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English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Lower Key Stage 2 Year 5 and 6
English Objectives
Spoken Language:
Pupils should be taught to:
• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• 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
• speak audibly and fluently
• participate in discussions, presentations, performances, role play, improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints
• Select and use appropriate registers for effective communication.
Word: Reading
Pupils should be taught to:
• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1 both to read aloud and to understand the meaning
of new words they meet
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Reading Comprehension
Pupils should be taught to:
• Maintain positive attitudes to reading and understanding of what they read by:
• continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and reading for a range of purposes
• increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books
from other cultures and tradition
• recommending books that they have read to their peers, giving reasons for their choices
• identifying and discussing themes and conventions in and across a wide range of writing
• making comparisons within and across books
• learning a wider range of poetry by heart
• preparing 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
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
• understand what they read by:
• checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
• asking questions to improve their understanding
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
• identifying 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
• retrieve, record and present information from non-fiction
• 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
• provide reasoned justifications for their views
Writing Transcription Spelling (see spelling list Appendix 1)
Pupils should be taught to:
• use further prefixes and suffixes and understand the guidance for adding them
• spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
• continue to distinguish between homophones and other words which are often confused
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed
• 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
• use a thesaurus
Handwriting
Pupils should be taught to:
• write legibly, fluently and with increasing speed by:
• choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
• choosing the writing implement that is best suited for a task
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Writing Composition
Pupils should be taught to:
• plan their writing by:
• identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• noting and developing initial ideas, drawing on reading and research where necessary
• in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
• draft and write by:
• selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
• précising longer passages
• using 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, underlining]
• evaluate and edit by:
• assessing the effectiveness of their own and others’ writing
• proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• ensuring the consistent and correct use of tense throughout a piece of writing
• ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the
appropriate register
• proof-read for spelling and punctuation errors
• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Writing – Vocabulary, grammar and punctuation
Pupils should be taught to:
• develop their understanding of the concepts set out in Appendix 2 by:
• recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
• using passive verbs to affect the presentation of information in a sentence
• using the perfect form of verbs to mark relationships of time and cause
• using expanded noun phrases to convey complicated information concisely
• using modal verbs or adverbs to indicate degrees of possibility
• using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
• learning the grammar for years 5 and 6 in Appendix 2
• indicate grammatical and other features by:
• using commas to clarify meaning or avoid ambiguity in writing
• using hyphens to avoid ambiguity
• using brackets, dashes or commas to indicate parenthesis
• using semi-colons, colons or dashes to mark boundaries between independent clauses
• using a colon to introduce a list
• punctuating bullet points consistently
• use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
APPENDIX 1 – Spelling - Year 5 and 6
Endings which sound like /ʃəs/ spelt –cious or –tious vicious, precious, conscious, delicious, malicious, suspicious ambitious, cautious, fictitious, infectious, nutritious
Endings which sound like /ʃəl/ official, special, artificial, partial, confidential, essential
Words ending in –ant, –ance/–ancy, –ent, –ence/–ency observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration),substance
(substantial), innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential), assistant, assistance, obedient, obedience, independent, independence
Words ending in –able and –ible Words ending in –ably and –ibly adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably
(toleration) changeable, noticeable, forcible, legible, dependable, comfortable, understandable, reasonable, enjoyable, reliable, possible/possibly, horrible/horribly, terrible/terribly, visible/visibly,
incredible/incredibly, sensible/sensibly
Adding suffixes beginning with vowel letters to words ending in –fer referring, referred, referral, preferring, preferred, transferring, transferred, reference, referee, preference, transference
Use of the hyphen co-ordinate, re-enter, co-operate, co-own
Words with the /i:/ sound spelt ei after c deceive, conceive, receive, perceive, ceiling
Words containing the letter-string ough ought, bought, thought, nought, brought, fought, rough, tough, enough cough, though, although, dough through, thorough, borough, plough
Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) doubt, island, lamb, solemn, thistle, knight
Homophones and other words that are often confused advice/advise, device/devise, licence/license, practice/practise, prophecy/prophesy, farther: further/father: a male parent, guessed: past tense of
the verb guess/guest: visitor, heard: past tense of the verb hear/herd: a group of animals, led: past tense of the verb lead/lead: present tense of that verb, or else the metal which is very heavy (as heavy as
lead),morning: before noon/mourning: grieving for someone who has died, past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past
me)/passed: past tense of the verb ‘pass’ (e.g. I passed him in the road), precede: go in front of or before/proceed: go on, principal: adjective – most important (e.g. principal ballerina) noun – important
person (e.g. principal of a college)/principle: basic truth or belief, profit: money that is made in selling things/prophet: someone who foretells the future, stationary: not moving/stationery: paper, envelopes
etc., steal: take something that does not belong to you/steel: metal, wary: cautious/ weary: tired,
who’s: contraction of who is or who has/ whose: belonging to someone (e.g. Whose jacket is that?)
