Lovers’ Lane Primary and Nursery School

English Long Term Plan

Year group: 6
Written by: Jenny Palmer Date of last review: 20.9.21
TERM Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

We are going to We are going to We are going on a voyage We are going on a voyage We are going to a world of We are going to a world of
Victorian Britain Victorian Britain around the world around the world myths and legends. myths and legends.

Narrative Narrative Narrative Narrative Narrative Narrative

Text: The Caravan Text: The Christmas Text: Ice Forest Text: Sam’s Thief Text: Alma Text: Theasus
Plot: Warning story Truce Plot: Fantasy tale Plot: Finding story Plot: Portal story Plot: Defeating the
(Literacy Shed film) (Extract inspired by monster
Street Child Plot: Meeting tale Wolf Brother) Discussion text Newspaper
Recounts – diaries Biographies
(Use Pie Corbett Reading Spine for age related texts)

Street Child Non-chronological Poem Poem

Poem Persuasive writing report Nonsense poems Rap Poem
The Listeners (science / geography Jabberwock by Lewis Write-A-Rap Rap Myths and Legends
theme) Carroll Tony Mitton Pegsus
Focus book / text for the half term or unit

by Walter de la Mare Poem

Narrative Poem Jabbermockery Eleanor Farjeon
The Highway Man Poem by Trevor Millum
The Charge of the Light Narrative Poem
brigade Tyger
Alfred Noyes William Blake
 Lovers’ Lane Primary and Nursery School
Contexts for writing Contexts for writing Contexts for writing Contexts for writing Contexts for writing Contexts for writing
- identifying the audience for - identifying the audience for and - identifying the audience for - identifying the audience for - identifying the audience for - identifying the audience for
and purpose of writing, purpose of writing, selecting the and purpose of writing, and purpose of writing, and purpose of writing, and purpose of writing,
selecting the appropriate form appropriate form and using other selecting the appropriate form selecting the appropriate form selecting the appropriate form selecting the appropriate form
and using other similar writing similar writing as models for their and using other similar writing and using other similar writing and using other similar writing and using other similar writing
as models for their own. own. as models for their own. as models for their own. as models for their own. as models for their own.
Drafting writing - in writing narratives considering Planning writing Planning writing - in writing narratives Drafting writing
- select appropriate grammar how authors have developed - noting and developing initial - noting and developing initial considering how authors have - select appropriate grammar
and vocabulary, understanding characters and settings in what ideas, drawing on reading and ideas, drawing on reading and developed characters and and vocabulary,
how such choices can change pupils have read, listened to or research where necessary. research where necessary. settings in what pupils have understanding how such
and enhance meaning. seen performed. Drafting writing Drafting writing read, listened to or seen choices can change and
Editing writing Drafting writing - select appropriate grammar - select appropriate grammar performed. enhance meaning.
- ensuring a consistent and - select appropriate grammar and and vocabulary, and vocabulary, Drafting writing - use a wide range of devices
correct use of tense throughout vocabulary, understanding how understanding how such understanding how such - select appropriate grammar to build cohesion within and
a piece of writing such choices can change and choices can change and choices can change and and vocabulary, across paragraphs
- assessing the effectiveness of enhance meaning. enhance meaning. enhance meaning. understanding how such Editing writing
their own and others’ writing - use a wide range of devices to - use a wide range of devices - use a wide range of devices choices can change and - proposing changes to
- proofread for spelling and build cohesion within and across to build cohesion within and to build cohesion within and enhance meaning. vocabulary, grammar and
punctuation errors paragraphs across paragraphs across paragraphs - use a wide range of devices punctuation to enhance
Vocabulary - in narratives, describing settings, - use further organisational - use further organisational to build cohesion within and effects and clarify meaning
- use a thesaurus characters and atmosphere and and presentational devices to and presentational devices to across paragraphs - proofread for spelling and
- use expanded noun phrases integrating dialogue to convey structure text and to guide the structure text and to guide the - précising longer passages punctuation errors
to covey complicated character and advance the action. reader. reader. - in narratives, describing Performance writing
Objectives and text types: Skills and knowledge

