Scheme of Work – English Stage 6

Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English Stage 6. Learning objectives for the
stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended teaching order, but you are free to teach objectives in any
order within a stage as your local requirements and resources dictate.

The scheme for English assumes a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of
each unit for Stage 6 can be seen in the table on the next page. The scheme has been based on the minimum length of a school year to allow flexibility. You
should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.

Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work as ongoing
work across Stage 6. These ongoing learning objectives are followed by the learning objectives for the topic of the unit, and related grammar and vocabulary.
(Learning objectives are given using their curriculum framework codes and a summary rather than following the precise wording in the curriculum framework).
Activities and resources are suggested against the objectives to illustrate possible methods of delivery. In the fiction and non-fiction units, these include more
general activities that can be carried out at any point across the unit to reinforce learners’ skills.

There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Primary. They have been created solely to provide an illustration of
how delivery might be planned over the six stages. A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school
can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary support site. Blank templates are also available on the Cambridge
Primary support site for you to use if you wish.

Two sample lesson plans (short-term plans), with suggested resources, are included in Appendix A at the end of this document.

Cambridge International Examinations is not responsible for the content of materials or websites recommended in this document. All website references were
accurate at the time of writing. As websites may be changed and newer, better websites are being created, teachers are advised to check all websites before using
them and encouraged to actively search for appropriate new online resources.

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Overview
Nine units of work are suggested for Stage 6. In each school term there are three units: fiction, non-fiction and poetry. The range of topics suggested is:

Term
Focus TERM 1 TERM 2 TERM 3
Fiction Unit 1A: Stories with familiar settings Unit 2A: Traditional tales and stories Unit 3A: Stories by significant children’s
(40% of teaching Reading and analysing extracts from from other cultures authors
time) classic children’s fiction, then planning and Reading and analysing longer established Reading and analysing stories in which time
writing an episode in the same style. stories, including suspense. plays a significant part, including those by
significant children’s authors.
Non-fiction Unit 1B: Biography and autobiography Unit 2B: Argument and discussion Unit 3B: Non-chronological reports
(40% of teaching Reading and analysing biography, Reading and analysing discursive, formal Reading and analysing reports and
time) autobiography and journalistic writing, then writing. explanations in formal and informal writing.
imitating the styles of writing.
Poetry Unit 1C: Poems in familiar settings and Unit 2C: Poems by significant poets Unit 3C: Poems by significant poets and
(20% of teaching plays Reading and discussing a range of poetic with language play
time) Reading and discussing classic poetry and forms. Reading and discussing a range of poetic
part of a Shakespeare play. forms and themes.

For learners to become more proficient in English skills it is important that they keep revisiting and consolidating skills in different contexts. For this reason, many
of the learning objectives are revisited in different ways in different units. This gives all learners the opportunity to grasp the ideas involved. Within each term, the
order in which units are taught is not important – the level of expectation is consistent across all three units. It is important, however, that you should teach the
Term 1 units before the Term 2 units, and the Term 2 units before the Term 3 units.

The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in earlier stages, and the skills and
understanding developed in Stage 6 are important for learners to make good progress in subsequent stages. If the Stage 6 level of work is not appropriate for the
learners in your class, it is recommended that you use ideas from the Stage 5 units of work and seek to plan appropriate extension activities that aim to consolidate
learning and extend thinking and learning: comparable texts are often studied in each stage, so matching a text type with the appropriate learning objectives is
usually fairly easy.

V1 7Y01 English Stage 6 2

Key prior knowledge expected for these units is that learners can:
 apply effective strategies to tackle unfamiliar words in reading
 identify syllables, prefixes and suffixes in multisyllabic words, and use this information in spelling and reading
 find strategies to decide how to represent unstressed vowels in polysyllabic words
 use conventions of standard English when writing
 recognise and respond to all punctuation marks
 recognise all tenses of most verbs
 use pronouns and prepositions accurately
 have an understanding about punctuating complex sentences
 use joined-up handwriting in all writing and use appropriate handwriting for the audience and purpose of a piece of writing
 adapt the pace and volume when reading aloud for the audience and purpose.

In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include
resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are given at the beginning
of the unit. The availability of large print and picture book texts is never assumed, although many are available and you will be able to teach more effectively if
learners can see and read the text. It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general
discussion and analysis.

V1 7Y01 English Stage 6 3

Ongoing work
The learning objectives listed below should be taught, reinforced and developed throughout the entire school year.
You may wish to allocate time each day to teaching these learning objectives, or you may prefer to allocate a set amount of time each week.

Ongoing reading
Framework Summary of learning Suggested activities
codes objectives

6Ro3 Develop as active and Throughout the year, encourage learners to read widely, increasing their knowledge of modern and classic fiction
6Rw6 articulate readers. and authors. Encourage them to:
 keep a reading journal (as they did in Stage 5) to record their responses to texts, as well as predictions,
character diaries, sketches and ‘new vocabulary’ work
 develop a vocabulary to discuss what they read, which should include recognition of theme, language use and
literary style as well as language to discuss their preferences; they should always expect to illustrate their
ideas with references to, and quotations from, the texts.

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 Ongoing spelling
Framework Summary of learning Suggested activities
codes objectives
6Wo1 Continue to learn words, Give learners regular opportunities for exploring and investigating spelling patterns, in particular those they have
6Ws1 apply patterns and made use of in their own writing. Encourage use of strategies such as:
6Ws2 pursue accuracy in  using known spellings to work out the spelling of related words
6Ws3 spelling.  buildings words from syllables, prefixes, suffixes, recognised spelling patterns
6Ws4  remembering common letter strings which have different pronunciations
6Ws5 Investigate spelling  using visual skills to check on the likelihood of a particular spelling of the word
rules and exceptions,  making choices when representing consonants, e.g. ch/ck/k/ke/que; ch/tch; j/dj/dje.
including developing
knowledge of word To support these strategies, include lessons on:
roots, prefixes and  revising known prefixes and suffixes and learning new ones, e.g. aero-, aqua-, bi-, -cede, -clude, con-, cred-,
suffixes. duo-, -logy, hydro-, in-, micro-, oct-, photo-, -port, -scribe, -scope, sub-, tele-, tri-, ex-
 identifying word roots and finding derivations, e.g. sign, signature, signal
 investigating patterns of single and double consonants at the end of words, e.g. -ful and -full
 transforming meaning with prefixes and word class with suffixes.

Once learners have learned to spell a word, insist that it is properly spelled on all occasions.
6Rw12 Develop an increased The study of the development of the language should be a major part of Stage 6 work, especially linked to the
6Ws6 understanding of word reading of more classic texts. Learners should:
origins and changes in  know how to use an etymological dictionary and understand what they are finding out
meaning over time.  use their knowledge of suffixes, prefixes and word roots to work out the meanings of words
 research the origins of proper names and places, the months of the year and the days of the week
 recognise the meaning of old fashioned words such as hither and yonder and know that words such as want
and approach have changed their meanings over the years.
6Wa3 Explore definitions and Continue the work from Stage 5 in exploring shades of meaning, but include words other than adjectives. Focus
shades of meaning. on verbs, adverbs and nouns.

Explore new words in As learners find new words which have a precise meaning in their reading, they note them and consider how they
context. are used and how the meaning would be precisely defined.

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 Ongoing grammar
Framework Summary of learning Suggested activities
codes objectives

6Rv2 Understand conventions When they are writing formal English, it is important that learners use it accurately. Common errors include:
of standard English.  agreement of pronouns and verbs (in particular with the verb to be, e.g. we was, I were)
 using adjectives instead of adverbs (e.g. I was real excited)
 incorrect part of a verb used (e.g. I seen)
 double negative (e.g. I didn’t have no)
 using them instead of those (e.g. I liked them gloves).

