**Year 6**

Toucan, Woodpecker and Wren

**WHAT IS MY CHILD LEARNING?**

**CURRICULUM PLAN**

##### Summer Term 2018

Topic title
Much of the first half term will involve preparation for the SATs, which commence on Monday 14th May, for four days. We will also be looking at the Victorian era and important events and figures from that time. We will be using Victorian texts in our literacy, particularly focusing on heroes and villains. There’s no business like show business After half term we will be preparing for our end of year production through drama, music and art. |

We will be developing the children’s skills in writing by a variety of means and teaching them to convey meaning clearly (e.g. letter, report, fiction, non-fiction, explanations, play script), and to link ideas within and across paragraphs (cohesive devices) as well as managing shifts in formality. |

Maths
The children will continue to revise the Maths skills covered this year, including: reading, writing, ordering and comparing numbers up to ten million calculating using negative numbers rounding any whole number solving word and number problems recalling multiplication and corresponding division facts to 12×12 converting between units for measurement of length, mass and volume ratio and proportion simplifying and finding equivalent fractions finding fractions and percentages of amounts using knowledge of common factors to simplify fractions comparing fractions and ordering them, including fractions greater than 1 adding and subtracting fractions with like and unlike denominators. algebra including: missing number problems, using a formula, equations with 2 unknown variables and continuing linear number sequences |

Science
Living and growing – lifecycle of plants, humans, Sex and Relationships – be aware of different kinds of relationships; know about puberty and conception. Healthy lifestyles – food, exercise, drugs Light and shadow Science project and show |

History/Geography
We will use a variety of sources to : identify some of the main events and inventions of the Victorian Era Understand its effects on the lives of children at the time Compare life then and now and make links to sustainable living. Understand the change in land use using maps Look at the lifestyles of the Victorians e.g. Fashion, diet, schooling |

Computing
Computer Science- We will continue to design, write and debug simple programs and solve problems by decomposing them into smaller parts. E-Safety- We will learn how to use technology safely, respectfully and responsibly and to recognise acceptable/unacceptable behaviour. Furthermore, we will identify a range of ways to report concerns about content and contact. |

MFL
Le cycle de l’eau- The water cycle. Chn will learn the processes involved in the water cycle and conduct experiments to explore the different states of water. Chn will be able to make predictions in French about what they think might happen and learn how to give their opinion in a debate about the pros and cons of tap water versus bottled water. Talk for Writing project La chasse a l’ours- we’re going on a bear hunt. Chn will learn new vocabulary related to the story and learn it off by heart. This project will culminate with us performing the story. We will learn about the names of natural items found in the forest, names of animals, flowers and trees and complete scavenger hunts for these things in French. |

Art / Design Technology
Design and make props and backdrops for the end of year production |

Music
Perform with control and expression solos and in ensembles |

PETo develop outdoor team games including athletics, rounders, tennis and cricket. To develop team building and co-operative skills. |

PHSE/CitizenshipChildren will continue to consider the importance of our school values and applying them to everyday life. In Year 6 we will be helping to prepare them for their transition to Year 7, developing their confidence, independence and interpersonal skills. The children will be encouraged to become aware of their own e-safety and take a responsible approach to their use of the internet and social media. Sex and Relationships – be aware of different kinds of relationships; know about puberty and conception (a letter will to be sent home before teaching commences). Changes – face new challenges positively; know that differences and similarities arise through culture, ethnicity, race and religion. Values for this term: equality, fairness, enthusiasm and responsibility |

RE
What religion meant in the Victorian age. |

Special events/ enrichment opportunities
· SATs – 14th – 17th May. A timetable will be distributed nearer the time. · Exhibition evening – Thursday 12th July · Leavers’ Ball – Friday 13th July · End of year production – 16, 17 and 18th July |

How parents can be involved in home learning
Encourage and help your child to complete their set homework and revision tasks. Please ensure that your child wears full school uniform and has a separate PE kit in school. |

##### SRE Curriculum Overview 2018

Teachers will be following the scheme of work ‘Teaching SRE with Confidence in Primary Schools’, which has been recommended by the PSHE Association and links to DfE guidance on good practice in this area.

