Mixed Age Planning for KS2

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					Mixed Age Planning for KS2
In September 2002, the NLS published pilot medium term planning units for
single age classes (Y1 - Y6). The Lancashire Literacy Team has worked on
these plans, adapting them to meet the needs of some of the mixed age
classes in our schools.

Who is likely to use these plans?
Class teachers in schools where there are one or two classes at KS2, e.g. 2
classes: – Y3/4 and Y5/6, 1 class: - Y3/4/5/6 or a teacher with a Y4/5/6 class
will be able to use these plans.

What about other mixed age groups?
Schools with three classes at KS2 (e.g. Y3/4, Y4/5, Y5/6) often have a difficult
task deciding how to select and cover the range of genres outlined in the NLS
framework. Schools will have organized ways to overcome this and as such it
is difficult to devise a generic model to suit all settings. However, there will be
some guidance available soon on combining sentence level objectives from
two year groups into an annual programme and also the same for word level
objectives. Schools will still need to determine how to manage the coverage of
the text level objectives.

The Planning Units

How do the planning units work?
Each term has a grid giving an overview of the term and the coverage of
objectives clustered into units of work based around a specific genre.

Mixed Age Planning Year 5 & 6 Term 1                                       Year B
Unit                Text level      Sentence level             Word level                  Weeks   Text(s)           Outcome
Poetry              Y6 - 3, 4,      Grammatical Awareness      Spelling Strategies            2    Work of two       -    Poems
                    5, 10           Y6 - 1 (GfW 44)            Y5 - 1, 2, 3 Y6 – 1, 2, 3           poets             -   Presentation
                                                               Y5 – 9 Y6 – 7
                                                               Synonyms Y5 - 7
Narrative writing   Y6 – 7          Grammatical Awareness Y6   Spelling Strategies           2     Class novel and   -   Narrative
                                    -5                         Y5 - 1, 2, 3 Y6 – 1, 2, 3           extracts
                                    Direct/Reported Speech     Spelling PatternsY6 – 4
                                    Y5 – 5, 7(GfW 36)          Word Roots/Prefixes
                                                               Y6 - 5 (SB p.58)
                                                               Adverbs Y5 - 10
Media /plays        Y6 - 1, 2, 6,   Punctuation                New Words Y6 – 9              2     Class novel and   -   Narrative
                    9               Y5 –3, 6 (GfW 34)          Word Roots/Prefixes                 video version         Scene
                                    Y6 - 6 (GfW 47)            Y5 – 6, 8
                                    Standard English
                                    Y5 – 2 (GfW 33)

Mixed Age Planning                                                                   Lancashire Literacy Team 2002
Text Level Objectives
The text level objectives for both year groups are covered in a two year cycle.
Year A takes text level objectives from the younger age range and Year B
from the older age range. This will mean that on alternate years some children
will be taught the text objectives ‘in the wrong order’. This does not present
too many difficulties as teachers’ can use the information provided on the
Skills Progression Chart (see section entitled Skills Progression Chart).

Word Level and Sentence Level Objectives
In these mixed age plans, word and sentence level objectives cover both year
groups and are covered in an annual programme. They are clustered into
areas of focus e.g. word roots, direct and reported speech. This means that
every year all children will spend approximately half the time studying age
appropriate year group objectives. They will also be introduced to the
objectives from another year group and have the opportunity of revisiting both
sets of objectives again in the next year.

Each unit is then outlined in further detail giving a breakdown of the text, word
and sentence objectives covered in that unit.

Year 5 & 6 Term 1 Year B                                                 Text(s): Class novel and video version

Unit: Media/plays                                                        Outcomes: Narrative; scene

Duration: 2 weeks

                      Text level objectives                                                Sentence level objectives                                         Word level objectives
    All text level objectives are from year 6 for year B of the cycle.       Sentence level objectives cover all of years 5 & 6 objectives     Word level objectives cover all of years 5 & 6 objectives