Give opportunities to proofread and correct errors like these. Point out the variety of English in different texts and
text types you study – in some, the writing is more formal than in others.
6Ro2 Revise all word classes. Learners should now be familiar with the word classes: noun, adjective, pronoun, verb, adverb, preposition and
connective. Check that they can identify words in all of these classes in a sentence.

Talk about how understanding of each of the word classes can be used to improve a text.
6Rv3 Revise the grammatical As learners meet different text types throughout the year, revise the language and structural conventions of each
and language text type. They have all been introduced in previous stages.
conventions of different
text types.

6Wt5 Develop control of Learners should be able to identify main and subordinate clauses. Demonstrate how changing the order of the
6Wp1 complex sentences, clauses subtly changes the meaning of a sentence.
6Wp2 manipulating the clause  Make sure they know how to punctuate complex sentences.
6Wp3 order for effect and  Explore the impact of a sentence by changing the connective in the sentence.
6Wp4 punctuating the  Extend understanding of shades of meaning to connectives. Although a group of connectives may be linked as
6Ws7 sentences properly. ‘additional information’ connectives, their meanings are often subtly different. They need to understand and
use a wider range of connectives in clarifying relationships between ideas, e.g. however, therefore, although.
Investigate meanings  Learners also need to learn that certain connectives are associated with different text types and use them to
and spellings of structure the text, e.g. furthermore, nevertheless and moreover are associated with persuasive/argument
connectives. texts, and similarly, whereas and on the other hand are associated more with discursive texts.

V1 7Y01 English Stage 6 6

6Rw13 Secure the use of all Learners need to secure accuracy in:
6Wp5 punctuation marks in  punctuating direct speech
writing and use them to  making appropriate use of the apostrophe in contractions and to show possession, but not in possessive
guide intonation in pronouns or plurals – focus on it’s and its.
reading.
Introduce through reading:
 the colon and semi-colon
 different ways of marking parenthetical information (asides), i.e. brackets, parenthetical commas and dashes.

Ongoing writing
Framework Summary of learning Suggested activities
codes objectives

6Wo2 Use IT effectively to Teach learners to use the resources of IT programs to edit their work. The practice of using IT only for publication
prepare and present is a limited one; encourage them to use IT for their first draft of a piece of writing so that they can use all of the
writing for publication. editing tools to redraft their work.
6Wo3 Use a legible and fluent Emphasise handwriting rules, for example:
handwriting style that is  form letters correctly
best suited for the task.  all letters should slope the same way
 avoid spacing letters too far apart.

Look at the different styles of handwriting used for different purposes, for example:
 writing a quick list
 writing a heading
 writing a letter.

Learners practise handwriting in different styles.

6Wa8 Use the language and Learners use their reading and knowledge of text type and genre as models for their own writing.
6Wa12 structural convention of
whichever genre or text In all curriculum areas, remind them to use the knowledge they have gained about the different text types.
type they are writing.

V1 7Y01 English Stage 6 7

 Ongoing speaking and listening
Framework Summary of learning Suggested activities
codes objectives

6SL1 Speak confidently and Across the curriculum, when you have class and group discussions, encourage learners to:
6SL3 make effective  vary the vocabulary, expression and tone of voice to engage the listener
6SL4 contributions in group  speak confidently in formal and informal contexts
6SL5 and class discussions.  pay close attention to what others say, following up their ideas and asking thoughtful questions
6SL6  help to move group ideas and discussions on by summarising, clarifying and encouraging others to join in with
6SL7 the discussion.
of Work – English stage 6

V1 7Y01 English Stage 6 8

Unit 1A: Stories with familiar settings
Reading and analysing extracts from classic children’s fiction, then planning and writing an episode in the same style

This is the first of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is four
weeks.

Outline:
Learners will read and discuss some classic fiction, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will
plan and write an episode from the story based on the author’s style.

Resources needed:
 At least one class novel to study and enjoy as well as extracts from others. You will need to have extracts from these stories enlarged for all learners
to share, or multiple copies.
 The video, DVD or taped reading of one of the texts is a useful addition.
 A range of books, including classic literature, which learners can read with increasing independence.

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 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
6Ro1 Keep a reading journal As well as sharing a book with the class, encourage groups and individuals to read other examples of classic
6Ro3 to explore the language children’s fiction. Learners keep a reading journal in which they record, for example:
and effects in the book.  their reactions to characters and events
 reflective writing in the role of one of the characters (e.g. a diary)
 predictions and questions about the plot
 summary statements about the plot development in each chapter
 a review of the book read, together with recommendations for others to read the book
 examples of successful and evocative sentences
 examples of unfamiliar and archaic language use
 examples of other language use related to recent discussions.
6Ro3 Become familiar with Encourage learners to read widely, maintaining an awareness of common themes and treatments of the themes
classic children’s both in books by the same author and in books by different authors.
authors.
6Rx2 Use extracts from In addition to reading an entire novel together, it may be helpful to use extracts, for example of books that some
6Ri2 classic fiction to extend individuals and groups of learners have read. Extracts can provide useful comparative studies when you are
6Rv8 ability to make exploring the works of one author or how different authors treat a common theme.
inferences and use
explicit and implicit Once an extract has been read together, work together to try to infer what you can about the characters and
information – based on events in the book using a mixture of explicit and implicit information.
information at more than
one point in the text. It is helpful if some members of the class have read the whole book so that they can help to put the extract into
context, but you can teach all of the learners to make good guesses about an extract from a text.
Be aware of how the
context impacts on a
reader’s understanding
of the text.

V1 7Y01 English Stage 6 10

 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
6Rv5 Consider why authors Choose some successful examples of first person narrative to share with learners. Discuss why the author chose
sometimes choose first first person narrative and explore what a narrator might gain and lose by adopting this technique. Consider, for
person narration. example:
 How many people’s thoughts can a first person narration reliably show? Is this an advantage or a
disadvantage?
 Can first person narratives tell you what is going on when the main character is not present? Is this likely to be
a problem?
 Do you get to know a character better when the book is a first person narrative? Discuss why.

Once learners have read and considered first person narratives, ask them to consider whether other books they
know and have enjoyed would have been more or less successfully told if there was a first or third person
narrative.
6Rv7 Take account of Remind learners of the work they have done previously in identifying the point of view from which a story is told
viewpoint in a story and and the point of view character. Then consider the narrator. Is the narrator the point of view character? Is the
distinguish between narrator part of the story, or is the narrator further back and commenting on the story? Ask them for evidence for
narrator and author. their answers to these questions.

Then consider the author. What is the author’s role? Compare it in those stories in which the narrator is a
character in a story with those in which the narrator stands back from the story.
6Rw8 Consider how chapters Talk about the chapters in a book that have been read together. Consider how the chapters built up and
are structured and developed to create the story.
linked.  Did each chapter contain a little, complete story, so that the story was made up of episodes?
 Did all the chapters end with a cliff hanger so that each one ended in the middle of a plot development?
 Did they all tell one complete story without any episodes?
 Did they all tell the same story, or did sub-plots develop alongside the main story?

Once the book that is being shared together has been read, ask learners to consider other books they have read
and enjoyed and to compare the structure of chapters.
6Rw8 Consider how Consider the development of paragraphs. Learners should, by now, be able to point out the reason for an author
paragraphs and starting a new paragraph, but can they always explain what causes the beginning of a new chapter?
chapters are structured
and linked. Can learners find any new reasons for starting a paragraph that they haven’t considered before? They should be
familiar with new paragraphs marking change of time, place, person or action. Are there other reasons?

