Year6CurriculumMap
Year6-1English
FictionJourneytotheRiverSeaand‘Blackface’AnimationOutcome:Story
NonFictionOutcome:Discussiontext–NorthorSouthAmerica?
Reading–WordReading
•
applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnewwordsthattheymeet.
Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsare
taughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothat
theydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceor
paragraph,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
§
understandwhattheyreadby:
§
checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext
§
askingquestionstoimprovetheirunderstanding
§
drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§
predictingwhatmighthappenfromdetailsstatedandimplied
§
summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas
§
identifyinghowlanguage,structureandpresentationcontributetomeaning
§
discussandevaluatehowauthorsuselanguage,includingfigurativelanguage,consideringtheimpactonthereader
Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves.Theknowledgeandskillsthat
pupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting.Pupilsshouldbetaughttorecognisethemesinwhattheyread,
suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacross
morethanonetext.Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies.Pupilsshouldbetaughtthetechnicalandother
termsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect.Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybegin
andneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation.Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,
geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogramme
orreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis.Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions.
Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Writing–Transcription
Spelling(seeEnglishAppendix1)
§
usedictionariestocheckthespellingandmeaningofwords
§
usethefirstthreeorfourlettersofawordtocheckspelling,meaningorbothoftheseinadictionary
§
useathesaurus.
Asinearlieryears,pupilsshouldcontinuetobetaughttounderstandandapplytheconceptsofwordstructuresothattheycandrawontheirknowledgeofmorphologyandetymologytospellcorrectly.
Handwritingandpresentation
§
writelegibly,fluentlyandwithincreasingspeedby:
§
choosingwhichshapeofalettertousewhengivenchoicesanddecidingwhetherornottojoinspecificletters
§
choosingthewritingimplementthatisbestsuitedforatask.
Pupilsshouldcontinuetopractisehandwritingandbeencouragedtoincreasethespeedofit,sothatproblemswithforminglettersdonotgetinthewayoftheirwritingdownwhattheywanttosay.Theyshouldbeclear
aboutwhatstandardofhandwritingisappropriateforaparticulartask,forexample,quicknotesorafinalhandwrittenversion.Theyshouldalsobetaughttouseanunjoinedstyle,forexample,forlabellingadiagramor
data,writinganemailaddress,orforalgebraandcapitalletters,forexample,forfillinginaform.
Writing–Composition
§
plantheirwritingby:
§
identifyingtheaudienceforandpurposeofthewriting,selectingtheappropriateformandusingothersimilarwritingasmodelsfortheirown
§
notinganddevelopinginitialideas,drawingonreadingandresearchwherenecessary
§
inwritingnarratives,consideringhowauthorshavedevelopedcharactersandsettingsinwhatpupilshaveread,listenedtoorseenperformed
§
draftandwriteby:
§
selectingappropriategrammarandvocabulary,understandinghowsuchchoicescanchangeandenhancemeaning
§
innarratives,describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction
§
précisinglongerpassages
§
usingawiderangeofdevicestobuildcohesionwithinandacrossparagraphs
§
usingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
§
evaluateandeditby:
§
assessingtheeffectivenessoftheirownandothers’writing
§
proposingchangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
§
ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting
§
ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
§
proof-readforspellingandpunctuationerrors
§
performtheirowncompositions,usingappropriateintonation,volume,andmovementsothatmeaningisclear.
Pupilsshouldunderstand,throughbeingshown,theskillsandprocessesessentialforwriting:thatis,thinkingaloudtogenerateideas,drafting,andre-readingtocheckthatthemeaningisclear.
Writing–Vocabulary,grammarandpunctuation
§
developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§
usingpassiveverbstoaffectthepresentationofinformationinasentence
§
learningthegrammarforyears5and6inEnglishAppendix2
§
indicategrammaticalandotherfeaturesby:
§
useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.
Pupilsshouldcontinuetoaddtotheirknowledgeoflinguisticterms,includingthosetodescribegrammar,sothattheycandiscusstheirwritingandreading.
Year6–1Maths
Starters
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,hundredthsandthousandthsandknowwhateach
digitrepresents.
Orderandcomparewholenumbersupto1000000,negativenumbersanddecimals.
Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveor
negativeintegerordecimal.
Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvert
betweenunitsofmeasurement,e.g.cmtom,gtokgetc.
Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearest
integerornumberofdecimalplaces.
!
! ! ! ! & !
Countinfractionstepsandconvertequivalentfractions(e.g.countinstepsof convertingto , , , , , ,...).
Week
1
Placevalue
including
decimals
2
Mentaland
written
addition
3
Mentaland
written
multiplication
inthecontext
oftime
4
!"
!" # $ % !" "
MainLearning
Identify,representandestimatenumbersusingthenumberline.
Read,write,orderandcomparenumbersupto10000000anddeterminethevalueofeachdigit.
Roundanywholenumbertoarequireddegreeofaccuracy.
Usenegativenumbersincontext,andcalculateintervalsacrosszero.
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.
Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.
Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.
Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).
Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.
Identifythevalueofeachdigitinnumbersgiventothreedecimalplacesandmultiplyanddividenumbersby10,100
and1000givinganswersuptothreedecimalplaces.
Solvenumberandpracticalproblemsthatinvolvealloftheabove.
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.
Identify,representandestimatenumbersusingthenumberline.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solveadditionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.
Solveproblemsinvolvingaddition.
Expressmissingnumberproblemsalgebraically.
Findpairsofnumbersthatsatisfyanequationwithtwounknowns.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
Addwholenumbersanddecimalsusingformalwrittenmethods(columnaraddition).
Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflong
multiplication.
Multiplyone-digitnumberswithuptotwodecimalplacesbywholenumbers.
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.
Expressmissingnumberproblemsalgebraically.
Findpairsofnumbersthatsatisfyanequationwithtwounknowns.
Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoftimefromasmallerunittoalarger
unit,andviceversa.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Draw2-Dshapesusinggivendimensionsandangles.
StartersuggestionsforMeasurement,GeometryandStatistics
Knowandusestandardmetricunitsofmeasure.
Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.
Convertbetweenunitsbymultiplyinganddividingbypowersof10.
Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.
Read,writeandconvertbetweenunitsoftime.
Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.
Findmissinganglesandlengthsusingpropertiesofshape.
Estimateandidentifyacute,obtuseandreflexangles.
Describepositionsonthefirstquadrantofacoordinategrid.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesof
numbersandshapes).
Rationale
Childrenextendtheirknowledgeofthenumbersystemtolargernumbersandfurtherdecimals.TheBase10notioniscentred
aroundgroupingintensi.e.ten1sarethesameasone10,ten10sarethesameasone100andsoonandviceversa.Children
!
!
!'
!
!'
learnthatoneisthesameasten s,one isthesameas sandthat isthesameas
s.
!'
!'
!''
!''
!'''
Childrenunderstandhownumbersrelatetoeachotherbyorderingandcomparingthemonanumberline,whichsupportsthe
skillofrounding.Thisskillwillbeappliedoverthecomingweekswhenestimatingcalculations.
Whenmultiplyinganddividingby10,100and1000,childrenrecognisethatthisisscalingupanddownbypowersof10andis
relatedtotheBase10numbersystem.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbein
contextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbein
contextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Ifschoolsareusinggridmethodofmultiplication,thewrittenmethodsforadditioninthepreviousweekwillbefurtherapplied
thisweek.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,
2Dand3D
shape
5
Mentaland
written
subtraction
6
Mentaland
writtendivision
Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.
Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,
quadrilaterals,andregularpolygons.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortproperties
ofnumbersandshapes).
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.
Identify,representandestimatenumbersusingthenumberline.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solvesubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.
Solveproblemsinvolvingsubtraction.
Expressmissingnumberproblemsalgebraically.
Findpairsofnumbersthatsatisfyanequationwithtwounknowns.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
Subtractwholenumbersanddecimalsusingformalwrittenmethods(columnarsubtraction).
Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.
Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,and
interpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.
Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhere
appropriate,interpretingremaindersaccordingtothecontext.
Usewrittendivisionmethodsincaseswheretheanswerhasuptotwodecimalplaces.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Solveproblemsinvolvingdivision.
Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
comparingandclassifyingshapes.
Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferent
orientations.
Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm
‘regular’tofindmissingangles.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbein
contextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbein
contextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Ifschoolsareusingchunkingmethodofdivision,thewrittenmethodsforsubtractioninthepreviousweekwillbefurther
appliedthisweek.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Year6
1
Northvs
South:
The
Americas
Outcome:
Debate
usingthe
Geography
skillsthey
have
learntto
backup
their
argument
Trip:SSF
Science
Evolutionandinheritance
-recognisethatlivingthingshavechangedovertimeandthat
fossilsprovideinformationaboutlivingthingsthatinhabited
theEarthmillionsofyearsago
-recognisethatlivingthingsproduceoffspringofthesame
kind,butnormallyoffspringvaryandarenotidenticaltotheir
parents
-identifyhowanimalsandplantsareadaptedtosuittheir
environmentindifferentwaysandthatadaptationmaylead
toevolution.
WorkingScientifically
-planningdifferenttypesofscientificenquiriestoanswer
questions,includingrecognisingandcontrollingvariables
wherenecessary
-takingmeasurements,usingarangeofscientificequipment,
withincreasingaccuracyandprecision,takingrepeatreadings
whenappropriate
-recordingdataandresultsofincreasingcomplexityusing
scientificdiagramsandlabels,classificationkeys,tables,
scattergraphs,barandlinegraphs
-usingtestresultstomakepredictionstosetupfurther
comparativeandfairtests
-reportingandpresentingfindingsfromenquiries,including
conclusions,causalrelationshipsandexplanationsofand
degreeoftrustinresults,inoralandwrittenformssuchas
displaysandotherpresentations
-identifyingscientificevidencethathasbeenusedtosupport
orrefuteideasorarguments.
CreativeCurriculum
Geography
-locatetheworld’scountries,using
mapstofocusonEurope(including
thelocationofRussia)andNorthand
SouthAmerica,concentratingontheir
environmentalregions,keyphysical
andhumancharacteristics,countries,
andmajorcities
-understandgeographicalsimilarities
anddifferencesthroughthestudyof
humanandphysicalgeographyofa
regionoftheUnitedKingdom,aregion
inaEuropeancountry,andaregion
withinNorthorSouthAmerica
-humangeography,including:typesof
settlementandlanduse,economic
activityincludingtradelinks,andthe
distributionofnaturalresources
includingenergy,food,mineralsand
water
-usetheeightpointsofacompass,
fourandsix-figuregridreferences,
symbolsandkey(includingtheuseof
OrdnanceSurveymaps)tobuildtheir
knowledgeoftheUnitedKingdomand
thewiderworld
FocusonaspecificregionfromNorth
andSouthAmericaandcompareand
contrastthem,decidingonwherethey
wouldprefertolive.
Computing
IT/DL–Wiki
-understandcomputer
networksincludingthe
internet;howtheycan
providemultiple
services,suchasthe
worldwideweb;andthe
opportunitiestheyoffer
forcommunicationand
collaboration
-select,useand
combineavarietyof
software(including
internetservices)ona
rangeofdigitaldevices
todesignandcreatea
rangeofprograms,
systemsandcontent
thataccomplishgiven
goals,including
collecting,analysing,
evaluatingand
presentingdataand
information
-usetechnologysafely,
respectfullyand
responsibly;recognise
acceptable/unacceptable
behaviour;identifya
rangeofwaystoreport
concernsaboutcontent
andcontact.
-PBWiki(pbworks.com)
Childrenlearnwhata
wikiis.Createawiki
aboutNorthAmerica
andSouthAmerica
Languages
Leweek-end
st
nd
rd
Useverbsin1 ,2 &3 personsingular;use
negatives;usej’aime/je
n’aimepas+infinitive;
adaptsentencesto
changemeaning
Lemondefrancophone
-describepeople,places,
thingsandactions
orally*andinwriting
-understandbasic
grammarappropriateto
thelanguagebeing
studied,including
(whererelevant):
feminine,masculineand
neuterformsandthe
conjugationofhighfrequencyverbs;key
featuresandpatternsof
thelanguage;howto
applythese,for
instance,tobuild
sentences;andhow
thesedifferfromorare
similartoEnglish.
PE
Games
-Userunning,
jumping,
throwingand
catchingin
isolationand
combination
-Play
competitive
games,
modified
where
appropriate,
andapply
basic
principles
suitablefor
attackingand
defending
Year6-2English
FictionBeowulf
NonFiction
Outcome:Legendbasedonthebook–ensureyoulookattheappendixforspecificskills.
Outcome:Historicalrecountofaneventbasedonthebook
Reading–WordReading
• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaning
ofnewwordsthattheymeet.
Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbe
investigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtowork
outanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwith
thefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithorto
pupils,attentionshouldbepaidtonewvocabulary–bothaword’smeaning(s)anditscorrectpronunciation.
Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions
§ recommendingbooksthattheyhavereadtotheirpeers,givingreasonsfortheirchoices
§ understandwhattheyreadby:
§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstanding
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas
§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ distinguishbetweenstatementsoffactandopinion
Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves.The
knowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting.Pupils
shouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventand
discussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext.Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,such
astheuseofthefirstpersoninwritingdiariesandautobiographies.Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,
simile,analogy,imagery,styleandeffect.Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.They
shouldbeshownhowtousecontentspagesandindexestolocateinformation.Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geography
andsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadinga
theatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis.Pupilsshouldhaveguidanceaboutandfeedbackonthequalityof
theirexplanationsandcontributionstodiscussions.Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Writing–Transcription
Spelling(seeEnglishAppendix1)
Asinearlieryears,pupilsshouldcontinuetobetaughttounderstandandapplytheconceptsofwordstructuresothattheycandrawontheirknowledgeofmorphologyandetymologyto
spellcorrectly.
Handwritingandpresentation
§ writelegibly,fluentlyandwithincreasingspeedby:
§ choosingwhichshapeofalettertousewhengivenchoicesanddecidingwhetherornottojoinspecificletters
§ choosingthewritingimplementthatisbestsuitedforatask.
Pupilsshouldcontinuetopractisehandwritingandbeencouragedtoincreasethespeedofit,sothatproblemswithforminglettersdonotgetinthewayoftheirwritingdownwhatthey
wanttosay.Theyshouldbeclearaboutwhatstandardofhandwritingisappropriateforaparticulartask,forexample,quicknotesorafinalhandwrittenversion.Theyshouldalsobetaught
touseanunjoinedstyle,forexample,forlabellingadiagramordata,writinganemailaddress,orforalgebraandcapitalletters,forexample,forfillinginaform.
Writing–Composition
§ plantheirwritingby:
§ identifyingtheaudienceforandpurposeofthewriting,selectingtheappropriateformandusingothersimilarwritingasmodelsfortheirown
§ notinganddevelopinginitialideas,drawingonreadingandresearchwherenecessary
§ inwritingnarratives,consideringhowauthorshavedevelopedcharactersandsettingsinwhatpupilshaveread,listenedtoorseenperformed
§ draftandwriteby:
§ selectingappropriategrammarandvocabulary,understandinghowsuchchoicescanchangeandenhancemeaning
§ innarratives,describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction
§ précisinglongerpassages
§ usingawiderangeofdevicestobuildcohesionwithinandacrossparagraphs
§ usingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writing
§ proposingchangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
§ ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting
§ ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
§ proof-readforspellingandpunctuationerrors
§
performtheirowncompositions,usingappropriateintonation,volume,andmovementsothatmeaningisclear.
Pupilsshouldunderstand,throughbeingshown,theskillsandprocessesessentialforwriting:thatis,thinkingaloudtogenerateideas,drafting,andre-readingtocheckthatthemeaningis
clear.
Writing–Vocabulary,grammarandpunctuation
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ usingtheperfectformofverbstomarkrelationshipsoftimeandcause
§ learningthegrammarforyears5and6inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.
Pupilsshouldcontinuetoaddtotheirknowledgeoflinguisticterms,includingthosetodescribegrammar,sothattheycandiscusstheirwritingandreading
Year6–2Maths
Starters
StartersuggestionsforNumber
Knowbyheartfactsforallmultiplicationtablesupto12x12.
Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.
Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto
4x8or3+7=10linkedto0.3+0.7=1).
Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.
Usepartitioningtodoubleorhalveanynumber.
Mentallymultiplyanddividepairsofmultiplesof10and100.
Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).
Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigit
represents.
Orderandcomparewholenumbersupto1000000,negativenumbersanddecimals.
Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveor
negativeintegerordecimal.
Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).
Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvert
betweenunitsofmeasurement,e.g.cmtom,gtokgetc.
Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestinteger
ornumberofdecimalplaces.
!
! ! ! ! & !
Countinfractionstepsandconvertequivalentfractions(e.g.countinstepsof convertingto , , , , , ,...).