information concisely - précising longer passages - précising longer passages - précising longer passages settings, characters and - perform their own
Editing writing Editing writing Editing writing atmosphere and integrating compositions, using
- assessing the effectiveness of - assessing the effectiveness of - proposing changes to dialogue to convey character appropriate intonation,
their own and others’ writing their own and others’ writing vocabulary, grammar and and advance the action. volume and movement to that
- ensure the correct subject and - proposing changes to punctuation to enhance Editing writing meaning is clear
verb agreement when using vocabulary, grammar and effects and clarify meaning - proposing changes to Vocabulary
singular and plural, distinguishing punctuation to enhance - ensure the correct subject vocabulary, grammar and - use a thesaurus
English teaching and Learning

between language of speech and effects and clarify meaning and verb agreement when punctuation to enhance - use expanded noun phrases
writing and choosing the - proofread for spelling and using singular and plural, effects and clarify meaning to covey complicated
appropriate register punctuation errors distinguishing between - proofread for spelling and information concisely
- proofread for spelling and Vocabulary language of speech and punctuation errors
punctuation errors - use modal verbs or adverbs writing and choosing the Performance writing
Performance writing to indicate degrees of appropriate register - perform their own
- perform their own compositions, possibility - proofread for spelling and compositions, using
using appropriate intonation, - use expanded noun phrases punctuation errors appropriate intonation,
volume and movement to that to covey complicated Vocabulary volume and movement to that
meaning is clear information concisely - use modal verbs or adverbs meaning is clear
Vocabulary to indicate degrees of Vocabulary
- use a thesaurus possibility - use a thesaurus
 Lovers’ Lane Primary and Nursery School
- use modal verbs or adverbs to - use expanded noun phrases - use expanded noun phrases
indicate degrees of possibility to covey complicated to covey complicated
information concisely information concisely
- proofread for spelling and
punctuation errors

Grammar Grammar Grammar Grammar Grammar Grammar

- using fronted adverbials - recognising vocabulary and - recognising vocabulary and - recognising vocabulary and - using passive verbs to affect - using passive verbs to affect
- extended noun phrases, structures that are appropriate for structures that are structures that are the presentation of the presentation of
including prepositions formal speech and writing, appropriate for formal speech appropriate for formal speech information in a sentence information in a sentence
- use relative clauses beginning including subjunctive forms and writing, including and writing, including - use the perfect form of verbs - use the perfect form of verbs
with who, which, where, when, - using passive verbs to affect the subjunctive forms subjunctive forms to mark the relationship of to mark the relationship of
that or with presentation of information in a - using passive verbs to affect - using passive verbs to affect time and cause time and cause
- devices to build cohesion, sentence the presentation of the presentation of - further cohesive devices such - further cohesive devices such
including adverbials of time, - use the perfect form of verbs to information in a sentence information in a sentence as grammatical connections as grammatical connections
place and number. mark the relationship of time and - difference between formal - use the perfect form of verbs and adverbials and adverbials
- synonyms and antonyms cause and informal language to mark the relationship of - synonyms and antonyms - synonyms and antonyms
Punctuation - difference between formal and - further cohesive devices such time and cause
- using commas after fronted informal language. as grammatical connections - difference between formal Punctuation Punctuation
adverbials - recognising the vocabulary and and adverbials and informal language. - using and punctuating direct - using and punctuating direct
- indicating possession by using structures that are appropriate for - synonyms and antonyms - further cohesive devices such speech speech
the possessive apostrophe with formal speech and writing. Punctuation as grammatical connections - use hyphens to avoid - use semicolons, colons or
singular and plural nouns. - further cohesive devices such as - use brackets, dashes and and adverbials ambiguity dashes to mark boundaries
- using and punctuating direct grammatical connections and commas to indicate - synonyms and antonyms - use semicolons, colons or between independent clauses.
speech adverbials parenthesis dashes to mark boundaries - use of ellipsis
- use brackets, dashes and - synonyms and antonyms - using and punctuating direct Punctuation between independent clauses.
Grammar/ punctuation

