Year 6

Toucan, Woodpecker and Wren

Value of the Month

Trust

Our value for the month of October is trust. It seems pertinent to  think about our year 6 children who are visiting Tollesbury this month. Parents are trusting the school to keep their children safe and to look after them whilst they are away (in loco parentis – literally taking the place of a parent). This responsibility is at the heart of teaching and teachers.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Autumn Term Curriculum 2021
CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?
YEAR 6 TERM 1 – Autumn

Topic title: Technology – Yesterday, today, tomorrow.
This Autumn term is woven around the thread of the development of technology; how advances in science and technology are
transforming the way that we live our lives.

English
Text: Plan effectively for a range of different purposes and audiences. Write in a variety of genres including narrative, poetry,
non-chronological report, argument (persuasion/discussion). Revise, edit and improve accuracy of own writing. Present all written
work in a neatly formed cursive script. Our main text this term will be Macbeth.
Sentence: Use complex sentences and conjunctions appropriately to add meaning and interest. Vary sentences for clarity, purpose and
effect. Secure knowledge and understanding of a wide range of punctuation including colons/semi-colons, inverted commas,
parenthesis, dash, ellipsis. Use a range of pronouns, adjectives, synonyms, antonyms, adverbs, powerful verbs, nouns and abstract
nouns accurately.
Word: Identify misspelled words in own writing. Revise and extend knowledge of spelling patterns. Use a dictionary effectively.
embedding grammar terminology and identifying rules.
Reading: To use strategies for decoding unfamiliar words, to identify how language and text structure contribute to meaning. Use
inference and deduction and explore subtext.

Maths
Number: Read, write, order and compare numbers up to ten million. Calculate using negative numbers. Multiply or divide numbers by
10, 100 or 1000. Round decimal numbers to a given number of decimal places.
The Four Operations: Multiply a four-digit number by a two-digit number. Multiply and divide decimal numbers by whole numbers.
Estimate to check the answers of a calculation. Find common multiples and common factors and prime numbers. Divide a four-digit
number by a 2-digit number and know what to do with remainders. Solve number problems and do calculations with large numbers
mentally.
Fractions; Add, subtract, multiply and divide fractions. Add and subtract mixed numbers. Multiply and divide fractions by integers.
Simplify fractions and work with equivalent fractions
Graphs: Work in all for quadrants. Perform translations and reflections

Science
Brainwaves: We will be looking at the brain, its makeup and how it operates. We will discover what functions different areas of the
brain control, how information is processed and how this can relate to preferred learning styles.
Space Scientists and Fascinating Forces: We will be investigating what the earth is made of, how it is constructed and about the
atmosphere.. We will investigate the earth’s magnetic field, its rotation and conduct experiments to prove the earth is a sphere. We
will also look at the earth’s orbit of the Sun and the interrelationship between the Sun, Earth and Moon.
We will also study the operation of Saturn and Soyuz rockets, making model rockets to demonstrate the principles of rocket
propulsion. This will link to our science work on forces; friction, air resistance, gravity and buoyancy

History – We will be looking at important inventions and discoveries from the past. Linked to our English work on Shakespeare and
The Globe, we will explore the great British poet, playwright and actor and the history of The Globe Theatre

Technology- What price progress? We will be researching the history of inventions and the development of technology. famous
people whose ideas caused social change and how our local area has changed and developed over time. This unit spans many
disciplines, such as history, science, music and art. We will be placing technological advances against a timeline of human
development in other disciples, such as art, music, and changes in society and government.

Art
We will be looking at early 20th century art through the Futurist and Dada movements and creating artworks in these styles.

Music With Miss Vetch; In the first half of the term pupils will study West African Drumming. Their learning will focus on instrumental
technique, playing and impro
With Mvising polyrhythms, playing as an ensemble and the social context of West African Drumming. In the second half of the term
we will learn for songs for our Christmas Concert.

