Year 6 Curriculum Overview 2018-19

Year 62018-19

Autumn 1Ancient Greece

Autumn 2To infinity and

beyond

Spring 1Evolution and Inheritance

Spring 2A developing

economy

Summer 1Magnificent Maya

Summer 2Year 6 Production

History Ancient Greece Study of the Mayan’s: Aspects of their lives, rituals and trades.

Geography Modern Day Greece (human and physical features) Map Work (comparisons)Natural disasters – Santorini / Minoans destroyed by tsunami.

A developing economy and map work

Map work and physical geography

Science Earth, Sun and MoonLight and shadowThe eye

Adaptation and Interdependence, classification and evolution

Electricity Human Body and reproduction

DT and Nutrition

Humus / Tzatsiki / Pita / Olives

Moon buggies La Galette Des Rois (RE)

Moving toys (cams)

Art and Design

Clay - Great Artist enquiry – Kate Malone

A sense of place, painting landscapes – collective piece – 9 squares – David Hockney

Art: What a performance -

Art: What a performance

Physical Education

Games: Rugby, HockeyGym: BalancingBikeability

Games: Hockey, FootballDance: Spaceman

Gym: Matching MirroringGames: Tennis / Netball

Games: Netball / CricketDance: Street Dance

Games: AthleticsSwimming

Games: RoundersDance - Production

PSHE New Beginnings Getting on and falling outBullying

Going for goals It’s good to be me Relationships Changes

RE Rites of Passage The Magi Holy books (authority) Empty Cross Journeys, pilgrimages, pillars of Islam

Samsara – Life and Rebirth

Music Ancient Greece Leitmotivs – Gods

Christmas – Singing Music: Africa (Drumming)

The Musical Production

Computing Stocks and shares-Microsoft office

Programming and gaming - Scratch - Making a maze game

Young Authors – create an E book

Looking at App design The language of code Design a virtual robot

MFL ClothesTEXT: Je M’Habille et JeTe Croque

TEXT: Continued from Autumn 1French – Planets Unit

La Galette Des RoisNumbers 1-100

Where We LivePlaces In TownDirectionsWeather

Food – Café Culture MoneyTime

Year 6 Reading Key Objectives

1 Use knowledge of morphology and etymology to read aloud and understand new words

2 Choose to read a range of non-fiction and modern fiction from literary heritage and from other cultures

3 Ask questions to improve understanding of texts4 Identify and discuss themes and conventions across a wide range

of writing5 Provide reasoned justifications for views6 Consider different accounts of the same event/story and viewpoint

of author7 Summarise the main ideas drawn from more than one paragraph,

identifying key details that support the main ideas8 Identify and discuss how language, structure and presentation

contribute to meaning9 Justify the authors choice of language, including figurative

language, to affect the reader10 Explain and discuss understanding of reading using a wider range

of technical terms including metaphor, simile, analogy, imagery, style and effect

11 Participate in formal presentations and debates about reading

12 Reflect on feedback regarding on the quality of their explanations and contributions to discussions about books

13 Use knowledge of morphology and etymology to read aloud and understand new words

Year 6 Writing Key Objectives

1. Draw on their knowledge of morphology and etymology to spell correctly

2. Use a dictionary to check spelling and meaning3. Ensure correct subject and verb agreement4. Use passive verbs to affect the presentation of information5. Recognise difference in informal and formal language6. Use hyphens to avoid ambiguity7. Use semi-colons, colons and dashes between independent clauses8. Punctuate bullet points consistently9. Select appropriate grammar and vocabulary to change and

enhance meaning10. Consciously control the structure of sentences and paragraphs for

effect11. Precis longer passages

12. Develop setting, atmosphere and character effectively, including through dialogue

13. Perform compositions using appropriate intonation, volume and movement

14. Demonstrate a mastery of language through public speaking, performance and debate

15. Choose most appropriate form of writing and sustain for audience and purpose

16. Draw on their knowledge of morphology and etymology to spell correctly

Year 6 Maths Key Objectives

1. Use negative numbers to calculate intervals across zero2. Divide numbers using long division, interpreting the remainders as

appropriate3. Use order of operations to carry out calculations4. Use common factors to simplify fractions5. Compare and order fractions of any size6. Add and subtract fractions with different denominators and mixed