WORD LIST
YEAR 5 AND 6
accommodate
accompany
according
available
average
awkward
bargain
conscience*
conscious*
controversy
convenience
develop
dictionary
disastrous
embarrass
explanation
familiar
foreign
forty
immediate(ly)
individual
interfere
interrupt
necessary
neighbour
nuisance
occupy
privilege
profession
programme
pronunciation
rhythm
sacrifice
secretary
shoulder
symbol
system
temperature
thorough
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
achieve
aggressive
amateur
ancient
apparent
appreciate
attached
bruise
category
cemetery
committee
communicate
community
competition
correspond
criticise (critic +
ise)
curiosity
definite
desperate
determined
environment
equip (–ped, –
ment)
especially
exaggerate
excellent
existence
frequently
government
guarantee
harass
hindrance
identity
language
leisure
lightning
marvellous
mischievous
muscle
occur
opportunity
parliament
persuade
physical
prejudice
queue
recognise
recommend
relevant
restaurant
rhyme
signature
sincere(ly)
soldier
stomach
sufficient
suggest
twelfth
variety
vegetable
vehicle
yacht
Appendix 2 – Grammar – Year 5
• Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
• Verb prefixes [for example, dis–, de–, mis–, over– and re–]
• Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
• Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]
• Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
• Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense
choices [for example, he had seen her before]
• Brackets, dashes or commas to indicate parenthesis
• Use of commas to clarify meaning or avoid ambiguity
Appendix 2 – Grammar – Year 6
• The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing
• How words are related by meaning as synonyms and antonyms
• Use of the passive to affect the presentation of information in a sentence
• The difference between structures typical of informal speech and structures appropriate for formal speech and writing
• Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections, and ellipsis
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
• Layout devices
• Use of the semi-colon, colon and dash to mark the boundary between independent clauses
• Use of the colon to introduce a list and use of semi-colons within lists
• Punctuation of bullet points to list information
• How hyphens can be used to avoid ambiguity
Terminology for pupils – Year 5
modal verb
relative pronoun
relative clause
parenthesis
bracket
dash
cohesion
ambiguity
Terminology for pupils – Year 6
Subject
object active
passive
synonym,
antonym
ellipsis
hyphen
colon
semi-colon
bullet points
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
WORD
Year 5
SENTENCE
Year 5
TEXT
Year 5
PUNCTUATION
Year 5
• Converting nouns or
adjectives into verbs using
suffixes [for example, –
ate; –ise; –ify]
• Verb prefixes [for
example, dis–, de–, mis–,
over– and re–]
• Relative clauses beginning with
who, which, where, when, whose,
that, or an omitted relative
pronoun
• Indicating degrees of
possibility using adverbs [for
example, perhaps, surely] or
modal verbs [for example,
might, should, will, must]
• Devices to build cohesion within a
paragraph [for example, then,
after that, this, firstly]
• Linking ideas across paragraphs
using adverbials of time [for
example, later], place [for example,
nearby] and number [for example,
secondly] or tense choices [for
example, he had seen her before]
Brackets, dashes or commas to
indicate parenthesis
Use of commas to clarify meaning or
avoid ambiguity
WORD
Year 6
SENTENCE
Year 6
TEXT
Year 6
PUNCTUATION
Year 6
• The difference between
vocabulary typical of
informal speech and
vocabulary appropriate for
formal speech and writing
[for example, find out –
discover; ask for –
request; go in – enter]
• How words are related by
meaning as synonyms and
antonyms [for example,
big, large, little].
• Use of the passive to affect the
presentation of information in a
sentence [for example, I broke the
window in the greenhouse versus
The window in the greenhouse was
broken (by me)].
• The difference between structures
typical of informal speech and
structures appropriate for formal
speech and writing [for example,
the use of question tags: He’s your
friend, isn’t he?, or the use of
subjunctive forms such as If I
were or Were they to come in some
very formal writing and speech
• Linking ideas across paragraphs using a
wider range of cohesive devices:
repetition of a word or phrase,
grammatical connections [for example,
the use of adverbials such as on the
other hand, in contrast, or as a
consequence], and ellipsis
• Layout devices [for example, headings,
sub-headings, columns, bullets, or
tables, to structure text]
• Use of the semi-colon, colon and
dash to mark the boundary
between independent clauses [for
example, It’s raining; I’m fed up]
• Use of the colon to introduce a
list and use of semi-colons within
lists
• Punctuation of bullet points to list
information
• How hyphens can be used to avoid
ambiguity [for example, man
eating shark versus man-eating
shark, or recover versus re-
cover]
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Year Grammar Objectives Example Terminology
5 Use a wide range of conjunctions to create
compound and complex sentences
Consolidate children’s use of ‘and’, ‘but’ and ‘or’ to write compound sentences
and their use of other conjunctions to create complex sentences with
subordinate clauses.