V1 7Y01 English Stage 6 11

 Unit 1A: Stories with familiar settings
Framework Summary of learning Suggested activities
codes objectives
6Wa12 Plan to write an Reread part of a classic children’s fiction book that is being shared with the class. Think of an alternative event,
6Wt1 extended story using episode or outcome that you think would be interesting to discuss. Introduce it to the class, rereading the relevant
classic fiction as a part of the story, and discuss how your alternative/extension episode might work.
model for writing.
Model using a mind map to record ideas about characters, setting and plot development, and demonstrate how
you can make choices from the mind map to inform your planning.

Let learners make their own mind map to record their ideas and then select from the ideas to inform planning.
6Wt2 Use paragraphs and Before learners begin to write, ask them to do a flow chart recording the main ideas in each chapter (or
chapters to structure a paragraph). Remind them of the need to use paragraphs and chapters carefully in order to structure the pace of
story. the story.

Before they begin to write, revisit the work you have done in previous terms when discussing the importance of
opening and closing statements and events in a story.
6Wa2 Write a story. Once learners have planned their story, they begin to write it. Share the success criteria:
6Wa12  add new scenes or alternative events to an existing classic story
6Wt3  write in the style of another writer
6Wt4  use paragraphs successfully to structure their story and control the pace of development
 include a variety of sentence structures to interest the reader and control the information given and the pace of
the story.

V1 7Y01 English Stage 6 12

 Grammar and vocabulary for Unit 1A
Framework Summary of learning Suggested activities
codes objectives

6Rw2 Explore proverbs, sayings and Collect proverbs from reading and other sources (including TV and films). Discuss the differences between
figurative expressions. proverbs and idioms. (Idioms are common sayings whose words can’t be directly translated, whereas
proverbs are short pithy statements with a moral message.) Challenge learners to find pairs of proverbs
which give contradictory messages (e.g. many hands make light work and too many cooks spoil the broth).

Encourage them to keep a record of proverbs when they meet them. Look also for proverbs from the place
where you are living. They occur in most cultures.

V1 7Y01 English Stage 6 13

Unit 1B: Biography and autobiography
Reading and analysing biography, autobiography and journalistic writing, then imitating the styles of writing

This is the second of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
four weeks.

Outline:
Learners will read and discuss some biographical (including journalistic) texts, first enjoying the texts as readers, then reading as writers and analysing features of
the text. Then they will plan and write biographical texts (including journalistic texts).

Resources needed:
 A range of newspapers.
 Extracts of biographical and autobiographical works.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the class, either with learners
simply listening, or with them following in their own copies.
 A variety of books, including classic literature, which learners can read with increasing independence.

V1 7Y01 English Stage 6 14

 Unit 1B: Biography and autobiography
Framework Summary of learning Suggested activities
codes objectives

6Ro1 Keep a reading journal During this unit, encourage learners to keep their own reading journal, which should include a commentary of what
to explore the language they are reading.
and effects in the book.
6Rv4 Examine the style, Read a range of biographical texts, including biography, autobiography and newspaper stories about people. Ask
language and impact of groups of learners to use Venn diagrams with three overlapping circles to record the similarities and differences
a range of non-fiction between the texts. Questions for them to consider include:
writing, particularly  What is the purpose of the text?
biography and first and  What is the point of view of the author?
third person narration.  How much do the texts tell us about the thoughts of the person and of other people?
 How much do we learn about the actions of the person?
 Which would they rather read?

Once they have considered the bigger issues, some learners may also look at language:
 What tense are the texts written in?
 Are they first or third person? Why?
 What kind of language are they written in? Is it more formal or ‘chattier’? Why?

Groups compare what they have written and be prepared to justify it to others.
6Rx1 Examine the style, Once learners have read and looked at the range of biographical writing, they look more closely at each of the
6Rv5 language and impact of separate types and consider its purpose and structure. The purposes of biography, autobiography and journalistic
a range of non-fiction writing are very different so encourage them to first consider whether the purpose of the text they are reading is,
writing, particularly for example:
biography and first and  to inform
third person narration.  to entertain
 to make the reader like/dislike the subject of the piece
 to explain why the subject did something
 to tell us about the whole life of the person
 to tell us about an episode in the life of that person.

As they read, also encourage them to look out for examples of facts and opinions and sentences where fact and
opinion are combined to make the reader think that the whole sentence is fact.

V1 7Y01 English Stage 6 15

 Unit 1B: Biography and autobiography
Framework Summary of learning Suggested activities
codes objectives

6Rw8 Look at how paragraphs, As learners read the different kinds of biographical text, they consider the use of paragraphs, headings and
6Rv4 chapters and headings chapters:
are used in biographical  Are these used more like they are in fiction or non-fiction? Why?
texts.  What are the reasons for starting new paragraphs?
 Is the text chronological or not? How is the passage of time signalled?
6Rv4 Consider features of Focus particularly on journalistic style when writing biographical texts.
journalistic style when  Where in a newspaper do you find biographical stories? (Look both in obituaries and in ‘human interest’ news
writing biographical stories, particularly in weekend newspapers.)
reports.
Discuss how newspaper biographical stories differ from other biographical texts.
 Consider the purpose and audience of the writing.
 Discuss the fact that the story rarely covers someone’s whole life, but focuses more on an event in it.
 Look at how the journalist indicates their opinion about the person. This can include the choice of event, what
is quoted, heading and sub-headings. Ask them to find examples of journalistic biography where the
journalists liked and didn’t like their subject. How do we know?

Look at journalistic writing. How is it different from the writing in a book? Look, for example, at:
 the level of formality
 the use of slang, idiom, clichés, etc.
 the number of sentences in a paragraph
 the fact that the writing is often condensed to get a lot of facts and opinions into a short space
 the relationship between the journalist and the subject; the journalist may never have met their subject and is
likely to be giving the opinions of other people.
6Wa6 Develop skills of writing Reread autobiographical writing. Ask learners to think about an event in their own lives that they would like to
biography and retell as autobiography. Remind them of the key features of autobiography:
autobiography.  a first person retelling, which means we can know about the thoughts, intentions and motivation of the writer; if
we don’t have this information, we may as well be reading biography
 the importance of including details to enliven the text for our readers
 the importance of choosing an event or episode that may be of interest to others.

When they have selected their episode, ask them to tell it as an anecdote to another learner or group of learners.
By talking their text, they will practise language structures at the same time as they are ensuring that the
anecdote is interesting to others.

V1 7Y01 English Stage 6 16

 Unit 1B: Biography and autobiography
Framework Summary of learning Suggested activities
codes objectives

6Wa6 Develop skills of writing Reread biographical writing. Before learners can do any biographical writing, they need to research their subject.
biography and Their biographies could be about:
autobiography.  each other, perhaps focusing on the events that another learner has already written about in an
autobiographical text
 other people in the community who they can interview
 their favourite authors or poets
 people linked to a history topic you are studying.

Before they write their text, they:

 research the subject as fully as possible, interviewing live subjects where possible and using books and the
internet to research those they can’t interview
 plan their text carefully and chronologically, deciding which events to include and which to leave out; they can
use a flow chart to plan a biographical text
 decide what their viewpoint is going to be
 tell their text to another person in the form of a narrative.
6Wa4 Use journalistic writing to Ask learners to reread journalistic biographies to revisit the key features of the style.
write reports.
Decide together which event you plan to record. It should be an event either from school or from the local
community (or sporting events) which learners know a lot about.

