Year 6 Summer 1 English Planning Unit : Oh! I Do Like To Be Beside The Seaside

Year 6 Summer 1 English Planning Unit : Oh! I Do Like To Be Beside The Seaside

This half term block, based around a theme of Oh! I Do Like To Be Beside The Seaside, consists of three English units:

• Narrative – A story told in flashback
• Non Fiction – Discussion and Debate – A discursive essay and a formal debate
• Poetry – Classic Narrative Poetry

Cross curricular links
Although the units will stand alone, they can be planned to run alongside a History unit on the origin of holidays in Britain, an Art and Design unit based on artists and art work which have been inspired by the sea (possibly linked to the Titanic’s voyage) and a Science unit on electricity – circuits (possibly designing an emergency lighting system for the Titanic/lifeboats). A debate can be based upon any focus, either linked to the theme or other relevant contexts, depending upon the curriculum focus.

Vocabulary, Grammar and Punctuation
Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year.

Our English Planning Units have all recently been updated to include:

• new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases;
• updated suggestions of texts, direct links to specific film clips and resources within every unit;
• a tighter focus on grammar skills via warm-up sessions and integration within units;
• increased emphasis on vocabulary for reading and writing;
• further short and longer writing opportunities built into each unit; and
• updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.