PE
Invasion games: Develop defending and attacking skills. Apply skills in competitive game situations including basketball, netball,
football, tennis and tag rugby.

PHSE/International Citizenship
We will be reflecting on what it means to be a global citizen, incorporating our autumn values of Peace, Trust, Creativity and Hard
Work in our International learning. We will also be debating what makes someone an entrepreneur and finding out about the
availability of technology in other countries around the world

RE
Compare and contrast the major religions of the world including: Christianity; Judaism; Islam; Hinduism; Sikhism and Buddhism.

Special events/ enrichment opportunities
Class week-long trip to Tollesbury, Fellowship Afloat Outward bound centre. Based on a converted Light vessel, children will
experience exploration, adventure and confidence-.building activities.

How parents can be involved in home learning
We appreciate parental support with reading and homework. We want to ensure that all children are proficient in their times tables
and common spelling patterns, so these need to be practised regularly. We will be setting homework on Google Classroom weekly. To
prepare children for secondary school, we expect all Google Classroom homework to be completed and uploaded. In the second half
of the term, we will be sending home the Rising Stars revision books as homework to be completed on a weekly basis.

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.

https://cwpresources.co.uk/resources/sre_pri/

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

Number – number and place value

Pupils should be taught to:

  • read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
  • round any whole number to a required degree of accuracy
  • use negative numbers in context, and calculate intervals across zero
  • solve number and practical problems that involve all of the above.

Number – addition, subtraction, multiplication and division

Pupils should be taught to:

  • 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
  • perform mental calculations, including with mixed operations and large numbers
  • identify common factors, common multiples and prime numbers
  • use their knowledge of the order of operations to carry out calculations involving the four operations
  • solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • solve problems involving addition, subtraction, multiplication and division
  • use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
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Number – fractions (including decimals and percentages)

Pupils should be taught to:

  • use common factors to simplify fractions; use common multiples to express fractions in the same denomination
  • compare and order fractions, including fractions > 1add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • multiply simple pairs of proper fractions, writing the answer in its simplest form for example 1/4 x 1/2 = 1/8
  • divide proper fractions by whole numbers for example, 1/3 divided by 2 = 1/6
  • associate a fraction with division and calculate decimal fraction equivalents for example, 0.375; for a simple fraction for example, 3/8.
  • identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
  • multiply one-digit numbers with up to two decimal places by whole numbers
  • use written division methods in cases where the answer has up to two decimal places
  • solve problems which require answers to be rounded to specified degrees of accuracy
  • recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Ratio and proportion

Pupils should be taught to:

  • solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
  • solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison
  • solve problems involving similar shapes where the scale factor is known or can be found
  • solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Algebra

Pupils should be taught to:

use simple formulae

  • generate and describe linear number sequences
  • express missing number problems algebraically
  • find pairs of numbers that satisfy an equation with two unknowns
  • enumerate possibilities of combinations of two variables.

Measurement

Pupils should be taught to:

solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places

convert between miles and kilometres

recognise that shapes with the same areas can have different perimeters and vice versa

recognise when it is possible to use formulae for area and volume of shapes

calculate the area of parallelograms and triangles

calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm) and cubic metres (m ), and extending to other units [for example, mm and km ].

Geometry – properties of shapes

Pupils should be taught to:

  • draw 2-D shapes using given dimensions and angles
  • recognise, describe and build simple 3-D shapes, including making nets
  • compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
  • illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
  • recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Geometry – position and direction

Pupils should be taught to:

  • describe positions on the full coordinate grid (all four quadrants)
  • draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Statistics

Pupils should be taught to:

  • interpret and construct pie charts and line graphs and use these to solve problems
  • calculate and interpret the mean as an average.

Mr Plato

Year Team Leader

Miss Sharma

Class Teacher

Mrs Brook-Smith

Class Teacher

Ms Baker-Samson

Trainee Teacher

Mr McInnerney

Trainee Teacher

Mrs Arslan

Teaching Assistant