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    Scheme of Work English stage 5

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    scheme of work stage 5 science

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    84 views59 pages

    Scheme of Work English Stage 5

    Uploaded by

    Kampala Smart
    scheme of work stage 5 science

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 59
    Qanericene sen rites Ea Me Faroese ee eA eo eels Leases ks) Introduction Te document a shame of work stage have been grouped ino topic. order within a stage as yout ale The echeme fr English has astumed aterm length o 10 wooks, wh thee terms pa tage and twee unis pe term, An overview ofthe sequence, number and sated by Cambridge reas Unie Thee have wrens and esoures The scheme has been based onthe minimum length ofa schol year to allow fexblty. You should be abe to addin mor teaching ime as necessary, to sul the 19 ltarning objectives are recuring, appearing in every uni and a auch ae stad separally tha star ofeach un low. These ae foe for he tpi of te unt he jects ae umaized rather han flowing the rculum Framework Detvtos and eso suggested agains! he objectives fo Musto possbie methods of dali me of werk and imrlamentng Cambyige Primary in your School can be found inthe nbridge Primary T Cio avaiable onthe Canbrege Primary webiste. Blank plates ae alsa avaabie on he Camidge Primary webs yuo use yu wih Nin unis of work ae suggested fr ehidren working a Sage 5. n 2a shea! erm here ae thee nts fc, nanctlon and poetry. The range of oles Term Fietion Unit 1A: Stories by significant writers | Unit2A: Reading and analysing traditional | Unit 3A: Stories from diferent Otieaching | Reading and ara sires) Stories, myths, legends and fables, cultures ime) unter ren laning | Reaing and arajangraatorl ses Rescngerabing ra wring sis ening and wing toes. : " Nonfiction | Unit 1B: Non-chronelogical reports and_| Unit 2B: Recounts Unit 38: Persuasive wring 10% teaching | explanatory texts Realng, analysing and wing recounts Reacing and analysing samples of snd explanation ee hen planning Dereustve ater angsommartary. Poetry Unit 1¢: Poems by significant children's | Unit 2C: Narative poetry Unit 36: Performance poetry 20% of teaching | wiers and pays Reading and dsesstng nara pty Reating and discussing performancs ime) Reacng and araiyng poss by poetry SSgnfaant andres wners and aye vi svor English Siege 5 Coe mage ar iy op theater Faroese ee Primary eA eo eels Leases ks) Overview For chron to become mere pralon thelr keracy ski, tis ngetant ha thay koop roving ae cooldating new skein ifort content, Fr this reason, many ofthe tery objectives ae revised ndferent ways n every un This ives al chten the orcertuny to grasp te Kees Foe. ‘Wein ach tor, ti nat imporantin whieh ore tha units are aught tho love of expectation is constant across alee unis, ie importa however, that you shuld tach he frm Tunis befor the tr 2, adhe tr 2 bafra the ere 3. ‘Tha teaching an laring of tracy sa continuum: tho prior knonlodgo expecta fe thas units is developd in ear eagos, andthe skis and understanding developed in Sage 5 are Inova or the chen to make good progress in suosequent stages. H tis level of wark nat appropri forthe stn in your ‘Sass, fs recommended tat you use eas em the stage 4 o stage 9 uns of work comparable ext are oon Sti a each stage, so malig eet pe hy appropiate loaning cboctvas le usualy fly cacy. In ganera, specie tox ave nat ecommened because of th dierent resources avalate in each soo! and location, Teachers have the Hey tines ‘cay or natonaly evant eeouroes, Descriptions ofthe types of ents you vl eed fo each are ven athe begining of the unt. Lrg pit and pire took ‘ens ae never assumed, athough mary are avalatie thal ate apprise for cden ofthis age ad the moe the chien can see and read the ext, the ove ‘Seavaly you can teach Where ‘lava, weostas ae recommended. The sto websites na exhausv, and CIE canet be eld responsi er ha ‘coments Ins assumed throughout that you have acces io whitsboard, lackocard or lechart to recor texts for general lsussion and analysis vitvor Ena Stage 5 2 Ce gente Qanericene sen rites One eal ees Saree eal Le) Tho objectives tod bolow should bo taught, reinforced and dovolopod throughout the enti echo year, "Youmay wish o acto tine each day teaching hese objectives, or ou may prefer to alocate a set ameunt of me each Wook Recommended Prior Knowledge: ‘Chiron shouts be fama wih sks and knowledge taught in previous tagesin particular: apphing eflecve strategies io tackle unartir words in reading, ‘cent sabes, preies and sutfice in mul-syable words, and using this nfrmaton in sping and acing generating some spling rule and way of emembaring spelings recognising and responding oa punctuation marks: recognising all tnses of ros verbs: Understanding that commas canbe used to mark causes in seienoe: ‘ning that