Year 06 Curriculum
Explore What We Learn:
Click to Expand our Year 6 English Curriculum:
Autumn Term
Spring Term
Summer Term
- Poetry Focus
- ‘What are You?’ by Pie Corbett
- Juxtaposition
- Simile and metaphor
- Alliteration
- Abstract nouns
- Fiction Focus
- ‘The Lost Thing’ by Shaun Tan
- Short paragraphs
- Short punchy impactful sentences
- Powerful verbs
- Dash – instead of comma
- Ellipsis
- Use of dialogue to develop a character
- Non-fiction Focus
- ‘Polar Bear Ice’ by Pie Corbett
- Topic specific technical language
- Pronouns
- Varied sentence length
- Generalisers
- Present tense
- Poetry Focus
- ‘Oakridge Night’ by Pie Corbett
- Semi-colon
- Subject/object
- Personification
- Alliteration
- Onomatopoeia
- Synonym/antonym
- Fiction Focus
- ‘The Tunnel’ by Pie Corbett
- Detailed descriptions of the surroundings
- Clues to tantalise the reader
- Short, shocking sentences
- Fronted adverbials, subordinate, and relative clauses to make the reader wait even longer
- Ellipses (...)
- Physical reactions from the character
- Exciting synonyms
- Similes, metaphors, and onomatopoeia
- Non-fiction focus
- ‘My Secret War Diary’ by Marcia Williams
- Past tense
- First person pronouns – I, we, my...
- Writer’s thoughts and feelings
- Opinion and fact
- Ambitious vocabulary
- Informal style
- Time conjunctions
- Paragraphs
- Hyphen
- Brackets
- Poetry Focus
- Classic poetry based on Paul Laurence Dunbar’s ‘Sympathy’
- Imagery, symbolism, theme, and figurative language such as simile, metaphor, and personification
- Author Focus: Malorie Blackman
- Fiction Focus
- Mystery Story – The Graveyard Book
- Techniques to create suspense
- Use of inverted commas for dialogue
- Use of dialogue to show the characters’ feelings and help tell the story
- Use of adverbial phrases
- Use of short sentences to create an impact
- Non-fiction Focus
- Discussion Text – ‘Should Gold. E. Locks be Jailed?’
- Use of fact and opinion (biased/unbiased opinion)
- Use of third person for informality
- Use of conditional phrases – could, may be
- Use of logical conjunctions to link cause and effect
- Use of abstract nouns
- Techniques to elaborate for/against argument
Click to Expand our Year 6 Maths Curriculum:
Autumn Term
Spring Term
Summer Term
- Place Value
- Compare, order, read and write numbers to 10,000,000
- Powers of 10
- Number line to 10,000,000
- Compare, order, and round any integers
- Negative numbers
- The Four Operations:
- Add and subtract integers
- Common factors and multiples
- Rules of divisibility
- Primes to 100
- Square and cube numbers
- Solve problems with multiplication and division
- Short division
- Division using factors
- Long division
- Orders of operation
- Vocabulary
- partition, interval, estimate, compare, order, rounding, negative, positive, factor, common factor, common multiple, prime, composite, squared, cubed, order of operations, brackets
- Converting Units
- Convert metric measures
- Calculate with metric measures
- Miles and Kilometres
- Imperial measures
- Ratio
- Ratio and fractions
- Use ratio language and the ratio symbol
- Scale drawings and scale factors
- Similar shapes and proportion problems
- Recipes
- Algebra
- 1-step and 2-step function machines
- Form expressions
- Substitution
- Formulae
- Form equations
- Decimals
- Round decimals
- Add and subtract decimals
- Multiply by 10, 100, and 1000
- Divide by 10, 100, and 1000
- Multiply decimals by integers
- Area, Perimeter, and Volume
- Shapes - same area
- Area and perimeter
- Area of any triangle
- Area of a parallelogram
- Volume
- Volume of a cuboid
- Statistics
- Line graphs
- Dual bar charts
- Read and interpret pie charts
- Pie charts with percentages
- Draw pie charts
- Mean
- Shape
- Measure, classify, and calculate angles
- Vertically opposite angles
- Angles in a triangle
- Angles in quadrilaterals
- Angles in polygons
- Nets of 3D shapes
- Position and Direction
- The first quadrant
- Read and plot points in 4 quadrants
- Solve problems with coordinates
- Translations
- Reflections
Click to Expand our Year 6 Science Curriculum:
Autumn Term
Spring Term
Summer Term
- Animals including Humans:
- Describe how to keep the body healthy
- Recognise the impact of drugs, alcohol, and smoking on the human body
- Recognise the impact of an unhealthy diet
- Describe how blood is pumped around the body
- Describe how water and nutrients are transported around the body
- Describe the functions of the heart, blood vessels, and blood
- Identify and name the main parts of the human circulatory system
- Vocabulary:
- blood, blood vessels, arteries, veins, capillaries, heart, oxygen, carbon dioxide, lungs, nutrients, water, plasma, platelets, red blood cells, white blood cells, circulatory system, exercise, diet, muscle, chambers, oxygenated, deoxygenated, diffusion, osmosis, drugs, lifestyle, addiction, disease, medicine, alcohol, cigarettes, stimulant, depressant, analgesic, hallucinogen