!"
!" # $ % !" "
Week
1
Fractions
MainLearning
Identifycommonfactors,commonmultiplesandprimenumbers.
Compareandorderfractions,includingfractions>1(includingonanumberline).
Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.
%
Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g. ).
(
Recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts.
Solveproblemsinvolvingfractions.
2
Fractions,
percentages,
ratioand
proportion
Recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts.
Findsimplepercentagesofamounts.
Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusinginteger
multiplicationanddivisionfacts.
Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuse
ofpercentagesforcomparison.
Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.
Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.
Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissing
angles.
Interpretandconstructpiechartsandlinegraphsandusethesetosolveproblems.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
3
Geometry–
angles
Statistics–
piecharts
4
Measurement
–length,
including
perimeter
andmass
5
Measurement
–areaand
volume
6
7
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),using
decimalnotationuptothreedecimalplaceswhereappropriate.
Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflengthandmass,froma
smallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.
Convertbetweenmilesandkilometres.
Recognisethatshapeswiththesameareascanhavedifferentperimetersandviceversa.
Calculatetheareaofparallelogramsandtriangles.
Use,readandwritestandardunitsusingdecimalnotationtouptothreedecimalplaces.
Recognisewhenitispossibletousetheformulaeforareaandvolumeofshapes.
3
Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm )
3
3
3
andcubicmetres(m )andextendingtootherunits(forexample,mm andkm ).
Assessandreviewweek
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).
Rationale
Childrenuseknowledgeofmultiplicationfactstoidentifyfactorsandmultiplesofdifferentnumbers.Indoingso,childrencan
learnthatprimenumbersareoneswhoseonlyfactorsarethemselvesand1.Primenumbersupto100canbederivedusingthe
SieveofEratosthenes.
Childrenapplytheirknowledgeofcommonfactorstocreateequivalentfractionsinordertocompare,orderandpositionona
numberline.
Childrenrecognisethatfractions,decimalsandpercentagesareallwaysofexpressingaproportion.Decimals(decimalfractions)
arewaysofwritingfractionsinourBase10numbersystem,soconvertingtotenths,hundredthsandthousandthsisessential
understanding.
Childrenlearnthatpercentageisawayofexpressingaproportionasafractionof100.Linksaremadebetweenscalingupor
downtocreatefractionswithadenominatorthatis100.Linksarealsomadebetweentheequivalencethat10%isthesameas
1
1
/10andthattofind /10ofanamountyoudivideby10.Fromfinding10%,otheramountscanbefoundsuchas5%,40%etc.
Childrenalsolearnhowtoshareinunequalamountsbyusingratios.Ratiocanalsobeunderstoodascomparingparttopart.
Thiscanbeappliedtoscalingupanddowntodrawsimilarshapesaccordingtoagivenratio.
Children’sworkonanglesisextendedtoapplyingtheunderstandingofrelationshipsbetweendifferentonesinorderto
calculatemissinganglesonastraightline(total180˚),aroundapoint(total360˚)andthatverticallyoppositeanglesareequal.
Theknowledgeofanglesaroundapointisthencombinedwithknowledgeofpercentageswhenconstructingpiecharts.
Childrenbecomefamiliarwithpiecharts,understandingthepurposeofpresentingdatainthiswayandsolvingproblemsby
interpretingdataindifferentpresentations.
ChildrenapplytheirunderstandingoftheBase10numbersystemandmultiplyinganddividingbypowersof10inorderto
convertbetweenunitsofmeasurementforlengthandmass.
Thelearningofmeasurementshouldbepracticallybased,andperimetershouldbeincludedinthelearningoflengthasitisa
measureofdistance.
Childrenarealsointroducedtotherelationshipbetweenmilesandkilometresi.e.that8kmisroughlyequivalentto5miles,and
usethistoconvertbetweenthesetwounits.
Theworkonperimeterfromthepreviousweekcanbefollowedupbyinvestigatingshapeswiththesameperimeterhaving
differentareasandviceversa.
Childrenlearnhowtofindtheareaoftrianglesandparallelogramsbyrelatingtheirknowledgeoffindingtheareaofrectangles.
!
Areaofatriangleshouldbeunderstoodbychildrenas (basexheight).Areaofaparallelogramshouldberelatedtoareaofa
"
rectangle,withchildrencuttingaparallelogramtocreatearectangle.
Childrenshouldlearnandunderstandtheformulaforfindingtheareaofthese2Dshapes,andthenrelatethistofindingthe
volumeofprisms,includingcubesandcuboids.
Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessand
reviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year6
2
Invasion!
Outcome:
Presentin
an
information
booklet
witha
purpose
i.e.itis
goingtobe
fora
library,
school
office,
another
yeargroup
Trip:
Natural
History
Museum
Science
Animalsincludinghumans
-identifyandnamethemainpartsofthehuman
circulatorysystem,anddescribethefunctionsoftheheart,
bloodvesselsandblood
-recognisetheimpactofdiet,exercise,drugsandlifestyle
onthewaytheirbodiesfunction
-describethewaysinwhichnutrientsandwaterare
transportedwithinanimals,includinghumans.
WorkingScientifically
-planningdifferenttypesofscientificenquiriestoanswer
questions,includingrecognisingandcontrollingvariables
wherenecessary
-takingmeasurements,usingarangeofscientific
equipment,withincreasingaccuracyandprecision,taking
repeatreadingswhenappropriate
-recordingdataandresultsofincreasingcomplexityusing
scientificdiagramsandlabels,classificationkeys,tables,
scattergraphs,barandlinegraphs
-usingtestresultstomakepredictionstosetupfurther
comparativeandfairtests
-reportingandpresentingfindingsfromenquiries,
includingconclusions,causalrelationshipsand
explanationsofanddegreeoftrustinresults,inoraland
writtenformssuchasdisplaysandotherpresentations
-identifyingscientificevidencethathasbeenusedto
supportorrefuteideasorarguments.
Remembertoplananoutcomeandensureyouare
planninginvestigativeskillsthatareincreasinglycomplex
CreativeCurriculum
History
-Britain’ssettlementbyAngloSaxonsandScots
-theVikingandAnglo-Saxon
strugglefortheKingdomof
EnglandtothetimeofEdward
theConfessor
FocusonAngloSaxonandViking
invasions–compareand
contrast.WhatwastheEnglish
resistance?
Presentinaninformation
bookletwithapurpose
i.e.itisgoingtobeforalibrary,
schooloffice,anotheryeargroup
Computing
CS–AppCreating
-design,writeand
debugprogramsthat
accomplishspecific
goals,including
controllingor
simulatingphysical
systems;solve
problemsby
decomposingthem
intosmallerparts
-usesequence,
selection,and
repetitionin
programs;workwith
variablesandvarious
formsofinputand
output
-uselogical
reasoningtoexplain
howsomesimple
algorithmsworkand
todetectandcorrect
errorsinalgorithms
andprograms
-AppInventor
CreateanAndroid
appthatcanbeused
toorganise/access
informationabout
SaxonandViking
invasionofBritain.
Languages
Tobeconfirmed
PE
Gym
-Develop
flexibility,
strength,
technique,control
andbalance
-Userunning,
jumping,throwing
andcatchingin
isolationandin
combination
R.E.
PSHCE
Buddhismpart2unit2
TheBuddhistCommunity
Worldwide
Remembertoplanan
outcome
Seevaluesplanner
Year6-3English
NonFiction
Fiction:ShangDynasty
Outcome:NonchronologicalreportontheShangDynasty-usingfurtherorganisationaland
Outcome:Story-describingsettings,charactersandatmosphereandintegratingdialogueto
presentationaldevicestostructuretextandtoguidethereader[forexample,headings,bullet
conveycharacterandadvancetheaction,précisinglongerpassages,widerangeofdevicesto
points,underlining]
buildcohesionwithinandacrossparagraphs
Reading–WordReading
• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningof
newwordsthattheymeet.
Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.
Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliar
word.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accurate
readingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaid
tonewvocabulary–bothaword’smeaning(s)anditscorrectpronunciation.
Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions
§ identifyinganddiscussingthemesandconventionsinandacrossawiderangeofwriting
§ understandwhattheyreadby:
§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstanding
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas
§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ retrieve,recordandpresentinformationfromnon-fiction
Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves.The
knowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting.Pupils
shouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscuss
viewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext.Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseof
thefirstpersoninwritingdiariesandautobiographies.Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,
imagery,styleandeffect.Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowto
usecontentspagesandindexestolocateinformation.Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andin
contextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.
Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis.Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionsto
discussions.Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Writing–Transcription
Spelling(seeEnglishAppendix1)
Asinearlieryears,pupilsshouldcontinuetobetaughttounderstandandapplytheconceptsofwordstructuresothattheycandrawontheirknowledgeofmorphologyandetymologytospell
correctly.
Handwritingandpresentation
§ writelegibly,fluentlyandwithincreasingspeedby:
§ choosingwhichshapeofalettertousewhengivenchoicesanddecidingwhetherornottojoinspecificletters
§ choosingthewritingimplementthatisbestsuitedforatask.
Pupilsshouldcontinuetopractisehandwritingandbeencouragedtoincreasethespeedofit,sothatproblemswithforminglettersdonotgetinthewayoftheirwritingdownwhattheywantto
say.Theyshouldbeclearaboutwhatstandardofhandwritingisappropriateforaparticulartask,forexample,quicknotesorafinalhandwrittenversion.Theyshouldalsobetaughttousean
unjoinedstyle,forexample,forlabellingadiagramordata,writinganemailaddress,orforalgebraandcapitalletters,forexample,forfillinginaform.
Writing–Composition
§ plantheirwritingby:
§ identifyingtheaudienceforandpurposeofthewriting,selectingtheappropriateformandusingothersimilarwritingasmodelsfortheirown
§ notinganddevelopinginitialideas,drawingonreadingandresearchwherenecessary
§ inwritingnarratives,consideringhowauthorshavedevelopedcharactersandsettingsinwhatpupilshaveread,listenedtoorseenperformed
§ draftandwriteby:
§ selectingappropriategrammarandvocabulary,understandinghowsuchchoicescanchangeandenhancemeaning
§ innarratives,describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction
§ précisinglongerpassages
§ usingawiderangeofdevicestobuildcohesionwithinandacrossparagraphs
§ usingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writing
§ proposingchangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
§ ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting
§ ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
§ proof-readforspellingandpunctuationerrors
§
performtheirowncompositions,usingappropriateintonation,volume,andmovementsothatmeaningisclear.
Pupilsshouldunderstand,throughbeingshown,theskillsandprocessesessentialforwriting:thatis,thinkingaloudtogenerateideas,drafting,andre-readingtocheckthatthemeaningisclear.
Writing–Vocabulary,grammarandpunctuation
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ usingmodalverbsoradverbstoindicatedegreesofpossibility
§ learningthegrammarforyears5and6inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.
Pupilsshouldcontinuetoaddtotheirknowledgeoflinguisticterms,includingthosetodescribegrammar,sothattheycandiscusstheirwritingandreading.
Year6–3Maths
Starters
StartersuggestionsforNumber
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,hundredthsandthousandthsandknowwhateachdigit
represents.
Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3
decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.
Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.
Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveor
negativeintegerordecimal.
Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).
Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvert
betweenunitsofmeasurement,e.g.cmtom,gtokgetc.
Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestinteger
ornumberofdecimalplaces.
!
! ! ! ! & !
Countinfractionsteps(e.g.of ,i.e. , , , , , ).
Week
1
Placevalue,
sequences
and
coordinates
2
2Dshape,
coordinates,
translation
andreflection
3
Measurement,
temperature
andmean
4
Calculating
withfractions
!"
!" # $ % !" "
MainLearning
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.
Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,
alternatingstepsandthosewherethestepsizeisadecimal.
Usesimpleformulae.
Generateanddescribelinearnumbersequences.
Describepositionsonthefullcoordinategrid(allfourquadrants).
Describepositionsonthefullcoordinategrid(allfourquadrants).
Drawandtranslatesimpleshapesonthecoordinateplane,andreflectthemintheaxes.
Rationale
Childrenlinkcountinginstepsofdifferentsizetosequencesanddescribeandgenerateformulaeforthesesequences.Alinear
numbersequenceisonethatincreasesordecreasesbythesameamounteachtime.
Thegeneralisingofsequencesisthenrelatedtothecoordinategrid,wherechildrenrecognisethevaluesoftheverticaland
horizontallines.
Theyapplytheirknowledgeofnegativenumberstothesecond,thirdandfourthquadrants.
Childrencombinetheirunderstandingofshapesandcoordinates.Whenidentifyingthecoordinatesofmissingcornersof
shapes,thecoordinategridshouldbeonplainpaper,sochildrenareapplyingtheirknowledgeofshapes,ratherthansimply
countingsquares.
Whenreflectingandtranslatingshapes,childrenshouldidentifyrelationshipsbetweencoordinatesofthecornersandusethese
relationshipswhenidentifyingandcheckingthecoordinatesofthetransformedshape.
Childrenuseandcalculatewithnegativenumbersusingthecontextoftemperature(asitisoftenverycoldatthistimeofyear).
Whenorderingnumbersfromasetofdata,theycanbeintroducedtoaverages.Themediancouldbefoundoncethenumbers
havebeenordered,thenleadingontofindingthemean,consolidatingtheiradditionanddivisionskills.
Usenegativenumbersincontext,andcalculateintervalsacrosszero.
Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.
Calculateandinterpretthemeanasanaverage.
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. ).
(
5
Mentaland
written
division
6
Mentaland
written
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).
Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,and
interpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.
Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhere
appropriate,interpretingremaindersaccordingtothecontext.
Usewrittendivisionmethodsincaseswheretheanswerhasuptotwodecimalplaces.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflong
multiplication.
Multiplyone-digitnumberswithuptotwodecimalplacesbywholenumbers.
Childrenuseknowledgeofmultiplicationfactstoidentifyfactorsandmultiplesofdifferentnumbers.Indoingso,theycanlearn
thatprimenumbersareoneswhoseonlyfactorsarethemselvesand1.
Childrenapplytheirknowledgeofcommonfactorstocreateequivalentfractionsinordertocompare,orderandpositionona
numberline.
Childrenapplytheirknowledgeofcommonmultiplesinordertoaddandsubtractfractionswithdifferentdenominators,by
convertingtoequivalentfractions.
Whenmultiplyinganddividingfractions,itisessentialthatchildrenusediagramsandknowledgeofmultiplicationanddivision
ofwholenumberstounderstandtheconceptofcalculatingwithfractions.
Childrenrecognisethatfractions,decimalsandpercentagesareallwaysofexpressingaproportion.Decimals(decimalfractions)
arewaysofwritingfractionsinourBase10numbersystem,soconvertingtotenths,hundredthsandthousandthsisessential
understanding.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbe
incontextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbe
incontextsincluding,money,measures,reallifeproblemsandnumberenquiries.
multiplication
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Enumeratepossibilitiesofcombinationsoftwovariables.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Childrenshouldexplorefindingallpossibilitiesproblemswhentherearetwovariablese.g.usingthetwovariablesofcolourand
partsofahouse,howmanydifferenthousesarepossibleifthewalls,roofanddoorcanbeeitherred,blueoryellow.Whenall
combinationshavebeenfound,thenthechildrenshouldidentifyandgeneraliseaboutthenumberofcombinationsandthe
choicesforeachvariable.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Year6
Science
Livingthingsandtheirhabitats
3
-describehowlivingthingsareclassifiedinto
Shang
Dynasty
broadgroupsaccordingtocommonobservable
characteristicsandbasedonsimilaritiesand
Outcome:
Presentation differences,includingmicro-organisms,plants
andanimals
onShang
Dynasty–
-givereasonsforclassifyingplantsandanimals
focuson
basedonspecificcharacteristics.
historyskills andlinkto
WorkingScientifically
English
-planningdifferenttypesofscientificenquiries
toanswerquestions,includingrecognisingand
Trip:British
controllingvariableswherenecessary
Museum
-takingmeasurements,usingarangeof
scientificequipment,withincreasingaccuracy
andprecision,takingrepeatreadingswhen
appropriate
-recordingdataandresultsofincreasing
complexityusingscientificdiagramsandlabels,
classificationkeys,tables,scattergraphs,bar
andlinegraphs
-usingtestresultstomakepredictionstosetup
furthercomparativeandfairtests
-reportingandpresentingfindingsfrom
enquiries,includingconclusions,causal
relationshipsandexplanationsofanddegreeof
trustinresults,inoralandwrittenformssuch
asdisplaysandotherpresentations
-identifyingscientificevidencethathasbeen
usedtosupportorrefuteideasorarguments.
Carryoutinvestigationsusingskillsi.e.
accurate,precisemeasurements,complex
recordingofdata,causalrelationships,degree
oftrustinresults.
CreativeCurriculum
History
-theachievementsoftheearliest
civilizations–anoverviewofwhere
andwhenthefirstcivilizations
appearedandadepthstudyofone
ofthefollowing:AncientSumer;The
IndusValley;AncientEgypt;The
ShangDynastyofAncientChina
FocusonShangDynasty
CreateapresentationontheShang
Dynastyusinghistoryskillsfromthe
unitandEnglishnon-chronological
report
Timelines,developchronologically
secureknowledge,createresponses
thatinvolvethoughtfulselectionand
organizationofrelevanthistorical
information
Computing
CS–Programming
(Animation)
-design,writeand
debugprogramsthat
accomplishspecific
goals,including
controllingorsimulating
physicalsystems;solve
problemsby
decomposingtheminto
smallerparts
-usesequence,
selection,andrepetition
inprograms;workwith
variablesandvarious
formsofinputand
output
-uselogicalreasoningto
explainhowsomesimple
algorithmsworkandto
detectandcorrecterrors
inalgorithmsand
programs
-Scratch
Programmean
animationinscratchto
showwhenandwhere
thefirstcivilisations
appeared.
Languages
PreparingforavisittoFrance:
PlacesinTown,directions,
maps.
PE
Dance
-Performdances
usingarangeof
movementpatterns
-Developflexibility,
strength,technique,
controlandbalance
R.E.
PSHCE
UnderstandingFaithin
Greenwich
Outcome(perhapswriting)
Seevaluesplanner
Year6-4English
FictionTheSecretGarden
Poetry
Outcome:CriticalFilmReview
Outcome:Gardenpoetry
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’ideasandchallengingviewscourteously
Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves.The
knowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting.Pupils
shouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventand
discussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext.Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,such
astheuseofthefirstpersoninwritingdiariesandautobiographies.Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,
simile,analogy,imagery,styleandeffect.Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.They
shouldbeshownhowtousecontentspagesandindexestolocateinformation.Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geography
andsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadinga
theatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis.Pupilsshouldhaveguidanceaboutandfeedbackonthequalityof
theirexplanationsandcontributionstodiscussions.Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Writing–Transcription
Spelling(seeEnglishAppendix1)
Asinearlieryears,pupilsshouldcontinuetobetaughttounderstandandapplytheconceptsofwordstructuresothattheycandrawontheirknowledgeofmorphologyandetymologyto
spellcorrectly.
Handwritingandpresentation
§ writelegibly,fluentlyandwithincreasingspeedby:
§
§
choosingwhichshapeofalettertousewhengivenchoicesanddecidingwhetherornottojoinspecificletters
choosingthewritingimplementthatisbestsuitedforatask.
Pupilsshouldcontinuetopractisehandwritingandbeencouragedtoincreasethespeedofit,sothatproblemswithforminglettersdonotgetinthewayoftheirwritingdownwhatthey
wanttosay.Theyshouldbeclearaboutwhatstandardofhandwritingisappropriateforaparticulartask,forexample,quicknotesorafinalhandwrittenversion.Theyshouldalsobetaught
touseanunjoinedstyle,forexample,forlabellingadiagramordata,writinganemailaddress,orforalgebraandcapitalletters,forexample,forfillinginaform.
Writing–Composition
§ plantheirwritingby:
§ identifyingtheaudienceforandpurposeofthewriting,selectingtheappropriateformandusingothersimilarwritingasmodelsfortheirown
§ notinganddevelopinginitialideas,drawingonreadingandresearchwherenecessary
§ inwritingnarratives,consideringhowauthorshavedevelopedcharactersandsettingsinwhatpupilshaveread,listenedtoorseenperformed
§ draftandwriteby:
§ selectingappropriategrammarandvocabulary,understandinghowsuchchoicescanchangeandenhancemeaning
§ innarratives,describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction
§ précisinglongerpassages
§ usingawiderangeofdevicestobuildcohesionwithinandacrossparagraphs
§ usingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writing
§ proposingchangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
§ ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting
§ ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
§ proof-readforspellingandpunctuationerrors
§
performtheirowncompositions,usingappropriateintonation,volume,andmovementsothatmeaningisclear.
Pupilsshouldunderstand,throughbeingshown,theskillsandprocessesessentialforwriting:thatis,thinkingaloudtogenerateideas,drafting,andre-readingtocheckthatthemeaningis
clear.
Writing–Vocabulary,grammarandpunctuation
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ usingrelativeclausesbeginningwithwho,which,where,when,whose,thatorwithanimplied(i.e.omitted)relativepronoun
§ learningthegrammarforyears5and6inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.
Pupilsshouldcontinuetoaddtotheirknowledgeoflinguisticterms,includingthosetodescribegrammar,sothattheycandiscusstheirwritingandreading.
Year6–4Maths
Starters
StartersuggestionsforNumber
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,hundredthsandthousandthsandknowwhateachdigit
represents.
Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3
decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.
Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.
Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveor
negativeintegerordecimal.
Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).
Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvert
betweenunitsofmeasurement,e.g.cmtom,gtokgetc.
Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestinteger
ornumberofdecimalplaces.
!
! ! ! ! & !
Countinfractionsteps(e.g.of ,i.e. , , , , , ).
Week
1
Mentaland
written
additionand
subtraction
2
Measurement,
ratioand
proportion
3
2Dand3D
shape
4
Area,
perimeterand
volumeof
shapes
5
Statistics–
linegraphs
andpiecharts
!"
!" # $ % !" "
MainLearning
Identify,representandestimatenumbersusingthenumberline.
Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solveproblemsinvolvingadditionandsubtraction.
Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseand
why.
Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.
Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.
Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflength,mass,volumeandtimefrom
asmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimal
notationuptothreedecimalplaceswhereappropriate.
Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusinginteger
multiplicationanddivisionfacts.
Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andthe
useofpercentagesforcomparison.
Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.
Draw2-Dshapesusinggivendimensionsandangles.
Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.
Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,
quadrilaterals,andregularpolygons.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortproperties
ofnumbersandshapes).
Illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwice
theradius.
Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.
Recognisethatshapeswiththesameareascanhavedifferentperimetersandviceversa.
Recognisewhenitispossibletousetheformulaeforareaandvolumeofshapes.
Calculatetheareaofparallelogramsandtriangles.
3
Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm
)
3
3
3
andcubicmetres(m )andextendingtootherunits(forexample,mm andkm ).
Convertbetweenmilesandkilometres.
Interpretandconstructpiechartsandlinegraphsandusethesetosolveproblems.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
StartersuggestionsforMeasurement,GeometryandStatistics
Knowandusestandardmetricunitsofmeasure.
Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.
Convertbetweenunitsbymultiplyinganddividingbypowersof10.
Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.
Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.
Read,writeandconvertbetweenunitsoftime.
Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.
Findmissinganglesandlengthsusingpropertiesofshape.
Estimateandidentifyacute,obtuseandreflexangles.
Describepositionsonthefirstquadrantofacoordinategrid.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesof
numbersandshapes).
Rationale
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbe
incontextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyand
equationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenshouldusethecontextofmeasurestosolveproblemsthatinvolveknowledgeofscalingupanddownbyagivenscale
factor.Thisshouldbedoneinthecontextoflengthwhenlookingatshapesthataremathematicallysimilari.e.thesidesareof
equalproportiontoeachothersuchasatrianglewithsidesof2cm,3cmand4cmissimilartoatriangleofside4cm,6cmand
8cm.
Teachersshouldselectfromanothermeasurescontextforchildrentoexploreproportionthroughscalingupanddown,and
convertingbetweenunitsofmeasureandusingdecimalnotation.
Childrenshouldalsoconsiderratioasunequalsharingandgrouping,usingreallifecontextssuchasrecipes.
Linksshouldalsobemadewithfractionsandpercentagesaswaysofdescribingproportionsofamounts.
Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,
comparingandclassifyingshapes.
Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferent
orientations.
Children’sknowledgeandunderstandingofcirclesisdevelopedthroughtheintroductionofnewlanguageincludingradius,
diameterandcircumference,andunderstandingtherelationshipsbetweenanyoftheseterms.
Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm
‘regular’tofindmissingangles.
Childreninvestigatehowshapesofthesameareacanhavedifferentperimetersandviceversa.Theyrelatefindingtheareaof
trianglesandparallelogramstofindingtheareaofrectangles.Oncetheareaofagivenshapehasbeenfound,childrenlinkthis
tofindingthevolumeofprismsthathavethisshapeatoppositeends.
