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Year 6 Model Texts For Teaching
KS2 English

Use the curriculum map below to find Real Writing resources that cover all of the writing objectives from the Year 6 programme of study. Each of the 25 units for this year group includes a rich, annotated model text, written by a talented children's author, together with a teaching framework and detailed, fully resourced lesson plans that focus on teaching aspects of vocabulary, grammar and composition, alongside tier 2 and 3 vocabulary, and statutory spelling words.

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A complete writing curriculum for a whole year's teaching

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Browse an overview of all Year 6 units, in chronological order, showing genres and curriculum links covered

Year 6 English Curriculum - Writing

Select a curriculum objective to see which resources can be used to deliver this. In Focus Lessons the curriculum objective is one of two main teaching outcomes. Units listed as Explore and Revise include the objective, but it is not central to the resource.

Writing - Transcription (Spelling)

Use further prefixes and suffixes and understand guidance for adding them

Spell some words with silent letters

Continue to distinguish between homophones and other words which are often confused

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

Use dictionaries to check the spelling and meaning of words

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Use a thesaurus

Writing - Composition

Plan 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

Plan their writing by 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

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

Draft and write by précising longer passages

Draft and write by using a wide range of devices to build cohesion within and across paragraphs

Draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Evaluate and edit by assessing the effectiveness of their own and others’ writing

Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Edit and evaluate by ensuring the consistent and correct use of tense throughout a piece of writing

Edit and evaluate by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Proof-read for spelling and punctuation errors

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Writing - vocabulary, grammar and punctuation

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 (i.e. omitted) relative pronoun

Using commas to clarify meaning or avoid ambiguity in writing

Using hyphens to avoid ambiguity

Using brackets, dashes or commas to indicate parenthesis

Using semi-colons, colons or dashes to mark boundaries between independent clauses

Using a colon to introduce a list

Punctuating bullets consistently

Appendix 2: vocabulary, grammar and punctuation (Year 6)

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing

How words are related by meaning as synonyms and antonyms

The difference between structures typical of informal speech and structures appropriate for formal speech and writing

The use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech

Real Writing

See the full Year 6 Real Writing collection

Draw on fully resourced grammar and composition lesson plans for each unit that guide children towards an extended independent writing outcome - with links to other subject areas.