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    Year 5 English Curriculum
    Children will be taught the fundamental skills of reading, spoken language and writing in order to become confident communicators. Performance constitutes a fundamental aspect of much of Year 5 English, including Shakespearean and historical theatre productions, alongside weekly trust-wide news broadcasts. Throughout the year, children will be taught to...
     

    Spoken Language

    • Listen and respond to statements and questions posed by adults and other learners; ask relevant questions to extend their understanding and knowledge; take opportunities to learn new vocabulary across all subjects
    • Articulate and justify answers, arguments and opinions; give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
    • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments; use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
    • Speak audibly and fluently with an increasing command of Standard English; participate in discussions, presentations, performances, role play, improvisations and debates; gains, maintains and monitors the interest of the listener(s)
    • Consider and evaluate different viewpoints, attending to and building on the contributions of others; selects and uses appropriate registers for effective communication
     

    Word Reading

    • Apply a growing knowledge of root words, prefixes and suffixes (as listed in English Appendix 1), both to read aloud and to understand the meaning of new words that they mee
     

    Reading Comprehension

    • Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks; read books that are structured in different ways and reading for a range of purposes
    • Recommend books that they have read to their peers, give reasons for their choices
    • Identify and discuss themes and conventions in and across a wide range of writing, making comparisons within and across books
    • Learn a wide range of poetry by heart; prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
    • Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context; asks questions to improve their understanding
    • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence; predict what might happen from details stated and implied
    • Summarise the main ideas drawn from more than one paragraph, identify key details that support the main ideas; identifies how language, structure and presentation contribute to meaning
    • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
    • Distinguish between statements of fact and opinion; retrieves, records and presents information from nonfiction
    • Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously; explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary; provides reasoned justifications for their views
     

    Writing

    Spelling

    • Use further prefixes and suffixes and understand the guidance for adding them
    • Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
    • Distinguish between homophones and other words which are often confused; spells of some words needs to be learnt specifically,
    • Use dictionaries to check the spelling and meaning of words; use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary; uses a thesaurus
     

    Handwriting

    • Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choic-es and deciding whether or not to join specific letters; chooses the writing implement that is best suited for a task
     

    Grammar

    • Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
    • Use passive verbs to affect the presentation of information in a sentence; uses the perfect form of verbs to mark relationships of time and cause
    • Use expanded noun phrases to convey complicated information concisely; use modal verbs or adverbs to in-dicate degrees of possibility
    • Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
    • Learn the grammar for years 5 and 6
    • Use commas to clarify meaning or avoid ambiguity in writing
    • Use hyphens to avoid ambiguity; use brackets, dashes or commas to indicate parenthesis
    • Use semi-colons, colons or dashes to mark boundaries between independent clauses; use a colon to intro-duce a list
    • Punctuate bullet points consistently
     

    Composition

    • Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
    • Note and develop initial ideas, drawing on reading and research where necessary
    • Write narratives, consider how authors have developed characters and settings in what pupils have read, lis-tened to or seen performed
    • Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    • How narratives, describes settings, characters and atmosphere and integrating dialogue to convey character and advance the action
    • Précise longer passages
    • Use a wide range of devices to build cohesion within and across paragraphs; using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, under-lining]
    • Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
    • Proof-read for spelling and punctuation errors; ensure the consistent and correct use of tense throughout a piece of writing; correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
    • Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear