year 6 curriculum map - kidbrookepark.greenwich.sch.uk maps/ye… · spelling learning from the...

Year6CurriculumMap

Year6-1EnglishFictionTheSecretGardenOutcome:CriticalFilmReview

PoetryOutcome:Gardenpoetry

Handwriting:self-assessment,evaluatinghandwriting. Handwriting:self-assessment,evaluatinghandwriting.Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Spellinglearningfromtheprevioushalfterm,Homophones(dessert/desert,stationery/stationary,complement/compliment,principle/principal,prophet/profit).

Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Proofreading,Generatingwordsfromprefixesandroots,Wordsfromstatutoryspellinglists.

TextStructureUseavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.WritingreflectsaudienceandpurposeWord/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.

TextStructureSecureindependentplanningSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwqsrainingmeanttheendofsportsday.Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littlePunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.

Bulletpointstolistinformation.Reading–Comprehension

§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother

culturesandtraditions§ identifyinganddiscussingthemesandconventionsinandacrossawiderangeofwriting§ learningawiderrangeofpoetrybyheart§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience

§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning

§ participateindiscussionsaboutbooksthatarereadtothemandthosetheycanreadforthemselves,buildingontheirownandothers’ideasandchallengingviewscourteouslyEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.

Year6–1MathsStarters StartersuggestionsforNumber

Knowbyheartfactsforallmultiplicationtablesupto12x12.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1or10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Orderandcomparewholenumbersupto1000000,negativenumbersanddecimals.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionstepsandconvertequivalentfractions(e.g.countinstepsof !

!"convertingto !

!",!#,!$,!%, &!",!",...).

StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).

Week MainLearning Rationale1

Placevalueincludingdecimals

Identify,representandestimatenumbersusingthenumberline.Read,write,orderandcomparenumbersupto10000000anddeterminethevalueofeachdigit.Roundanywholenumbertoarequireddegreeofaccuracy.Usenegativenumbersincontext,andcalculateintervalsacrosszero.Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.Identifythevalueofeachdigitinnumbersgiventothreedecimalplacesandmultiplyanddividenumbersby10,100and1000givinganswersuptothreedecimalplaces.Solvenumberandpracticalproblemsthatinvolvealloftheabove.

Childrenextendtheirknowledgeofthenumbersystemtolargernumbersandfurtherdecimals.TheBase10notioniscentredaroundgroupingintensi.e.ten1sarethesameasone10,ten10sarethesameasone100andsoonandviceversa.Childrenlearnthatoneisthesameasten !

!'s,one !

!'isthesameas !'

!''sandthat !

!''isthesameas !'

!'''s.

Childrenunderstandhownumbersrelatetoeachotherbyorderingandcomparingthemonanumberline,whichsupportstheskillofrounding.Thisskillwillbeappliedoverthecomingweekswhenestimatingcalculations.Whenmultiplyinganddividingby10,100and1000,childrenrecognisethatthisisscalingupanddownbypowersof10andisrelatedtotheBase10numbersystem.

2Mentalandwrittenaddition

Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Identify,representandestimatenumbersusingthenumberline.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveadditionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingaddition.Expressmissingnumberproblemsalgebraically.Findpairsofnumbersthatsatisfyanequationwithtwounknowns.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.Addwholenumbersanddecimalsusingformalwrittenmethods(columnaraddition).Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.

Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.

3Mentalandwritten

multiplicationinthecontext

oftime

Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.Multiplyone-digitnumberswithuptotwodecimalplacesbywholenumbers.Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.Expressmissingnumberproblemsalgebraically.Findpairsofnumbersthatsatisfyanequationwithtwounknowns.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoftimefromasmallerunittoalargerunit,andviceversa.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.

Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Ifschoolsareusinggridmethodofmultiplication,thewrittenmethodsforadditioninthepreviousweekwillbefurtherappliedthisweek.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.

42Dand3Dshape

Draw2-Dshapesusinggivendimensionsandangles.Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).

Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,comparingandclassifyingshapes.Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferentorientations.Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm‘regular’tofindmissingangles.

5Mentalandwritten

subtraction

Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Identify,representandestimatenumbersusingthenumberline.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solvesubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingsubtraction.Expressmissingnumberproblemsalgebraically.Findpairsofnumbersthatsatisfyanequationwithtwounknowns.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.Subtractwholenumbersanddecimalsusingformalwrittenmethods(columnarsubtraction).Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.


6Mentaland

writtendivision

Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Usewrittendivisionmethodsincaseswheretheanswerhasuptotwodecimalplaces.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Solveproblemsinvolvingdivision.Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.

Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Ifschoolsareusingchunkingmethodofdivision,thewrittenmethodsforsubtractioninthepreviousweekwillbefurtherappliedthisweek.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.

Year6 Science CreativeCurriculum Computing Languages PE1TheSecretGardenOutcome:Createownsecretgarden–childrenbecomeminilandscapegardeners!Naturalmaterials,coloursetc.Trip:ChelseaPhysicGarden/KewGardens

Light-recognisethatlightappearstotravelinstraightlines-Usetheideathatlighttravelsinstraightlinestoexplainthatobjectsareseenbecausetheygiveoutorreflectlightintotheeye-Explainthatweseethingsbecauselighttravelsfromlightsourcestooureyesorfromlightsourcestoobjectsandthentooureyes-UsetheideathatlighttravelsinstraightlinestoexplainwhyshadowshavethesameshapeastheobjectsthatcastthemWorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.

