Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Baseline testing

All pupils are baselined in Reading, Writing and Grammar to identify the pupils’ starting points and any gaps in learning can be identified.

Foundations of Grammar (Autumn 1):

This topic allows pupils to consolidate and embed key grammatical knowledge from Years 3 and 4 curriculums.

Pupils recap word classes, sentence punctuation, paragraphing, subordinating and coordinating conjunctions, their use of simple and compound sentences, apostrophes, punctuating direct speech, use of fronted adverbials and expanded noun phrases.

Writing skills:

Towards the end of this SOW, to consolidate their writing knowledge, pupils describe a character and begin to use dialogue to advance the action and begin to evaluate and assess the effectiveness of their writing.

Phillip Pullman’s The Firework Maker’s Daughter

Core reading skills:

Pupils have been exposed to a different range and quantity of texts at lower school. After the Foundations of Grammar SOW, pupils will begin to read their first whole text (which the SOW is centred around) at LMS: The Firework Maker’s Daughter. This age-appropriate text exposes the pupils to a text from the Indonesian culture, which is different to their own, to broaden their exposure to different texts based on what they have studied at lower school.  

Within the SOW, pupils are encouraged to skim and scan the text to find information; participate in discussions about and summarise the text; discuss their impressions of characters (e.g. Rambashi’s pirates); summarising main ideas from more than one paragraph. Discussion opportunities give pupils challenge as they have to give reasoned justification for their views. Pupils are encouraged identify how structure contributes to meaning and distinguish between fact and opinion.

LMS Reading strategies are introduced within lessons such as echo reading, cold reading, reading aloud and the use of magpie books.

Core Writing skills:

Pupils build upon their writing skills by using dictionaries to check the meaning of words, use a thesaurus to improve their language. Pupils consolidate their spelling knowledge from years 3 and 4 and then build upon it by learning to spell words with prefixes (e.g. im-, ir-) and homophones and near homophones. Pupils build upon and develop their planning, drafting and editing skills by using further devices to structure their writing (e.g. subheadings and bullet points in their NCR)

Core Grammatical skills:

Throughout this SOW, children build upon the knowledge they have consolidated within the Foundations of Grammar SOW. In FWMD, by identifying grammatical features within the text where appropriate, the pupils discuss how these grammar, punctuation and vocabulary choices engage the reader (e.g., the use of direct speech).

Cross curricular links:

Geography - location of Indonesia

British values:

T PX MR

Myths

Core reading skills:

Having read their first whole text, pupils further develop a love of reading by exploring a range of short mythical stories (e.g. Perseus and Medusa and Pandora’s Box). Pupils develop their understanding of the key features of mythical stories by learning about what myths are, their key features (e.g. explanation of a natural phenomenon) and discuss how and why they can change over time.

Core writing skills

Pupils consolidate their understanding of language and vocabulary so that they can effectively describe setting and character by creating their own heroes, creatures and mythical settings. Pupils further develop their understanding of language by learning about the use of personification and cliff-hangers to engage their reader by writing their own mythical story.

Throughout the SOW, pupils build up to writing their own mythical story. Pupils build upon their planning, drafting and editing skills by ensuring the language and grammatical skills they use engage their reader effectively and are appropriate for the purpose and audience. Pupils consolidate their knowledge of years 3 and 4 spelling rules and build upon this by learning words with a range of suffixes (e.g., -ly).

Core grammar skills

Whilst reading a range of myths, pupils are encouraged to identify and consolidate the grammatical skills from Foundations of Grammar and FWMD. To further develop their understanding of sentence structure, pupils learn how to use relative clauses to add information to their writing. Pupils revisit and consolidate their understanding of apostrophes to improve their accuracy.

Cross curricular links: History-

Ancient Greece and Rome

British values:

T PX MR ROL

Poetry, letters and speech

Core reading skills:

To revisit and begin to develop the skills of tone, intonation and voice, pupils began to apply in lower KS2, pupils will read and perform a range of poems, letters and their own persuasive speech speeches.