commas to indicate parenthesis Punctuation speech - using and punctuating direct - use of ellipsis
- using and punctuating direct - use commas to clarify speech
speech meaning or avoid ambiguity in - use semicolons, colons or
- use hyphens to avoid ambiguity writing dashes to mark boundaries
- use of ellipsis - use a colon to introduce a list between independent clauses.
- use semicolons, colons or dashes punctuating bullet points - use of ellipsis
to mark boundaries between consistently
independent clauses. - use semicolons, colons or
dashes to mark boundaries
between independent clauses.
 Lovers’ Lane Primary and Nursery School
Use the first 3 or 3 letters of a Use the first 3 or 3 letters of a word Use dictionaries to check the Use dictionaries to check the Use dictionaries to check the Use dictionaries to check the
Other word building

word to check spelling, to check spelling, meaning or both spelling and meaning of words spelling and meaning of words spelling and meaning of words spelling and meaning of words
meaning or both of these in a of these in a dictionary.
dictionary.
Use dictionaries to check the
Use dictionaries to check the spelling and meaning of words
/ spelling

spelling and meaning of words

Plurals U4 – Suffixes – adding suffixes U8 – Silent letters U12 Plural nouns – Year 5 / 6 words list
Contractions beginning with vowel letters of U9 – The spellings ei and ie homophones and other words Topic related words /
Spelling patterns / whole word spellings

words more than one syllable SF8 – Orange words (5&6) that are often confused. challenges.
U1 – Suffixes which do not (Years 3 & 4) SF9 – Use of the hyphen SF12 Homophones and other
change the route word. Adding suffixes beginning with U10 – Words ending in -ible words that are easily
U2 – Suffixes adding endings vowel letters to words ending -fer. and -able confused.
(Year 2) SF3 – Homophones and easily U11 – Plural nouns – es to
SF1 – Words containing ‘ough’ confused words nouns and verbs ending in y Continued planning will
letter string SF4 – Orange words (Y5&6) (Year 2) depend of gaps identified.
SF2- Orange words (year 5 & 6 U5 – Suffixes – Adding -ed, -ing, -er SF10 Common mistakes –
words list) and -est to a root word ending in y homophones and other words 3SF3 – The short I sound spelt
U3 – Suffixes -ment, -ness, -ful, with a consonant before it (Year 2) often confused. y e.g. myth
-less and -ly (Year 2) U6 – The sh sound spelt ti or ci SF11 – Orange words.
SF6 – Homophones
SF7 – Orange words (5&6)
U7 – The sh sound spelt si or ssi
(Year 3&4)

Clockwork Christmas Carol BBC radio Wolf Brother Holes Who let the Gods out? Who let the Gods out?
Phillip Pullman Michelle Paver Louis Sachar Maz Evans Maz Evans
Guided reading focus

Extracts from Christmas Carol

Street Child Extracts from Extracts from Non-fiction linked to
Berlie Doherty Street Child White Fang Treasure Island Topic/RE/PSHE/ART Non-fiction linked to
Berlie Doherty Jack London Robert Lois Stevenson Topic/RE/PSHE/ART
book/text

Non-fiction linked to
Topic/RE/PSHE/ART Non-fiction linked to Non-fiction linked to Non-fiction linked to
Topic/RE/PSHE/ART Topic/RE/PSHE/ART Topic/RE/PSHE/ART
 Lovers’ Lane Primary and Nursery School
Decoding Decoding Decoding Range of reading Range of reading Range of reading
- apply their knowledge of root - apply their knowledge of root - apply their knowledge of - continuing to read and - read books that are structure - read books that are structure
words, prefixes and suffixes, words, prefixes and suffixes, both root words, prefixes and discuss an increasingly wide in different ways and reading in different ways and reading
both to read aloud and to read aloud and understand the suffixes, both to read aloud range of fiction, poetry, plays, for a range of purposes for a range of purposes
understand the meaning of meaning of new words that they and understand the meaning non-fiction and reference - making comparisons within Range of reading
new words that they meet meet of new words that they meet books or textbooks. and across books (2h) - increasing their familiarity
Range of reading Performance and poetry Range of reading Understanding Range of reading with a wide range of books
Guided Reading key skills and knowledge (Link to VIPERS) Content domain – NC assessments

