Students in Year 6 follow the main elements of National Curriculum for English. This is divided into three strands; speaking and listening, reading and writing.
Programme of Study
A wide range of texts and excerpts from texts are covered during the year as students are prepared for the transition into Key Stage Three. They use a range of strategies to interpret texts and become reflective readers. In writing, students begin to develop awareness of audience, form and purpose, while using their imagination and improving accuracy in the basic skills. In speaking and listening activities students become confident in group work, independent contributions and in drama. Discussion is used to explore ideas and students should feel their contributions are valued.
Independent reading is encouraged through one dedicated library lesson where boys choose books from the library or read books from home. A reading award activities book is completed throughout the year with evidence of five books having been read with tasks appropriately completed to qualify for the reading award certificate. Certificates are presented by the headteacher in assembly and each boy should aim to achieve their reading award by the end of the summer term.
Discreet drama lessons are offered throughout Year 6 to develop students’ performance skills and understanding of stagecraft and the history of drama. All students contribute to the drama festival held in December when each class performs a production to the school community.
Students in Year 6 complete school exams in November and again in June each year. Each exam consists of an unseen reading comprehension paper. Practice papers are completed in class and set for homework to familiarise students with the format of the paper. A writing task is also completed and students are presented with the task before the exam and are encouraged to plan their responses. Pre-prepared planning sheets are permissible in the exam. Assessment for learning is an integral part of the English programmes of study and students are provided with opportunities to reflect on their learning through feedback from teachers, both written and verbally, as well as from peer-assessments and self-assessments.
All students study one fiction text, an abridged version of ‘Macbeth’ and the longer non-fiction text studied is ‘Boy by Roald Dahl. Students also follow a programme of study throughout the year drawn from a comprehension and writing skills text books.
|Fiction||Non-Fiction and Comprehension||Shakespeare|
|‘Goodnight Mr Tom’ by Michelle Magorian‘Private Peaceful’ by Michael Morpurgo||‘Boy’ by Roald Dahl‘So You Really Want to Learn English Book 1’ by Susan Elkin‘Focus on Literacy’ by John McIlwain||‘Macbeth’|
Students receive either two homeworks per week of 30 minutes each (including spellings) or one longer task of up to an hour. Students will be given more than 24 hours to complete homework if this is a longer task. Homework is normally connected with the lesson of the day but can also be preparation for a future lesson, research or private reading session. Ten spellings per week are normally set for homework.
DIFFERENTIATION (Very Able Students and Students with Special Educational Needs)
Students with additional learning requirements are supported through differentiation. This is designed to challenge the most able students and support students who find aspects of the English curriculum to be more challenging. Active differentiation is achieved by ability-setting, individual or small-group support, task-setting, text choice and partnership or pairing,
Curriculum delivery to Year 6 is focussed on boys’ learning and caters for the range of learning styles of our students. Individual and group work helps our intrapersonal and interpersonal learners. Drama helps our kinaesthetic, verbal and audio learners. Creative writing, literature study and mnemonics help our linguistic learners. Sequential and ordering tasks, teaching spelling patterns and some aspects of comprehension work helps our logic-mathematical learners. The study of the onomatopoeic, alliterative, rhyming and rhythmic aspects of poetry helps our musical-rhythmic learners. The study of the static and moving image and mind-mapping helps our visual learners.