English in Year 5 is taught in two ability groups by Mr. Lyttle and Mrs. Patel. It is hoped that Effort Cards, Examination Results and Parents’ Consultation Evenings will provide parents with appropriate feedback in relation to individual pupil progress. However, should parents wish to meet with Mr. Lyttle or Mrs. Patel, appointments can be made by contacting Miss Stevenson in the school office.

Spellings
 
Spellings will be set on different criteria each term. During the Autumn Term, the spelling list will support the study of a particular book (either ‘Kensuke’s Kingdom’ or the Usbourne retelling of
‘The Strange Case of Dr. Jekyll and Mr Hyde’).
 
During the Spring Term, spellings will focus on homophones and synonyms, with a particular emphasis on synonyms for the word ‘said’.
 
During the Summer Term, the spelling list focuses on more advanced vocabulary and pupils are encouraged to carry out independent research and to generate a knowledge of synonyms and antonyms for the words they are given.  
 
Pupils will be expected to demonstrate an understanding of the use and application of the spelling list within the context of their creative writing.
 
Spelling List:  

A full spelling list for the academic year is available on the school website.

Reading
 
Pupils will undertake an extended study of two books, one at the beginning of the year and one
at the end. These will be chosen from the following:
 

• Kensuke’s Kingdom - Michael Morpurgo
• The Strange Case of Dr. Jekyll and Mr. Hyde (Usbourne Classics Retold) - Robert Louis Stevenson
• The Hound of the Baskervilles - Sir Arthur Conan Doyle
• The Time Machine - H.G. Wells

 
Recommended Reading:
A list of books recommended by the Headmaster is available on the school website.

Core Writing Skills
 
Many of the core writing skills will be taught alongside the detailed study of the texts
highlighted above.
 
Sentence Structure – Pupils are taught to ‘navigate’ a sentence through identification of nouns (including identification of the subject and object) verbs, adjectives, adverbs, pronouns and prepositions. They are also taught to vary their own sentences through the appropriate use of pronouns, synonyms and connectives.
 
Pupils are taught to identify the ‘voice’ or ‘person’ in which a sentence is written, along with the tense. A brief revision of punctuation culminates in the appropriate punctuation of extended
dialogue between two or more individuals.
 
Creative writing – Pupils are taught to apply the sentence structure skills they have learnt to pieces of creative writing. In addition, they are taught to consider the concept of imagery through the use of similes and idioms. By the end of the year it is an expectation that most pupils will be writing in a mature manner, with an appropriate balance between narrative and dialogue, allowing the reader to create a clear image of settings, characters and events. 
 
Recounts and Reports – Pupils will be taught about the features of writing recounts and reports. These include setting the scene, the difference between direct and reported speech, chronological order, writing in the past tense, time connectives (e.g. later, the next day, etc.), appropriate description (i.e. presenting an overview rather than going into unnecessary detail) and offering concluding comments. The attempt on the summit of Mount Everest by George Mallory and Andrew Irvine will provide the focus for the work on recounts.
 
Discursive Essays – Pupils will be introduced to the idea of writing a balanced argument in response to specific questions. The will learn how to structure such writing and how to adapt vocabulary for the purpose of persuasion. Essay titles may include ‘Should Young People be Permitted to Carry Mobile Phones in School?’, ‘Is Television a Good or a Bad Thing?’, ‘What are the Advantages and Disadvantages of Wearing School Uniform?’
 
Poetry – Pupils will be introduced to strategies to allow them to appraise poetry – these will include analysis of theme, effect and structure. Their knowledge of imagery through the use of
similes will be reinforced and they will be introduced to personification, metaphor, onomatopoeia
and alliteration. Much of the work will focus on comprehensions based on poems, appraising
poems and writing poems.
 
Comprehension – Pupils will enhance their comprehension skills through learning to gain an overview of a text and developing the ability to interpret questions and to ‘read between the lines’. They will be taught to use a mark scheme to assist the structuring of their answers and how to
present their answers in an appropriate fashion.
 
Homework

Pupils will be set spelling homework each week. In addition, they will be set a task based on the class
work being currently undertaken. It is important that the boys do their homework without adult input if at all possible and return it on the correct day.