Y6 T1 to compare and evaluate a novel or play in print and               Grammatical Awareness: Punctuation                                  Word roots, prefixes and suffixes
the film/TV version, e.g. treatment of the plot and
                                                                         Y5 S3 to discuss, proof-read and edit their own writing             Y5 W6 to collect, and investigate the meanings
characters, the differences in the two forms, e.g. in seeing
                                                                         for clarity and correctness, e.g. by creating more                  and spellings of words using the following
the setting, in losing the narrator;
                                                                         complex sentences, using a range of connectives,                    prefixes: auto, bi, trans, tele, circum; (Spelling
                                                                         simplifying clumsy constructions;                                   bank p.43)
Y6 T2 to take account of viewpoint in a novel through, e.g.:
                                                                         Y5 S6 to understand the need for punctuation as an                  Y5 W8 to identify word roots, derivations and
-       identifying the narrator;                                        aid to the reader, e.g. commas to mark grammatical                  spelling patterns, e.g. sign, signature, signal;
                                                                         boundaries; a colon to signal, e.g. a list. (Grammar for            bomb, bombastic, bombard; remit, permit,
-       explaining how this influences the reader's view of              writing Unit 34)                                                    permission, in order to extend vocabulary and
                                                                                                                                             provide support for spelling. (Spelling bank p.44)
        events;                                                          Y6 S6 to secure knowledge and understanding of
                                                                         more sophisticated punctuation marks:
-       explaining how events might look from a different                                                                                    New Words
        point of view;                                                   -        colon;                                                     Y6 W9 to understand how new words have been
                                                                                                                                             added to the language, e.g. trainers, wheelie.
                                                                         -        semi-colon;
Y6 T6 to manipulate narrative perspective by:
                                                                         -    parenthetic commas, dashes, brackets.
-   writing in the voice and style of a text;                            (Grammar for writing Unit 47)

-   producing a modern retelling;                                        Standard English

-   writing a story with two different narrators;                        Y5 S2 to understand the basic conventions of
                                                                         standard English and consider when and why
Y6 T9 to prepare a short section of story as a script, e.g.              standard English is used:
using stage directions, location/setting.                                -     agreement between nouns and verbs;
                                                                         -     consistency of tense and subject;
                                                                         -     avoidance of double negatives;
                                                                         -     avoidance of non-standard dialect words
                                                                               (Grammar for writing Unit 33)

Mixed Age Planning                                                                                                  Lancashire Literacy Team 2002
Skills Progression Chart
What are the Skills Progression Charts?
The Skills Progression Charts outline text level objectives related to the genre
covered in earlier year groups and also later year groups.

How can the Skills Progression Charts be used?
The Skills Progression Charts can be used to help teachers cover the wide
range of abilities in the mixed age class. Earlier objectives can be used as a
support for less able pupils and help teachers differentiate when planning
children’s work. Similarly later objectives can be used to extend children’s
learning, helping teachers extend and challenge more able pupils. In Year B
of the Y5/6 mixed age plan there are no later objectives as the range covers
Y6. Rather than dipping into Y7 objectives (as these focus mostly on revising
and consolidating Y6 objectives) teachers can challenge more able pupils by
encouraging the children to use and apply their skills in different contexts.

Skills Progression Chart

Mixed Age Planning Years 5 & 6 Term 1 Year A – Related Text Level Objectives

                                         Reading Comprehension                                  Writing Composition
 Unit: Note-taking and Recount

                                                                                     T24 Write newspaper style reports, e.g. about school
 Earlier Text Level Objectives                                                       events, including headlines, editing, paragraphing,
                                                                                     ICT layout.

                                      T20 notemaking: to discuss what is meant       T21 to convert personal notes into notes for others to
                                      by ‘in your own words’ and when it is          read, paying attention to appropriateness of style,
                                      appropriate to copy, quote and adapt           vocabulary and presentation

                                      T16 notemaking: to filet passages for
 Later Text Level Objectives          relevant information and present ideas
                                      which are effectively grouped and linked

                                      T12 to comment critically on the language,
                                      style, success of egs of non-fiction such as
                                      periodicals, reviews, reports, leaflets etc.

Further Advice
If you wish to seek further advice or clarification regarding mixed age
planning, please do not hesitate to contact the team at the Literacy Centre
(tel: 01257 516160) or e-mail:

Let us know what you think!
If you have any comments or suggestions about these mixed age plans we
would welcome your feedback.

Mixed Age Planning                                                               Lancashire Literacy Team 2002

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