Ask some of the learners to be supporters of the chosen subject and others to be more critical of them. Let the
different camps share ideas before they begin to plan. Learners can plan their reports using a flow chart, but
remind them that they will want to write shorter paragraphs, so they will need more boxes on their flow chart.
6Wa1 Know the success Before learners begin their writing, make/generate the success criteria so that they are clear:
6Wa6 criteria for their writing.  write a text of the type required which contains its key features
6Wa7  organise their writing into paragraphs appropriate to the text type
 make the purpose, audience and viewpoint of the writer clear
 include powerful verbs and specific nouns to enliven their writing.

V1 7Y01 English Stage 6 17

 Grammar and vocabulary for Unit 1B
Framework Summary of learning Suggested activities
codes objectives

6Rw2 Explore proverbs, Collect proverbs from reading and other sources (including TV and films). Discuss the differences between
sayings and figurative proverbs and idioms. (Idioms are common sayings whose words can’t be directly translated, whereas proverbs are
expressions. short pithy statements with a moral message.) Challenge learners to find pairs of proverbs which give
contradictory messages (e.g. many hands make light work and too many cooks spoil the broth).

Encourage them to keep a record of proverbs when they meet them. Look also for proverbs from the place where
you are living. They occur in most cultures.

V1 7Y01 English Stage 6 18

Unit 1C: Poems in familiar settings and plays
Reading and discussing classic poetry and part of a Shakespeare play

This is the third of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
two weeks.

Outline:
Learners will read and discuss a variety of poems, considering the language used. They will read and perform part of a Shakespeare play.

Resources needed:
 Poetry anthologies including classic poetry. You will need to have some of the poems enlarged for all learners to share, or multiple copies.
 A schools’ version of a Shakespeare play, together with a story synopsis. Choose one of the more popular plays (e.g. Macbeth, A Midsummer Night’s Dream,
or Twelfth Night) and one with a storyline which learners will appreciate. Ideally, show a DVD or video of the play or take the class to a live performance.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the class, either with learners
simply listening, or with them following in their own copies.
 A range of books that learners can read with increasing independence.

V1 7Y01 English Stage 6 19

 Unit 1C: Poems in familiar settings and plays
Framework Summary of learning Suggested activities
codes objectives

6Ro3 Read and enjoy classic
poetry and develop
familiarity with the poets.
Let learners browse through a range of classic poems. Work in groups with learners and discuss:
 Likes and dislikes. Did you like/dislike the poem? Why? Were there certain words or phrases that you
liked/disliked?
 Effects. What effect does the poem have on you, the reader?
 Pictures. Does the poem paint a picture in your mind? How?
 Patterns. Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.
 Words. Which words and phrases were particularly effective? Why?
 Interesting things. What else would you like to say about the poem?

Bring some of the poems discussed by groups back to the whole class for a wider-ranging discussion and to
model good discussion for groups where this didn’t happen.
6Rw9 Read and interpret Revisit some of the shorter poems you have read and enjoyed together, in which the meanings are implied or
poems in which multi-layered.
meanings are implied or
multi-layered. Put learners into pairs and ask each pair to discuss what they think the meaning of the poem is. Pairs meet up
with other pairs to share the meanings they found in the poems, then fours can join into eights to discuss the
meanings they found.

While learners work in their groups, join each group for a short time, both to sample the interactions and to model
new ways of looking at the poems.

6Ro3 Begin to develop
familiarity with
Shakespeare.
6Ro3 Begin to develop
6Ri1 familiarity with a
Shakespeare play.
As a class, discuss what they have found out and try to agree different ways in which a poem can mean more than
at first appears.
Ask learners to research Shakespeare, using books, reference books and IT resources, including, if possible, the
internet.
Make a display with copies of the plays and possibly some easier poems, as well as pictures and information from
their research.
Introduce the chosen play to the class by using a story synopsis to tell the story of the play. It may be a good idea
to spend a while discussing the story synopsis, finding out about the characters and settings, etc.
Use drama techniques such as hot seating and freeze frames to find out more about the characters. Learners
should have a good understanding of the story before they begin to tackle part of the play.

V1 7Y01 English Stage 6 20

 Unit 1C: Poems in familiar settings and plays
Framework Summary of learning Suggested activities
codes objectives

6Ro3 Begin to develop Before trying to deal with a longer extract of the play, develop learners’ confidence and awareness of the
familiarity with a language. Choose part of the play to share with them so that they are reading the text of the play. Check that they
Shakespeare play. know how their extract fits into the story. Possibly include:
 drama techniques, e.g. chanting repeated lines together
 splitting the class into groups and allocating each of the groups a set of lines
 using rhythm and music as a backing to add atmosphere as they are reading.

Discuss the rhythms and language. Demonstrate how to begin to work out meanings for archaic and unfamiliar
words and language.

Discuss the idea that the lines should be read for the sense.

Look for rhymes so that learners begin to appreciate the poetry.

6SL8 Prepare and practise a Divide the class into small groups and give them a short extract from the play to rehearse and perform. Let them
6SL9 short performance. use scripts for their performance.

Make sure that learners know how their extract fits into the story. Tell them that you want them to:
 co-operate with the group
 use the playscript conventions to inform their reading
 read their part aloud, making sense of the words and reading the poetry.
6SL8 Contrast and evaluate Within each group, ask learners to evaluate their performances. The evaluation should include:
their own performance.  whether they worked well together
 whether each one read well, making sense of the words and reading the poetry
 how they could have improved their performance.

V1 7Y01 English Stage 6 21

Unit 2A: Traditional tales and stories from other cultures
Reading and analysing longer established stories, including suspense

This is the fourth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
four weeks.

Outline:
Learners will read and discuss some short stories, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan
and write an episode from the story based on the author’s style.

Resources needed:
 A selection of good quality short stories (some of which are from the established canon of children’s literature). These should include some suspense stories.
You will need to have some of these stories enlarged for the class to share, or multiple copies.
 The video, DVD or taped reading of one of the texts is a useful addition.
 A range of books and stories that learners can read with increasing independence.

V1 7Y01 English Stage 6 22

 Unit 2A: Traditional tales and stories from other cultures
Framework Summary of learning Suggested activities
codes objectives

6Ro1 Keep a reading journal Learners continue to keep their reading journals.
6Ro3 to explore the language
and effects in the book.
6Ri1 Analyse the success of Reread some of the stories learners enjoyed most, including at least one suspense story. Ask them to consider
6Rw1 an author in evoking a the mood or atmosphere in the story. Once they have agreed what it is, ask them to consider how the author
6Rw3 particular mood or achieved it. This might include:
6Rw4 atmosphere.  the author telling us what the atmosphere is
 the author describing the setting well enough to give us a feeling of the atmosphere
 the author’s choice of words to describe the actions and reactions of the characters shows us what the
atmosphere is.

Discuss whether the atmosphere is consistent throughout the story. If not, how does it change and how does the
author effect the change? Again, encourage learners to consider the author’s craft at this time.

Explain that most successful authors show us about atmosphere rather than tell us about it. Talk about the
difference between these two ideas, using examples from books and stories to illustrate.
6Rw3 Analyse the success of Reread a suspense story and ask learners to consider how the author creates suspense in the story. Think about:
an author in evoking  themes
suspense.  the words the author chooses to describe what the characters do and say (these don’t need to include phrases
like he was terrified, but may include phrases such as he asked with a tremor in his voice)
 the author’s use of passive verbs to hide the agent (e.g. the door opened slowly)
 the use of the conditional to warn of the impending doom
 the length of sentences to control the pace
 the use of paragraphs to build the suspense
 the ending of the story at its climax.

Once you have identified techniques together, ask learners to revisit another story and see if there are new
techniques they want to share with the class.
6Ri2 Use short stories to In short stories, the reader often has to work harder to understand the roles and relationships of the characters.
extend ability to make Encourage learners to use the techniques you worked on last term to improve their understanding of the story
inferences and use using inference.
explicit and implicit
information.