sentences can have bth min nd subordinate clauses end begin to recoarise which is whi using joined up handwriting in allwiing ae using appropriate handuring forthe aucionca and purpose ofa race cf wring, + aptng the pace and velume whan reading loud for he ausionce and purpose vitvor Ena Stage 5 3 ongoing work ‘Learning Outcomes es ‘On-going wok n phonics and speting sfev2 | Toleam and apply | Gre ihe chirenraqula opportunites for exoioring and investigating spaling eros, Sesv5 | effective ways of Inparilar hose hat he chien Nave made inthe oun wring, Encourage use of sesve | Spotingnew words. | statgios suchas SPSvi7 + using known spelings to work out the speing fated words 5PSv18 + buicings wors fom sylabes, preies, suse and recognised speting patios: Ferembering common lee stings which have ferent pronunciations: Ung wsual skis o check nthe tetnood of «part spesing the wor ‘To support those stratoges, nctuse assons on: + oveing known prefios and sures and atring pew ones 0g. ato trans: + idontthing wor roots and ning doations 9. sign. sina. signal 1 the ates of singe and doutle consonants a the en of words.) ‘and a ‘nee children have leamed to sel word, nit hat tf pe rope on al coveasions, ‘SP3ve | Toleam plurals and | Explore and roves known spoling rues 09 5PSv6 | epolingrles for words. | + ere er adding pli o words endlgino,€8 yf fending in@snd y” | ful for adding any sufi to mors ending ne andy. PSV | Toidany unstressed _| This probaly to area in which most spoing errs are made by children os spSv2 | vowsl in yeyabie | ago group, 0 needs consitont work Useful satogiosicude: woes, 2 making inks wih riled words 09, medlone, medea Investigating te speling offal unstressed vowels, butt, andy 3 in om + semtnes saying he unstossed sable as wore a sessed syabio 2g. roast 1 fring words winin words 9g. cert her's 3 at'n Separate 4 uting rhyme and mnemonics 2. Ms Die Me FFL Ms Mrs U, Ue ir vitvor Ena Stage 5 4 sesvi2 | Tousedetonaries, | Establish acuta inthe class whora cikiron have fre access to dconaios and SeSvi5 | spol chocs and lctoric spl checkers and make use of them, both When expan he ring of SPSvi3 | thosauusostocteck | Sn unrecognised word and when crating a pls of work poling and improve Knowedge of words. | When cidren have loked up wor, they should rece itn ther speling log an Inyo fr other, relted words. Chiron shculd ao be encouraged to use thsaurucos as a ati f rutin to enlarge the vocabulary. Thesaurusos are alo partly use urge ‘ecratingpraso of wing, (Or-gina work in rama sap | Touncerstand ‘men they a wring foal English tis portant ha children use Kaocuatey convention af Standard | Common etree Engi, agree of pronouns and verbs (n parcua with the ver fe 26.9. we wae war) + sing acjctnos intend of swerbs (ag, Iwas rel excited) + incorct part of aver used (2. een.) 1 double nagatve eg. han nave ra) {ing tom instoad of those (a. hed them gloves. ‘Ge oppartuntis to proof read and caret errs ks these SGPwe | Tosstabishcarectuse | Pronouns aro vial to ensuring tot cohosion and chien fan fini hare to Krew of pronouns. ano lary te pronouns refren. Agar they need pracce, ching poof ‘acing, 8 ey know how fo spot an ambiguous pronoun. vitvor Ena Stage 5 SGP6 GPW 50eus SGPut To secure Understancing of ppuncuating ad forming ‘sompex sontoncos. Buld on chien’ understanding of main and suborcnate causes. Explore the {eatin and punctuation of caplex sonionces touch "fring complex sentences in easing, Wenfing the causes and discussing ‘ho punctuation, + exloring te connectives which canbe used in comoex sentences + giving chisten te experience of combing two oe twee shot Smeto fertonoos into a complex saronco; + aching chien to separtea complex sentence ito to oes shor, Simpl sentences ‘+ idorihing man and subote clauses in comin tng n nreasng range of suborinatng connect 4 punctating complex sentences ences ‘Ongcing workin reading Rt Sno 5s 5m Toread widely a now about fon somes. Tove and ovate. nontion boks, ‘Cire shcud now be bacon acve readrs who read with understanding and pret x arange cf purpose. Teach and encarag thn “develop a knowledge of authors and swap recommendations: 1 ceveig a nouladge of gore, shat they can begin o cent thos hey ‘a mos appoaing. + maka use af vary ofronfcton books all cucu areas and to further leurs intents + fecout as much a they can aout» bak fiction of norton) before thay togin oad it and evalate he bak er wing il, ope an gene, ‘auslence, purpose, ay and organisation before beginning Wo ead t propery 1 Skin read tents for it and sean them for specie words and pases: {hoop a eacng log wth corments, cbeervatons and reacts dng reading 38 wel 38 reviews of books Yee ator reading, visvor Ena Stage 5 ‘Ongoing workin wing ‘ScPw7 | Torevewandredrat | Chloren shouldbe expacied io proof read al of hak werk befor they expect Sind wrangling proot Iso to read roo! reading shou include roading th tox a act