Within this SOW, pupils read, discuss and respond to a range of poems (e.g. haiku and limerick); write their own poems; write an informal persuasive letter from the perspective of a migrant worker and learn how persuade an audience by writing their own persuasive speech.

Core writing skills:

Pupils use the skills developed from Autumn term and build upon this by also using: figurative language such as metaphor, onomatopoeia and personification

to effectively to engage the reader and ensure that the appropriate register has been chosen. Pupils continue to develop their planning, drafting and editing skills by refining their proof reading skills.

As pupils have to persuade using the written and then the spoken word, this develops their persuasive language techniques (e.g. use of facts, statistics, power of three) alongside encouraging them to consider how to deliver a speech by refining their ability to engage a live audience and perform their own compositions so that meaning is clear. Pupils consolidate their knowledge of the Y3 and 4 curriculum words (e.g. knowledge, interest) and build upon this by learning further homophones (e.g. whether/weather). Pupils continue to revisit and consolidate their knowledge of prefixes (e.g., anti-, inter-).

Core grammar skills:

Pupils will be introduced to persuasive techniques such as repetition, modal verbs for degrees of possibility and the power of three.

Cross curricular links:

PSR - acceptance of a new culture

PSR – influential speakers

British values:

PX T MR

C.S Lewis’ The Lion, the Witch and the Wardrobe

Core reading skills:

Having read a range of texts, pupils read their second whole text. This classic, trickier and more complex text encourages and fosters a love of reading by immersing pupils in a text from their literary heritage. Vocabulary and language features are explored in context, so pupils continue to develop their understanding of how language contributes to meaning. Pupils identify emerging themes and make comparisons within the text (e.g., The White Witch’s arrival and Father Christmas’ arrival) to further develop and deepen their reading skills. Whilst reading, pupils further consolidate their retrieval skills by skimming and scanning the text in both fiction and non-fiction contexts.  Pupils revisit the full range of KS2 reading skills: retrieval, inference, prediction, summary and word meaning. These are consolidated and the focus will be on mastering the skills in preparation for the rigour of the Y6 curriculum and beyond.

Core writing skills:

Pupils will begin to carefully select language previously taught (such as adverbials, onomatopoeia and similes)

to effectively to show character, setting and atmosphere) to engage the reader. Pupils continue to embed their writing skills by further showing an awareness of the reader by writing a narrative description of Lucy in Narnia to intrigue and tantalise the reader. To build upon their knowledge and ability to select the appropriate register, pupils revisit their knowledge of letter writing from their poetry SOW by writing a formal letter of complaint.

Pupils will take this opportunity to embed the language and structural knowledge and skills learnt and honed in year 5 and lower KS2 in preparation for year 6 and beyond.  Pupils will also begin to be increasingly independent and begin to be consciously selective in the use of devices. Pupils further develop their knowledge of spelling and building upon their previous knowledge. For example by learning vocabulary from the Year 5 and 6 spelling lists (e.g. environment, exaggerate)  and by learning words that contain the ‘I’ sound.

Core grammar skills:

Building on their knowledge of informal writing, pupils continue to develop their understanding of selecting the appropriate register by writing formally and using formal vocabulary to establish the correct tone for the required purpose and audience.

Cross curricular links:

History - WWII

PSR – comparison between good and evil

PSR - Christian allegorical text

British values:

T PX MR ROL

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Peter Bunzl’s Cogheart

Core reading skills:

Building upon the knowledge gained from whole text reading in year 5, from reading a range of texts, pupils will read Cogheart which explores the Victorian time period. The novel is a text set in an alternate Victorian time period which provides new and more challenging discussion opportunities. From the outset of this text, the language, sentence structure and themes within the book are particularly challenging for the pupils against a backdrop of mystery, adventure and daring events.

Throughout the scheme of work, pupils are encouraged to record vocabulary choices which inspire and motivate their own writing. This provides early opportunity for the pupils to build their inference skills based around the unfolding mystery surrounding Lily and the significance of her father’s absence. Reading strategies are embedded within lessons such as echo reading, cold reading, reading aloud and the use of magpie books to further develop the pupils’ vocabulary.

As retrieval skills (e.g. skimming and scanning taught in Y5) are now embedded, pupils are encouraged to approach this independently within lessons by identifying; discussing; and defining the meaning of challenging vocabulary themselves in Cogheart (e.g. through dictionary skills).

Pupils will continue to work on their ability to carefully select language devices (e.g. similes, metaphors, personification) which engage the reader and consider the purpose and audience of their writing. Pupils will also begin to use devise such as pathetic fallacy to advance narratives.

Core grammar skills:

Pupils will begin to carefully and deliberately use a range of punctuation and grammatical skills such as the use of dashes/hyphens to clarify or add information and discuss the difference techniques that an author can use to build tension and suspense. To do this, pupils identify and explore the effect of using ellipsis to show cliff hangers and withhold information, use subordinate/relative clauses to add detail to make the reader wait longer.  Within the SOW, pupils are reintroduced to synonyms and antonyms based on the vocabulary identification work within Cogheart by using dictionaries and a thesaurus to check/improve vocabulary. Pupils will work toward embedding the use of colons and begin to use semi colons to engage the reader, avoid ambiguity and advance the narrative. Pupils will also use the subjunctive and revisit prefixes.

Core writing skills

Building upon their knowledge of the different text types learnt in Y5, pupils write a character description based on Lily. This builds upon and revisits their descriptive language skills in Y5 so that they can describe settings, characters and atmosphere to engage the reader. Pupils continue to build upon and consolidate their knowledge of spelling from previous years. E.g., by learning homophones that can be confused (aisle/isle).

Cross curricular links:

Victorian England

British values:

MR, T, PX

Shakespeare’s A Midsummer Night’s Dream

During this half term pupils will be introduced to Shakespeare. Pupils will read A Midsummer Night’s Dream alongside a range of non-fiction texts which are closely related to the text to aid their reading and writing development.

Core writing skills:

Pupils will consider and use a range of structural devices, used in plays to engage the reader and advance their narrative. Pupils will use a range of sentence types to engage and advance writing. Punctuation such as inverted commas and changing the placement of the reporting clause to clearly demonstrate speech. Semicolons to join ideas and for coherence will be used with increasing confidence and independence.

Pupils will use carefully and deliberately chosen language such as adverbials, pathetic fallacy and similes which match the tone and purpose to effectively engage the reader and advance the narrative.  Pupils continue to build upon and consolidate their knowledge of spelling from previous years. E.g., by learning further vocabulary from the Year 5 and 6 spelling lists (e.g. vegetable).

Core reading skills: 

For the first time pupils will use the KS2 reading strands to access, comprehend and analyse a Shakespearean comedy. All pupils will learn about and begin to explore the language of Shakespeare and its relevance to today’s society. This will also lay the foundations for the expectations at KS3 and the KS4 Literature GCSE where complete Shakespeare texts will be studied.

Cross curricular links:

Elizabethan England

British values:

MR, T

Poetry

Core reading skills:
This half term pupils will read a range of increasingly complex poems and draw on a wider themes and more mature topics. Pupils will continue to develop their ability to read for meaning and use the KS2 reading strands to access and analyse these increasingly complex poems both in language and themes covered..

This unit is purposefully designed to build upon the year 5 unit and prepare pupils for the increasingly rigorous KS3 WW1 Poetry.

Core writing skills:
Pupils will build upon their year 5 poetry, letters and speech writing and use this to write informally to consciously embed tone and voice and consider audience and purpose. Pupils will develop their use language to effectively convey emotion of character or event.  Pupils will also use language features appropriate to the tone to add description and engage the reader and advance the narrative and general coherence.  Pupils continue to build upon and consolidate their knowledge of spelling from previous years. E.g.,further prefixes (extra-, dict-).

Pupils will also consolidate a range of poetic features such as rhyme, rhythm, and stanzas. In poetry, pupils will have the opportunity to write and perform a range of poems, for example a sonnet.