Childrenunderstandvolumeas‘solid’volume(theamountofthreedimensionalspaceoccupiedbyanobject)andunderstand
whycubicunitsareused.
Childrenexplorelinegraphsfurtherbycreatingconversiongraphsformilestokilometresandviceversa.Theyusethisgraphto
convertbetweenthetwounitsofdistanceandapplythisknowledgetonumbersbeyondthosecoveredonthegraph.
Childrencontinuetoconstructandinterpretdifferentgraphsandcharts,includingpiecharts,however,themajorityofthetime
shouldbefocusedoninterpretingthedataandsolvingproblems,ratherthantheconstructionofgraphsandcharts.
6
Assessandreviewweek.
Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessand
reviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year6
4
The
Secret
Garden
Science
Light
-recognisethatlightappearstotravelinstraight
lines
-Usetheideathatlighttravelsinstraightlinesto
explainthatobjectsareseenbecausetheygive
Outcome: outorreflectlightintotheeye
Create
-Explainthatweseethingsbecauselighttravels
own
fromlightsourcestooureyesorfromlight
secret
sourcestoobjectsandthentooureyes
garden
-Usetheideathatlighttravelsinstraightlinesto
explainwhyshadowshavethesameshapeasthe
Trip:
objectsthatcastthem
Chelsea
WorkingScientifically
Physic
-planningdifferenttypesofscientificenquiriesto
Garden/
answerquestions,includingrecognisingand
Kew
controllingvariableswherenecessary
Gardens
-takingmeasurements,usingarangeofscientific
equipment,withincreasingaccuracyand
precision,takingrepeatreadingswhen
appropriate
-recordingdataandresultsofincreasing
complexityusingscientificdiagramsandlabels,
classificationkeys,tables,scattergraphs,barand
linegraphs
-usingtestresultstomakepredictionstosetup
furthercomparativeandfairtests
-reportingandpresentingfindingsfromenquiries,
includingconclusions,causalrelationshipsand
explanationsofanddegreeoftrustinresults,in
oralandwrittenformssuchasdisplaysandother
presentations
-identifyingscientificevidencethathasbeenused
tosupportorrefuteideasorarguments.
CreativeCurriculum
Art
-tocreatesketchbookstorecord
theirobservationsandusethemto
reviewandrevisitideas
-toimprovetheirmasteryofart
anddesigntechniques,including
drawing,paintingandsculpture
witharangeofmaterials[for
example,pencil,charcoal,paint,
clay]
-aboutgreatartists,architectsand
designersinhistory.
Childrendesignandcreatetheir
ownsecretgardens.Lookatartists
thatusenaturalmaterialse.g.
AndyGoldsworthy,garden
designerse.g.GertrudeJekylland
painterswhodepictgardense.g.
Monetforinspiration.
Computing
CS–Programming
(Python)
-design,writeanddebug
programsthataccomplish
specificgoals,including
controllingorsimulating
physicalsystems;solve
problemsbydecomposing
themintosmallerparts
-usesequence,selection,
andrepetitionin
programs;workwith
variablesandvarious
formsofinputandoutput
-uselogicalreasoningto
explainhowsomesimple
algorithmsworkandto
detectandcorrecterrors
inalgorithmsand
programs
-Python
RecapProgramme,
Algorithm,Debug,
Repetition,Sequence,
Input,Output,Selection,
VariablesandProcess.
Showcapabilitiesof
Python.Comparewith
capabilitiesofScratch.
Writesimplecodetocarry
outoperations.
Languages
Lestransports
Prepositionsen&à+
transport;au/àla/àl’+place;
simplefuturetoexpresswe
aregoingto…-onva+
infinitive;useknowledgeof
word&sentencestructureto
createtexts;useclues&
contexttodeciphermeaning
LaCôted’Ivoire
-readcarefullyandshow
understandingofwords,
phrasesandsimplewriting
-writephrasesfrommemory,
andadaptthesetocreate
newsentences,toexpress
ideasclearly
-understandbasicgrammar
appropriatetothelanguage
beingstudied,including
(whererelevant):feminine,
masculineandneuterforms
andtheconjugationofhighfrequencyverbs;keyfeatures
andpatternsofthelanguage;
howtoapplythese,for
instance,tobuildsentences;
andhowthesedifferfromor
aresimilartoEnglish.
PE
Gym
-Developflexibility,
strength,technique,
controlandbalance
-Userunning,
jumping,throwing
andcatchingin
isolationandin
combination
Year6-5English
NonFiction
Poetry
Outcome:Explanationtext–linkedtoscience/DT
Outcome:Poetrylinkedtochosenplay
Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions
§ makingcomparisonswithinandacrossbooks
§ learningawiderrangeofpoetrybyheart
§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience
§ understandwhattheyreadby:
§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstanding
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas
§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ explainanddiscusstheirunderstandingofwhattheyhaveread,includingthroughformalpresentationsanddebates,maintainingafocusonthetopicandusingnoteswherenecessary
Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves.The
knowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting.Pupils
shouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventand
discussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext.Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,such
astheuseofthefirstpersoninwritingdiariesandautobiographies.Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,
simile,analogy,imagery,styleandeffect.Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.They
shouldbeshownhowtousecontentspagesandindexestolocateinformation.Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geography
andsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadinga
theatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis.Pupilsshouldhaveguidanceaboutandfeedbackonthequalityof
theirexplanationsandcontributionstodiscussions.Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Writing–Transcription
Spelling(seeEnglishAppendix1)
Asinearlieryears,pupilsshouldcontinuetobetaughttounderstandandapplytheconceptsofwordstructuresothattheycandrawontheirknowledgeofmorphologyandetymologyto
spellcorrectly.
Handwritingandpresentation
§ writelegibly,fluentlyandwithincreasingspeedby:
§
§
choosingwhichshapeofalettertousewhengivenchoicesanddecidingwhetherornottojoinspecificletters
choosingthewritingimplementthatisbestsuitedforatask.
Pupilsshouldcontinuetopractisehandwritingandbeencouragedtoincreasethespeedofit,sothatproblemswithforminglettersdonotgetinthewayoftheirwritingdownwhatthey
wanttosay.Theyshouldbeclearaboutwhatstandardofhandwritingisappropriateforaparticulartask,forexample,quicknotesorafinalhandwrittenversion.Theyshouldalsobetaught
touseanunjoinedstyle,forexample,forlabellingadiagramordata,writinganemailaddress,orforalgebraandcapitalletters,forexample,forfillinginaform.
Writing–Composition
§ plantheirwritingby:
§ identifyingtheaudienceforandpurposeofthewriting,selectingtheappropriateformandusingothersimilarwritingasmodelsfortheirown
§ notinganddevelopinginitialideas,drawingonreadingandresearchwherenecessary
§ inwritingnarratives,consideringhowauthorshavedevelopedcharactersandsettingsinwhatpupilshaveread,listenedtoorseenperformed
§ draftandwriteby:
§ selectingappropriategrammarandvocabulary,understandinghowsuchchoicescanchangeandenhancemeaning
§ innarratives,describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction
§ précisinglongerpassages
§ usingawiderangeofdevicestobuildcohesionwithinandacrossparagraphs
§ usingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writing
§ proposingchangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
§ ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting
§ ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
§ proof-readforspellingandpunctuationerrors
§
performtheirowncompositions,usingappropriateintonation,volume,andmovementsothatmeaningisclear.
Pupilsshouldunderstand,throughbeingshown,theskillsandprocessesessentialforwriting:thatis,thinkingaloudtogenerateideas,drafting,andre-readingtocheckthatthemeaningis
clear.
Writing–Vocabulary,grammarandpunctuation
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ learningthegrammarforyears5and6inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ usingcommastoclarifymeaningoravoidambiguityinwriting
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.
Pupilsshouldcontinuetoaddtotheirknowledgeoflinguisticterms,includingthosetodescribegrammar,sothattheycandiscusstheirwritingandreading.
Year6–5Maths
Starters
StartersuggestionsforNumber
Knowbyheartfactsforallmultiplicationtablesupto10x10.
Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.
Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto
4x8or3+7=10linkedto0.3+0.7=1)
Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.
Usepartitioningtodoubleorhalveanynumber.
Mentallymultiplyanddividepairsofmultiplesof10and100.
Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).
Identifythemultiples/factorsofgivennumbers.
Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhat
eachdigitrepresents.
Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto
3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumber
line.
Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.
Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositive
ornegativeintegerordecimal.
Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).
Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethisto
convertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.
Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearest
integerornumberofdecimalplaces.