- Living things and their habitats
- I can identify the processes of sexual reproduction in animals
- I can describe the similarities and differences between the life cycles of different animals
- I can use my research of animals unknown to me in order to classify them
- I can describe the main features of particular groups such as vertebrates and invertebrates
- I can explain why living things can be in one group and not another
- I can explain why living things can be classified into different groups
- Evolution and Inheritance
- I can describe how adaptation can lead to evolution
- I can research and identify how animals and plants are adapted to suit their environment in different ways
- I can describe how variations occur between individuals of the same species
- I can use evidence from my observations to describe how offspring vary and are not identical to their parents
- I can describe how fossils provide information about living things that inhabited the Earth millions of years ago
- I can recognise that living things have changed over time
- Light
- Use my knowledge of the way light travels to describe how shadows are formed
- Discuss how objects are seen using scientific vocabulary e.g., light source and reflection
- Demonstrate that light travels in straight lines to explain how objects are seen
- Use examples to show that light appears to travel in straight lines
- Key Vocabulary:
- Opaque, transparent, translucent, reflect, refract, prism, spectrum, absorption, dispersion
- Electricity
- Investigate and describe the variations in how components function e.g., the brightness of bulbs, loudness of buzzers, and on/off position of switches
- Investigate the impact the number and voltage of cells has on the volume of a buzzer
- Investigate the impact the number and voltage of cells has on the brightness of a lamp
- Construct simple series circuit diagrams using recognised symbols
- Key Vocabulary:
- Current, electrons, voltage, battery, resistance, switch, filament
Click to Expand our Year 6 Art and DT Curriculum:
Autumn Term
Spring Term
Summer Term
- Learn about great artists, architects, and designers in history
- To improve their mastery of art and design techniques
- The students will look at artists from different cultures and backgrounds to observe how migration has impacted art and design in the UK
- Create polystyrene printing blocks to use with roller and ink
- Explore mono printing
- Design and create motifs to be turned into printing block images – wrapping paper, book covers, artwork
- Art
- To improve their mastery of art and design techniques, including drawing, painting, and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- To know about great artists, architects, and designers in history
- DT
- To prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques (use ‘rationing’ ingredients)
Click to Expand our Year 6 Humanities Curriculum:
Autumn Term
Spring Term
Summer Term
- History
- Britain’s settlement by Anglo-Saxons and Scots
- The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- Geography
- Can describe and explain a range of physical and human processes and recognise that these processes interact to produce distinctive characteristics of places
- Can describe and understand key aspects of physical geography
- Can identify, name, and locate countries of the world using a map or atlas
- Geography
- Locational knowledge
- Locate the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- Place knowledge
- Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country
- Geographical skills and fieldwork
- Use maps, atlases, globes, and digital/computer mapping to locate countries and describe features studied
- History
- A local history study
- A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
- Geography
- To locate the world’s countries, using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
- To identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
- To use maps, atlases, globes, and digital/computer mapping to locate countries and describe features studied
- To use the eight points of a compass, four and six-figure grid references, symbols, and key (including Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
- To use fieldwork to observe, measure, record, and present the human and physical features in the local area using a range of methods, including sketch maps, plans, and graphs, and digital technologies
Click to Expand our Year 6 ICT Curriculum:
Autumn Term
Spring Term
Summer Term
- Communication and Collaboration
- Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