Cross curricular links:
PSR

British Values:
MR, ROL, IL

SATS- The first part of this half term will focus on SATs preparation

Louis Sachar’s Holes:- An introduction to KS3 English

Core reading skills:
In this topic pupils will begin to consider some aspects of the AQA step-up to GCSE syllabus, for example: the use of specific language devices and their effect on the reader and the use and purpose of sentence structure. Pupils are exposed to two stories running alongside each other which eventually converge and begin to consider the effect that this has on the reader.

Pupils will begin to consider and attempt the What How Why format used to respond in KS3.

Core writing skills:
Pupils will write a diary entry from the perspective of Stanley Yelnats and his thoughts and feelings after his arrival at camp. Pupils will use evidence from the text to inspire their writing.

Pupils will consider and use a wider range of structural devices (for example in chapter 1 when the scene is set and we are introduced to Camp Green Lake).

Pupils will write a journalistic recount which displays their knowledge of the language features considered in the previous half term.  Pupils continue to build upon and consolidate their knowledge of spelling from previous years. E.g., further suffixes (-sion)

Core grammar skills:
Pupils consolidate their knowledge of KS2 grammar in preparation for the increased demands and rigour of the KS3 curriculum and beyond.

Cross curricular links:
PSR

British Values:
MR, ROL, IL

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Carlos Luis Zafón’s Prince of Mist

Core reading skills:
The Prince of Mist will be pupils’ introduction to KS3 and to the genre of horror. This topic further fosters a love of reading through its twists, turns and exploration of good and evil. Pupils will learn how to build on and their knowledge of language techniques gained in KS2 and extend this to encompass motifs, themes, foreshadowing, hyperbole and semantic field, developing their confidence to identify and describe the impact of these techniques on the reader. Pupils will start to consider the structure of texts and how these are organised effectively. Through the critical evaluation of increasing mystery and imagery in the text, pupils will develop stamina in order to express their own viewpoint with increasing confidence. 

Pupils will begin  to consider the requirements of the step up to GCSE language papers and how they can identify and explain language features within the authors writing. They will consolidate this within their ‘What How Why’ paragraphs in preparation for the rest of KS3 and beyond.

Core writing skills:
Pupils work towards writing their own chapter of the text, extending beyond KS2 structural knowledge of paragraphing and varying their paragraph length, building tension and writing in the same style as the author. They will include the new language features they have explored in reading, in their writing. Drafting, editing and proof reading encourages the pupils to ensure their writing has the intended impact on the reader. 

Knowledge of age-appropriate vocabulary and its careful selection will develop as will the pupil’s ability to effectively show setting and character for example Max Carver’s arrival at the coastal town and a description of Cain, The Prince of Mist.

Core grammar skills:
Pupils will collect rich vocabulary from the challenging text, banking this in their magpie books. They will increasingly use their grammatical knowledge learnt in KS2, editing this in their writing for maximum effect.

Cross curricular links:
History- WWII

British Values:
D, IL, ROL, T, PX, MR

Charles Dickens’ A Christmas Carol

Core reading skills:

Pupils will be able to immerse themselves in Dickens’ world for the first time and consider how language and structure was crafted within classic literature. Pupils are exposed to a text which is written in an era where language is different and more complex. 

Core writing skills:
Pupils will use persuasive techniques to engage the reader (use of AFOREST). Pupils will draw on their previous knowledge and their new knowledge of persuasive devices to carefully select appropriate devices which improve coherence and effectiveness.

Pupils will also draw on newly learnt devices such as sibilance to further develop their understanding of effective language features.

Core reading:

Pupils will have the opportunity to read and analyse the craft of Dickens. Pupils will consider how Dickens use language, the semantic field and juxtaposition and structure to create his characters and settings, Pupils will begin to comment on and explain the effectiveness of the writer’s craft.

Cross curricular links:
History- Victorian England
PSR- poverty and wealth

British Values:
D, IL, ROL, T, PX, MR

Gothic Literature

Core reading skills:
Pupils build upon their knowledge of horror from Prince of Mist by encompassing the same themes and conventions but during a different time period to the previous gothic novel they have studied. Pupils read a wide range of gothic extracts to appreciate the breadth of the genre of the gothic, including Dracula, Frankenstein and The Woman in Black.

Core writing skills:
Pupils will plan, draft, edit and write their own short story using the gothic themes and conventions learnt whilst reading a range of gothic extracts.

Pupils build upon and consolidate their knowledge of tension and suspense from KS2 and POM, so that they can advance the narrative through the use of terror and horror. Pupils will refine their knowledge of sentence structure to vary pace and tone.

Pupils will confidently show characterisation and setting using carefully selected, age-appropriate vocabulary to create tension and suspense (for example the use of pathetic fallacy) to set the scene. Pupils will use structural devices from previous and new knowledge to engage the reader e.g., a zooming structure, Description-Action -Dialogue or foreshadowing to engage the reader.

Core reading skills:
Pupils will read a range of gothic extracts. They will be able to identify and explain various themes and conventions and the use of terror and horror in gothic writing. Pupils will then be able to confidently and at length analyse and explain the purpose and effectiveness of this devices on the narrative.

Cross curricular links:
Religion: Good and evil
Connotations of death and evil

British Values:
T, MR

World War 1 Poetry.

Pupils will revisit this topic from years 5 and 6, embed previous knowledge whilst reading increasingly complex and mature poetry. Pupils will recap, revisit and consolidate their knowledge of poetic devices. Pupils will also use the new knowledge gained to write increasingly mature and selective poetry.

Core writing skills:
Pupils will use their broadening knowledge of language to effectively show setting e.g., the trenches. Pupils will draw on their previous knowledge, their knowledge of WWI and their new knowledge of WWI poetry to carefully select the appropriate devices to convey the correct tone and to engage the audience.

Pupils will carefully consider and use a range of sentence structures. Pupils will be able to draw on their previous knowledge of poetry and poetic devices and their new knowledge of WWI poetry.

Core reading skills:
Using their previous knowledge of poetry and their new knowledge of WWI poetry, pupils will be able to explain why the writer uses specific language features and the effect that these language features have on the reader.

Pupils will identify and explain the purpose of line and stanza structures and the range of poetic structures.

Cross curricular links:
History and PSR

British Values:
D, IL, ROL, T, PX, MR

In this half term pupils will complete work on Poetry, and the focus on reading practice for the AQA end of year test

Reading: Shakespeare’s Julius Caesar

Pupils will study their second Shakespearean play, revisiting and building upon their KS2 knowledge and skills and building upon this prepare for the rigours of Shakespeare in KS3 and KS4.

Core writing skill:

To write a persuasive speech which effectively builds upon their previous knowledge and their new knowledge of persuasive techniques to create a competent and mature formal presentation.

Core reading skills:

To consider the use of language features in Julius Caesar and the effect that the juxtaposition of language have on the story, events and the reader.

Cross curricular links:

PSR

British Values

D, MR, IL, PX

Shakespeare’s Julius Caesar

The children will build upon what they have learnt about Midsummer Night’s Dream in Year 6 and will gain a greater understanding of Shakespearean works by reading a Shakespearean tragedy.

Core writing skill:

Pupils build upon their knowledge and skills from previous speech topics.

Pupils will build upon their previous use of the persuasive language features (AFOREST also and Logos, Ethos and Pathos) within their writing alongside the structural devices required in formal speech writing, varying sentence and paragraph length to effectively engage and convince the reader.

Core reading skills:

To consider Shakespeare’s use of rhetorical devices on the plot, characters and action and the effect that these have on the reader.

Cross curricular links:

PSR

British Values

D, MR, IL, PX

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Suzanne Collin’s Hunger Games

Pupils will read and explore a dystopian novel: The Hunger Games. This builds upon their knowledge of genre from previous study and allows them to consider what influenced the author when writing the novel. Pupils will gain an understanding of how and why authors present an alternative version of society and to challenge readers to reflect on the current socio-economic environments, for example the attitude of those in the Capitol to those in the outlying districts and the use of violence to entertain. Pupils will also be able to make links and comparisons with other novels studied previously whilst also commenting on the effectiveness of the author’s craft.