numbers7. Multiply simple pairs of proper fractions8. Divide proper fractions by whole numbers9. Calculate decimal fraction equivalents for simple fractions10. Multiply a number with up to two decimal places by whole

numbers11. Use written division with answers of up to two decimal places

12. Solve problems involving the calculation of percentages

13. Recall and use equivalences between fractions, decimals and percentages

14. Solve problems using ratio using multiplication and division facts

15. Solve problems involving similar shapes where the scale factor is known

16. Solve problems involving proportion, using knowledge of fractions and multiples

17. Use simple formulae

18. Generate and describe linear number sequences

19. Express missing number problems algebraically

20. Convert units of measure between smaller and larger units

21. Convert between miles and kilometres

22. Calculate the area of parallelograms and triangles

23. Calculate and compare volume of cubes and cuboids

24. Illustrate and name parts of a circle

25. Finding missing angles in triangles, quadrilaterals and regular polygons

26. Recognise vertically opposite angles and find missing angles

27. Describe positions on the full co-ordinate grid

28. Translate shapes on a co-ordinate grid and reflect in the axes

29. Construct and interpret pie charts

30. Calculate the mean as an average

Year 6 Science Key Objectives

1 Use test results to design further investigations2 Using simple models to describe scientific ideas3 Identifying scientific evidence that has been used to support or

refute ideas or arguments.4 Classify some plants, animals or micro-organisms, explaining the

choices made5 Recognise that living things produce offspring which are not

usually identical to their parents6 Identify how adaptation of plants and animals over time may lead

to evolution.7 Explain that we see things which either give out or reflect light8 Describe the movement of the Earth, and other planets, relative to

the Sun 9 Explain day and night on earth, and the apparent movement of

the Sun10 Compare and give reasons for variations in circuit components

and recognise symbols when representing simple circuit in a diagram

Year 6Spelling

Statutory requirements

Rules and guidance (non-statutory) Example words (non-statutory)

Endings which sound like /ʃəs/ spelt –cious or –tious

Not many common words end like this.

If the root word ends in –ce, the /ʃ/ sound is usually spelt as c – e.g. vice – vicious, grace – gracious, space – spacious, malice – malicious.

Exception: anxious.

vicious, precious, conscious, delicious, malicious, suspicious

ambitious, cautious, fictitious, infectious, nutritious

Endings which sound like /ʃəl/

–cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions.

Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province).

official, special, artificial, partial, confidential, essential

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

Use –ant and –ance/–ancy if there is a related word with a /æ/ or /eɪ/ sound in the right position; –ation endings are often a clue.

Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /ɛ/ sound in the right position.

There are many words, however, where the above guidance does not help. These words just have to be learnt.

observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial)

innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential)

assistant, assistance, obedient, obedience, independent, independence

Adding suffixes beginning with vowel letters to words ending in –fer

The r is doubled if the –fer is still stressed when the ending is added.

The r is not doubled if the –fer is no longer stressed.

referring, referred, referral, preferring, preferred, transferring, transferredreference, referee, preference, transference

Year 6 Spelling (cont’d)

Statutory requirements

Rules and guidance (non-statutory) Example words (non-statutory)

Use of the hyphen

Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one.

co-ordinate, re-enter, co-operate, co-own

Words with the /i:/ sound spelt ei after c

The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/.Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound).

deceive, conceive, receive, perceive, ceiling

Year 6 Grammar & Punctuation

Sentence Structure1 Use of the passive to affect the presentation of information in a

sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)].

2 The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing

Text Structure1 Linking ideas across paragraphs using a wider range of cohesive

devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis

2 Layout devices, such as headings, sub-headings, columns, bullets, or tables, to organise, present and structure text for the reader

Punctuation 1 Use of the semi-colon, colon and dash to mark the boundary

between independent clauses [for example, It’s raining; I’m fed up]

2 Use of the colon to introduce a list and use of semi-colons within lists

3 Punctuation of bullet points to list information4 How hyphens can be used to avoid ambiguity [for example, man

eating shark versus man-eating shark, or recover versus re-cover]

Terminology for Pupils1 subject, object, active, passive, synonym, antonym, ellipsis,

hyphen, colon, semi-colon, bullet point