Conjunction
Complex sentence
Compound sentence
5
Use relative clauses beginning with ‘who’,
‘which’, ‘where’, ‘why’ or ‘whose’ or with
implied relative pronoun.
Extend children’s use and knowledge of subordinate clauses. Relative clause
Relative pronoun
5
Use commas to clarify meaning or avoid
ambiguity
Encourage children to read their work for sense and meaning, and to
punctuate short pauses with commas. Comma
5 Use adverbials of time, place and number
to link ideas across paragraphs
Encourage children to use paragraphs to break up their writing and to link
ideas using words such as ‘Earlier...’ or ‘Nearby...’ or ‘Secondly...’. They can
also use phrases in the same way: ‘Later on...’ or ‘Far away...’.
Adverbial
5 Use brackets, dashes or commas to
indicate parenthesis
Help children to see that brackets, dashes and commas can all be used to
indicate parenthesis
In the museum, the toys (always the most popular exhibit) are on display as
you enter the hall.
In the museum, the dinosaur – first seen from the stairs – is the largest
exhibit they possess.
In the museum, the fossils, never easy to display, have lights behind them.
Bracket
Dash
Comma
Parenthesis
5
Recognise the difference between direct
and indirect speech and relate to
differences between informal and formal
speech structures
Chn need to turn direct speech into indirect speech and recognise how the
writing becomes more formal.
“I’ll never admit that you’re better than Arsenal,” Fred growled as the Man
U supporter tightened the headlock.
Turns into: Fred refused to admit that Arsenal was inferior to Manchester
United, even though the supporter had him in a headlock.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Grammar Objectives Example Terminology
5 Use apostrophes correctly
Consolidate correct use of apostrophes:
1. To indicate possession in singular or plural nouns: The dog’s tail, cats’
eyes, ..
2. To indicate a contraction – taking the place of missing letter(s) I’m, don’t,
...
Apostrophe
Contraction
5 Use modal verbs or adverbs to indicate
degrees of possibility
Show children how we can have a hierarchy of possibility using modal verbs:
I may go to my granny’s.
I might go to my granny’s.
I should go to my granny’s.
I will go to my granny’s.
I must go to my granny’s.
Modal verb
5
Y5/Y6 Use dialogue, recognise differences
between spoken and written speech
(contractions)
Consolidate children’s use of dialogue, including use of speech punctuation
Stress differences between spoken and written speech. E.g. Contracted
forms, and slang...
“Give me a break,” sneered Tom, “You can’t expect me to believe that!”
“Ger’off, you’re hurting me,” Sam told his younger brother.
Inverted commas or
speech marks
Direct speech
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Year Grammar Objectives Examples Terminology
6
Use a wide range of conjunctions to
create compound and complex
sentences
Consolidate children’s use of ‘and’, ‘but’ and ‘or’ to write compound sentences and
their use of other conjunctions to create complex sentences with subordinate
clauses.
Conjunction
Complex sentence
Compound sentence
6
Use full stops, commas, exclamation
marks, speech marks and question
marks to punctuate sentences
correctly.
Help children use punctuation correctly:
• Full stops, question marks for questions and exclamation marks for
exclamations.
• Speech marks for dialogue, with capital letters and full stops or
exclamation/question marks as appropriate.
• commas for pauses within sentences
•
Full stop
Comma
Exclamation mark
Question mark
6
Use a wide range of adjectives and
adjectival phrases, adverbs, adverbials
and prepositional phrases to add
description and elaboration to writing.
Consolidate children’s use of description to enable them to express themselves
in interesting ways.
Noun
Adjective
Verb
Adverb
Phrase
Preposition
6 Use expanded noun phrases to convey
complicated information concisely
The blue and white salts left in the basin can be placed in a jar for safe-keeping.
The herd of deer we saw earlier have returned to the hillside.
(A good test of a noun phrase is that the whole thing can be replaced by a
pronoun.)
Noun
Phrase
6
Use semi-colons, colons or dashes to
mark boundaries between independent
clauses.
Show children how we can use a semi-colon to indicate a pause longer than a
comma and we can use a dash to indicate a further thought.
The woolly mammoth was thought to have died out after the ice-age; the
weather became too hot for them to survive.