Core reading skills:
Pupils will draw on previous learning of retrieval, inference and predication and apply these to a lengthy and complex dystopian novel and their new knowledge of character and setting to explain and analyse the author’s craft. Pupils will analyse the authors use of language and structural devices and be able to confidently, coherently and more independently analyse their effectiveness.

Core writing skills:
Pupils write a formal report on Katniss Everdeen in the style of the Capitol sponsors having learnt about her character and using their knowledge of how to engage the reader and structure features to write an effective and concise report about Katniss’ skills and abilities.  Pupils will write a newspaper article about an event in the Hunger Games from within the Hunger Games itself, allowing pupils to write from an alternative perspective.

Pupils will develop and perfect their ability to demonstrate how setting and character can create emotive and dramatic effect, for example the death of Rue, and consider how age-appropriate vocabulary can be used to write imaginatively and enhance the impact of their writing.

Drawing on previous knowledge and knowledge of the Capitol and characters within the Hunger Games to create effective dialogue which engages the reader and advances the narrative.

Pupils will use revisit and embed their use of persuasive techniques (AFOREST) and plan, draft and edit to develop their effective use of such devices. Language choices will cover the full range of devices and set the desired tone e.g., a simile to show the strength and determination of Katniss will show clear consideration.

Pupils will explain in detail how the author create a sense of rising tension and suspense and select evidence for example foreshadowing of the Reaping.

British Values:
MR, IL, T, ROL, D, PX

Cross curricular links:
SMSC link
Social structures
Forms of entertainment

George Orwell’s Animal Farm

Core reading skills:
Pupils will read their second allegory and focus on hidden meaning and messages within a novel and how alternative meanings can be presented in literature. Pupils explore and develop their understanding of the context of this novel and identify language variation in relation to historical and political context.

Pupils will be able to identify language features in the text and explain how they are used. Pupils will then be able to explain why the author has used them and the effect that they have on the reader.

Pupils will understand the purpose of text e.g., the political and social message that Orwell wished to convey and why he did so through allegory.

To be able to understand Animal Farm as an allegory of the Russian Revolution and explain the impact that his has on both the writer and the reader (craft, audience and purpose).
Pupils will be able to identify structural features, such as sentence construction, DAD and zooming structure and comment on their purpose, effectiveness and their effect on the reader.

Pupils will be able to consider the writer’s craft and comment on how successful they are. Here pupils will discuss a combination of language, persuasive language character development, structure, mood, setting and dialogue.

Core writing skills:
Pupils will re-tell the battle of Cowshed using an anthropomorphic character to explore and demonstrate their own interpretation of events. Pupils will consolidate and embed their knowledge and skills of how to create effective and convincing characters.

Pupils will revisit, build on, embed and carefully select their use persuasive techniques to engage the reader (use of AFOREST). Pupils will now be able to carefully and independently select the appropriate technique to achieve the desired effect on their reader so that their narrative is engaging for the reader.

Cross curricular links:
History - context of the Russian Revolution

British Values:
MR, IL, T, ROL, D, PX

Romeo and Juliet

Pupils study their third Shakespeare play. This will ensure that have a firm grasp of the world of Shakespeare in preparation for KS3/KS4 and beyond.

Core reading skills:
Pupils will make clear and precise inference and use evidence from the text to support assertions and explanations. What can we infer about Romeo based on his feelings towards Rosaline and Juliet and pupils will be able to draw on quotes from a variety of scenes to support their arguments.  Pupils will be able to identify language techniques and the effect that these language techniques have on the reader (e.g., oxymorons). Pupils will be able to identify and explain structural techniques and organisational features and the impact these have on the reader e.g., scene changes.

To recognise the difference between spoken and written English.