eur Bot resin. ‘heck or sense: ‘heck lr beet cole o wards and sontence typos: check or speling eros checker punctuation errs Tosct as response | Redatng writing ot about copying tout h neat handwriting, but about improving para te evaluate own Sand other uring ‘ili, chron need Geecton so they understand wnat oimrovs This can Insude: * rofrenca fo the suocoos crea agreed othe poco of work 4 fofterce fo personal age {fearing gto cma of he story to use more sensos; cr tha begrring of the sory to ncade a ok, ore and ofthe stony oad 2 Nit “The use of response panners isa valuable ldo chiren's develepmestinwetng Rosponso parbors avo ached fo: ‘ead plans, cafs and final dts and comment constructively (as fr prot reading. + ison to oral plans for, and orion of pleco of writing and commont constuctely visvor Ena Stage 5 Ongoing workin speaking andlistering ss6 “To adapt the sve and | As cle read loud in groups tothe cass and in performances, hap them to pace craasingforthe | understand the reed to change hese and volume of he roading i adapt for Soprcpriste audience | the ausence toy are reading kr ‘GP | Tovse pincvation to | As dren read lous, chock hat they are using punchtion To guide lone. 080 onan. Tak oxplety about ‘ibe dierent funcns ofthe punctuston marks {ow wo resgona to tho punctuation marks in reaang how te punctuation marks lp ut ae readors to makoeonso ofa sontonc, su For chisrento speak | Across he curiculum, whan you have ass and group dscussions,encourane 5sl3 conidony anc make | eon to: 585 fffecive contbutons in |" + tak conierty and ten carefuy ina rnge of contents; 587 ‘you and class describe events and tak wih ncveashg cry, rors scissors, 1 apo and oxganiso as sary when speaking: ash estos to develop ideas and extend uncerstandls, {ake deren oles and esponsibiies win group vitvor Ena Stage 5 Coe mage ar cy Dense ene Fearreenser i noe eal ees Saree eal Le) Unit 1A: Stories by significant writers Reading and analysing stories by significant children’s writers then planning and writing stories Context ‘This is the fst of nine units fr Stage 5. You should expec to cover woke. ‘Texts needed + Trx00 or four shor stores or exacts om ongor work by sgifeant laren’ witers, Try to inte a mixture felatsie and mosern wire, You il news tchave extrac ofthese stories enlarged for al chien to share, or lip copies + The video, DVD or taped rading of one ofthe tots isa use addon, + Aclass novel, which ie chaplar book tat you can road gradual trcughout tho unt. Yu should xpactto rad italoud tothe chieton, ether wih tho Chidren sel string, or them flong th oan opis. + range a books tht te elden ean ead wh inoasng Independence utine: ‘cir wi read and desu varia of stories fist enjoying the texts as racers, then reading as writers and analysing featres of he et. Then they wil an ‘and tea slr base on one of btext you Nave read and anand unis 6ach torr (on, pons, ptr an pays). Timo suggested fr bis unit 4 vitvor Ena Stage 5 ° Phonics. spong and Vocabulary | Grammar and Punctuation werk fr Stage 5 Term 1 ‘sPevi0 To investigate th afect of sufxes and protiss ‘Ask chikront st the suis and profes they ae fair wah. Are thy aware thal, vary ready spoakig,sufees aie he word class of 2 word ad profxos ate te meanrg? Explore the rath ofthis statement by exploring, fo exam: + ways of crating oppostes by adding peor sf (most commonly done ‘wah, un (und), de dostbise) os (cs0b0y) n(n Dacaresirbtore ‘words Boganing wit regula: before words bagining with tga) ‘and im betore words begining wih p (mpossbie), Some chigren may ‘Woogie hat Rope and hopeless are poste, but bs is an irogular sate + ays of tring nouns io asectves ~ done most wih suf (2g. 26 (comfonsbi) fear); + ays of making comparive adicties ~ often done ith eufies rand est (©, colt cote, coldest) Ask chiden o explore oer sts of ‘compares ane superna neuding those wnicn dont use autixas (rove boat most beau) and thoee of irequlr adjectives (4g. good, ‘eter, bet, visvor Ena Stage 5 SPSV16 | Tocoloctsyneryms | Extend tho work on comparativo and suparive adjectives to inude discussion on and oppostos and | using ajoctves to desoibe shades of mean, ‘xplre shades oF ‘moating Discuss the ferences between prooressons ike: good bei best wih 2 BE good, ‘ute good, good, vary good and entremely good and equivalent ike adequate, fr, (ood, excelent cutstandig. Ask cide to make ferent ladders show shaces ‘Stmesring expressed in compara and euperstvee, mosiedacechvee and Space acjantves. ‘Ask thom to lookout forthe loon kind of usages in ho reading (anc point out {hat thore aro soe cates wher tho empofoms aro mor afectve}. \Wnen chain of shades of meaning nave been made, discuss wheter er nt hey {teal synonyms, Or antonyma. Can chien find synonyms and anton or atch tthe werd nthe hain? Exten ther uncerstandig tat synonyms are arly tue synonyms, cause in

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