Art-tocreatesketchbookstorecordtheirobservationsandusethemtoreviewandrevisitideas-toimprovetheirmasteryofartanddesigntechniques,includingdrawing,paintingandsculpturewitharangeofmaterials[forexample,pencil,charcoal,paint,clay]-aboutgreatartists,architectsanddesignersinhistory.Childrendesignandcreatetheirownsecretgardens.Lookatartiststhatusenaturalmaterialse.g.AndyGoldsworthy,gardendesignerse.g.GertrudeJekyllandpainterswhodepictgardense.g.Monetforinspiration.Createownsecretgarden–childrenbecomeminilandscapegardeners!Naturalmaterials,coloursetc.HowICTcansupportandenhancelearning:

- chnplantheirgardensusingshapesinMSWord/Publisher

- 2Draw+(purplemash)- Usingcameras,take

photographsofgardens- ReplicateMonet’s

paintingin2Paint+

1stlessonisononlinesafety!CS–Programming(Python)-design,writeanddebugprogramsthataccomplishspecificgoals,includingcontrollingorsimulatingphysicalsystems;solveproblemsbydecomposingthemintosmallerparts-usesequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput-uselogicalreasoningtoexplainhowsomesimplealgorithmsworkandtodetectandcorrecterrorsinalgorithmsandprograms-PythonRecapProgramme,Algorithm,Debug,Repetition,Sequence,Input,Output,Selection,VariablesandProcess.ShowcapabilitiesofPython.ComparewithcapabilitiesofScratch.Writesimplecodetocarryoutoperations.ChildrencreateartisticpatternsinMSLogo–seeNatalia’splanningnotesforideas.Ideasforcomputingplanningprogression:

1. ExploreMSLogo2. UnderstandcodeinMSLogo3. Plantheirownpatterns.

UsingMSLogo4. Createandevaluatetheir

patterns.Examples:

RecapasrequiredfromCoreVocabularyandPhonics,PresentingMyself(IntermediateLLU),TheDate(IntermediateLLU),pronounsandregularverbs(progressiveLLU)

Gym-Developflexibility,strength,technique,controlandbalance-Userunning,jumping,throwingandcatchinginisolationandincombinationICTlinks:Watchanddiscuss–MatalanTopGym(seeT-drive)

R.E. PSHCEChristianity9LeadingaChristianLifeICTlinks:

- LgflFaithsvideos

- BbcRE

SeevaluesplannerLgflBritishValuesresources

Year6-2EnglishFictionBeowulfOutcome:Legend

NonFictionOutcome:Historicalrecount

Handwriting:selfassessment-ascendersanddescenders,consistancyinsizeofcapitallettersandascenders.

Handwriting:writingatspeed-inappropriateclosingofletters,identifyingunclosedletters.

Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutorywordlist,Wordsfrompersonalspellinglists.Homophones(‘ce’/‘se’).

Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutorywordlist.Endingsthatsoundlike/ʃəs/spelt‘-cious’or‘-tious’,spellingsfromthisterm.

TextStructureSecureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwaqsrainingmeanttheendofsportsday.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littlePunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.

TextStructureSecureplanningacrossthenon-fictiongenreandacrossapplication.Paragraphs-secureuseoflinkingideaswithinandparagraphs.Useavarietyoftextlayoutsappropraitetopurpose.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.

Reading–WordReading• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnew

wordsthattheymeet.Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaidto

newvocabulary–bothaword’smeaning(s)anditscorrectpronunciation. Reading–Comprehension

§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromothercultures

andtraditions§ recommendingbooksthattheyhavereadtotheirpeers,givingreasonsfortheirchoices


§ distinguishbetweenstatementsoffactandopinionEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.

Year6–2Maths

Starters StartersuggestionsforNumberKnowbyheartfactsforallmultiplicationtablesupto12x12.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1).Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Orderandcomparewholenumbersupto1000000,negativenumbersanddecimals.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionstepsandconvertequivalentfractions(e.g.countinstepsof !

!"convertingto !

!",!#,!$,!%, &!",!",...).

StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).


FractionsIdentifycommonfactors,commonmultiplesandprimenumbers.Compareandorderfractions,includingfractions>1(includingonanumberline).Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g.%

().Recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts.Solveproblemsinvolvingfractions.

Childrenuseknowledgeofmultiplicationfactstoidentifyfactorsandmultiplesofdifferentnumbers.Indoingso,childrencanlearnthatprimenumbersareoneswhoseonlyfactorsarethemselvesand1.Primenumbersupto100canbederivedusingtheSieveofEratosthenes.Childrenapplytheirknowledgeofcommonfactorstocreateequivalentfractionsinordertocompare,orderandpositiononanumberline.Childrenrecognisethatfractions,decimalsandpercentagesareallwaysofexpressingaproportion.Decimals(decimalfractions)arewaysofwritingfractionsinourBase10numbersystem,soconvertingtotenths,hundredthsandthousandthsisessentialunderstanding.

2Fractions,

percentages,ratioandproportion

Recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts.Findsimplepercentagesofamounts.Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts.Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuseofpercentagesforcomparison.Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.

Childrenlearnthatpercentageisawayofexpressingaproportionasafractionof100.Linksaremadebetweenscalingupordowntocreatefractionswithadenominatorthatis100.Linksarealsomadebetweentheequivalencethat10%isthesameas1/10andthattofind

1/10ofanamountyoudivideby10.Fromfinding10%,otheramountscanbefoundsuchas5%,40%etc.Childrenalsolearnhowtoshareinunequalamountsbyusingratios.Ratiocanalsobeunderstoodascomparingparttopart.Thiscanbeappliedtoscalingupanddowntodrawsimilarshapesaccordingtoagivenratio.

3Geometry–

anglesStatistics–piecharts

Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.Interpretandconstructpiechartsandlinegraphsandusethesetosolveproblems.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.

