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Year 5 literacy planning

Narrative plays and scripts
19–20 weeks
UNIT 1
Novels and stories by significant children's authors
*
(4 weeks)
UNIT 2
Traditional stories, fables, myths, legends
*
(4 weeks)
UNIT 3
Stories from other cultures

(3 weeks)
UNIT 4
Older literature

(3 weeks)
UNIT 5
Film narrative
*
(3 weeks)
UNIT 6
Dramatic conventions
*
(2–3 weeks)
Non-fiction
12–14 weeks
UNIT 1
Instructions
*
(3 weeks)
UNIT 2
Recounts
*
(4–5 weeks)
UNIT 3
Persuasive writing

(5–6 weeks)
TRANSITION UNIT
Persuasion
*
Poetry
5 weeks
UNIT 1
Poetic style

(word-play, rhyme, metaphor, word choice)
(2 weeks)
UNIT 2
Classic/narrative poems
*
(2 weeks)
UNIT 3
Choral and performance

(1 week)
Additional text-based units There's a Boy in the Girls' Bathroom
(3 weeks)
The Midnight Fox
(3 weeks)
Street child
(3 weeks)
The Highwayman
(3 weeks)
Sensational!
(2 weeks)

* Where the unit title is asterisked, detailed planning exemplification is available.

** Numbers of weeks identified for each unit are suggestions only

The combined content of these units, together with continuous and discrete work at word and sentence level, carries the learning that children can be expected to achieve in Year 5. Further work on presentational skills and speaking and listening will be ongoing throughout the year. Literacy learning in Year 5 is summarised in the objectives in the twelve strands. The year divides into 19-20 weeks on narrative, plays and scripts, 12-14 weeks on non-fiction and 5 weeks on poetry but these timings and the ordering of many of the units can be flexible. This flexibility means that schools can position the units to create purposeful links across the curriculum. However care must be taken to maintain the progression in learning at text, sentence and word levels if these units are taught in a different order from the one suggested.

It is expected that the non-fiction units will take place before, after or alongside units from across the curriculum that will provide the content and purpose for speaking, listening, reading and writing. Many schools will also wish to link narrative, plays and poetry units across the curriculum.

See pages 29-36 of Learning and teaching in the primary years: Designing opportunities for learning (Ref: 0521-2004) to see how curriculum maps can be used to align units of study across curriculum areas.

The framework teaching sequences are exemplar materials on which to model good practice. Teachers may need to tailor and develop these units to match the needs of pupils and the curriculum of individual schools. Some units are not populated with content so that teachers are able to pursue their own professional development by planning their own lessons.

Comments

  • Anne.Spiring 11.06 am, 6th March 2009

    Where are the mixed age plans?

    • The National Strategies 3.58 pm, 9th March 2009

      Thank you for your comment. You can find Year 5 and Year 6 mixed age planning at http://nationalstrategies.standards.dcsf.gov.uk/node/17952. Also, if you use the search facility to find mixed age planning, you should find a lot of useful material.

  • kayleigh1 3.48 pm, 30th June 2010

    Does it matter what order you teach the literacy units? Does it have to run unit 1's then 2's etc?

    • The National Strategies 8.05 am, 1st July 2010

      Thanks for your question.

      The exemplar units provide models of good practice and are only suggestions for medium term planning and possible teaching sequences that teachers can adapt to meet the specific needs of their own classes. If you do wish to use these as a starting point for your own planning, please bear in mind that these examples have been written to demonstrate range and progression through the year.

      If you decide to use the units, but change their order, it’s likely that you’ll need to make some amendments to their content in order to ensure that progression within literacy strands is still secure for the children in your class.

      For example, in Narrative Unit 5 (Phase 2) children’s in-depth exploration of characters, and the way one author develops them in a film, builds on their learning in Unit 1 (Phase 2) where they explore characterisation in a more general way across several texts. If you decided to use Unit 5 before Unit 1, you might need to revise the suggested activities to ensure that children are taking the next appropriate steps in learning without any gaps.

      Thank you

  • caper 4.44 pm, 31st October 2010

    I find the planning guidance and unit plans very disjointed, and as a result very frustrating. The old strategy materials were much more concrete and of much more practcal use. I don't find they are easy to move between, and they don't really offer much support in the way of materials or extracts-I still end up going back to square one and sourcing my own.

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