point of view character
5Wa8  make sure all the actions in the original story have the same results
5Wt1  give the story a strong beginning which introduces the characters and settings and has a
hook
 choose words and phrases carefully for your description, particularly when describing actions
and feelings
5Wo2 Proofread, edit and redraft After learners have written the first draft of their story, ask them to do the ‘writer’s mumble’, i.e.
5Wa14 the story, improving the read the story aloud several times to check it.
checking spelling and  Does it make sense, with events following one another logically?
punctuation.  Have you chosen the best words? Try to improve the quality of the verbs and nouns

Unit 3B: Persuasive texts
Reading and analysing persuasive texts then writing a persuasive letter and commentary
This is the eighth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of persuasive texts, first enjoying the texts as readers, then reading as writers and analysing features of the
text. Then they will plan and write persuasive texts based on ones you have read and analysed.
Resources needed:
 a range of persuasive texts. These could include: advertisements, brochures for days out and holidays, letters to local newspapers, political
documents either local or national. You will need to have extracts of some of the texts enlarged for all learners to share, or multiple copies.
 access to the internet and to TV adverts will also support this work. Some TV programmes, e.g. consumer affairs and investigative journalism,
can also be good examples of persuasive texts.

Unit 3B Persuasive texts
codes objectives
5SL1 Persuade someone to do Use role-play to explore the language and features of persuasive texts. Prepare a set of role-
5SL2 something in a role-play. play scenarios (e.g. Try to persuade your friend to … come to the cinema with you; … do
5SL11 something they shouldn’t do; … lie for you; … spend their money on something they don’t want
to spend it on). Put learners in groups. In each group, two learners should perform the role-play
– one in the role of persuader, the other reluctant to be persuaded. The other members of the
group consider the features of the two speakers’ talk. (Performers will need time to prepare their
arguments, to come up with reasoned ideas and explanations on both sides.)
Make a list of the combined features that learners observe.

5Rv4 Note the use of persuasive Evaluate adverts in newspaper, comics and magazines and on TV. Ask learners to make notes
devices, words and on the persuasive devices in each advert and to evaluate the impact of the advert. Features to
phrases in print and other consider include:
media.  use of colour, size, shape and print to make an impact visually
 use of sound and story to make an impact aurally and visually
 use of brands, logos, slogans and jingles
 how information is given – mainly in words and phrases, or complete sentences? What kind
of sentences?
 choice of vocabulary, including the use of new words
 intended audience.
Let learners share their responses and evaluations to begin to build up a class list. Compare this
with the list of features of the spoken texts.
Explore how each of the different features has been used to good effect.

codes objectives
5Rv4 Note the use of persuasive Look at brochures advertising holidays and days out. Again, ask the learners to consider how
devices, words and they are persuasive and to evaluate their impact and effectiveness. Features learners may come
phrases in print and other across in these media include:
media.  expression of opinion (e.g. an ideal birthday present)
 use of imperative (command) verbs (e.g. step inside, visit, turn right)
 use of first-person pronouns (mostly we) or second-person pronouns (you)
 use of evaluative adjectives and encouraging adverbs (e.g. excellent, ideal, extensive,
leisurely, delightfully)
 use of exaggerated claims (e.g. a wealth of tropical flowers)
 information given in short chunks.
Again, ask learners to contribute their lists of features to the one you are developing as a class.
Pause after the list is complete and consider the purpose of each of the different features and
how it can be used effectively.
5Rv4 Note the use of persuasive Introduce letters and persuasive texts which acknowledge that there is another point of view.
5Wt3 devices, words and Discuss:
5SL11 phrases in print and other  how the text is structured (e.g. are all opinions for the case put forward first, followed by
media, and begin to those against it, or are they intermingled?)
establish links and discuss  how ideas against the proposal are made light of or dismissed (e.g. Although some
language choices. misguided people think …)
 the use of rhetorical devices (e.g. How can anyone argue against this case?)
 the use of connectives to sequence the ideas in the argument (e.g. furthermore,
nevertheless, moreover).
Look carefully at each of the features and evaluate how effectively it has been used.
5Rv3 Compare writing that Let learners compare the persuasive letters with reports or explanations about the same topic.
informs and persuades. Ask learners to identify the differences between the different types of text.