!
! ! ! ! & !
Countinfractionsteps(e.g.of ,i.e. , , , , , ).
Week
1
Placevalue,
decimalsand
fractions
!"
!" # $ % !" "
StartersuggestionsforMeasurement,GeometryandStatistics
Knowandusestandardmetricunitsofmeasure.
Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.
Convertbetweenunitsbymultiplyinganddividingbypowersof10.
Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.
Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.
Read,writeandconvertbetweenunitsoftime.
Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.
Findmissinganglesandlengthsusingpropertiesofshape.
Estimateandidentifyacute,obtuseandreflexangles.
Describepositionsonthefirstquadrantofacoordinategrid.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbers
andshapes).
MainLearning
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.
Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.
Identify,representandestimatenumbersusingthenumberline.
Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.
Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.
Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.
Compareandorderfractions,includingfractions>1(includingonanumberline).
Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalent
fractions.
Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction
%
(e.g. )
Rationale
Priortoendofyearstatutoryassessments,itisusefultoconsolidatechildren’sunderstandingofthenumbersystemasawholeand
hownumberscanberepresentedindifferentwayse.g.asprecisevalues,asestimateswhenrounding,asfractionsordecimals,ona
numberline,asadiagrametc.
2
Mentaland
written
calculation
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.
Identify,representandestimatenumbersusingthenumberline.
Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionand
subtraction).
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,
calculatementally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouse
andwhy.
Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.
Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.
Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodof
longmultiplication.
Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,
andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthe
context.
Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhere
appropriate,interpretingremaindersaccordingtothecontext.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
Priortoendofyearstatutoryassessments,itisusefultoconsolidatechildren’sunderstandingofcalculationsacrossallfouroperations.
Childrenshouldcontinuetolearnwhenitisappropriatetousementalmethodsandwhentousewrittenmethods.
Problemsshouldbepresentedinavarietyofreallifeandabstractsituations,sochildrenrecognisecluesthatindicatetheoperation(s)
touse.Childrenshouldthereforebegivenexamplesofmixedproblems,ratherthanproblemsthatareallthesameoperation.
Whensolvingproblems,childrenshouldbeencouragedtoexpresstheirunderstandingofthecontextbeforetryingtosolvethe
problem.
3
Calculating
fractions,
Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g. x = ).
$ " (
Divideproperfractionsbywholenumbers(usingdiagram)(e.g.
!
!
x2= ).
(
!
%
#
!
!
Priortoendofyearstatutoryassessments,itisusefulforchildrentoapplytheirknowledgeofplacevalue,multiplicationanddivisionin
thecontextoffractions,ratioandproportion.
Whenmultiplyinganddividingfractions,itisessentialthatchildrenusediagramsandknowledgeofmultiplicationanddivisionofwhole
ratioand
proportion
4
2Dshape,
coordinates,
translation
andreflection
5
Algebraand
sequences
6
Measurement
(lengthand
time)and
statistics–
mean
Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusinginteger
multiplicationanddivisionfacts.
Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)and
theuseofpercentagesforcomparison.
Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.
Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.
Draw2-Dshapesusinggivendimensionsandangles.
Describepositionsonthefullcoordinategrid(allfourquadrants).
Drawandtranslatesimpleshapesonthecoordinateplane,andreflectthemintheaxes.
numberstounderstandtheconceptofcalculatingwithfractions.
Teachersshouldselectfromdifferentcontextsforchildrentoexploreproportionthroughscalingupanddown.
Childrenshouldalsoconsiderratioasunequalsharingandgrouping,usingreallifecontextssuchasrecipes.
Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,
alternatingstepsandthosewherethestepsizeisadecimal.
Usesimpleformulae.
Generateanddescribelinearnumbersequences.
Convertbetweenmilesandkilometres.
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),using
decimalnotationuptothreedecimalplaceswhereappropriate.
Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflengthandtimefroma
smallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.
Calculateandinterpretthemeanasanaverage.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
Childrencanusetheworkfromthepreviousweekontoexplorerelationshipsbetweenthecoordinatesofthecornersofsome2D
shapes,generaliseandexpressrelationshipsusingformulae.
Childrenextendtheirworktogeneralise,identifyandcreateformulaeforlinearnumbersequences,includingforusewhenconverting
milestokilometresandviceversausingtheknowledgethat5milesisroughlyequivalentto8km.
Childrencombinetheirunderstandingofshapesandcoordinates.Whenidentifyingthecoordinatesofmissingcornersofshapes,the
coordinategridshouldbeonplainpaper,sochildrenareapplyingtheirknowledgeofshapes,ratherthansimplycountingsquares.
Whenreflectingandtranslatingshapes,childrenshouldidentifyrelationshipsbetweencoordinatesofthecornersandusethese
relationshipswhenidentifyingandcheckingthecoordinatesofthetransformedshape.
ChildrenshouldusetheirperformanceinPE(athletics)togeneratelengthandtimemeasurements,forjumping,throwingandrunning.
Thesemeasurementscanbeusedtoexploreconvertingunitsofmeasure;scalingupanddown;findingthemeanmeasurementofa
givenselection;presentingdataindifferentways;solvingproblemswheninterpretinggraphspresentedindifferentways.
Year6-6English
Fiction
Outcome:Rangeofwritinglinkedtochosenplaye.g.characterbiography,letterto/fromcharacter,monologues
Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions
§ makingcomparisonswithinandacrossbooks
§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience
§ understandwhattheyreadby:
§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstanding
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas
§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ providereasonedjustificationsfortheirviews.
Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves.The
knowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting.Pupils
shouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventand
discussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext.Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,such
astheuseofthefirstpersoninwritingdiariesandautobiographies.Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,
simile,analogy,imagery,styleandeffect.Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.They
shouldbeshownhowtousecontentspagesandindexestolocateinformation.Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geography
andsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadinga
theatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis.Pupilsshouldhaveguidanceaboutandfeedbackonthequalityof
theirexplanationsandcontributionstodiscussions.Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Writing–Transcription
Spelling(seeEnglishAppendix1)
Asinearlieryears,pupilsshouldcontinuetobetaughttounderstandandapplytheconceptsofwordstructuresothattheycandrawontheirknowledgeofmorphologyandetymologyto
spellcorrectly.
Handwritingandpresentation
§ writelegibly,fluentlyandwithincreasingspeedby:
§ choosingwhichshapeofalettertousewhengivenchoicesanddecidingwhetherornottojoinspecificletters
§ choosingthewritingimplementthatisbestsuitedforatask.
Pupilsshouldcontinuetopractisehandwritingandbeencouragedtoincreasethespeedofit,sothatproblemswithforminglettersdonotgetinthewayoftheirwritingdownwhatthey
wanttosay.Theyshouldbeclearaboutwhatstandardofhandwritingisappropriateforaparticulartask,forexample,quicknotesorafinalhandwrittenversion.Theyshouldalsobetaught
touseanunjoinedstyle,forexample,forlabellingadiagramordata,writinganemailaddress,orforalgebraandcapitalletters,forexample,forfillinginaform.
Writing–Composition
§ plantheirwritingby:
§ identifyingtheaudienceforandpurposeofthewriting,selectingtheappropriateformandusingothersimilarwritingasmodelsfortheirown
§ notinganddevelopinginitialideas,drawingonreadingandresearchwherenecessary
§ inwritingnarratives,consideringhowauthorshavedevelopedcharactersandsettingsinwhatpupilshaveread,listenedtoorseenperformed
§ draftandwriteby:
§ selectingappropriategrammarandvocabulary,understandinghowsuchchoicescanchangeandenhancemeaning
§ innarratives,describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction
§ précisinglongerpassages
§ usingawiderangeofdevicestobuildcohesionwithinandacrossparagraphs
§ usingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writing
§ proposingchangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
§ ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting
§ ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
§ proof-readforspellingandpunctuationerrors
§
performtheirowncompositions,usingappropriateintonation,volume,andmovementsothatmeaningisclear.
Pupilsshouldunderstand,throughbeingshown,theskillsandprocessesessentialforwriting:thatis,thinkingaloudtogenerateideas,drafting,andre-readingtocheckthatthemeaningis
clear.
Writing–Vocabulary,grammarandpunctuation
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ learningthegrammarforyears5and6inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ usingsemi-colons,colonsordashestomarkboundariesbetweenindependentclauses
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelyindiscussingtheirwritingandreading.
Pupilsshouldcontinuetoaddtotheirknowledgeoflinguisticterms,includingthosetodescribegrammar,sothattheycandiscusstheirwritingandreading.