Children’sworkonanglesisextendedtoapplyingtheunderstandingofrelationshipsbetweendifferentonesinordertocalculatemissinganglesonastraightline(total180˚),aroundapoint(total360˚)andthatverticallyoppositeanglesareequal.Theknowledgeofanglesaroundapointisthencombinedwithknowledgeofpercentageswhenconstructingpiecharts.Childrenbecomefamiliarwithpiecharts,understandingthepurposeofpresentingdatainthiswayandsolvingproblemsbyinterpretingdataindifferentpresentations.

4Measurement

–length,includingperimeterandmass

Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflengthandmass,fromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Convertbetweenmilesandkilometres.

ChildrenapplytheirunderstandingoftheBase10numbersystemandmultiplyinganddividingbypowersof10inordertoconvertbetweenunitsofmeasurementforlengthandmass.Thelearningofmeasurementshouldbepracticallybased,andperimetershouldbeincludedinthelearningoflengthasitisameasureofdistance.Childrenarealsointroducedtotherelationshipbetweenmilesandkilometresi.e.that8kmisroughlyequivalentto5miles,andusethistoconvertbetweenthesetwounits.

5Measurement–areaandvolume

Recognisethatshapeswiththesameareascanhavedifferentperimetersandviceversa.Calculatetheareaofparallelogramsandtriangles.Use,readandwritestandardunitsusingdecimalnotationtouptothreedecimalplaces.Recognisewhenitispossibletousetheformulaeforareaandvolumeofshapes.Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm3)andcubicmetres(m3)andextendingtootherunits(forexample,mm3andkm3).

Theworkonperimeterfromthepreviousweekcanbefollowedupbyinvestigatingshapeswiththesameperimeterhavingdifferentareasandviceversa.Childrenlearnhowtofindtheareaoftrianglesandparallelogramsbyrelatingtheirknowledgeoffindingtheareaofrectangles.Areaofatriangleshouldbeunderstoodbychildrenas!

"(basexheight).Areaofaparallelogramshouldberelatedtoareaofa

rectangle,withchildrencuttingaparallelogramtocreatearectangle.

Year6 Science CreativeCurriculum Computing Languages PE2Invasion!Outcome:Presentinaninformationbookletwithapurposei.e.itisgoingtobeforalibrary,schooloffice,anotheryeargroupTrip:NaturalHistoryMuseum

Animalsincludinghumans-identifyandnamethemainpartsofthehumancirculatorysystem,anddescribethefunctionsoftheheart,bloodvesselsandblood-recognisetheimpactofdiet,exercise,drugsandlifestyleonthewaytheirbodiesfunction-describethewaysinwhichnutrientsandwateraretransportedwithinanimals,includinghumans.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.Remembertoplananoutcomeandensureyouareplanninginvestigativeskillsthatareincreasinglycomplex

History-Britain’ssettlementbyAnglo-SaxonsandScots-theVikingandAnglo-SaxonstrugglefortheKingdomofEnglandtothetimeofEdwardtheConfessorFocusonAngloSaxonandVikinginvasions–compareandcontrast.WhatwastheEnglishresistance?Presentinaninformationbookletwithapurposei.e.itisgoingtobeforalibrary,schooloffice,anotheryeargroupHowICTcansupportandenhancelearning:

lgfl.net

lgfl.net

Createaninfopageusingappmaker,lgfl.netCreateaninfobook/leafletonpurplemash.co.uk

1stlessonisononlinesafety!CS–AppCreating-design,writeanddebugprogramsthataccomplishspecificgoals,includingcontrollingorsimulatingphysicalsystems;solveproblemsbydecomposingthemintosmallerparts-usesequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput-uselogicalreasoningtoexplainhowsomesimplealgorithmsworkandtodetectandcorrecterrorsinalgorithmsandprograms–discretelesson-AppInventorCreateanAndroidappthatcanbeusedtoorganise/accessinformationaboutSaxonandVikinginvasionofBritain.Thiswillnotcoverallthecomputingcurriculumforthisterm.IsuggestusingaprogrammingsoftwarelikeScratchorCrumblesthatcanfacilitate‘sequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput‘Ideasforcomputingplanningprogression:

1. Barefootlessonslogicalreasoninginalgorithms.

2. Refreshknowledgeon‘inpu’,‘process’and‘output’–IPO.

3. Spendafewlessonsdesigningaquizaboutthetopic.UseScratchtoincludevariables,sequence,selectionandrepetition.

PronounsandirregularverbsProgressiveLLUAndChristmastraditions

Gym-Developflexibility,strength,technique,controlandbalance-Userunning,jumping,throwingandcatchinginisolationandincombinationICTlinks:Watchanddiscuss–MatalanTopGym(seeT-drive)

R.E. PSHCE

Buddhismpart2unit2TheBuddhistCommunityWorldwideRemembertoplananoutcomeLgflFaithsresources


Childrenshouldlearnandunderstandtheformulaforfindingtheareaofthese2Dshapes,andthenrelatethistofindingthevolumeofprisms,includingcubesandcuboids.

6

Assessandreviewweek Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessandreviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.

7

Year6-3EnglishNonFictionOutcome:NonchronologicalreportlinkedtoAncientEgyptusingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]

Fiction:UKLAcompetitionstorychoiceOutcome:Story-describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction,précisinglongerpassages,widerangeofdevicestobuildcohesionwithinandacrossparagraphs

Handwriting:writingatspeed-spacingwithinwords,spacingbetweenwords. Handwriting:writingatspeed-spacingwithinwords,spacingbetweenwords.Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Wordswith‘ough’letterstring,Wordsending‘-cial’and‘-tial’,Proofreadingsomeoneelse’swriting.

Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Generatingwordsfromprefixes,Allstatutorywordslearntsofarthisterm.

TextStructureUseavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.

TextStructureSecureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwaqsrainingmeanttheendofsportsday.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofquestiontags:He’syourfriend,isnthe?Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littleThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.

Reading–WordReading• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnew

wordsthattheymeet.Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaidtonewvocabulary–bothaword’smeaning(s)anditscorrectpronunciation. Reading–Comprehension

§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromothercultures

andtraditions§ identifyinganddiscussingthemesandconventionsinandacrossawiderangeofwriting


§ retrieve,recordandpresentinformationfromnon-fictionEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.


Knowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1).Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !

!",i.e. !

!",!#,!$,!%, &!",!").

StartersuggestionsforMeasurement,GeometryandStatistics• Knowandusestandardmetricunitsofmeasure.• Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.• Convertbetweenunitsbymultiplyinganddividingbypowersof10.• Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.• Read,writeandconvertbetweenunitsoftime.• Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.• Findmissinganglesandlengthsusingpropertiesofshape.• Estimateandidentifyacute,obtuseandreflexangles.• Describepositionsonthefirstquadrantofacoordinategrid.• Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.• Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesof

numbersandshapes).


Placevalue,sequences

andcoordinates

Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,alternatingstepsandthosewherethestepsizeisadecimal.Usesimpleformulae.Generateanddescribelinearnumbersequences.Describepositionsonthefullcoordinategrid(allfourquadrants).

Childrenlinkcountinginstepsofdifferentsizetosequencesanddescribeandgenerateformulaeforthesesequences.Alinearnumbersequenceisonethatincreasesordecreasesbythesameamounteachtime.Thegeneralisingofsequencesisthenrelatedtothecoordinategrid,wherechildrenrecognisethevaluesoftheverticalandhorizontallines.Theyapplytheirknowledgeofnegativenumberstothesecond,thirdandfourthquadrants.

22Dshape,

coordinates,translation

andreflection

Describepositionsonthefullcoordinategrid(allfourquadrants).Drawandtranslatesimpleshapesonthecoordinateplane,andreflectthemintheaxes.

Childrencombinetheirunderstandingofshapesandcoordinates.Whenidentifyingthecoordinatesofmissingcornersofshapes,thecoordinategridshouldbeonplainpaper,sochildrenareapplyingtheirknowledgeofshapes,ratherthansimplycountingsquares.Whenreflectingandtranslatingshapes,childrenshouldidentifyrelationshipsbetweencoordinatesofthecornersandusetheserelationshipswhenidentifyingandcheckingthecoordinatesofthetransformedshape.

3Measurement,temperatureandmean

Usenegativenumbersincontext,andcalculateintervalsacrosszero.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Calculateandinterpretthemeanasanaverage.

Childrenuseandcalculatewithnegativenumbersusingthecontextoftemperature(asitisoftenverycoldatthistimeofyear).Whenorderingnumbersfromasetofdata,theycanbeintroducedtoaverages.Themediancouldbefoundoncethenumbershavebeenordered,thenleadingontofindingthemean,consolidatingtheiradditionanddivisionskills.

4Calculating

withfractions

Identifycommonfactors,commonmultiplesandprimenumbers.Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g.!

$x!"=!

().

Divideproperfractionsbywholenumbers(usingdiagram)(e.g.!%÷2=

!#).

Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g.%().

Childrenuseknowledgeofmultiplicationfactstoidentifyfactorsandmultiplesofdifferentnumbers.Indoingso,theycanlearnthatprimenumbersareoneswhoseonlyfactorsarethemselvesand1.Childrenapplytheirknowledgeofcommonfactorstocreateequivalentfractionsinordertocompare,orderandpositiononanumberline.Childrenapplytheirknowledgeofcommonmultiplesinordertoaddandsubtractfractionswithdifferentdenominators,byconvertingtoequivalentfractions.Whenmultiplyinganddividingfractions,itisessentialthatchildrenusediagramsandknowledgeofmultiplicationanddivisionofwholenumberstounderstandtheconceptofcalculatingwithfractions.Childrenrecognisethatfractions,decimalsandpercentagesareallwaysofexpressingaproportion.Decimals(decimalfractions)arewaysofwritingfractionsinourBase10numbersystem,soconvertingtotenths,hundredthsandthousandthsisessentialunderstanding.

5Mentalandwrittendivision

Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Usewrittendivisionmethodsincaseswheretheanswerhasuptotwodecimalplaces.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.


6Mentaland

Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.

Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbe

Year6 Science CreativeCurriculum Computing Languages PE3AncientEgyptOutcome:PresentationonAncientEgypt–focusonhistoryskillsandlinktoEnglishTrip:BritishMuseumorother

Livingthingsandtheirhabitats-describehowlivingthingsareclassifiedintobroadgroupsaccordingtocommonobservablecharacteristicsandbasedonsimilaritiesanddifferences,includingmicro-organisms,plantsandanimals-givereasonsforclassifyingplantsandanimalsbasedonspecificcharacteristics.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.Carryoutinvestigationsusingskillsi.e.accurate,precisemeasurements,complexrecordingofdata,causalrelationships,degreeoftrustinresults.