Core writing skills:
Pupils will embed tone and voice by creating an effective character dialogue. Pupils will use the full range of language techniques they can draw upon within writing to engage the reader and create the desired effect. For example, pupils will use carefully selected and considered figurative language to convey Romeo’s feelings towards Juliet.

Cross curricular links:
Elizabethan England

British Values:
RM, IL, T

Markus Zusak’s The Book Thief

Core reading skills:

Pupils will read the novel and consider how language, reading and writing are presented as symbolic elements of expression and freedom.  

Pupils will also read a range of non-fiction texts from the WWII era to appreciate the language choices and linguistic conventions for reading and writing. This SOW is the springboard that our pupils need to consolidate their knowledge from KS3 and prepare them for their upper school journey. Pupils will consider and use a range of sentence structures and begin to explain the author’s intentions when using these devices. Pupils will also begin to confidently comment on their effectiveness.

Core writing skills:
Pupils will consider other structural devices such as foreshadowing and zooming structure which they have seen within The Book Thief and use them effectively within their writing where they will write from the perspective of Death himself. Pupils will use their previous language and structural (e.g. foreshadowing knowledge and knowledge gained from The Hunger Games to effectively show character development and emotion. Pupils will be able to use their broadening vocabulary to advance the narrative and develop coherence.  Pupils will write using a formal tone, using appropriate language techniques and structure which they have been developing through KS2 and 3. Pupils will be being to use features such as juxtaposition within their own writing.

To create effective interview dialogue- what would the characters within the book say and what might characters say within the context of WWII.

Pupils will consider the characterisation in The Book Thief for example the characters of Death and Liesel. How are there characters effectively portrayed by the author.

To consider the themes within The Book Thief and the messages conveyed to the reader, for example the expression of the themes of love, kindness, literacy and power and cruelty and suffering.

Cross curricular links:
History - WW2
Religion and World Views: - Death

British Values:
D, IL, ROL, T, PX, MR

Year 5

Year 6

Year 7

Year 8

Pupils will explore the concept of Tolerance within Firework Maker's Daughter as they will be studying a book set in another culture and will be exposed to traditions, customs and cultures that are different to their own.
They will develop their understanding of mutual respect as they will be able to see Lila and her father's points of view and will have to consider both of their opinions.
The children will explore the Rule of the Law by considering how the King within the story retains order and whether this is the right way to do it.

Pupils will explore the concept of individual liberty, mutual respect and tolerance with the treatment of mechanicals and mechanicals in Cogheart

Prince of Mist - Within the Prince of Mist, pupils will consider the rule of law when the Prince of Mist demands a favour in return for his wish and the repercussions which occur if trust is broken

Hunger Games - within the Hunger Games, pupils will consider the liberty of the varying districts, the rulership of Panem, the lack of tolerance and respect awarded by the Capitol

Within Poetry, Letter and Speech the children will read poems from a range of cultures and traditions which will develop their tolerance and understanding of the wider world.
The children will develop their understanding of mutual respect by looking at poems from a range of perspectives and consider the reader's opinions alongside their own.

In a Midsummer Night's Dream pupils will consider how mutual respect and tolerance of others are central to relationships

A Christmas Carol- within A Christmas Carol, pupils will consider tolerance and  mutual respect or the lack of respect and tolerance given by Scrooge.

For this year only the Gothic will be taught in year 7 &8                Gothic Literature - within Gothic Literature, pupils will consider the rule of law and the guilt that consumes characters within Poe's writing.

The children will consider the rule of the law and individual liberty within The Lion, the Witch and the Wardrobe by looking at how the White Witch rules Narnia.

Poetry - All British Values will be considered when pupils study a range of diverse and historical poetry

For this year only the Gothic will be taught in year 7 &8               Gothic Literature within Gothic Literature pupils will consider the rule of law and the guilt that consumes characters within Poe's writing.

Animal Farm - within Animal Farm, pupils will study and consider dictatorship vs democracy, the rule of law from Stalin, the lack of tolerance and respect given to the people during the Russian Revolution and on the Farm

Myths - all British Values will be considered when studying a range of myths with different challenges that the main characters face.