The scheme of work has age-appropriate plans and teaching materials for Reception to Year 6. It revisits topics each year to cover them in greater depth and includes lesson material on topics such as keeping clean, families, gender differences, personal space, puberty and relationships.

##### Learn At Home

##### English Key Skills

__Speaking and Listening__

I can develop ideas thoughtfully.

I can speak clearly and confidently using a range of vocabulary.

I can convey opinions clearly to qualify and justify my own thoughts and opinion.

I can listen carefully during discussions and make relevant and appropriate contributions.

I can respond appropriately to the views of others.

I can use questions to clarify understanding.

I can make tentative comments when collecting ideas.

I can talk in formal contexts.

I can adapt talk to different audiences.

I can engage the listeners by varying expression and vocabulary.

I can deal politely with opposing points of views.

I can evaluate my own talk and reflect on how it varies.

I can use Standard English in formal situations.

I can give well structures descriptions, explanations and narratives for different purposes.

I can participate in discussions, presentations, performances, role play, improvisation and debates.

__Reading__

I can continue to read and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.

I can read books structured in different ways.

I can learn by heart a range of poetry.

I can identify fact and opinion.

I can find information using an index/contents page and or glossary.

I can listen to opinions and am able to make up my own mind.

I can draw inferences about characters feelings, thoughts, and motives for their actions with evidence.

I can predict what might happen from details stated or implied.

I can summarise the main ideas identifying key details.

I can identify how language and text structure contribute to meaning.

I can make comparisons within and across texts, .e.g. similar events in Mr Tom

I can comment on author’s use of language.

I can comment on the author’s point of view and find evidence to support this.

I can use skimming and scanning as a technique to retrieve information.

I can use strategies for decoding unfamiliar words.

I can use a dictionary to find the meanings of new words.

I can read with expression, fluency and speed.

I can learn a wider range of poetry by heart.

__Writing (comprehension/grammar)__

I can develop my stamina in writing and produce several pages of work.

I can vary my sentences (e.g. short sentences, compound/complex sentences…)

I can include techniques for suspense e.g. cliff hangers, flashback/forwards and time slips)

I can make notes from oral and written information.

I can use active and passive verbs to create effect.

I can differentiate between the way people speak (informal) and the conventions of writing (formal).

I can write for a range of purposes.

I can experiment with and use varied vocabulary, relevant to my age and experience.

I can use a range of punctuation correctly including colons/semi-colons, inverted commas, parenthesis, dash, ellipsis.

I can write in a variety of ways and convey meaning clearly (e.g. letter, report, fiction, non-fiction, explanations, playscript).

I can use paragraphs to link ideas within and across paragraphs (cohesive devices)

I can use a range of techniques to involve the reader (comments, questions, observations, rhetorical questions).

I can use a range of connectives, openers and adverbial phrases to develop cohesion.

I can vary the length of my sentences for meaning and effect and include literary features (e.g. alliteration, onomatopoeia, metaphor and simile…).

I can move chunks *(how, when, where)* around for different effects*. (The siren echoed loudly…through the lonely streets…at midnight).*

I can use a range of pronouns, adjectives, synonyms, antonyms, adverbs, powerful verbs, nouns and abstract nouns accurately.

I know a hyphen can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark).

__Spelling (see Appendix 1)__

I can spell all key words and most other words correctly.

I can spell words with regular and irregular patterns correctly.

I can use a range of strategies to attempt unknown words (e.g. analogy, syllabification, phonic knowledge and mnemonics)

I can use and apply spelling rules for adding suffixes and prefixes.

I can spell some words with ‘silent’ letters, e.g. knight, psalm, solemn.

I can use a thesaurus.

__Handwriting__

I can write in a clear, neat and legible cursive style at all times.

I can write quickly, fluently and neatly.

I can adapt handwriting to a range of tasks.

I can use a handwriting/ink pen.

I can present my writing using a range of guidelines, in a range of ways.