V1 7Y01 English Stage 6 23

 Unit 2A: Traditional tales and stories from other cultures
Framework Summary of learning Suggested activities
codes objectives

6Rw8 Consider how Consider the development of paragraphs.

paragraphs are
structured and linked. Learners should be aware of reasons why an author may start a new paragraph. Consider how the paragraphs
can contribute to establishing the atmosphere in a story.
6Wa12 Plan to write a short Reread a story together. Think of an alternative event, episode or outcome that you think would be interesting to
6Wt1 story creating a include, or consider how to write a related story. Introduce it to the class, rereading the relevant part of the story,
particular atmosphere. and discuss how the alternative/extension episode might work.

Model using a mind map to record ideas about characters, setting and plot development. Use different colours to
record words, phrases and ideas which might make the beginning of the story seem happy, threatening or scary.

Let learners make their own mind map to record their ideas and then select from the ideas to inform planning.
6Wt2 Use paragraphs to Before learners begin to write:
structure a story.  ask them to make a flow chart recording the main ideas in each paragraph
 remind them of the need to use paragraphs carefully to structure the pace of the story.

Before they begin to write, revisit the work you have done in previous terms when discussing the importance of
opening and closing statements and events in a story.
6Wa2 Write a story. Once learners have planned their story, they begin to write it. Share/generate the success criteria:
6Wa12  create a strong atmosphere in their story
6Wt3  use paragraphs successfully to structure the story and control the pace of development
6Wt4  use the passive voice carefully to hide the agent of an action
 include a variety of sentence structures to interest the reader and control the information given and the pace of
the story.

V1 7Y01 English Stage 6 24

 Grammar and vocabulary for Unit 2A
Framework Summary of learning Suggested activities
codes objectives

6Rw11 Introduce active and While reading from a story together, make a note of all the examples that can be found of sentences which include
passive voice. passive verbs. Reread your sentences together and ask learners what they notice about them. Establish:
 the sentences don’t always tell you who caused the action (e.g. the children were woken suddenly)
 they usually contain part of the verb to be
 the subject of the sentence is the person (or people) to whom the action was done, not those who did it.

Ask learners to collect more examples of active and passive sentences in the stories they read.

While they are collecting active and passive sentences, ask them to think about where in the story they are most
likely to occur, and why the author would use them. Link them with:
 suspense: by hiding the agent, the author is keeping information from the reader
 ignorance on behalf of the character
 the author being unwilling to digress into another subject.
6Rw5 Recognise the use of While reading, draw learners’ attention to conditionals and make a note of them. Talk about why the author may
conditionals. choose to use them. For example:
 to show possibility (e.g. if you are good we might go out)
 to hint or warn of things to come in the story (if you spend the night in that cave, terrible things might happen).

Ask them to look at the constructions of conditional sentences:

 They often include if + part of the verb to be (will, are) or to be able (can, might, may).
 They usually imply the future, when the thing that has been warned of is likely to happen.
Scheme of Work – English stage 6

V1 7Y01 English Stage 6 25

Unit 2B: Argument and discussion
Reading and analysing discursive, formal writing

This is the fifth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is four
weeks.

Outline:
Learners will read and discuss some discursive texts, reading the texts as readers and as writers, analysing features of the text. Then they will plan and write a
discursive text.

Resources needed:
 A range of discursive texts. These should include texts which are balanced and those which show a clear bias.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the class, either with learners
simply listening, or with them following in their own copies.
 A range of books and stories that learners can read with increasing independence.

V1 7Y01 English Stage 6 26

 Unit 2B: Argument and discussion
Framework Summary of learning Suggested activities
codes objectives

6Rv1 Recognise key Introduce discursive (discussion) texts. Remind learners of the work they have previously done on persuasive
6Rv6 characteristics of non- texts, where the purpose of the text is to persuade the reader to do/believe something. Explain that the purpose of
fiction text types. discursive texts is to present both sides of an argument in order for the reader to be sufficiently informed to make
up their own mind.
Identify features of
balanced written Although some discursive texts show a definite bias, they still give arguments on both sides.
arguments.
Read some discursive texts together. If possible, make sure that the discursive texts you supply have different
structures:
 texts in which all of the points for one side of the argument are followed by all of the points from the other
 texts in which each separate point is examined in turn from both sides of the argument.

Ask learners to use different coloured highlighter pens to highlight points made on both sides of the issue.

Which way of organising a discursive text do they prefer? Ask them to explain why.
6Rv6 Identify features of Once learners have read and discussed a variety of discursive texts which are balanced, introduce some texts in
balanced written which a clear bias is shown. Ask them to consider how the bias is demonstrated. Look, for example, at:
arguments.  the order in which the points are introduced
 the opening and concluding sentences
 the connectives used
 the choice of verbs, nouns, adverbs and adjectives
 any overt expression of opinion
 the way in which the writer refers to people who take their point of view.
6Rv6 Identify features of Look more closely at the language of discursive texts. In particular:
balanced written  focus on the connectives used to introduce the different opinions (e.g. on the one hand … but on the other;
arguments. although; if… then; nevertheless; however; furthermore; moreover)
 consider the level of formality of the text and the features of formal texts (including longer, more complex
sentences; the choice of vocabulary; the use of passives).

V1 7Y01 English Stage 6 27

 Unit 2B: Argument and discussion
Framework Summary of learning Suggested activities
codes objectives

6SL2 Participate in a debate Introduce a controversial issue to the class (e.g. animals in captivity, a possible new school rule, an opinion about
about a controversial sports, an opinion about environmental issues, a local political issue on which they have opinions). Make sure that
issue. there are good points to support both sides of the argument.

Divide the class into two groups and tell each group which side of the argument you want them to support.
Emphasise that they don’t have to really support the idea, but they need to construct a text in support of it.

Give each group time to prepare their facts for a debate. You can decide how you want to organise the debate – it
may be one in which all learners talk, a class debate, or a series of staged debates where they can all participate
in a formal debate.

Hold the debate.

6Wa11 Argue a case in writing, After learners have participated in a debate, ask them to plan a biased discussion text, reusing the ideas and
developing points information they researched for the debate. In this text they are not expected to produce a balanced discussion,
logically and but they will be expected to mention points from both sides of the argument, promoting some and denying others.
convincingly.
The following planning methods can be used:
 Use cards and different coloured pens. Learners write each point they want to promote on a separate piece of
card. Using a different colour, they then write as many points as they can think of from the opposite side of the
argument on different pieces of card.
 Learners then match the points, reorganising the cards until they feel that the points are in a logical and
convincing order.
 On more pieces of card, learners write connectives they can use, both to connect the points and to show
which they approve of and which they deny.
 Still as part of their planning, learners can write their opening and closing sentences.

V1 7Y01 English Stage 6 28

 Unit 2B: Argument and discussion
Framework Summary of learning Suggested activities
codes objectives

6Wa5 Write a balanced report For their balanced report, learners can reuse the cards they prepared for their argument text (or you may feel they
on a controversial issue. would be better with a different subject). Remind them that this piece of writing is intended to be a balanced report,
in which the writer shows no clear bias. They may wish to reorganise their points to create a better balance.

Learners plan their connectives as well as the opening and closing statements. Before they begin to write,
generate the success criteria with them for a discursive text:
 show a good balance between the two sides of the argument or argue a case
 include well-organised points to make the case
 use appropriate connectives
 organise their writing into paragraphs
 use formal language
 have strong opening and closing statements.