History-theachievementsoftheearliestcivilizations–anoverviewofwhereandwhenthefirstcivilizationsappearedandadepthstudyofoneofthefollowing:AncientSumer;TheIndusValley;AncientEgypt;TheShangDynastyofAncientChina

FocusonAncientEgypt

CreateapresentationonAncientEgyptusinghistoryskillsfromtheunitandEnglishnon-chronologicalreport

Timelines,developchronologicallysecureknowledge,createresponsesthatinvolvethoughtfulselectionandorganizationofrelevanthistoricalinformation

HowICTcansupportandenhancelearning:

lgfl.net–couldbeusedattheearlystagesofteaching

http://www.bbc.co.uk/education/topics/zxn3r82

http://mocomi.com/indus-valley-civilization/

1stlessonisononlinesafety!CS–Programming(Animation)-design,writeanddebugprogramsthataccomplishspecificgoals,includingcontrollingorsimulatingphysicalsystems;solveproblemsbydecomposingthemintosmallerparts-usesequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput-uselogicalreasoningtoexplainhowsomesimplealgorithmsworkandtodetectandcorrecterrorsinalgorithmsandprograms- appreciate how search results are ranked – discrete lesson (see Natalia’s planning notes)

--PythonRecapProgramme,Algorithm,Debug,Repetition,Sequence,Input,Output,Selection,VariablesandProcess.ShowcapabilitiesofPython.ComparewithcapabilitiesofScratch.Writesimplecodetocarryoutoperations.

PreparingforavisittoFrance:PlacesinTown,directions,maps.

Dance-Performdancesusingarangeofmovementpatterns-Developflexibility,strength,technique,controlandbalanceGamesBasketballskill/gamesICTlinks:Watchanddiscuss–MatalanTopGamesandDance(seeT-drive)

R.E. PSHCE

UnderstandingFaithinGreenwichOutcome(perhapswriting)


writtenmultiplication

Multiplyone-digitnumberswithuptotwodecimalplacesbywholenumbers.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.Enumeratepossibilitiesofcombinationsoftwovariables.

incontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Childrenshouldexplorefindingallpossibilitiesproblemswhentherearetwovariablese.g.usingthetwovariablesofcolourandpartsofahouse,howmanydifferenthousesarepossibleifthewalls,roofanddoorcanbeeitherred,blueoryellow.Whenallcombinationshavebeenfound,thenthechildrenshouldidentifyandgeneraliseaboutthenumberofcombinationsandthechoicesforeachvariable.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.

Year6-4EnglishFictionJourneytotheRiverSeaand‘Blackface’AnimationOutcome:Story NonFictionOutcome:Discussiontext–NorthorSouthAmerica?Handwriting:selfassessment-evaluatinghandwriting,checkingthejoins. Handwriting:selfassessment-consistancyofsize,lettersrestingonbaseline.Spelling:fromNoNonsenseSpellingStrategiesatthepointofwriting:Haveago,Strategiesatthepointofwriting:Haveago,Wordsfromstatutorywordlists.Wordsending‘-able’/‘-ably’,and‘-ible’/‘-ibly’,

Spelling:fromNoNonsenseSpellingWordsfromstatutorywordlists.Addingsuffixesbeginningwithvowelstowordsendingin‘-fer’,SATSpractice,Proofreadinginsmallerchunks(sentences,paragraphs).

TextStructureConsolisdateyear5listSecureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSentenceConstructionConsolidateyear5listSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsWord/LanguageConsolidateyear5listBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.PunctuationConsolidateyear5listuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.

TextStructureConsolisdateyear5listSecureplanningacrossthenon-fictiongenreandacrossapplication.Paragraphs-secureuseoflinkingideaswithinandparagraphs.Useavarietyoftextlayoutsappropraitetopurpose.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.SentenceConstructionConsolidateyear5listSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsDevelopuseofrhetoricalquestionsforpersuasionWord/LanguageConsolidateyear5listThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationConsolidateyear5listuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.

Reading–WordReading• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnewwordsthattheymeet.Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaidtonewvocabulary–bothaword’smeaning(s)anditscorrectpronunciation.

Reading–Comprehension§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:

§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromotherculturesandtraditions§ recommendingbooksthattheyhavereadtotheirpeers,givingreasonsfortheirchoices§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience


§ discussandevaluatehowauthorsuselanguage,includingfigurativelanguage,consideringtheimpactonthereaderEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.

Year6–4Maths

Starters StartersuggestionsforNumberKnowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.

StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.

Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !

!",i.e. !

!",!#,!$,!%, &!",!").

Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).


Mentalandwritten

additionandsubtraction

Identify,representandestimatenumbersusingthenumberline.Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveproblemsinvolvingadditionandsubtraction.Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.


2Measurement,

ratioandproportion

Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflength,mass,volumeandtimefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts.Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuseofpercentagesforcomparison.Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.

Childrenshouldusethecontextofmeasurestosolveproblemsthatinvolveknowledgeofscalingupanddownbyagivenscalefactor.Thisshouldbedoneinthecontextoflengthwhenlookingatshapesthataremathematicallysimilari.e.thesidesareofequalproportiontoeachothersuchasatrianglewithsidesof2cm,3cmand4cmissimilartoatriangleofside4cm,6cmand8cm.Teachersshouldselectfromanothermeasurescontextforchildrentoexploreproportionthroughscalingupanddown,andconvertingbetweenunitsofmeasureandusingdecimalnotation.Childrenshouldalsoconsiderratioasunequalsharingandgrouping,usingreallifecontextssuchasrecipes.Linksshouldalsobemadewithfractionsandpercentagesaswaysofdescribingproportionsofamounts.

32Dand3Dshape

Draw2-Dshapesusinggivendimensionsandangles.Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).Illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwicetheradius.Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.

Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,comparingandclassifyingshapes.Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferentorientations.Children’sknowledgeandunderstandingofcirclesisdevelopedthroughtheintroductionofnewlanguageincludingradius,diameterandcircumference,andunderstandingtherelationshipsbetweenanyoftheseterms.Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm‘regular’tofindmissingangles.