- Select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals, including collecting, analysing, evaluating, and presenting data and information
- Web Page Creation
- Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- Use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
- Variables in Games
- Design, write, and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- Select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals, including collecting, analysing, evaluating, and presenting data and information
- Spreadsheets
- Select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals, including collecting, analysing, evaluating, and presenting data and information
- Using Technology
- To combine a variety of software on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals, including collecting, analysing, evaluating, and presenting data and information
- To use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Click to Expand our Year 6 PSHEE Curriculum:
Autumn Term
Spring Term
Summer Term
- Being Me in My World
- Identify goals for this year
- Understand that actions affect other people
- Make choices about behaviour
- Understand how democracy and having a voice benefits the school community
- Celebrating Difference
- Know there are different perceptions about what normal means
- Know how having a disability could affect someone’s life
- Explain ways a person/group can have power over another
- Dreams and Goals
- Personal learning goals
- Steps to success
- My dream for the world
- Helping to make a difference
- Recognising achievements
- Healthy Me
- Food
- Drugs and alcohol
- Emergency aid
- Emotional and mental health
- Managing stress
- Relationships
- To understand significant people in my life
- To understand love and loss - managing feelings
- To understand stages of grief
- To know about power and control
- To know how to be safe using technology
- To understand safety and well-being
- RSE
- To know how their body will, and emotions may, change as they approach and move through puberty
- To know about human reproduction
- To understand the importance of protecting personal information, including passwords, addresses, and the distribution of images of themselves and others
- To be aware of different types of relationships, including those between family and friends, civil partnerships, and marriage
- To recognise what constitutes positive healthy relationships
Click to Expand our Year 6 RE Curriculum:
Autumn Term
Spring Term
Summer Term
- Living by Rules
- Could we live without rules?
- What impact do the rules of Christians have on society?
- Being Fair and Just
- Does it matter if people are unfair?
- What is it like if people behave unfairly on the basis of religion?
- How do believers of Christianity act fairly?
- Creating Unity and Harmony
- How are you both different from and also the same as everyone else?
- How do believers seek to restore unity and harmony?
- Cultivating Inclusion, Identity and Belonging
- How do you know you belong?
- Why do some believers change their name?
- What do the names of Jesus mean?
- Remembering Roots
- How do you remember special people, places, and events?
- Why is the past important to Christians?
- Being Courageous
- What is courage?
- How were Sikhs brave during this festival? How do Sikhs show bravery today?
- How do people show bravery today?
- Being Regardful of Suffering
- What hurts you?
- Being Merciful and Forgiving
- What do Christians teach about mercy?
- How do Christians put others first?
- How big is your love?
- What makes you happy and how do you show it?
- How do Muslims express their joy in worship?
- How should we imagine and express what matters?
- How does the Lord’s Prayer help Christians worship God?
- Why is why important?
- What does Islam teach about Musa (Moses) and knowledge?
- How does the story of Prince Siddhartha help Buddhists decide what is important?
- How do we define a perfect life?
- What does Christianity and Hinduism teach about the spiritual journey to perfection?
Curriculum Overview:
Students are ... insert text here.
Students have two PE lessons each week. On days that students have PE they should arrive at school in their school uniform with their PE kits in a bag, that they can change in too.
Students also have one Music and one French lesson each week.
Homework:
Homework this year will be a half termly project for children to complete based around our topic. This will give children the chance to enrich their understanding of the current topic and use creativity to present their findings.
In addition to the project work, students will also be given weekly spellings to learn, a maths activity and are expected to read at least five times a week.
Homework is set every Friday.
Reading books are changed on Fridays.