Year6–6Maths
Starters
Week
1
Measurement–
massand
volume/capacity
2
Mentaland
written
calculations
3
Fractions
4
Placevalueand
decimals
StartersuggestionsforNumber
Knowbyheartfactsforallmultiplicationtablesupto10x10.
Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.
Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto
4x8or3+7=10linkedto0.3+0.7=1)
Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.
Usepartitioningtodoubleorhalveanynumber.
Mentallymultiplyanddividepairsofmultiplesof10and100.
Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).
Identifythemultiples/factorsofgivennumbers.
Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateach
digitrepresents.
Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3
decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.
Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.
Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveor
negativeintegerordecimal.
Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).
Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvert
betweenunitsofmeasurement,e.g.cmtom,gtokgetc.
Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestinteger
ornumberofdecimalplaces.
!
! ! ! ! & !
Countinfractionsteps(e.g.of ,i.e. , , , , , ).
StartersuggestionsforMeasurement,GeometryandStatistics
Knowandusestandardmetricunitsofmeasure.
Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.
Convertbetweenunitsbymultiplyinganddividingbypowersof10.
Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.
Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.
Read,writeandconvertbetweenunitsoftime.
Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.
Findmissinganglesandlengthsusingpropertiesofshape.
Estimateandidentifyacute,obtuseandreflexangles.
Describepositionsonthefirstquadrantofacoordinategrid.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesof
numbersandshapes).
MainLearning
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimal
notationuptothreedecimalplaceswhereappropriate.
Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsofmassandvolumefromasmaller
unitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.
3
Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm )
3
3
3
andcubicmetres(m )andextendingtootherunits(forexample,mm andkm ).
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.
Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseand
why.
Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.
Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.
Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflong
multiplication.
Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,and
interpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.
Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhere
appropriate,interpretingremaindersaccordingtothecontext.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.
Compareandorderfractions,includingfractions>1(includingonanumberline).
Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.
! ! !
Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g. x
= ).
$ " (
Divideproperfractionsbywholenumbers(usingdiagram)(e.g.
!
!
÷2=
).
Rationale
Childrenshouldcontinuetoworkpracticallywiththeconceptsofmassandvolume,enhancingtheirunderstandingofboth
measures,includinggaininga‘benchmark’measuretosupportestimation,aswellasbeingabletoaccuratelymeasureusing
differentequipmentandconvertingbetweenunits.Whenconvertingbetweenunits,childrenshouldrelatethistotheir
understandingoftheBase10numbersystem.
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.
Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.
Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.
Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.
Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.
Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,
Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheirunderstandingofthe
structureofthenumbersystemsothattheyaresecurebeforetransitiontosecondaryschool.
!"
%
#
!" # $ % !" "
Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheircalculationskillssothatthey
aresecurebeforetransitiontosecondaryschool.
Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheirunderstandingofandskills
relatedtofractionssothattheyaresecurebeforetransitiontosecondaryschool.
5
2Dand3D
shape
6
7
alternatingstepsandthosewherethestepsizeisadecimal.
Draw2-Dshapesusinggivendimensionsandangles.
Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.
Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,
quadrilaterals,andregularpolygons.
Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortproperties
ofnumbersandshapes).
Illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwice
theradius.
Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.
Assessandreviewweek
Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,
comparingandclassifyingshapes.
Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferent
orientations.
Children’sknowledgeandunderstandingofcirclesisdevelopedthroughtheintroductionofnewlanguageincludingradius,
diameterandcircumference,andunderstandingtherelationshipsbetweenanyoftheseterms.
Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm
‘regular’tofindmissingangles.
Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessand
reviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year6
5/6
Setting
the
Stage!
Outcome:
Yr6
Performa
nce
Trip:
Fashion
and
Textile
Museum
Science
Electricity
-associatethebrightnessofalamporthe
volumeofabuzzerwiththenumberand
voltageofcellsusedinthecircuit
-compareandgivereasonsforvariationsin
howcomponentsfunction,includingthe
brightnessofbulbs,theloudnessofbuzzers
andtheon/offpositionofswitches
-userecognisedsymbolswhenrepresenting
asimplecircuitinadiagram.
WorkingScientifically
-planningdifferenttypesofscientific
enquiriestoanswerquestions,including
recognisingandcontrollingvariableswhere
necessary
-takingmeasurements,usingarangeof
scientificequipment,withincreasing
accuracyandprecision,takingrepeat
readingswhenappropriate
-recordingdataandresultsofincreasing
complexityusingscientificdiagramsand
labels,classificationkeys,tables,scatter
graphs,barandlinegraphs
-usingtestresultstomakepredictionstoset
upfurthercomparativeandfairtests
-reportingandpresentingfindingsfrom
enquiries,includingconclusions,causal
relationshipsandexplanationsofanddegree
oftrustinresults,inoralandwrittenforms
suchasdisplaysandotherpresentations
-identifyingscientificevidencethathasbeen
usedtosupportorrefuteideasor
arguments.
CreativeCurriculum
DT
Design
-useresearchanddevelopdesigncriteriatoinformthe
designofinnovative,functional,appealingproducts
thatarefitforpurpose,aimedatparticularindividuals
orgroups
-generate,develop,modelandcommunicatetheir
ideasthroughdiscussion,annotatedsketches,crosssectionalandexplodeddiagrams,prototypes,pattern
piecesandcomputer-aideddesign
Make
-selectfromanduseawiderrangeoftoolsand
equipmenttoperformpracticaltasks[forexample,
cutting,shaping,joiningandfinishing],accurately
-selectfromanduseawiderrangeofmaterialsand
components,includingconstructionmaterials,textiles
andingredients,accordingtotheirfunctional
propertiesandaestheticqualities
Evaluate
-investigateandanalysearangeofexistingproducts
-evaluatetheirideasandproductsagainsttheirown
designcriteriaandconsidertheviewsofothersto
improvetheirwork
-understandhowkeyeventsandindividualsindesign
andtechnologyhavehelpedshapetheworld
Technicalknowledge
-applytheirunderstandingofhowtostrengthen,
stiffenandreinforcemorecomplexstructures
Childrencreatealltheelementsneededfortheirendof
yearperformanceincludingscenery,refreshments,
programmesetc.DTfocusisoncreatingcostumesfor
theperformance.
Computing
IT/DL-Blogs
-understandcomputer
networksincludingthe
internet;howtheycan
providemultipleservices,
suchastheworldwide
web;andthe
opportunitiestheyoffer
forcommunicationand
collaboration
-usetechnologysafely,
respectfullyand
responsibly;recognise
acceptable/unacceptable
behaviour;identifya
rangeofwaystoreport
concernsaboutcontent
andcontact.
-select,useandcombine
avarietyofsoftware
(includinginternet
services)onarangeof
digitaldevicestodesign
andcreatearangeof
programs,systemsand
contentthataccomplish
givengoals,including
collecting,analysing,
evaluatingandpresenting
dataandinformation
-KidBlog,Twitter
Frog/FronterBlog
-Childrencreateblogs
aboutrehearsalsand
theirperformance.
-Childrenblogabout
school.
-Multimediaadvertfor
performance–using
video/music
Languages
Lesport
Definitearticle+sports;connectiveset&
mais;devise&askquestions;giveopinions
st
withreasons;1 personpluralusingon–on
va/onmange/onjoue…;read&writelonger
texts
LaBelgique
Onvafairelafête!
Revisitknownlanguageinadifferent
context;re-combineknownlanguagein
differentways;usereadingstrategiestodeal
withauthentictexts
Enquêtesurlespaysfrancophones
-engageinconversations;askandanswer
questions;expressopinionsandrespondto
thoseofothers;seekclarificationandhelp*
-readcarefullyandshowunderstandingof
words,phrasesandsimplewriting
-broadentheirvocabularyanddeveloptheir
abilitytounderstandnewwordsthatare
introducedintofamiliarwrittenmaterial,
includingthroughusingadictionary
-understandbasicgrammarappropriateto
thelanguagebeingstudied,including(where
relevant):feminine,masculineandneuter
formsandtheconjugationofhigh-frequency
verbs;keyfeaturesandpatternsofthe
language;howtoapplythese,forinstance,
tobuildsentences;andhowthesediffer
fromoraresimilartoEnglish.
Summer2–SpanishUnit
PE
Athletics
-Use
running,
jumping,
throwing
andcatching
inisolation
andin
combination
-Develop
flexibility,
strength,
technique,
controland
balance
-Compare
theirbest
performance
swith
previous
onesand
demonstrate
improvemen
ttoachieve
their
personal
best