In Holes pupils will consider the Rule of Law when Stanley Yelnats is imprisoned.

Poetry- Within WWI poetry, pupils will consider the rule of law and conscription. The tolerance and mutual respect soldiers gave to other soldiers and the treatment soldiers received from the government and public

Romeo and Juliet - In Romeo and Juliet, pupils will consider the lack of tolerance and respect given to the opposing families and the repercussions of this. Pupils will also consider the impact of the rule of law with banishment of Romeo

Julius Caesar- Within Julius Caesar, pupils will consider the rule of Law, tolerance, mutual respect and liberty when they look at the plot to murder Caesar, the rhetoric given by both sides, the ambitions of Caesar and the repercussions of the murder of Caesar.

Year 5

Year 6

Year 7

Year 8

Firework maker's
Entrepreneurs (Rambashi's numerous business ventures)
Leadership

Watch makers/ designers and inventors

Designer/watch making/ lighthouse keepers

Politicians, coal miners/career tributes

Writer

 Wardens/prison workers

Accountancy

Authors, Media, Film Director

Leadership

Writers

Author

Politicians, farm working,

Soldiers and government

Religious callings, Police

Year 5

Year 6

Year 7

Year 8

Moral - the mistreatment of elephants and Hamlet being given to other courtiers as a punishment.
Moral- resolving conflict.
Spiritual - personal strength and having courage to continue/persevere.
Cultural - reading a text from a different culture.

Spiritual- do the Mechs have a 'spark’ or are they simply machines.                                    Moral- do the Mechs have rights in the same way people do. The treatment of Lily by those who should be caring for her.

Spiritual - the mystical, the unexplained powers of the Prince of Mist                       Moral- the belief in right and wrong and respect of others - the Punishments (Cain and Abel).

Moral and social - the treatment of the districts by Panem. The Games themselves to control the citizens. The social implications this has on the various districts and their feelings towards the games.

Social - developing their speaking and listening skills by writing a speech.
Social - engaging an audience through their deliverance of a speech.
Social - conflict resolution in letter writing

Spiritual- personal value and strength              Moral - resolving the conflict

Spiritual - the visits of the three ghosts to allow Scrooge the chance to change.             Moral - right and wrong and the treatment of Scrooge's peers and workers.                       Social - the forgiveness of Scrooge

Moral - recognising right from wrong - The Woman in Black and her desperate search for revenge.                                                           Spiritual - pupils creating settings for their own gothic literature

Cultural - exposure to a book set within another world and during WW2.
Moral - consider whether the White Witch is being fair when ruling Narnia
Moral - conflict resolution
Spiritual - mythical creatures and talking animals
Spiritual - looking at the magic within Narnia

Spiritual - how to express views and beliefs through poetry.                                                 Social - how views, beliefs, religion etc. can shape a person and how we can appreciate diversity

Moral - recognising right from wrong- The Woman in Black and her desperate search for revenge.                                                           Spiritual - pupils creating settings for their own gothic literature

Moral and social - the treatment of the general public by Stalin. The purges and Stalin's need for control. Cultural - the rulership of the elite and the acceptance by the people in the revolution.

Cultural - reading myths for a different culture and time period.
Spiritual - exposure to the mythical/unknown element within the mythical stories.
Moral - understanding right and wrong choices that the characters make

Moral- recognise right and wrong- Stanley Yelnats and the other inmates are in prison, the Warden and the search for treasure. Spiritual- accepting personal responsibility- Stanley and his family placing blame on relatives

Social and cultural- the treatment of soldiers by the public and governments and how they express their feeling of this treatment through poetry.                                             Spiritual - the religious feelings or loss of faith by soldiers after the horrors of war

Spiritual - the belief that the families cannot unite. Moral, social and cultural - the concept of forbidden love, the loss of friends through the unwillingness to create peace and settle differences. The loss of both Romeo and Juliet due to stubbornness and pride.