Once learners have written their first draft, ask them to do the writer’s mumble and read the text aloud several
times to check:
 the text meets the success criteria
 it makes sense and the points follow each other logically
 their choice of words (Can they improve the quality of the verbs and the choice of nouns?)
 punctuation
 spelling.

V1 7Y01 English Stage 6 29

 Grammar and vocabulary for Unit 2B
Framework Summary of learning Suggested activities
codes objectives

6Rw11 Introduce active and While reading from a story together, make a note of all the examples that can be found of sentences which include
passive voice. passive verbs. Reread your sentences together and ask learners what they notice about them. Their observations
may include:
 the sentences don’t tell you who caused the action (e.g. the children were woken suddenly)
 they usually contain part of the verb to be
 the subject of the sentence is the person (or people) to whom the action was done, not those who did it.

Ask learners to collect more examples of active and passive sentences in the stories they read.

While they are collecting active and passive sentences, ask them to think about where in the story they are most
likely to occur, and why the author would use them. Link them with:
 suspense: by hiding the agent, the author is keeping information from the reader
 ignorance on behalf of the character
 the author being unwilling to digress into another subject.
6Rw5 Recognise the use of While reading, draw learners’ attention to conditionals and make a note of them. Talk about why the author may
conditionals. choose to use them. For example:
 to show possibility (if you are good we might go out)
 to hint or warn of things to come in the story (if you spend the night in that cave, terrible things might happen).

Ask learners to look at the constructions of conditional sentences:

 They often include if + part of the verb to be (will, are) or to be able (can, might, may).
 They usually imply the future, when the thing that has been warned of is likely to happen.
Scheme of Work – English stage 6

V1 7Y01 English Stage 6 30

Unit 2C: Poems by significant poets
Reading and discussing a range of poetic forms

This is the sixth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying the texts as readers, then considering the words and meanings.

Resources needed:
 Poetry anthologies including poems written in a range of forms. Try to include a mixture of classic and modern writers. You will need to have some of the
poems enlarged for all learners to share, or multiple copies.
 A tape or video of poets performing their own and others’ poems.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the class, either with learners
simply listening, or with them following in their own copies.
 A range of books that learners can read with increasing independence.

V1 7Y01 English Stage 6 31

 Unit 2C: Poems by significant poets
Framework Summary of learning Suggested activities
codes objectives

6Ro3 Develop familiarity with Let learners browse through a range of poems in a variety of forms, including:
the work of established  poems with a regular rhyme and rhythm
poets.  blank verse
 syllabic poems
 shape and concrete poems
 lists, alphabets, epitaphs, etc.

Work in groups with learners and discuss:

 Likes and dislikes. Did you like/dislike the poem? Why? Were there certain words or phrases that you
liked/disliked?
 Effects. What effect does the poem have on you, the reader?
 Pictures. Does the poem paint a picture in your mind? How?
 Patterns. Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.
 Words. Which words and phrases were particularly effective? Why?
 Interesting things. What else would you like to say about the poem?

Bring some of the poems discussed by groups back to the whole class for a wider-ranging discussion and to
model good discussion for groups where this didn’t happen.
6Ro3 Understand the Revise work from Stage 5, looking at features of poems, including:
6Rw10 language and features  their form
of a poem written by an  their structure
established poet.  their patterns of rhythm and rhyme
 any use of imagery and figurative language
 what all the words, phrases, sentences and verses mean.

Model reading some of poems aloud, reading for the sense of the poem but acknowledging the rhyme and rhythm.

V1 7Y01 English Stage 6 32

 Unit 2C: Poems by significant poets
Framework Summary of learning Suggested activities
codes objectives

6Rw10 Explore how poets Ask learners to select poems in which they think the poet has played with the meanings or the sounds of words.
manipulate and play Discuss the effect. Why did the poet make this choice? What is its impact? Is it successful? What exactly was
with words and their done?
sounds.
Can learners describe what the poet did? For example:
 a full rhyme or half rhyme?
 alliteration or assonance?
 ambiguity or pun?
 using figurative language or creating images?
 playing with the aural or visual meaning of words?

Let learners read their chosen poems aloud to each other before they explain and illustrate how the poet has
manipulated the sound and meaning.
6Rw9 Read and interpret Ask learners to look at short poems, including haiku, etc., to explore the meaning of the poems.
poems in which
meanings are implied or Discuss whether the poem simply means what it looks as if it means, or whether the poet may have had other
multi-layered. intentions. Talk about the fact that poems themselves may be metaphors for other ideas and thoughts.

Look for lines in the poems that themselves contain metaphorical ideas of language.

V1 7Y01 English Stage 6 33

Unit 3A: Stories by significant children’s authors
Reading and analysing stories in which time plays a significant part, including those by significant children’s authors

This is the seventh of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
four weeks.

Outline:
Learners will read and discuss stories in which time plays a significant part, first enjoying the texts as readers, then reading as writers and analysing features of the
text. Then they will plan and write an episode from the story based on the author’s style.

Resources needed:
 A selection of good quality short stories in which time is important, including flashbacks, time slip stories, stories which occur over a very long or short time,
and science fiction (some which are from the established canon of children’s literature). You will need to have some of these stories enlarged for all the class
to share, or multiple copies.
 A range of books and stories that learners can read with increasing independence.

V1 7Y01 English Stage 6 34

 Unit 3A: Stories by significant children’s authors

Framework Summary of learning Suggested activities

codes objectives
6Rw11 Develop the use of Continue to develop work on the active and passive voice, focusing on:
active and passive  how passive forms are constructed
voice.  when passive forms are used effectively
 why authors choose to use passive forms.
6Rw5 Consider the use of Continue to develop awareness of conditionals, including:
conditionals.  finding examples of their use
 understanding their grammatical construction
 finding different ways in which conditionals are expressed
 considering how they are used effectively by different authors.
6Ro1 Keep a reading journal Learners continue to keep their reading journals.
6Ro3 to explore the language
and effects in the book.
6Rw7 Understand aspects of Read a story together in which time is handled normally (i.e. the story develops chronologically from the
6Wa10 narrative structure, such beginning).
as the handling of time.
Ask learners to identify the way in which time is portrayed in the story. Is it explicitly mentioned, or is it implicit?
Summarise the events in
a paragraph or passage. Now read a story in which time is more problematic. Ask learners to write down all of the events in the story in the
order in which they were narrated. Learners use one box to record each event. Then ask them to rearrange the
boxes to reflect the order in which the events actually occurred.

Ask how they know the correct order for the events. They may be able to point to, for example:
 explicit statements of time (e.g. three years earlier)
 explicit statements about a character’s age (e.g. when Gran was younger)
 implicit statements (e.g. when a character who you know is 14 years old is being tucked up in bed and handed
his teddy)
 logic (e.g. if Mum has a baby now then a reference to her pregnancy precedes the birth of the baby).

As well as considering how an author creates a story out of time, ask learners to reflect on why they should
choose to do so. Reread the story and ask them why it wasn’t simply presented as a straightforward sequence of
events.

V1 7Y01 English Stage 6 35

 Unit 3A: Stories by significant children’s authors

Framework Summary of learning Suggested activities

codes objectives
6Rw7 Understand aspects of Read short stories together which involve a time slip or access into a parallel world.
narrative structure, such
as the handling of time. Ask learners to consider how the author achieves the jump into the different time, place or world. Look for clues in
the language and the actions of the people.
6Rw8 Consider how Revisit the development of paragraphs in stories where there is not a straightforward chronological sequence.
paragraphs are  Are movements in time in such stories always signalled by a new paragraph or are movements of time
structured and linked. contained within a paragraph?
 Are paragraphs used differently in non-chronological stories?
6Wa12 Plan to write a short Reread a story together in which the events are told out of sequence.
6Wt1 story with events out of
sequence. Ask learners to show the order in which the events in the story were told, and to compare it with the order in which
they happened.