Simon absolutely refused to apologise – he was convinced he had done nothing
wrong.
Semi-colon
Dash
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Year Grammar Objectives Examples Terminology
6
Distinguish between informal and
formal vocabulary and sentence
structures including the subjunctive
form.
Encourage chn to see how we can use speech structures in informal writing and
appropriate structures such as the subjunctive in formal writing. E.g.
He really gave that his best shot didn’t he? [Informal speech structure]
She is really not going to change her mind, is she? [Informal speech structure]
If I were you, I would go and say sorry to Jimmy. [Subjunctive]
If the planet were to warm more than 3⁰, scientists think that much of the UK
would be under the sea. [Subjunctive]
6 Use bullet points and punctuate
correctly Encourage children to use bullet points in non-fiction writing.
Bullet points
Semi-colon
6
Use colons and semi-colons in
punctuating bullet points and to
introduce a list.
New playground rules:
• No running in the quiet area;
• No football except on the pitch
• Hoops, skipping ropes and Frisbees to be returned to the big
basket; and
• No food in the sitting area.
Colon
6 Use hyphens to avoid ambiguity
Help children to see that a hyphen can change the meaning:
‘man-eating shark’ is different from ‘man eating shark’
‘cat-hating woman’ is different from ‘cat hating woman’
‘re-cover’ is different from ‘recover’
Hyphen
6 Use passive voice to present
information in an objective way
Demonstrate to children how we can describe an incident without saying who did
it! Show children how the passive voice helps us to report something without
allocating responsibility.
The window was broken by a football being kicked through it.
The kittens were placed on the doorstop of the orphanage.
John was punched in the chest.
Passive voice
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Year 5 Spellings
Term 1 – to revise spellings – (plurals and suffixes) from Y4
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To consolidate
understanding of how
words change when s or es
is added to create a plural.
Most words add s.
Add es if the word ends in a
hissing buzzing shushing sound.
Words ending in y add s if the
final letter is preceded by a
vowel, if not change the y to i.
Words
change
from
singular to
plural
Spelling Bank
(p.10)
Support for
Spelling (p. 23,
40)
statue umpire bargain
bruise career zone
committee sign minor
object saucepan suit
envelope government
knuckle blemish sandwich
boundary industry jury
majesty identity majority
To know when to
add s and es to
the end of words
to create plurals.
To investigate what
happens to words ending in
f when suffixes are added.
Most endings change to ves.
Double ff add s.
Words ending fe use ves.
Words
mostly
change
from
singular to
plural
Spelling Bank
(p.28)
calf elf half leaf self
thief staff puff sniff
cliff knife wife life
believe curve
To know when to
change to ves or
just add s.
To investigate spelling
patterns in pluralisation.
Most nouns add s.
Nouns ending in hissing sounds
etc add es.
Nouns ending in a consonant + y
change y to i and add es.
Nouns ending a vowel + y add s.
Singular to
plural
Spelling Bank
(p.41)
Support for
Spelling (p.56)
Review previous words.
century coward decimal
favour festival flavour
fruit garage germ index
inhabitant instrument
opinion rhyme rhythm
To know and use
the rules correctly
in your own
writing.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate irregular
plurals.
Spelling Bank
(p.42)
Support for
Spelling (p.56)
person – people
mouse – mice
goose – geese
die – dice
louse – lice
woman – women
foot – feet
child – children
antenna – antennae
formula – formulae
To recognise
irregular word
patterns
To consolidate the use of
the apostrophe to identify
ownership/possession.
An apostrophe is used before an
s is added to demonstrate
possession. When a word is a
plural it is added after the s.
Exceptions – children –
children’s.
To use an
apostrophe
accurately when
spelling.
To consolidate
understanding of adding
the suffixes s, ing and ed
to verbs.
Most words add s, ing, ed.
Words ending in e – drop the e
add s, ing, ed. Words with a
short vowel before the final
letter double the final letter.
Tense
change
GFW –
Unit 1
(p.34)
Spelling Bank
(p.23, 46)
Support for
Spelling (p.16,
36)
believe celebrate
challenge convince
correspond create debate
deceive demonstrate
deprive develop emigrate
encounter encourage
endure blot clot crop ban
benefit
To know and use
the rules for
adding s, ing and
ed to verbs.
Numeracy –
calculate
estimate
approximate
multiply
divide add
subtract
To identify irregular tense
changes and to begin to
group them.
Tense
change
Spelling Bank
(p.24)
is – was
write – wrote
slide – slid
drive – drove
To identify and
use irregular verb
endings when
writing.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
GFW –
Unit 2
(p.36)
Support for
Spelling (p.36)
can – could
make – made
teach – taught
catch – caught
see – saw
are -were
To investigate endings that
sound like shun – tion.
tion is used when the root word
ends in t or te.
