Year 6: Links to NLS Objectives
Year 6: Links to NLS objectives
Term 1Unit number/title / Texts provided / Key Objectives / Other links/opportunities
Unit 1: Poetic style / 1. My Mother Saw a Dancing Bear
by Charles Causley
2. I Saw a Jolly Hunter
by Charles Causley
3. The Magic Box
by Kit Wright / T3 personal responses to literature
T5 contribute to shared discussion of literature / NLS: T4 familiarity with works of established authors; T10 write own poems experimenting with active verbs; S1 to revise from Y5: word classes; sentence order; complex sentences; standard English; W3 independent spelling strategies
Grammar for Writing: Unit 44 (word classes)
Speaking, Listening, Learning: Y6 T1 Objective 58 Speaking: oral techniques to present persuasive argument
Unit 2: Developing narrative / 4. Twenty Seventeen
by Mat Coward / T2 narrative viewpoint
S1 word classes, complex sentences
S5 form complex sentences
S6 more sophisticated punctuation marks / NLS: T7 plan plot, characters and structure of own writing; W1 identify mis-spelt words in own writing; W2 use known spellings as basis for spelling other words; W3 independent spelling strategies
Grammar for Writing: Units 44 (word classes) and 47 (complex sentences)
Unit 3: Plays and media
(Roald Dahl) / 5. James and the Giant Peach (story)
6. James and the Giant Peach (playscript) / T1 compare/evaluate novel or play in print and film/TV version
T2 narrative viewpoint
S6 more sophisticated punctuation marks / NLS: T9 prepare story as script; W1 identify mis-spelt words in own writing; W3 independent spelling strategies
Grammar for Writing: Unit 47 (complex sentences, punctuation)
Speaking, Listening, Learning: Y6 T1 Objective 61 Drama: consider impact of live or recorded performance
Unit 4: Plays and media (Shakespeare) / 7. Macbeth (playscript)
8. Macbeth (film clip) / T1 compare/evaluate novel or play in print and film/TV version
T4 familiarity with established authors / NLS: T6 manipulate narrative perspective; S6 more sophisticated punctuation marks; W1 identify mis-spelt words in own writing; W2 use known spellings as basis for spelling other words
Speaking, Listening, Learning: Y6 T1 Objective 61 Drama: consider impact of live or recorded performance
Unit 5: Journalism / 9. French Fun for all the Family!
10.Fish ate my Dog and Bone! / T12 comment critically on language/style/
success of non-fiction texts / NLS: T8 summarise text; T15 journalistic style; T16 style/conventions of journalism; T18 use IT to plan/revise/edit writing; S4 connecting words and phrases; W1 identify mis-spelt words in own writing; W3 independent spelling strategies
Grammar for Writing: Units 44 (word classes; adapting writing for readers/purposes) and 46 (connecting words and phrases)
Unit 6: Biography and autobiography / 11.A Yorkshire Childhood
12.Pedro’s Paintings
13.The Boy from Bassendean
by Rolf Harris
14.John Lennon’s early years in Liverpool / T3 personal responses to literature
T11 distinguish between biography and autobiography
S2 revise work on verbs and understand terms active and passive / NLS: T14 biographical and autobiographical writing; S5 form complex sentences using connective devices; S6 more sophisticated punctuation marks; W3 independent spelling strategies; W5 use word roots, prefixes and suffixes as a support for spelling
Grammar for Writing: Units 45, 48 (active and passive verbs) and 47 (complex sentences)
Unit 7: Reports / 15.Tudor Exploration
16.Ideas of the Ancient Greeks
17.Hindu Festivals / T8 summarise a text
T13 features of non-chronological reports / NLS: T17 write reports; S2 revise verbs; active and passive verbs; S3 changes from active to passive; W3 independent spelling strategies; W5 use word roots, prefixes and suffixes as a support for spelling
Grammar for Writing: Units 45 and 48: active and passive verbs
Term 2
Unit number/title / Texts provided / Key Objectives / Other links/opportunities
Unit 8: Poetic form / 18.The Warm and the Cold
by Ted Hughes
19.Sea Shoals See Shows on the Sea Bed
by Paul Cookson / T3 recognise how poets manipulate words
T4 investigate humorous verse
T5 how messages, moods, feelings and attitudes are conveyed in poetry
T6 read and interpret poems in which meanings are implied or multi-layered
T9 increase familiarity with significant poets / NLS: W2 use known spellings as basis for spelling other words
Unit 9: Features of narrative / 20.The Lex Files
by Robert Swindells
21.Eco-Wolf and the Three Pigs
by Laurence Anholt / T1 aspects or narrative structure
T7 identify key features of different types of literary text / NLS: T11 write own story using flashbacks/story within story; T13 parody; S3 complex sentences; W1 identify mis-spelt words in own writing; W2 use known spellings as basis for spelling other words
Grammar for Writing: Unit 52 (paragraphing)
Speaking, Listening, Learning: Y6 T1 Objective 64 Drama: drama strategies to explore themes
Unit 10: Argument / 22.Vivisection: Is it right to experiment on animals?
