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Year 5 Planning: Links to the 2014 National Curriculum Programs of Study

Plan Reading Teaching Objectives Writing Teaching Objectives Spelling Teaching Objectives Grammar Teaching Objectives Text Type

  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To predict what might happen from details stated and implied
  • To identify and discuss themes and conventions in and across a wide range of writing
  • To use a wide range of devices to build cohesion within a paragraph
  • To link ideas across paragraphs using adverbials
  • To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • Film Script
    Narrative

  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • To use a wide range of devices to build cohesion within a paragraph
  • To link ideas across paragraphs using adverbials
  • Film Script
    Narrative

  • To prepare 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
  • To evaluate and edit writing by assessing its effectiveness
  • To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • To ensure the consistent and correct use of tense throughout a piece of writing
  • To proof-read for spelling and punctuation errors
  • To manipulate narrative structure
  • To use prefixes
  • To identify how language, structure and presentation contribute to meaning
  • To use a wide range of devices to build cohesion within a paragraph
  • To link ideas across paragraphs using adverbials
  • Film Script
    Narrative

  • To increase familiarity with a wide range of books including traditional stories, myths and legends
  • To use relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
  • Narrative

  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To identify key features of myths and explore the use of language within them to create atmosphere
  • To link ideas across paragraphs using adverbials of time, place, number, or tense choices
  • To use relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
  • Narrative

  • To participate in discussions about texts and provide reasoned justifications for their views
  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To note and develop initial ideas, drawing on reading and research where necessary
  • To identify key features of good storytelling and to put these into practice
  • To link ideas across paragraphs using adverbials of time, place, number, or tense choices
  • Narrative

  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To identify how language, structure and presentation contribute to meaning.
  • To read and discuss an increasingly wide range of poetry
  • To understand the differences between literal and figurative language and explain the effects of imagery
  • To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
  • Poetry

  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • To read and discuss an increasingly wide range of poetry
  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To identify how language, structure and presentation contribute to meaning
  • To use their understanding of characters, language and plot to write in the first person; to work as a member of a group to plan, perform and evaluate a choral performance of a poem
  • To plan writing by noting and developing initial ideas
  • To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • To use dictionaries to check the spelling and meaning of words
  • To use brackets, dashes and commas for parentheses
  • To use commas to clarify meaning or avoid ambiguity in writing
  • Poetry

    James and the Giant Peach
    Author: Roald Dahl
  • To make comparisons within and across different types of narrative and information texts and identify how they are structured
  • To predict what might happen from details stated and implied
  • To identify how language, structure and presentation contribute to meaning
  • To discuss and evaluate how authors use language, including figurative language, and consider the impact on the reader
  • To express an opinion about an author with reference to the texts
  • To consider how authors develop characters and settings in books pupils have read, listened to or seen performed
  • To revise phrase and clause
  • To use relative clauses beginning with who, which, where ,when, whose, that or with an implied (i.e. omitted) pronoun
  • Narrative

    Georges Marvelous Medicine
    Author: Roald Dahl
  • To read books that are structured in different ways and to read for a range of purposes
  • To participate in discussions about books which are read to them
  • To identify the audience and purpose of writing, selecting the appropriate form and using similar writing as models for their own
  • To present character, through description of how they look, talk, react or behave
  • To spell words with the /i:/ sound spelt ei after c.
  • To punctuate sentences accurately, including using speech marks and apostrophes
  • To revise clauses
  • Narrative

    Georges Marvelous Medicine
    Author: Roald Dahl
  • To make comparisons within and across books
  • To participate in discussions about books which are read to them
  • To write a story organised into paragraphs using a range of connectives and varying sentence length
  • To adapt handwriting for specific purposes, for example printing, use of italics
  • To identify the audience and purpose of writing, selecting the appropriate form and using similar writing as models for their own
  • To note and develop initial ideas, drawing on reading and research where necessary
  • To punctuate sentences accurately, including using speech marks and apostrophes
  • To link ideas across paragraphs using adverbials of time, place and number
  • To use commas to clarify meaning or avoid ambiguity
  • Narrative

    Boy
    Author: Roald Dahl
  • To retrieve, record and present information from non fiction
  • To work in a group to present information about an author
  • To use prefixes
  • To use knowledge of morphology and etymology in spelling
  • To build cohesion within a paragraph e.g. then, after that, this, firstly
  • To link ideas across paragraphs using adverbials of time
  • Narrative
    Recount

  • To read and discuss a wide range of fiction and increase familiarity with books from other cultures and traditions
  • To predict what might happen from details stated and implied
  • To include narrator’s viewpoint through specific detail
  • To note and develop initial ideas, drawing on reading and research where necessary
  • To assess the effectiveness of their own and others writing
  • To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • To perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear
  • To revise use of apostrophe for possession
  • To revise main and subordinate clauses
  • To use relative clauses beginning with who, which, where ,when, whose, that or with an implied (i.e. omitted) pronoun
  • Narrative
    Letter Writing

  • To investigate a range of texts from different cultures
  • To identify the point of view from which a story is told and how this affects reader’s response
  • To consider how authors have developed characters
  • To plan oral retelling taking into account how authors develop characters
  • To perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear
  • To note and developing initial ideas, drawing on reading and research where necessary
  • To revise prepositions
  • To understand and use term preposition
  • To revise the use of punctuation marks in complex sentences
  • To revise the use of the apostrophe for possession
  • Narrative