Primary 6 ( English )

Phonics, spelling and vocabulary

• Learn word endings with different spellings but the same pronunciation, e.g. -tion, -cian, -sion, -ssion; -ance, -ence.

• Confirm correct choices when representing consonants, e.g. ‘ck’/’k’/’ke’/’que’/’ch’; ‘ch’/’tch’; ‘j’/’dj’/’dje’.

• Continue to learn words, apply patterns and improve accuracy in spelling.

• Further investigate spelling rules and exceptions, including representing unstressed vowels.

• Develop knowledge of word roots, prefixes and suffixes, including recognising variations, e.g. im, in, ir, il; ad, ap, af, al and knowing when to use double consonants.

• Know how to transform meaning with prefixes and suffixes.

• Investigate meanings and spellings of connectives.

• Explore definitions and shades of meaning and use new words in context.

• Explore word origins and derivations and the use of words from other languages.

• Understand changes over time in words and expressions and their use.

• Explore proverbs, sayings and figurative expressions.

Grammar and punctuation


• Identify uses of the colon, semi-colon, parenthetic commas, dashes and brackets.

• Revise different word classes.

• Investigate the use of conditionals, e.g. to express possibility.

• Begin to show awareness of the impact of writers’ choices of sentence length and structure.

• Revise language conventions and grammatical features of different types of text.

• Explore use of active and passive verbs within a sentence.

• Understand the conventions of standard English usage in different forms of writing.

• Distinguish the main clause and other clauses in a complex sentence.

Grammar and punctuation (continued)


• Punctuate speech and use apostrophes accurately.

• Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although.

• Use connectives to structure an argument or discussion.

• Develop grammatical control of complex sentences, manipulating them for effect.

• Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex sentences.


The following genres and text types are recommended at Stage 6:

Fiction: various genres including science fiction, extended narratives,stories with flashbacks, poetry and plays including imagery.

Non-fiction: instructions, recounts (including biography and autobiography), diaries, journalistic writing, argument and discussion, formal and impersonal writing.

Fiction and poetry

• Develop familiarity with the work of established authors and poets, identifying features which are common to more than one text.

• Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are presented.

• Look for implicit meanings, and make plausible inferences based on more than one point in the text.

• Understand aspects of narrative structure, e.g. the handling of time.

• Analyse the success of writing in evoking particular moods, e.g. suspense.

• Paraphrase explicit meanings based on information at more than one point in the text.

• Comment on writer’s use of language, demonstrating awareness of its impact on the reader.

• Begin to develop awareness that the context for which the writer is writing and the context in which the reader is reading can impact on how the text is understood.

• Take account of viewpoint in a novel, and distinguish voice of author from that of narrator.

• Discuss and express preferences in terms of language, style and themes.

• Articulate personal responses to reading, with close reference to the text.

• Explore how poets manipulate and play with words and their sounds.

• Read and interpret poems in which meanings are implied or multilayered.

Reading (continued)


• Analyse how paragraphs and chapters are structured and linked.

• Recognise key characteristics of a range of non-fiction text types.

• Explore autobiography and biography, and first and third person narration.

• Identify features of balanced written arguments.

• Compare the language, style and impact of a range of non-fiction writing.

• Distinguish between fact and opinion in a range of texts and other media.



• Plan plot, characters and structure effectively in writing an extended story.

• Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning.

• Establish and maintain a clear viewpoint, with some elaboration of personal voice.

• Use different genres as models for writing.

• Use paragraphs, sequencing and linking them appropriately to support overall development of the text.

• Use a range of devices to support cohesion within paragraphs.

• Develop some imaginative detail through careful use of vocabulary and style.

Writing (continued)


• Use the styles and conventions of journalism to write reports on events.

• Adapt the conventions of the text type for a particular purpose.

• Select appropriate non-fiction style and form to suit specific purposes.

• Write non-chronological reports linked to work in other subjects.

• Develop skills of writing biography and autobiography in role.

• Argue a case in writing, developing points logically and convincingly.

• Write a balanced report of a controversial issue.

• Summarise a passage, chapter or text in a given number of words.


• Use IT effectively to prepare and present writing for publication.

Speaking and listening

• Express and explain ideas clearly, making meaning explicit.

• Use spoken language well to persuade, instruct or make a case, e.g. in a debate.

• Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and context.

• Structure talk to aid a listener’s understanding and engagement.

• Speak confidently in formal and informal contexts.

• Pay close attention in discussion to what others say, asking and answering questions to introduce new ideas.

• Help to move group discussion forward, e.g. by clarifying, summarising.

• Prepare, practise and improve a spoken presentation or performance.

• Convey ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture and movement.

• Reflect on variations in speech, and appropriate use of standard English.

 Frame Work

Primary 1

Primary 2

Primary 3

Primary 4

Primary 5

Primary 6