Ask learners to think of another story (or a variation on the one you have shared) in which it would make sense for
the events to be told out of sequence. They plot the events in boxes and then explore different ways of
sequencing the boxes.

Learners tell their story to a response partner before they begin to write it to receive feedback on whether the
order they plan to use makes sense.
6Wt2 Use paragraphs to Before learners begin to write remind them of the work you have previously done on how paragraphs are related
6Wt4 structure a story. to time passing. Ask them to note on their paragraph plan how they plan to link the paragraphs. They write down
the actual words and phrases they plan to use. If they are moving time within a paragraph, ask them to record the
words and phrases they plan to use for those occasions too.

V1 7Y01 English Stage 6 36

 Unit 3A: Stories by significant children’s authors

Framework Summary of learning Suggested activities

codes objectives
6Wa2 Write a story. Once learners have planned their story, they begin to write it. Generate/share the success criteria:
6Wa12  tell a story in which the events are out of chronological sequence
6Wt3  use paragraphs successfully to structure their story and control the pace of development
 include a variety of sentence structures to interest the reader and control the information given and the pace of
the story.

Once learners have written their first draft, ask them to do the writer’s mumble and read the story aloud several
times to check:
 the text meets the success criteria
 the story makes sense and the events follow each other logically
 their choice of words (Can they improve the quality of the verbs and the choice of nouns?)
 punctuation
 spelling.
Scheme of Work – English stage 6
Grammar and vocabulary for Unit 3A
Framework Summary of learning Suggested activities
codes objectives

6Rw11 Develop the use of Continue to develop work on the active and passive voice, focusing on:
active and passive  how passive forms are constructed
voice.  when passive forms are used effectively
 why authors choose to use passive forms.
6Rw5 Consider the use of Continue to develop awareness of conditionals, including:
conditionals.  finding examples of their use
 understanding their grammatical construction
 finding different ways in which conditionals are expressed
 considering how they are used effectively by different authors.

V1 7Y01 English Stage 6 37

Unit 3B: Non-chronological reports
Reading and analysing reports and explanations in formal and informal writing

This is the eighth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
four weeks.

Outline:
Learners will read and discuss texts before analysing their features. Then they will plan and write sample texts.

Resources needed:
 A range of report and explanation texts written for a variety of purposes in both formal and informal language, including journalistic writing. They may be
connected to another curriculum area.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the class, either with learners
simply listening, or with them following in their own copies.
 A range of books and stories that learners can read with increasing independence.

V1 7Y01 English Stage 6 38

 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives

6Rv1 Recognise key features Give learners the opportunity to read a variety of report texts, written for different purposes and for different
of non-chronological audiences. Can they summarise the features that all of the texts have? These include:
reports.  an opening which introduces the subject
 movement from the general to the specific
 non-chronological sequence (i.e. information under a particular heading should make sense without reference
to information under a different heading)
 descriptions of different aspects of the subject, including parts, qualities, functions, behaviour or uses
 use of paragraphs
 use of headings/sub-headings
 use of tables, diagrams, maps, etc. to give information visually
 use of the present tense (unless it is a historical report).
6Rv1 Recognise key features Ask learners to consider the purpose and audience of each of the report texts they are studying. Let them write
of non-chronological notes to stick on to each text, listing:
reports.  the purpose and the evidence for the claim
 the audience and the evidence for the claim.

Ask them how they decide what the purpose and audience for each text is. Help them to recognise that the
answer lies partly in the information given, and partly in the choice of vocabulary and the kinds of sentences used.

Can they find specific examples of vocabulary and sentence structure which support their conclusion about the
intended audience?
6Rv4 Recognise the Give learners explanatory texts to read alongside the report texts. They should recognise that the key difference
language, style and between explanations and reports is their purpose: reports describe something; explanations explain how things
impact of a range of work.
non-fiction writing.
Once learners have distinguished explanations from reports, ask them to classify explanations according to their
audience and purpose, using similar strategies to those for reports.

Learners then compare their findings for the different text types.

V1 7Y01 English Stage 6 39

 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives

6Rv4 Recognise the Ask learners to find examples of formal and informal language for both reports and explanations.
language, style and
impact of a range of Can they find key differences between the two language types? Suggest that they consider:
non-fiction writing.  choice of vocabulary (formal texts tend to use harder vocabulary)
 sentences (formal texts tend to use longer, more complex, sentences)
 passive verbs (there are usually more passive forms in more formal texts).

Discuss their response as readers to more formal and informal texts.

6Wa9 Do research before Ask learners to do research linked to another curriculum area they are studying. As far as possible, give them a
writing non- choice of subjects to research and let them have access to as wide a range of resources as you think appropriate.
chronological texts These may include IT resources such as CD-ROMs and the internet.
linked to work in other
subjects. Learners may want to use a KWWL grid (see Stage 4, Unit 1B) to organise their research.

They can organise the information they plan to include in their report on a mind map, clustering and linking the
information as they plan.
6Wa10 Summarise information. As part of the their research, ask learners to summarise the information in a paragraph or text in a given number
of words. Model this first.

Remind learners that a summary is written in sentences and contains the key messages of a text. A summary is
not the same as note form, which they will be using for their planning.

Discuss the use of summarising key messages from texts as part of their research. Encourage learners to use
summary sentences to supplement their notes on their plans.
6SL3 Reflect on variations in Once learners have completed their planning, ask them to make a brief presentation to the rest of the class or to a
6SL10 speech and appropriate group, to summarise the information they have found.
use of standard English.
When considering these brief presentations, use the opportunity to discuss learners’ use of standard English.
 Is it appropriate to use non-standard English forms when making a research presentation? Why not?
 What kinds of non-standard English may be appropriate in an informal presentation? Why?
 Is it appropriate to use non-standard forms when writing a presentation? If so, when? If not, why not?

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 Unit 3B: Non-chronological reports
Framework Summary of learning Suggested activities
codes objectives

6Wa7 Use paragraphs to Once learners have planned their texts and used their presentations to reorganise points and determine the
6Wa9 structure a text. appropriate language to use, agree on the success criteria for the text:
6Wt2  have a clear audience and purpose for their text
Agree success criteria.  choose points, presentation and language which are appropriate to that audience and purpose
 include the key features of a report text
 organise the text into paragraphs, making good use of topic sentences and headings.

Once learners have written their first draft, ask them to do the writer’s mumble and read the text aloud several
times to check:
 the text meets the success criteria
 it makes sense and the ideas follow each other logically
 the vocabulary and sentence structure are appropriate for the audience and purpose
 punctuation
 spelling.

Grammar and vocabulary for Unit 3B

Framework Summary of learning Suggested activities
codes objectives

6Rw11 Develop the use of Continue to develop work on the active and passive voice, focusing on:
active and passive  how passive forms are constructed
voice.  when passive forms are used effectively
 why authors choose to use passive forms.
6Rw5 Consider the use of Continue to develop awareness of conditionals, including:
conditionals.  finding examples of their use
 understanding their grammatical construction
 finding different ways in which conditionals are expressed
 considering how they are used effectively by different authors.
Scheme of Work – English stage 6

V1 7Y01 English Stage 6 41

Unit 3C: Poems by significant poets and with language play
Reading and discussing a range of poetic forms and themes

This is the ninth of nine units for Stage 6. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is
two weeks.

Outline:
Learners will read and discuss a variety of poems, first enjoying the texts as readers, then considering the words and meanings.