__Terminology__

** Consolidate** – Letter/word, sentence, statement, questions, exclamation, command, full stops, capital letters, question mark, exclamation marks, speech marks, direct speech, inverted commas, bullet points, apostrophe, colon – instructions, parenthesis, bracket-dash, singular/plural, suffix, prefix, word family, consonant, vowel, adjective, noun, noun phrase, verb/adverb, imperative verb, tense, modal verb, conjunction, connective, preposition, determiner, generalise, pronoun – relative/possessive, clause, subordinate/relative clause, adverbial, fronted adverbial, rhetorical question, cohesion, ambiguity, alliteration, simile, synonym, metaphor, personification, onomatopoeia.

** Introduce **– active and passive voice, subject and object, hyphen, synonym, antonym, colon, semi colon, ellipsis.

##### Maths Key Skills

**Algebra**

- I can use letters to represent numbers in algebraic expressions.
- I can simplify algebraic expressions.

**Angles**

- I can find unknown angles using and applying my knowledge of the properties of angles and shapes.

**Nets**

- Cubes and cuboids have rectangular faces (including squares).
- I know that prisms have rectangular faces (including squares) and two identical polygonal faces (which could also be rectangles).
- I know that pyramids have triangular faces that meet at a point and a polygonal base.
- I know that cylinders have a curved surface and two identical circular bases (at the ends)
- I know that cones have a curved surface and a circular base.
- I know that a net of a solid is a diagram that can be folded to make the solid and that a solid can have different nets.

**Fractions**

- I can add, subtract, multiply and divide fractions.
- I can solve word fraction word problems.
- I can find fractions of amounts by dividing by a proper fraction.

**Ratio and Fraction**

- I can recognise that he ratio of one quantity to another quantity may not represent the actual number of items in each group.
- A simplified ratio of two quantities shows the relative amount of each quantity with respect to the other.
- I can compare ratios and, when the ratio is fixed, know that the quantities increase or decrease in fixed multiples.
- I can solve ratio word problems.

**Percentages**

- I know the relationship between percentages and decimal fractions
- I know and understand that percentage is a special type of decimal fraction, giving the number of parts out of 100 equal parts rather than out of 1.
- I can find percentages of quantities or amounts and solve higher order word problems using a variety of strategies.

** ****Speed**

- I know that speed is defined as the distance travelled per unit of time and that the greater the distance travelled per unit of time the greater the speed. .
- I know that average speed is the mean distance travelled per unit of time and can be calculated by dividing the total distance travelled by the total time taken.
- I can apply the concepts such as mean, sped and rate to solve higher order word problems.

**Circles**

- I recognise, can measure and can calculate the radius, diameter and circumference of a circle
- I can calculate the area of a circle by using the formula

**Pie Charts**

- I can present and interpret data in a table and in a pie chart.

**Area and Perimeter**

- I can calculate the area and perimeter of squares, rectangles and triangles using formulae, and of composite shapes.
- I can find the circumference and area of circles using formulae.

**Volume of solids and liquids**

- I can find the volume of a solid by finding the product of its length, width and height.

**Additional Content**

- Use negative numbers in context, and calculate intervals across zero
- Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.
- Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
- Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
- Identify common factors, common multiples and prime numbers
- Compare and order fractions, including fractions > 1
- Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
- Solve problems involving similar shapes where the scale factor is known or can be found
- Generate and describe linear number sequences
- Find pairs of numbers that satisfy an equation with two unknowns
- Enumerate possibilities of combinations of two variables
- Convert between miles and kilometres
- Calculate the area of parallelograms and triangles
- Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm
^{3}) and cubic metres (m^{3}), and extending to other units [for example, mm^{3}and km^{3}] - Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
- Describe points on the coordinate grid (all four quadrants)
- Draw and translate simple shapes on the coordinate plane, and reflect them in the axes
- Interpret and construct pie charts and line graphs and use these to solve problems
- Constructing line graphs

#### Miss Callaghan

Year Team Leader

#### Miss Coleman

Class Teacher

#### Mr Kitchen

Class teacher

#### Ms Gardiner

Trainee Teacher

#### Mr Phillips

Trainee Teacher

#### Miss Manning

Graduate Teaching Assistant

#### Mrs Sklar

Teaching Assistant

#### Miss Warr

Teaching Assistant