English Literature Grade 6

Overview

The English Literature Syllabus at GEMS Wesgreen International Primary School aims to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

Learning Outcomes

The aims of all subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be enriched by the learning experience.

The aims of the English Literature Syllabus are to encourage and enable students to:

  • read easily, fluently and with good understanding.
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate rich and varied literary heritage
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

Ongoing Objectives

There are objectives that are covered and built upon throughout each unit of work.

Spoken English

  • speak confidently and effectively, including through:
  • use of Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • give short speeches and presentations, expressing their own ideas and keeping to the point
  • participate in formal debates and structured discussions, summarising and/or building on what has been said

Reading

  • develop an appreciation and love of reading, and read increasingly challenging material independently through:
  • reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors
  • choosing and reading books independently for challenge, interest and enjoyment
  • re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons
  • understand increasingly challenging texts through:
  • learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
  • making inferences and referring to evidence in the text
  • knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • checking their understanding to make sure that what they have read makes sense

Writing

  • write accurately, fluently, effectively and at length for pleasure and information through:
  • summarising and organising material, and supporting ideas and arguments with any necessary factual detail
  • applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing

Grammar and vocabulary

  • studying the effectiveness and impact of the grammatical features of the texts they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • using Standard English confidently in their own writing and speech

Book Overviews

Term 1

Book 1 – The Wreck of the Zanzibar: by Michael Morpurgo

Approximate length: 12 weeks

The Wreck of the Zanzibar Synopsis. Life on the Scilly Isles in 1907 is bleak and filled with hardships. Laura's twin brother, Billy, disappears and then a storm devastates everything. It seems there is no hope left until the sailing ship, the Zanzibar, is wrecked on the island and everything changes.

Specific National Curriculum Objectives Covered:

  • To study the effectiveness and impact of the grammatical features of the texts they read
  • To draw on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • To know and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • To use Standard English confidently in their own writing and speech
  • To speak confidently and effectively, including through:
  • To use Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • To give short speeches and presentations, expressing their own ideas and keeping to the point
  • To participate in formal debates and structured discussions, summarising and/or building on what has been said

Term 2

Book 2 – Holes : by Louis Sacha

Approximate length: 14 weeks

Holes Synopsis: A boy is wrongfully sent to a detention facility for boys, where the camp warden and her staff force the children to mysteriously dig holes day after day in the desert. They begin to question their situation, as they realise that all is not as it seems.

Specific National Curriculum Objectives Covered:

  • To speak confidently and effectively, including through:
  • To use Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • To give short speeches and presentations, expressing their own ideas and keeping to the point
  • To participate in formal debates and structured discussions, summarising and/or building on what has been said
  • To learn new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
  • To make inferences and referring to evidence in the text
  • To know the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • To check their understanding to make sure that what they have read makes sense.
  • To study the effectiveness and impact of the grammatical features of the texts they read
  • To draw on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • To know and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • To use Standard English confidently in their own writing and speech

Term 3

Book 3 – Boy Tales of Childhood: by Roald Dahl

Approximate length: 13 weeks

Boy Synopsis: Tales of Childhood (1984) is an autobiography by British writer Roald Dahl. In his book, he describes his life from birth until leaving school, focusing on his childhood in in the 1920s and 1930s, his schooling career, and ultimately how his experiences contributed to his writing career.

Specific National Curriculum Objectives Covered:

  • To speak confidently and effectively, including through:
  • To use Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • To give short speeches and presentations, expressing their own ideas and keeping to the point
  • To participate in formal debates and structured discussions, summarising and/or building on what has been said
  • To learn new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
  • To make inferences and referring to evidence in the text
  • To know the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • To check their understanding to make sure that what they have read makes sense
  • To study the effectiveness and impact of the grammatical features of the texts they read
  • To draw on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • To know and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • To use Standard English confidently in their own writing and speech

Assessment

Baseline Test: At the beginning of the academic year, the students write an internal and standardized baseline test, which is used to measure progress.

Formative: Throughout the units, the children will complete graded work and quizzes which allows the teacher to assess the students’ attainment and inform their planning.

Summative: At the end of each term, we complete internal and standardized tests. This allows us to measure the students’ progress throughout the term and year. At the end of the academic year, the students complete the standardized GL and NGRT assessment.

Action for blended learning

Here at Wesgreen we are using multiple teaching methods in order to help our students learn more effectively and creatively. This will include a combination of traditional classroom instruction and digital learning such as,

  • Wifi microphones to enable remote students to hear more clearly during lessons.
  • The use of different types of instructional materials such as videos.
  • Incorporating different means of technology (Zoom, Teams, Phoenix Classroom).
  • Varied online assessment methods (Microsoft forms, Kahoot, One Note).

 

Next Steps

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