by Brian Moses / T15 recognise how arguments are constructed to be effective
T16 identify features of balanced written arguments
W8 build a bank of useful terms and phrases for argument / NLS: T18 construct effective arguments; T19 to write balanced report of controversial issue; S5 investigate conditionals
Grammar for Writing: Unit 51 (investigating conditionals)
Speaking, Listening, Learning: Y6 T1 Objective 58 Speaking: oral techniques to present persuasive argument; Objective 62 Speaking: participate in a whole-class debate; Objective 63 Group discussion and interaction: consider examples of conflict and resolution
Unit 11: Formal writing / 23.Notification of Sale
24.Formal letter
25.Property details / T17 features of official language
T20 discuss how standard English varies in different contexts
S2 understand features of formal official language through collecting and analysing examples / NLS: W1 identify mis-spelt words in own writing; W3 independent spelling strategies
Grammar for Writing: Unit 49 (formal official language)
Speaking, Listening, Learning: Y6 T1 Objective 66 Listening: language variation in formal and informal contexts
Term 3
Unit number/title / Texts provided / Key Objectives / Other links/opportunities
Unit 12: Revising narrative / 26a, b and c. Mind Your Own Business
by Gillian Cross / T7 annotate passages in detail
T18 secure skills of skimming, scanning and efficient reading
S1 language conventions and grammatical features of different text types / NLS: W1 identify mis-spelt words in own writing; W2 use known spellings as basis for spelling other words; W3 independent spelling strategies
Speaking, Listening, Learning: Y6 T2 Objective 64 Drama: drama strategies to explore themes
Unit 13: Revising poetry / 27.The Plaint of the Camel
by Charles Edward Carryl
28.Silver
by Walter de la Mare / T3 describe and evaluate poet style
T4 comment critically on the overall impact of a poem / NLS: W1 identify mis-spelt words in own writing; W3 independent spelling strategies; W7 experiment with language
Unit 14: Revising non-fiction / 29.Make an Egyptian Pyramid
30.How do Waves Shape the Coast?
31.Roman Britain
32.Jooster Booster / T15 features of explanatory texts
T19 non-fiction text types and their characteristics
S1 language conventions and grammatical features of different text types / NLS: T22 select appropriate style and form to suit specific purpose/audience; W3 independent spelling strategies; W5 use word roots, prefixes and suffixes as a support for spelling
Grammar for Writing: Units 52 (paragraphing) and 53 (language conventions)
Speaking, Listening, Learning: Y6 T1 Objective 58 Speaking: oral techniques to present persuasive argument
Unit 15: Author study –
Ted Hughes / 33.Capturing Animals
34.The Snow Shoe Hare / T1 describe and evaluate the style of an individual writer
T5 compare and contrast the work of an individual writer / NLS: T12 compare texts in writing