Take off the e before adding
tion. tion words are nearly
always nouns.
Verbs
become
nouns
Spelling Bank
(p. 51)
Support for
Spelling (p.76)
invention inflation action
injection completion
exception reaction
affection explanation
junction pronunciation
To know the rule
and correctly spell
words ending in
tion.
Numeracy –
operation
proportion
approximatio
n estimation
fraction
calculation
To investigate endings that
sound like shun – sion.
sion is used if the root word
ends in d, de or se. There are
some exceptions.
Verbs
become
nouns
Spelling Bank
(p. 51) Support
for Spelling
(p.76)
vision collision confusion
transfusion infusion
corrosion
To know the rule
and correctly spell
words ending in
sion.
Numeracy -
division
To investigate endings that
sound like shun – ssion.
ssion is used if the root word
ends in a ss (express) which is a
soft sh sound or in mit (permit).
Words
become
nouns
Spelling Bank
(p. 51)
Support for
Spelling (p.76)
percussion oppression
recession repression
possession
To know the rule
and correctly spell
words ending in
ssion.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Term 2 – to investigate word endings and suffixes
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate
endings which sound
like shus spelt cious
or tious.
If the root word ends in ce, the
sh sound is spelt as c (vice –
vicious)
Adjectives Spelling Bank
(p.29)
vicious precious conscious
delicious malicious
suspicious gracious
ambitious cautious
fictitious infectious
nutritious curious
To understand and
know how to
change the root
word.
To investigate
endings which sound
like shul (cial, tial).
cial is common after a vowel and
tial common after a consonant,
Exceptions – initial, financial,
commercial, provincial.
Adjectives Spelling Bank
(p.29)
official special artificial
partial confidential
essential
To understand and
know how to spell
shul words.
To investigate words
ending in ant, ance
and ancy.
Use ant and ance/ancy if there
is a related word with a clear ai
sound in the right position –
ation words often a clue.
From verb to
adjective and
noun
observant observance
(observation) expectant
expectance (expectation)
hesitant hesitance,
hesitancy (hesitation)
nuisance
To understand and
know how to
change and use
words ending in
ant, ance/ancy.
To investigate words
ending in ent,
ence/ency.
Use ent/ence/ency after a soft
c sound, soft g sound and qu, or
if there is a related word with a
clear e sound in the right
position.
Function of
words within
the sentence
innocent innocence decent
decency frequent
frequency confidence
confident obedient
obedience independent
independency
To understand how
to change and use
words ending
ent/ence/ency.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
influence permanent
evidence
To investigate words
ending in ible and
able.
Dropping able generally leaves a
recognisable word which can be
heard.
ible is less common and the root
isn’t always recognisably heard.
Changes
words into
adjectives
Spelling Bank
(p. 36)
Support for
Spelling (p.63)
changeable noticeable
dependable comfortable
reasonable miserable
forcible legible horrible
terrible visible possible
incredible
To understand
when to add
ible/able to
change the
meaning of a root
word.
To investigate words
ending in ive. ic and
ist.
Before adding a vowel suffix
drop the final e or y.
Changes
words from
one group to
another
Spelling Bank
(p.35, 36)
Support for
Spelling (p.68)
forgive massive excessive
expensive native relative
attractive horrific
terrific comic electric
scientific artist specialist
extremist novelist
To understand
which words to
add ive, ic or ist
to.
Numeracy –
positive
negative
To investigate adding
suffixes which begin
with a vowel to words
ending in fer.
The r is doubled if the
fer is still stressed when the
ending is added.
The r is not doubled if the fer
is no longer stressed.
Changes the
root to
verb/noun
depending on
context
referring referred
referral preferring
preferred transferring
transferred reference
referee preference
transference
To understand
when to double
the final r.
To investigate how
words transform
when suffixes are
added.
Refer to earlier spelling rules
regarding the adding of
suffixes.
Verb to noun –
tions, ism,
ness, ity, ist,
ology;
noun to verb –
ise, ify, ate;
Spelling Bank
(p. 56)
Support for
Spelling
(p.63-64, 68)
Base words – change class
press child long educate
reduce critic care age
medicine kind compose
decide help small legal
happy mobile definite
To begin to
recognise how
suffixes change
the type and
meaning of base
words.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
tense – s/es,
d/ed, en;
Comparatives
– er, est, ish
utter destroy forbid
exaggerate excavate
interfere interrupt
introduce investigate
operate organise prefer
protect realise restore
revise terminate
To investigate words
which are often
misspelt when
prefixes or suffixes
are added.