- read books that are structure - learn a wide range of poetry by - continuing to read and - check that the book makes - increasing their familiarity including myths, legends and
in different ways and reading heart preparing poems and plays to discuss an increasingly wide sense to them, discussing their with a wide range of books traditional stories, modern
for a range of purposes read aloud and to perform, range of fiction, poetry, plays, understanding of new words including myths, legends and fiction, fiction from our
- making comparisons within showing understanding through non-fiction and reference in context (V 2a) traditional stories, modern literary heritage and books
and across books (2h) intonation, tone and volume so books or textbooks. - ask questions to improve fiction, fiction from our from other cultures and
Familiarity with texts that the meaning is clear to an Range of reading their understanding literary heritage and books traditions
- increasing their familiarity audience - identifying and discussing - summarising the main ideas from other cultures and Performance and poetry
with a wide range of books Understanding themes and conventions in drawn from more than one traditions - learn a wide range of poetry
including myths, legends and - check that the book makes sense and across a wide range of paragraph, identifying key Inference by heart preparing poems and
traditional stories, modern to them, discussing their writing (E 2f) details to support ideas (S 2c) - drawing inferences such as plays to read aloud and to
fiction, fiction from our literary understanding of new words in Understanding Inference inferring characters’ feelings, perform, showing
heritage and books from other context (V 2a) - check that the book makes - drawing inferences such as thoughts and motives from understanding through
cultures and traditions - ask questions to improve their sense to them, discussing their inferring characters’ feelings, their actions, and justifying intonation, tone and volume
Understanding understanding understanding of new words thoughts and motives from inferences with evidence (I so that the meaning is clear to
- check that the book makes - summarising the main ideas in context (V 2a) their actions, and justifying 2d) an audience
sense to them, discussing their drawn from more than one - ask questions to improve inferences with evidence (I Inference
understanding of new words in paragraph, identifying key details their understanding 2d) - provide justified reasons for - drawing inferences such as
context (V 2a) to support ideas (S 2c) - summarising the main ideas Prediction their views (E 2f) inferring characters’ feelings,
- ask questions to improve Inference drawn from more than one -predicting what might Discussing reading thoughts and motives from
their understanding - drawing inferences such as paragraph, identifying key happen from details stated - participate in discussions their actions, and justifying
- summarising the main ideas inferring characters’ feelings, details to support ideas (S 2c) and implied ( P 2e) about books, building on own inferences with evidence (I
drawn from more than one thoughts and motives from their Inference Authorial intent and others’ ideas and 2d)
paragraph, identifying key actions, and justifying inferences - drawing inferences such as - identify how language, challenging views courteously Discussing reading
details to support ideas (S 2c) with evidence (I 2d) inferring characters’ feelings, structure and presentation (Who let the Gods out) - explain and discuss their
Inference Prediction thoughts and motives from contribute to meaning (E 2g understanding of what they
- drawing inferences such as -predicting what might happen their actions, and justifying 2h) have read, including through
inferring characters’ feelings, from details stated and implied ( P inferences with evidence (I -discuss and evaluate how formal
thoughts and motives from 2e) 2d) authors use language, - provide justified reasons for
their actions, and justifying Authorial intent Prediction including figurative language, their views (E 2f)
inferences with evidence (I 2d) - discuss and evaluate how authors -predicting what might considering the impact on the
Prediction use language, including figurative happen from details stated reader (E 2g)
-predicting what might happen language, considering the impact and implied ( P 2e) Non-fiction
from details stated and implied on the reader (E 2g) Authorial intent - retrieve, record and present
( P 2e) - identify how language, structure - identify how language, information from non-fiction
and presentation contribute to structure and presentation (R 2b)
meaning (E 2g 2h)
 Lovers’ Lane Primary and Nursery School
Discussing reading contribute to meaning (E 2g - distinguish between fact and
- recommend books that they have 2h) opinion (newspaper topic)
read to their peers giving reasons - discuss and evaluate how - provide justified reasons for
for their choice (reading challenge) authors use language, their views (E 2f)
- participate in discussions about including figurative language,
books, building on own and others’ considering the impact on the
ideas and challenging views reader (E 2g)
courteously (Varjak Paw) Non-fiction
- retrieve, record and present
information from non-fiction
(R 2b)
Discussing reading
- explain and discuss their
understanding of what they
have read, including through
formal presentations and
debates
- provide justified reasons for
their views
V (vocabulary) I (inference) P (prediction) E (explanation) R (retrieval) S (structure/sequencing)

Content domain from National Curriculum end of KS2 assessments