codes objectives
5Wa1 Plan a persuasive text. Tell learners they are going to write a persuasive text advertising a place, event or holiday (e.g. it
5Wa4 could be a persuasive text about where you live). Tell them their task is to design both an advert
5Wt1 and a brochure (or longer text). They will need to decide who their audience is before they begin.
Revisit the features of advertising texts and brochures. Discuss the best way of planning them:
diagram or flow chart? These texts are usually non-chronological, so a diagram is often the most
effective device.
Ask learners to make notes on their diagram about how they will persuade someone to visit the
place/event or go on the holiday. These should include the range of features you have
discussed.
Possibly challenge learners to make a radio advert for the same place, event or holiday.
5Wa3 Plan a persuasive text, e.g. Discuss issues that learners really care about. These could include issues at school (e.g.
5Wa9 a letter or commentary, that homework, uniform), in the local community or in the wider community (e.g. conservation or an
5Wa12 acknowledges an opinion environmental issue).
different from your personal
view. Ask learners to draw up lists of ideas in favour of and against their own view and then transfer
them to a plan They should include connectives on their plan, and arrows or numbers to show
the order in which they intend to address the issues.
5Wa1 Write a persuasive text Ask learners to use their plan as the basis for the first draft of their persuasive text. Give them
5Wa3 from the plan. the success criteria. For example:
5Wa4  have a clear purpose and be clear about the audience you are writing for
5Wa9  persuade the reader to do or think something
5Wa12  include relevant features from the lists you have made, and use these features effectively
5Wt1  make sure the sentence structure and vocabulary suit the purpose of the text
 use specialise vocabulary to match the topic
 use figurative language to enhance the impact on the reader
 choose words and phrases carefully for your descriptions.

codes objectives
5Rw3 Proofread, edit and redraft After learners have written their first draft, ask them to do the ‘writer’s mumble’, i.e. read it aloud
5Wo2 the text, improving the several times to check it.
checking spelling and  Does it make sense?
punctuation.  Does it make effective use of features of persuasive texts?
 Have you chosen the best words? Try to improve the quality of the verbs and nouns.
5SL2 Prepare and present a When learners have written their commentary, they should use the notes as the basis for a
5SL6 persuasive argument. persuasive argument they will deliver orally to other learners. Learners should listen and
5SL11 respond to the main points in the argument by asking questions to challenge or clarify points.

Reading and discussing performance poetry
This is the ninth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested
Outline:
Learners will read and discuss a variety of poems for performance, first enjoying the texts as readers, then reading as performers and analysing
features of the text. Then they will plan a performance and perform two poems.
Resources needed:
 poetry anthologies including poems for performance. Try to include a mixture of classic and modern writers. You will need to have some of the
poems enlarged for all learners to share, or multiple copies.
 an audio or video of poets performing their own and others’ poems.

codes objectives
5Ro4 Read and perform narrative Let learners browse through a range of poems, deciding which ones would be most suitable for
poetry. performance. Work in groups with the learners and discuss a chosen poem:
 likes and dislikes – Did you like/dislike the poem? Why? Were there certain words or phrases
 what is it about the poem that makes it particularly suitable for performance?
discussion.
5Ro4 Read and perform narrative Unlike narrative poems, there is no single definition of what is a performance poem except that it
poetry must be a poem which people can perform successfully. Ask learners what criteria they used to
decide which poems to include in the list of poems that could be performed.
Encourage discussion and debate about whether all poetry can be performed.
5Ro4 Read and perform narrative Each group of learners chooses two contrasting poems to perform. All members of the group
poetry should be able to justify the choices, explaining:
 why each of the poems was selected
 what makes them suitable for performance
 how they compare and contrast.