Rules dependent upon the word
groups that are covered.
disappear disappoint
beginning business
necessary necessarily
enrol especially jealous
mischief mischievous equip
tremendous marvellous
relevant regret recent
recommend remove
request resign resemble
tomorrow
To understand the
root word and the
rules for when a
suffix or prefix is
added.
To review the use of
prefixes and
suffixes to alter the
meaning of words.
telescope purpose Numeracy -
inverse
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Term 3 – to investigate the use of hyphens, letter strings and silent letters
to further investigate homophones
to revise and further investigate prefixes
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate the
use of the hyphen to
link words.
Hyphens can be used to join a
prefix to a root word, especially
if the prefix ends with a vowel
and the root word also begins
with one.
Punctuation co-ordinate re-iterate pre-
eminent co-own
To know when to
hyphenate words.
To investigate i
before e except
after c when the
sound is ee.
c is usually followed by ei but
there are exceptions. The long a
sound generally indicates ei.
Spelling
Bank (p.55)
belief grief thief piece
review ceiling deceive
perceive vein rein weigh eight
weird protein their height
seize ancient receive receipt
To know the rule
and when to apply
it; to begin to
recognise and
know the
exceptions.
Numeracy –
weigh weight
eight eighth
height
To investigate words
containing the letter
string ough.
The letter string can be used to
spell a number of different
sounds.
Letters &
Sounds
Phase 5/6
ought bought thought nought
rough tough enough cough
through though although dough
plough borough thorough
To read and spell
words with the
letter string ough
correctly.
To further
investigate words
with silent letters.
To understand the pronunciation
of some words have evolved
over time.
Spelling
Bank (p.11)
doubt island thistle Wednesday
knight answer rhubarb honest
solemn knead
To correctly spell
words with silent
letters.
To investigate
homophones focusing
on ce and se.
To understand ce is the noun
and se is the verb.
Function of
a word
advice/advise
device/devise
licence/license
To use the correct
spelling in the
correct context.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
within a
sentence
practice/practise
prophecy/prophesy
To investigate
homophones and
other words that can
be confused.
Function and
sense of a
word within
a sentence
aisle/isle
aloud/allowed
there/their/they’re
affect/effect
heard/herd
ascent/assent
stationary/stationery
desert/dessert
past/passed
To use the correct
spelling in the
correct context.
To revise and spell
the common prefix in
in all its forms – il, ir
and im.
In this instance it means not.
Before l in becomes il.
Before m or p in becomes im.
Before r in becomes ir.
Gives the
opposite
meaning
Spelling
Bank (p.57)
Support
for
Spelling
(p.80)
inactive incorrect incredible
invisible illegal illegible
immature impolite impossible
irregular irrelevant
irresponsible
impress imprison include index
industry interfere interrupt
interview introduce investigate
To recognise and
use the prefixes in
writing.
Numeracy -
inverse
To investigate the
meanings and
spellings of words
using the prefixes
auto, bi, and tele.
auto means self
bi means two
tele means distant.
Link to the
origins of
words and
dictionary
work
Spelling
Bank (p.43)
Support
for
Spelling
(p.68)
autograph autopsy
autobiography automobile
automatic biceps bisect bicycle
bilingual telephone television
telepathy telescope
To understand the
meaning and use
the words with
the prefixes auto,
bi and tele.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate the
meanings and
spellings of words
using the prefixes
circ and trans.
circ means round about;
trans means across.
Could link to
preposition
work.
Spelling
Bank (p.43)
Support
for
Spelling
(p.68)
circus circle circular
circumference circulate
circumvent circumstance
transmit transfer transport
transparent translate
transplant
To understand the
meaning and use
the words with
the prefixes circ
and trans.
Numeracy –
circle circular
circumference
translation
To investigate the
meanings and
spellings of words
using the prefixes
pro and sus.
pro means ahead;
sus a version of sub meaning
under.
Spelling
Bank
(p. 57)
proactive project provide
produce propose proceed
propeller suspect suspense
suspicion suspend sustain
To understand the
meaning and use
the words with
the prefixes pro
and sus.
Numeracy –
proportion
To review the
spelling from the
term.
apparent equator haunt hearty
zero ridiculous jealous juice
legend leisure unite rapid
purpose medium mineral
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Year 6 Spellings
Term 1 – to consolidate and revise spelling rules from the previous years;
to use dictionaries and thesauri proficiently and effectively.
Topic, Science and Numeracy words should be taught alongside the rules below.
Dictionary and Thesaurus work should be an integral part of the teaching and learning across the curriculum.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To use a dictionary
effectively and
proficiently.