Resources needed:
 Poetry anthologies including poems written in a range of forms. The poems should be linked by theme. Try to include a mixture of classic and modern writers.
You will need to have some of the poems enlarged for all learners to share, or multiple copies.
 A tape or video of poets performing their own and others’ poems.
 A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the class, either with learners
simply listening, or with them following in their own copies.
 A range of books that learners can read with increasing independence.

V1 7Y01 English Stage 6 42

 Unit 3C: Poems by significant poets and with language play
Framework Summary of learning Suggested activities
codes objectives

6Ro3 Develop familiarity with Let learners browse through a range of poems on a theme, including:
the work of established  poems with a regular rhyme and rhythm
poets.  blank verse
 syllabic poems
 shape and concrete poems
 lists, alphabets, epitaphs, etc.

Work in groups with learners and, for each poem you look at, discuss:
 Likes and dislikes. Did you like/dislike the poem? Why? Were there certain words or phrases that you
liked/disliked?
 Effects. What effect does the poem have on you, the reader?
 Pictures. Does the poem paint a picture in your mind? How?
 Patterns. Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.
 Words. Which words and phrases were particularly effective? Why?
 Interesting things. What else would you like to say about the poem?

Bring some of the poems discussed by groups back to the whole class for a wider-ranging discussion and to
model good discussion for groups where this didn’t happen.
6Rw9 Explore how poets Revisit the work from last term in which learners considered the manipulation of words and meanings in the
6Rw10 manipulate and play with poems they considered. In this unit of work learners will still be focusing on play on sound and meaning, and they
words and their sounds will be evaluating its effect.
and read and interpret
poems in which
meanings are implied or
multi-layered.

V1 7Y01 English Stage 6 43

 Unit 3C: Poems by significant poets and with language play
Framework Summary of learning Suggested activities
codes objectives

6Ro3 Consider the effect of a Let groups of learners choose two or three different poems on the same theme. You may want to guide their
6Rw9 poem’s play on words choice to include some more challenging poems with multiple meanings.
6Rw10 and meanings.
Ask learners to compare and contrast the poems. First they consider their reaction to the poems:
 Which did they prefer? Why?
 Which was the most effective poem? Which words and phrases were particularly evocative?
 Did any of the poems change the way they thought? How?
 Did the poems all have the same approach to the theme? How did they vary?

Then they consider the poet’s:

 audience and purpose
 ‘take’ or attitude to the theme
 choice of words and images
 use of metaphor, personification or simile
 choice of poetic form
 use of repeated words, phrases and lines.
6SL4 Hold discussions and Let groups of learners compare their thoughts on the poems with each other. They have discussions like the
6SL5 speak confidently. earlier class discussion, but could also read some of the poems aloud to their new partners or groups.
6Ro3 Consider the effect of a As a class, discuss whether comparing poems which are written on the same theme contributes to an
6Rw9 poem’s play on words understanding of the techniques of poets.
6Rw10 and meanings.
6Wa2 Write a poem for a Encourage learners to write their own poem on a theme they have looked at carefully. They can:
themed collection.  reread some favourite poems on that theme and read more poems
 choose a poem as a model
 draft and redraft their poem, polishing the words and ideas
 attempt to use play on words and layers of meanings as part of their own poem.

They may well want to try to use metaphors, similes or personification.

V1 7Y01 English Stage 6 44

Appendix A: Sample lesson plans

Stage 6: Lesson plan 1

Week beginning: Unit 2B: Argument and discussion Class: Stage 6

Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
15 mins 6Rw11 Explore the use of active Can I identify active and Give learners the worksheet containing examples of W ‘Active and passive
and passive verbs within passive verbs? sentences with active and passive verbs. Tell them sentences’ worksheet
a sentence. Learners could begin to that there is an example to help them with the task.
work out the differences Working with a partner, learners identify whether
and extend the criteria to each sentence is active or passive. M
include this.
40 mins 6Rv6 Identify features of Can I tell which ‘side’ is Read a discursive text together. Set up what a W See medium term D
balanced written which in a discursive discursive text is. plan:
arguments. text? In pairs, highlight the ‘for’ and ‘against’ arguments Animals in Captivity
G W
Learners can begin to within the text in different colours. (Classroom Activities)
think of features in I
Read and highlight another text independently. Animals and Us (ORT:
readiness for writing a G Stage 14 pages 12- D
successful argument. Share highlighted text with a partner.
13) ISBN978-0-19-
010995-6
Other examples of
texts
5 mins Set homework (see below). I
Organisation: details of differentiation / groups / adults’ role (linked to activities) Notes / extension opportunities / homework
Classroom assistant to work with those who require greater support. Homework: Explore stories to discover passive verbs. Collect examples to bring to next Q&A: question and
Work and discuss in a group. lesson. answer
Adult has an important role as reader so learners can listen and comment. D: discussion
O: observation
M: marked work

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V1 7Y01 English Stage 6 46
Stage 6: Lesson plan 2

Week beginning: Unit 2B: Argument and discussion Class: Stage 6

Timing Framework Learning objectives Success criteria Activities Resources Evidence of
ref. (see notes below re. differentiation details, etc.) achievement
W: whole class; G: group; I: Individual
Description W/G/I
10 mins 6Rw11 Explore the use of active Confirm these in light of Discuss homework to pull together ideas of what W Examples from D
and passive verbs within grammatical characterises the passive voice. homework and pre-
a sentence. understanding. prepared examples
20 mins 6Rv6 Identify features of Learners can identify the Work in pairs to highlight the ‘for’ and ‘against’ G Two prepared texts M
balanced written ‘for’ and ‘against’ arguments within the texts. organised in the two
arguments. arguments and can In addition, learners also identify where active and ways, as in medium-
comment on how they passive statements are used within the texts. term plan
have been organised.
Discuss:
W D
 how each text is organised
 which text they prefer and why
 for what purpose the writer has chosen to use
passive verbs.
30 mins 6SL1 Express and explain Learners to self-identify Ask learners how they think ideas should be W Prompt sheet with the D
ideas clearly, making the success criteria for organised when presenting an argument. issue as a heading
meaning explicit and this learning objective. Use learners’ feedback to create success criteria for
respond to guidance 6SL1.
about, and feedback on,
the quality of Give learners a controversial issue to discuss.
G O
contributions. In pairs, learners split into ‘for’ and ‘against’ and
generate content for their argument.
Organisation: details of differentiation / groups / adults’ role (linked to Notes / extension opportunities / homework
activities)
This is one activity where pairings can be mixed ability, so the whole activity is Next session: Q&A: question and
inclusive. answer
 Firm up success criteria suggested at the end of this session.
D: discussion
 Re-pair learners so ‘for’ works with ‘for’, ‘against’ with ‘against’. Learners to compare
arguments and make improvements. O: observation
 Organise a live debate – an ideal opportunity to assess achievement. M: marked work
 Learners can comment in original pairs about how they did, sharing ideas on a
prompt sheet as a record for teacher to review.

V1 7Y01 English Stage 6 47

 Stage 6

Active and passive sentences

The boy was buying a banana.

The verb in this sentence is in the active voice.

The banana was bought by the boy.

The verb in this sentence is in the passive voice.

Read the sentences below and decide which ones are active and which
ones are passive.

 The dragon was eating the knight.

 The cat was being stroked by the evil professor.
 The girl was riding the horse.
 The father was hanging out the washing.
 The lamppost was being sniffed by the dog.
 The teacher tripped over the football.
 The antelope was mending the bicycle.
 The broom was being flown by Hari.
 The phone was being used by Mr Feroush.
 The child was opening the present.

V1 7Y01 English Stage 6 47 48