4Area,

perimeterandvolumeofshapes

Recognisethatshapeswiththesameareascanhavedifferentperimetersandviceversa.Recognisewhenitispossibletousetheformulaeforareaandvolumeofshapes.Calculatetheareaofparallelogramsandtriangles.Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm3)andcubicmetres(m3)andextendingtootherunits(forexample,mm3andkm3).

Childreninvestigatehowshapesofthesameareacanhavedifferentperimetersandviceversa.Theyrelatefindingtheareaoftrianglesandparallelogramstofindingtheareaofrectangles.Oncetheareaofagivenshapehasbeenfound,childrenlinkthistofindingthevolumeofprismsthathavethisshapeatoppositeends.Childrenunderstandvolumeas‘solid’volume(theamountofthreedimensionalspaceoccupiedbyanobject)andunderstandwhycubicunitsareused.

5Statistics–linegraphs

andpiecharts

Convertbetweenmilesandkilometres.Interpretandconstructpiechartsandlinegraphsandusethesetosolveproblems.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.

Childrenexplorelinegraphsfurtherbycreatingconversiongraphsformilestokilometresandviceversa.Theyusethisgraphtoconvertbetweenthetwounitsofdistanceandapplythisknowledgetonumbersbeyondthosecoveredonthegraph.Childrencontinuetoconstructandinterpretdifferentgraphsandcharts,includingpiecharts,however,themajorityofthetimeshouldbefocusedoninterpretingthedataandsolvingproblems,ratherthantheconstructionofgraphsandcharts.

6

Assessandreviewweek. Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessandreviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.

Year6 Science CreativeCurriculum Computing Languages PE4NorthvsSouth:TheAmericasOutcome:DebateusingtheGeographyskillstheyhavelearnttobackuptheirargumentTrip:

Evolutionandinheritance-recognisethatlivingthingshavechangedovertimeandthatfossilsprovideinformationaboutlivingthingsthatinhabitedtheEarthmillionsofyearsago-recognisethatlivingthingsproduceoffspringofthesamekind,butnormallyoffspringvaryandarenotidenticaltotheirparents-identifyhowanimalsandplantsareadaptedtosuittheirenvironmentindifferentwaysandthatadaptationmayleadtoevolution.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.

Geography-locatetheworld’scountries,usingmapstofocusonEurope(includingthelocationofRussia)andNorthandSouthAmerica,concentratingontheirenvironmentalregions,keyphysicalandhumancharacteristics,countries,andmajorcities-understandgeographicalsimilaritiesanddifferencesthroughthestudyofhumanandphysicalgeographyofaregionoftheUnitedKingdom,aregioninaEuropeancountry,andaregionwithinNorthorSouthAmerica-humangeography,including:typesofsettlementandlanduse,economicactivityincludingtradelinks,andthedistributionofnaturalresourcesincludingenergy,food,mineralsandwater-usetheeightpointsofacompass,fourandsix-figuregridreferences,symbolsandkey(includingtheuseofOrdnanceSurveymaps)tobuildtheirknowledgeoftheUnitedKingdomandthewiderworldFocusonaspecificregionfromNorthandSouthAmericaandcompareandcontrastthem,decidingonwheretheywouldprefertolive.HowICTcansupportandenhancelearning:

• searchengines–safesearch,googleetc.• GoogleEarth

• lgfl.net• MakePowerPointpresentationsorpublishwork

usingpurplemash,orBookmakeroni-pads• Usegraphicpackagestocompareandcontrast

regions–2Paint+,Paint,purplemashtools• Datacollectionandanalysis–2Graph/Excel(class

surveyontheirfavouriteplaces)

• Startadiscussionblogon lgfl.netoronKidBlog

1stlessonisononlinesafety!IT/DL–Wiki-understandcomputernetworksincludingtheinternet;howtheycanprovidemultipleservices,suchastheworldwideweb;andtheopportunitiestheyofferforcommunicationandcollaboration(discretelessons,seeNatalia’splanningnotesforideas)-select,useandcombineavarietyofsoftware(includinginternetservices)onarangeofdigitaldevicestodesignandcreatearangeofprograms,systemsandcontentthataccomplishgivengoals,includingcollecting,analysing,evaluatingandpresentingdataandinformation-discretecomputinglessonsonbinarynumbers.SeeNatalia’splanningnotesforideas.-usetechnologysafely,respectfullyandresponsibly;recogniseacceptable/unacceptablebehaviour;identifyarangeofwaystoreportconcernsaboutcontentandcontact–discretelesson-PBWiki(pbworks.com)Childrenlearnwhatawikiis.CreateawikiaboutNorthAmericaandSouthAmericaIdeasforcomputingplanningprogression:

• discretelessonsonnetworking,differencebetweentheinternetandwww,understandingtheconceptof‘packets’–seeNatalia’splanningnotesforideas

• adiscretelessononevaluatingaboguswebsite(keyidea-notallinformationfoundonthewebsiteistrustworthy)

• lessonsonhowalgorithmsareinputtedasseriesofcombinationsof0and1–binaryactivities.

PreparingforavisittoFranceAtthecafé,restaurant,marketDuringFrenchtrip–sendapostcardhome

Games-Userunning,jumping,throwingandcatchinginisolationandcombination-Playcompetitivegames,modifiedwhereappropriate,andapplybasicprinciplessuitableforattackinganddefendingICTlinks:Watchgamesanddiscusstechniquesandtackling–MatalanTopGames(seeT-drive)

PSHCESeevaluesplannerLgflBritishValuesresources

R.E.Judaismpart2unit2JewishLifeICTlinks:

- lgflFaithsvideos

- bbcRE

Year6-5EnglishNonFictionOutcome:Explanationtext–linkedtoscience/DT

PoetryOutcome:Poetrylinkedtochosenplay

Handwriting:self-assessment,checkingthejoins Handwriting:writingatspeed,identifyingunclosedlettersSpelling:fromNoNonsenseSpellingStrategiesatthepointofwriting:Haveago.Strategiesforlearningwords:rareGPCsfromstatutorywordlist.