Word types
homonyms
Poetry
Cargoes by
Masefield
The
Highwayman
by Noyes
Dependent upon focus but
could include words whose
function differs.
Peak, peaky (noun, verb,
adjective)
To understand that
words spelt the
same have
different meanings
and different
functions.
To investigate spelling
patterns in
pluralisation.
Most nouns add s.
Nouns ending in hissing
sounds etc add es.
Nouns ending in a consonant
+ y change y to i and add es.
Nouns ending a vowel + y
add s.
Singular to plural Spelling Bank
(p. 41)
average horizon
hurricane identity lawyer
liquid magazine majesty
majority miracle
mosquito nation origin
parallel parliament
scheme society sphere
style superior theatre
tyrant villain wardrobe
wizard yacht
To know the rules.
To investigate
irregular plurals.
Spelling Bank
(p.42)
mouse – mice
To recognise and
use irregular word
patterns
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To consolidate
understanding of
adding the suffix s, ing
and ed to verbs.
Most words add s, ing, ed.
Words ending in e drop the
e add s, ing, ed.
Words with a short vowel
before the final letter
double the final letter.
Tense change accommodate analyse
appreciate embarrass
guarantee harass hinder
honour illustrate imitate
immense manufacture
narrate observe occupy
omit persevere privilege
qualify quench query
satisfy severe succeed
suggest surprise vary
ventilate wrench
To know and
understand the
rules for adding s,
ing and ed to verbs.
To identify irregular
tense changes and to
begin to group them.
Tense change blow – blew, know – knew,
throw – threw, sing – sang,
run – ran, swim – swam.
To identify and use
irregular verb
endings when
writing.
To investigate how
words transform when
suffixes are added.
Refer to earlier spelling
rules regarding the adding
of suffixes.
Verb to noun – tion,
ism, ness, ity, ist,
ology.
Noun to verb – ise,
ify, ate.
Tense – s/es, d/ed,
en. Comparatives –
er, est, ish, like
SB p. 56 Base words – love, hate,
change, class, press, child,
educate, long, reduce,
critic, care, age, medicine,
kind, compose, decide,
help, small, legal, happy,
mobile.
awkward haughty
illustrate imagine
military narrate nation
observe vary
To begin to
recognise how
suffixes change the
type and meaning of
base words.
To investigate
homophones and other
Function of the word
within the sentence
Dictionary
and thesaurus
work
aisle/isle
aloud/allowed
there/their/they’re
To use the correct
spelling in the
correct context.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
words that can be
confused.
affect/effect
heard/herd
ascent/assent
stationary/stationery
desert/dessert
past/passed
To investigate
homophones and other
words that can be
confused.
Function of the word
within the sentence
The use of formal
language
Dictionary
and thesaurus
work
bridal/bridle
cereal/serial
complement/compliment
descent/dissent
disinterested/
uninterested
draft/draught
morning/mourning
precede/proceed
principal/principle
profit/prophet
who’s/whose
To use the correct
spelling in the
correct context.
To recognise and spell
the common prefix in
in all its forms – il, ir
and im.
In this instant it means not.
Before l in becomes il.
Before m or p in becomes
im
Before r in becomes ir.
Gives the opposite
meaning
Spelling Bank
(p.57)
inactive incorrect
incredible invisible illegal
illegible immature
impolite impossible
irregular irrelevant
irresponsible immense
To recognise and
use the prefixes in
writing.
To investigate the
meanings and spellings
of words using the
prefixes auto, bi, and
tele.
auto means self.
bi means two.
tele means distant.
Spelling Bank
(p.43)
autograph autopsy
autobiography automobile
automatic biceps bisect
bicycle bilingual telephone
television telepathy
telescope
To understand the
meaning and use the
words with the
prefixes auto, bi
and tele.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate the
meanings and spellings
of words using the
prefixes circ and
trans.
circ means round about.
trans means across.
Could link to
preposition work
Spelling Bank
(p.43)
circus circle circular
circumference circulate
circumvent circumstance
transmit transfer
transport, transparent
translate transplant
To understand the
meaning and use the
words with the
prefixes circ and
trans.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Term 2 – to revise, consolidate and extend previous learning;
to investigate prefixes and suffixes;
to investigate root words and how they transform;
to investigate connectives.
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate a range of
random words classifying
and sorting according to a
given criteria.
Rule identification will be
paramount – refer to previous
objectives in Y3 – 5.
Word types Dependent on teacher
focus – could be a starter
for later work or revision
of previous work or from
the words to be taught list.
To begin to
recognise and
understand that
words can be
classified in
different ways
according to
spelling and
context of use.
To investigate a range of
random words classifying
and sorting according to a
given criteria.
Rule identification will be
paramount – refer to previous
objectives in Y3 – 5.
