Y6 English Curriculum Guide | Hands-On Education

National Curriculum of England	Hands-On Education Activity
En6/1 Spoken Language	The objectives for Spoken Language are common across Key Stages 1 and 2.
En6/1a listen and respond appropriately to adults and their peers
En6/1b ask relevant questions to extend their understanding and knowledge
En6/1c use relevant strategies to build their vocabulary
En6/1d articulate and justify answers, arguments and opinions
En6/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
En6/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
En6/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
En6/1h speak audibly and fluently with an increasing command of Standard English
En6/1i participate in discussions, presentations, performances, role play/improvisations and debates
En6/1j gain, maintain and monitor the interest of the listener(s)
En6/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
En6/1l select and use appropriate registers for effective communication
En6/2.1 Word Reading	The objectives for Reading are common across Years 5 and 6.
En3/2.1a apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
En6/2.2 Comprehension
En6/2.2a develop positive attitudes to reading, and an understanding of what they read, by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
En6/2.2b understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning
En6/2.2c discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
En6/2.2d distinguish between statements of fact and opinion
En6/3.1 Spelling	The objectives for Writing are common across Years 5 and 6.
En6/3.1a use further prefixes and suffixes and understand the guidance for adding them
En6/3.1b spell some words with ‘silent’ letters
En6/3.1c continue to distinguish between homophones and other words which are often confused
En6/3.1d use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1
En6/3.1e use dictionaries to check the spelling and meaning of words
En6/3.1f use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
En6/3.1f use a thesaurus
En6/3.2 Handwriting and Presentation	Pupils should be taught to write legibly , fluently and with increasing speed by:
En6/3.2a choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
Pupils should be taught to write legibly , fluently and with increasing speed by: En6/3.2b choosing the writing implement that is best suited for a task
En6/3.3 Composition
En6/3.3a Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
En6/3.3b Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide the reader
En6/3.3c Evaluate and edit by: assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
En6/3.3d proofread for spelling and punctuation errors
En6/3.3e perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
En6/3.4 Vocabulary, grammar & punctuation
En6/3.4a develop their understanding of the concepts set out in Appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun learning the grammar for years 5 and 6 in Appendix 2
En6/3.4b indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semicolons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently
En6/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

National Curriculum of England

Hands-On Education Activity

En6/1 Spoken Language

The objectives for Spoken Language are common across Key Stages 1 and 2.

En6/1a listen and respond appropriately to adults and their peers

En6/1b ask relevant questions to extend their understanding and knowledge

En6/1c use relevant strategies to build their vocabulary

En6/1d articulate and justify answers, arguments and opinions

En6/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

En6/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

En6/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

En6/1h speak audibly and fluently with an increasing command of Standard English

En6/1i participate in discussions, presentations, performances, role play/improvisations and debates

En6/1j gain, maintain and monitor the interest of the listener(s)

En6/1k consider and evaluate different viewpoints, attending to and building on the contributions of others

En6/1l select and use appropriate registers for effective communication

En6/2.1 Word Reading

The objectives for Reading are common across Years 5 and 6.

En3/2.1a apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet

En6/2.2 Comprehension

En6/2.2a develop positive attitudes to reading, and an understanding of what they read, by:

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
recommending books that they have read to their peers, giving reasons for their choices
identifying and discussing themes and conventions in and across a wide range of writing
making comparisons within and across books
learning a wider range of poetry by heart
preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

En6/2.2b understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than 1 paragraph and summarising these
identifying how language, structure, and presentation contribute to meaning

En6/2.2c discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

En6/2.2d distinguish between statements of fact and opinion

En6/3.1 Spelling

The objectives for Writing are common across Years 5 and 6.

En6/3.1a use further prefixes and suffixes and understand the guidance for adding them

En6/3.1b spell some words with ‘silent’ letters

En6/3.1c continue to distinguish between homophones and other words which are often confused

En6/3.1d use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1

En6/3.1e use dictionaries to check the spelling and meaning of words

En6/3.1f use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

En6/3.1f use a thesaurus

En6/3.2 Handwriting and Presentation

Pupils should be taught to write legibly , fluently and with increasing speed by:

En6/3.2a choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

Pupils should be taught to write legibly , fluently and with increasing speed by:
En6/3.2b choosing the writing implement that is best suited for a task

En6/3.3 Composition

En6/3.3a Plan their writing by:

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
noting and developing initial ideas, drawing on reading and research where necessary
in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

En6/3.3b Draft and write by:

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
précising longer passages
using a wide range of devices to build cohesion within and across paragraphs
using further organisational and presentational devices to structure text and to guide the reader

En6/3.3c Evaluate and edit by:

assessing the effectiveness of their own and others’ writing
proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
ensuring the consistent and correct use of tense throughout a piece of writing
ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

En6/3.3d proofread for spelling and punctuation errors

En6/3.3e perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

En6/3.4 Vocabulary, grammar & punctuation

En6/3.4a develop their understanding of the concepts set out in Appendix 2 by:

recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
using passive verbs to affect the presentation of information in a sentence
using the perfect form of verbs to mark relationships of time and cause
using expanded noun phrases to convey complicated information concisely
using modal verbs or adverbs to indicate degrees of possibility
using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
learning the grammar for years 5 and 6 in Appendix 2

En6/3.4b indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing
using hyphens to avoid ambiguity
using brackets, dashes or commas to indicate parenthesis
using semicolons, colons or dashes to mark boundaries between independent clauses
using a colon to introduce a list
punctuating bullet points consistently

En6/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

Coverage of the National Curriculum for Year One to Year Six

Our program offers comprehensive coverage of the National Curriculum for children in Year One to Year Six. We believe that learning should be engaging and enjoyable for children, and we strive to provide activities that are not only fun, but also effective in imparting knowledge.

While our program does not cover all sections of the National Curriculum, such as swimming and computer science, we ensure that every lesson, worksheet, and video within our range is thoroughly fulfilled. You can find the curriculum guides for each year group on our website.

Additionally, our team has fully mapped out each year group's curriculum, allowing you to use it as an independent reference to the National Curriculum of England. We understand the importance of providing parents and teachers with activities that work, and our program is designed to do just that.