Spelling:fromNoNonsenseSpellingWordsfromstatutoryandpersonalspellinglists.Wordsendingin‘ant’,‘-anceand‘-ancy’,Proofreadingownwritingindependently,Rootwordsandmeaning.

TextStructureUseavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.

TextStructureSecureindependentplanningSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwqsrainingmeanttheendofsportsday.Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littlePunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.

Reading–Comprehension§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:

§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother

culturesandtraditions§ makingcomparisonswithinandacrossbooks§ learningawiderrangeofpoetrybyheart§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience


§ explainanddiscusstheirunderstandingofwhattheyhaveread,includingthroughformalpresentationsanddebates,maintainingafocusonthetopicandusingnoteswherenecessaryEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.


Knowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !

!",i.e. !

!",!#,!$,!%, &!",!").

StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).


Placevalue,decimalsandfractions

Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Identify,representandestimatenumbersusingthenumberline.Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.Compareandorderfractions,includingfractions>1(includingonanumberline).Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g.%

()

Priortoendofyearstatutoryassessments,itisusefultoconsolidatechildren’sunderstandingofthenumbersystemasawholeandhownumberscanberepresentedindifferentwayse.g.asprecisevalues,asestimateswhenrounding,asfractionsordecimals,onanumberline,asadiagrametc.

2Mentalandwritten

calculation

Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Identify,representandestimatenumbersusingthenumberline.Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.

Priortoendofyearstatutoryassessments,itisusefultoconsolidatechildren’sunderstandingofcalculationsacrossallfouroperations.Childrenshouldcontinuetolearnwhenitisappropriatetousementalmethodsandwhentousewrittenmethods.Problemsshouldbepresentedinavarietyofreallifeandabstractsituations,sochildrenrecognisecluesthatindicatetheoperation(s)touse.Childrenshouldthereforebegivenexamplesofmixedproblems,ratherthanproblemsthatareallthesameoperation.Whensolvingproblems,childrenshouldbeencouragedtoexpresstheirunderstandingofthecontextbeforetryingtosolvetheproblem.

3Calculatingfractions,

Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g.!$x!"=!

().

Divideproperfractionsbywholenumbers(usingdiagram)(e.g.

Priortoendofyearstatutoryassessments,itisusefulforchildrentoapplytheirknowledgeofplacevalue,multiplicationanddivisioninthecontextoffractions,ratioandproportion.Whenmultiplyinganddividingfractions,itisessentialthatchildrenusediagramsandknowledgeofmultiplicationanddivisionofwhole

ratioandproportion

!%x2=!

#).

Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts.Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuseofpercentagesforcomparison.Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.

numberstounderstandtheconceptofcalculatingwithfractions.Teachersshouldselectfromdifferentcontextsforchildrentoexploreproportionthroughscalingupanddown.Childrenshouldalsoconsiderratioasunequalsharingandgrouping,usingreallifecontextssuchasrecipes.

42Dshape,

coordinates,translation

andreflection

Draw2-Dshapesusinggivendimensionsandangles.Describepositionsonthefullcoordinategrid(allfourquadrants).Drawandtranslatesimpleshapesonthecoordinateplane,andreflectthemintheaxes.

Childrencombinetheirunderstandingofshapesandcoordinates.Whenidentifyingthecoordinatesofmissingcornersofshapes,thecoordinategridshouldbeonplainpaper,sochildrenareapplyingtheirknowledgeofshapes,ratherthansimplycountingsquares.Whenreflectingandtranslatingshapes,childrenshouldidentifyrelationshipsbetweencoordinatesofthecornersandusetheserelationshipswhenidentifyingandcheckingthecoordinatesofthetransformedshape.

5Algebraandsequences

Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,alternatingstepsandthosewherethestepsizeisadecimal.Usesimpleformulae.Generateanddescribelinearnumbersequences.Convertbetweenmilesandkilometres.

Childrencanusetheworkfromthepreviousweekontoexplorerelationshipsbetweenthecoordinatesofthecornersofsome2Dshapes,generaliseandexpressrelationshipsusingformulae.Childrenextendtheirworktogeneralise,identifyandcreateformulaeforlinearnumbersequences,includingforusewhenconvertingmilestokilometresandviceversausingtheknowledgethat5milesisroughlyequivalentto8km.

6Measurement(lengthandtime)andstatistics–mean

Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflengthandtimefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Calculateandinterpretthemeanasanaverage.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.

ChildrenshouldusetheirperformanceinPE(athletics)togeneratelengthandtimemeasurements,forjumping,throwingandrunning.Thesemeasurementscanbeusedtoexploreconvertingunitsofmeasure;scalingupanddown;findingthemeanmeasurementofagivenselection;presentingdataindifferentways;solvingproblemswheninterpretinggraphspresentedindifferentways.

Year6-6EnglishFictionOutcome:Rangeofwritinglinkedtochosenplaye.g.characterbiography,letterto/fromcharacter,monologuesHandwriting:Handwritingproject. Handwriting:Handwritingproject.Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Spellingstaughtlasthalfterm.Wordsending‘-ent’,‘-ence’and‘-ency’.

Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Homophones(draught/draft,dissent/descent,precede/proceed,wary/weary),Strategiesforlearningwords:commonlymisspelthomophones.

TextStructure(fiction)Secureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwaqsrainingmeanttheendofsportsday.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofquestiontags:He’syourfriend,isnthe?Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Writingreflectsaudienceandpurpose.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littleThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.