Word types Dependent on teacher
focus – could be a starter
for later work or revision
of previous work or from
the words to be taught list.
To begin to
recognise and
understand that
words can be
classified in
different ways
according to
spelling and
context of use.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate the
prefixes micro and aero.
auto – means self
micro – means small
aero – means air
Growing root
words
Origins of
words
Spelling Bank
(p.58)
aeroplane aerodrome
aerodynamic microscope
microcosm
To know the
prefixes micro
and aero.
To investigate the roots
aqua, and port.
aqua – means water
port – means carry
Growing
words from
roots
Dictionary aquatic aquarium transport
portable import export
To know words can
be split into
different parts
and many have a
root.
To revise and investigate
the prefixes prim and
pre.
prim – means first
pre – means before
Growing
words and
altering their
meanings
Dictionary primary primrose primate
preview prehistoric
previous prevent
To know the
prefixes prim and
pre.
To investigate the root
word graph.
graph means to write. Categorise
words in their
types
autograph photograph
graphic grapheme
To understand the
root can be used
to form different
words which fall
into different
categories.
To investigate a range of
root words.
con – together
cede – yield
clude – shut
cred – belief
photo - light
Origins of
words and
their uses
conclude consider convince
concede recede include
exclude credible incredible
credence photograph
photosynthesis
To begin to break
down different
words and
understand they
can be
constructed from
different parts.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate meanings
and spellings of
connectives.
Look at the different types of
connectives including causal,
time and conjunctions.
Sentence
work
furthermore
notwithstanding meanwhile
whereas but until
whenever although besides
moreover since
nonetheless therefore
henceforth
To use the most
appropriate
connective when
writing.
To further investigate
the meanings and spellings
of connectives.
As above hereafter because
consequently after
whatever alternatively
with
To use the most
appropriate
connective when
writing.
To investigate the use of
prepositions.
A preposition denotes the
position of the subject or
object in a sentence.
Sentence
work
beside behind alongside
against under above below
through across
To recognise and
use a preposition
accurately.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Term 3 - To revise, consolidate and extend previous learning (refer to previous terms and years);
to explore word classification;
to explore the origins of words. Suggestions below can be used prior to SATs or after.
It is important that individual teachers decide which spelling rules their classes and/or individual pupils still need to work on
and address these.
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate the
suffixes ology and
phobia.
ology – means study
phobia – means fear
Word
changes and
uses
archaeology biology
geology zoology
claustrophobia
arachnophobia
agoraphobia
To recognise, know and
use a range of words
ending with the suffixes
ology and phobia.
To investigate
abstract nouns and how
they can be
transformed to
adjectives and verbs.
An abstract noun names a thought
or emotion or action – something
that is not concrete.
Sentence
work
love hate jealousy
envy happiness
forgetfulness
endurance practice
advice
To recognise the words
and be able to transform
them using appropriate
suffixes.
To investigate the
growing of words using
prefixes and suffixes.
Dependent upon the root words
chosen
Word
changes and
uses
achieve appear call
compose sense
nation happy access
script hearten peat
form tend
To know the spellings of
some roots may change
when adding a suffix or
prefix; to know which
prefixes and suffixes can
be added.
To investigate the
growing of words using
prefixes and suffixes.
Dependent upon the root words
chosen.
Word
changes and
uses
Roots – vince dict
cept poss miss
To know which prefixes
and suffixes to add to
grow extended words.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate
morphemes.
A morpheme is the smallest unit of
meaning in a word.
Word
function and
type
boy boyhood boyish
crocodile happy
happiness girl girlish
citizen citizenship
To understand that words
can be made up of many
parts of meaning leading
to a whole.
To investigate the
origins of language.
Dependent upon the word group
explored – Latin, Greek, French and
Indian.
Development
of language
To investigate the
origins of language.
Dependent upon the word group
explored – Latin, Greek, French and
Indian.
Development
of language
To investigate the
origins of language.
Dependent upon the word group
explored – Latin, Greek, French and
Indian.
Development
of language
To investigate literary
terms.
Meaning and
use of terms
when writing.
onomatopoeia,
alliteration,
palindrome,
euphemism,
metaphor, simile,
riddle, proverb,
symbol, hyperbole,
homograph, idiom.
To know, understand and
use in their own writing.
To investigate literary
terms.
Meaning and
use of terms
when writing.
onomatopoeia,
alliteration,
palindrome,
euphemism,
metaphor, simile,
riddle, proverb,
symbol, hyperbole,
homograph, idiom.
To know, understand and
use in their own writing.
English Scheme of Work – St Blaise Primary School
Year 5 and Year 6 St Blaise Primary School