codes objectives
5Ro4 Understand the poet’s use Before they can perform their poems, learners will need to understand:
5Rw1 of language and features of  their form and structure
5Rw2 the poem, and begin to  their patterns of rhythm and rhyme
interpret imagery and  what their images (if any) and figurative language mean
techniques.  what all the words, phrases, sentences and verses mean.
Support learners while they work to understand their poems – without a good understanding of
them, the performances will be meaningless. Model reading the poems aloud so that they
become more than a chant.
Learners need to properly read the poems for sense.
5Ro4 Prepare to perform the When you are sure learners have understood the language of the poems, they will need to
5Wa11 poems. decide:
 how they are going to perform them (e.g. as puppet shows, plays, mimes or recitations …)
 how they are going to share out the reading (e.g. by simple division, by allocating different
voices to different characters …)
 how they will read the chorus.
Encourage learners to make production notes on their scripts to remind them what they have to
do and how to do it.
Learners will need time to rehearse their performances.

5SL4 Develop confidence in Let learners perform their chosen poems in front of an audience. Evaluate:
5SL10 performing, with voice,  how well they read the poems (Do they show a good understanding of the meaning through
gestures and movements to their reading?)
suit their part.  how well they have planned and rehearsed before performing
 how slick their performance is.
Evaluate their own
performance. Within each group, ask learners to evaluate their performances. The evaluation should include:
 whether they chose good poems
 whether they made good choices about how they performed them
 what was good about their performances and what they could have done better.

Appendix A: Sample lesson plans
Stage 5: Lesson plan 1
Week beginning: Unit 2B: Recounts Class: Stage 5

Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
30 mins 5Rv7 Consider how a writer Can I describe from the Read Chapter 1 of Stig of the Dump. W/I Copies of book: Stig of D
expresses their own perspective of a Discuss Chapter 1 in summary. the Dump by Clive Q&A
point of view, e.g. how character? King
characters are Question: How would I feel if I was Barney? How
Can I identify differences would I feel if I was Stig?* Summary of Chapter 1
presented. in different characters’
points of view? Discuss responses.
25 mins 5Wp2 Combine simple Can I rewrite simple Discuss sentences on worksheet, identify clauses W/I Worksheets: M
sentences and re-order sentences using and suggest ways of rewriting by combining simple ‘Sentences 1’ (simple
clauses to make connectives to create sentences. sentences) and
compound and complex compound sentences? Write: Rewrite simple sentences as compound ‘Sentences 2’ (more
sentences. (Groups 1 & 2) (Groups 1 and 2) or complex sentences (Group 3).** challenging
Can I rewrite simple sentences)
sentence using
connectives to create
complex sentences?
(Group 3)
5 mins 5Wa8 Write from another Can a write from a Set homework – see below. W ‘Postcard’ sheet like a
viewpoint. character’s viewpoint? template
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
* Class in two groups: half answer one question, half the other. Extension for Group 3: Find different ways of ordering clauses without affecting Q&A: question and
** Group 1 A worksheet of simple sentences with given connectives meaning. answer
Group 2 A worksheet of simple sentence with no given connectives Homework: Imagine you are Barney. Write a postcard to a friend describing what D: discussion
Group 3 A worksheet of complex sentences happened to you today.
Teacher: work with Group 3; Helper: support Group 1. O: observation
Next time: Planning – ways of planning to create a new scene based on the story.
M: marked work

Stage 5: Lesson plan 2
Week beginning: Unit 2B: Recounts Class: Stage 5
Timing Framework Learning objectives Success criteria Activities Resources Evidence of

ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
10 mins 5Wa8 Write from another Can I write from another Review homework. W/G Postcard homework from M
5Wo2 viewpoint. viewpoint? Work with partner to discuss improvements. previous session
Evaluate own and others’
writing.
15 mins 5Wa8 Write a new scene into a Can I write a new scene for Discuss task. W Story: Stig of the Dump, O/D
5Wt1 story. a story? Demonstrate: as before
Map out writing to plan Can I use different ways of  a mind map of ideas for showing ideas: central Flipchart or presentation
structure, e.g. paragraphs, planning my work? setting and how new events happen showing different
sections, chapters. (This is teacher’s broad planning strategies
 a bubble chain for planning content of paragraphs.
idea; learners will produce
a list during the lesson.)
10 mins Learners work with partner to decide the usefulness of G/W Good and not so good O/D
different ways of planning. examples of planning
Discuss/agree success criteria for planning task.
15 mins Learners work independently on own ideas for an I M
additional scene.
10 mins 5SL1 Shape and organise ideas Can I tell my story clearly Share with partner – using plan to tell story. G O/D
clearly when speaking to so my partner understands
aid the listener it?
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
Give support for discussion of ideas as required: planning in pairs possible These two sessions may be taught at any time during the unit. If time allows at the end of Q&A: question and
depending on learners. Some may wish to use drawings on a storyboard to show the unit, learners may wish to present their scenes as improvised drama. answer
their ideas. D: discussion
Teacher acts as mentor for learners. O: observation
Observation role during sharing time is critical. M: marked work

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Cambridge Primary

Scheme of Work – English Stage 5

V1 8Y01 English Stage 5 1

TERM 1 TERM 2 TERM 3

V1 8Y01 English Stage 5 2

V1 8Y01 English Stage 5 3

Ongoing spelling and vocabulary

 To support these strategies, provide opportunities to:

V1 8Y01 English Stage 5 4

V1 8Y01 English Stage 5 5

Ongoing grammar and punctuation

V1 8Y01 English Stage 5 7

V1 8Y01 English Stage 5 8

 To help prepare learners to write formal letters for real purposes:

V1 8Y01 English Stage 5 9

 To help learners to develop their understanding of group roles and responsibilities,

V1 8Y01 English Stage 5 11

Unit 1B: Non-chronological reports and explanations

Grammar and punctuation activities for all units

Framework Summary of learning Suggested activities

V1 8Y01 English Stage 5 12

V1 8Y01 English Stage 5 13

V1 8Y01 English Stage 5 14

V1 8Y01 English Stage 5 15

V1 8Y01 English Stage 5 17

V1 8Y01 English Stage 5 18

V1 8Y01 English Stage 5 19

V1 8Y01 English Stage 5 20

V1 8Y01 English Stage 5 21

V1 8Y01 English Stage 5 22

V1 8Y01 English Stage 5 23

V1 8Y01 English Stage 5 24

Make sure they give evidence in their responses.

V1 8Y01 English Stage 5 25

Learners can then work in pairs, or alone, to redraft their poem.

V1 8Y01 English Stage 5 26

Give learners the chance to perform the play to a small audience.

V1 8Y01 English Stage 5 27

Unit 2B: Recounts

Grammar and punctuation activities for all units

Framework Summary of learning Suggested activities

V1 8Y01 English Stage 5 28

V1 8Y01 English Stage 5 29

V1 8Y01 English Stage 5 30

V1 8Y01 English Stage 5 31

V1 8Y01 English Stage 5 32

V1 8Y01 English Stage 5 33

V1 8Y01 English Stage 5 34

Ask learners to think about their responses to the recounts.

V1 8Y01 English Stage 5 35

V1 8Y01 English Stage 5 36

V1 8Y01 English Stage 5 37

V1 8Y01 English Stage 5 38

V1 8Y01 English Stage 5 39

Learners will need time to rehearse their performance.

V1 8Y01 English Stage 5 40

Unit 3B: Persuasive texts

Grammar and punctuation activities for all units

Framework Summary of learning Suggested activities

V1 8Y01 English Stage 5 41