TextStructure(non-fiction)Useavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.

Reading–Comprehension

§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother

culturesandtraditions§ makingcomparisonswithinandacrossbooks§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience


§ providereasonedjustificationsfortheirviews.Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.

Year6–6Maths

Starters StartersuggestionsforNumberKnowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !

!",i.e. !

!",!#,!$,!%, &!",!").

StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).


Measurement–massand

volume/capacity

Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsofmassandvolumefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm3)andcubicmetres(m3)andextendingtootherunits(forexample,mm3andkm3).

Childrenshouldcontinuetoworkpracticallywiththeconceptsofmassandvolume,enhancingtheirunderstandingofbothmeasures,includinggaininga‘benchmark’measuretosupportestimation,aswellasbeingabletoaccuratelymeasureusingdifferentequipmentandconvertingbetweenunits.Whenconvertingbetweenunits,childrenshouldrelatethistotheirunderstandingoftheBase10numbersystem.

2Mentalandwritten

calculations

Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.

Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheircalculationskillssothattheyaresecurebeforetransitiontosecondaryschool.

3Fractions

Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.Compareandorderfractions,includingfractions>1(includingonanumberline).Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g.!

$x!"=!

().

Divideproperfractionsbywholenumbers(usingdiagram)(e.g.!%÷2=

!#).

Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheirunderstandingofandskillsrelatedtofractionssothattheyaresecurebeforetransitiontosecondaryschool.

4Placevalueand

decimals

Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.

Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheirunderstandingofthestructureofthenumbersystemsothattheyaresecurebeforetransitiontosecondaryschool.

Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,alternatingstepsandthosewherethestepsizeisadecimal.

52Dand3Dshape

Draw2-Dshapesusinggivendimensionsandangles.Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).Illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwicetheradius.Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.

Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,comparingandclassifyingshapes.Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferentorientations.Children’sknowledgeandunderstandingofcirclesisdevelopedthroughtheintroductionofnewlanguageincludingradius,diameterandcircumference,andunderstandingtherelationshipsbetweenanyoftheseterms.Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm‘regular’tofindmissingangles.

6

Assessandreviewweek Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessandreviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.

7

Year6 Science CreativeCurriculum Computing Languages PE5/6SettingtheStage!Outcome:Yr6Performance–childrenmakecostume,propsandsceneryTrip:FashionandTextileMuseum/Westendperformance

Electricity-associatethebrightnessofalamporthevolumeofabuzzerwiththenumberandvoltageofcellsusedinthecircuit-compareandgivereasonsforvariationsinhowcomponentsfunction,includingthebrightnessofbulbs,theloudnessofbuzzersandtheon/offpositionofswitches-userecognisedsymbolswhenrepresentingasimplecircuitinadiagram.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.

DTDesign-useresearchanddevelopdesigncriteriatoinformthedesignofinnovative,functional,appealingproductsthatarefitforpurpose,aimedatparticularindividualsorgroups-generate,develop,modelandcommunicatetheirideasthroughdiscussion,annotatedsketches,cross-sectionalandexplodeddiagrams,prototypes,patternpiecesandcomputer-aideddesignMake-selectfromanduseawiderrangeoftoolsandequipmenttoperformpracticaltasks[forexample,cutting,shaping,joiningandfinishing],accurately-selectfromanduseawiderrangeofmaterialsandcomponents,includingconstructionmaterials,textilesandingredients,accordingtotheirfunctionalpropertiesandaestheticqualitiesEvaluate-investigateandanalysearangeofexistingproducts-evaluatetheirideasandproductsagainsttheirowndesigncriteriaandconsidertheviewsofotherstoimprovetheirwork-understandhowkeyeventsandindividualsindesignandtechnologyhavehelpedshapetheworldTechnicalknowledge-applytheirunderstandingofhowtostrengthen,stiffenandreinforcemorecomplexstructuresChildrencreatealltheelementsneededfortheirendofyearperformanceincludingscenery,refreshments,programmesetc.DTfocusisoncreatingcostumesfortheperformance.

1stlessonisononlinesafety!T/DL-Blogs-understandcomputernetworksincludingtheinternet;howtheycanprovidemultipleservices,suchastheworldwideweb;andtheopportunitiestheyofferforcommunicationandcollaboration-usetechnologysafely,respectfullyandresponsibly;recogniseacceptable/unacceptablebehaviour;identifyarangeofwaystoreportconcernsaboutcontentandcontact–adiscretecomputinglesson.-select,useandcombineavarietyofsoftware(includinginternetservices)onarangeofdigitaldevicestodesignandcreatearangeofprograms,systemsandcontentthataccomplishgivengoals,includingcollecting,analysing,evaluatingandpresentingdataandinformation-KidBlog,TwitterBlog-Childrencreateblogsaboutrehearsalsandtheirperformance.-Childrenblogaboutschool.-Multimediaadvertforperformance–usingvideo/music–i-moviemaker/2Animate/PowerPointwithloopedmusic/OneNote

IndependentinvestigationsofFrancophoneCountries.Spanishtaster.

Athletics-Userunning,jumping,throwingandcatchinginisolationandincombination-Developflexibility,strength,technique,controlandbalance-Comparetheirbestperformanceswithpreviousonesanddemonstrateimprovementtoachievetheirpersonalbest

PSHCESeevaluesplannerLgflBritishValuesresources

R.E.Sikhismpart2unit1BelongingtotheSikhcommunityOrTheendoflife’sjourneyICTlinks:

- lgflFaithsvideos- bbcRE

year 6 curriculum map - kidbrookepark.greenwich.sch.uk maps/ye… · spelling learning from the...

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