Year 6
Toucan, Woodpecker and Wren
WHAT IS MY CHILD LEARNING?
CURRICULUM PLAN
Autumn Term Curriculum 2022
CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?
YEAR 6 
TERM: Autumn 


English: The majority of our English work is based on our key texts. Text: Our key texts this term will be ‘Crossover’ by Kwame Alexander, a selection of poems by Benjamin Zephaniah and ‘The unforgotten Coat’ by Frank Cottrell Boyce. Children will develop their planning for a range of different purposes and audiences; write in a variety of genres including narrative, poetry, nonchronological report, argument (persuasion/discussion; revise, edit and improve accuracy of own writing; present all written work in a neatly formed cursive script. Sentence: Children will use a range of cohesive devices to link ideas across paragraphs; use the passive voice effectively; understand when to use informal and formal language. They will also continue to develop the use of subordinate clause and fronted adverbials and extended noun phrases to add detail and variation to writing complex sentences and conjunctions appropriately to add meaning and interest; develop a secure knowledge and understanding of a wide range of punctuation including colons/semicolons, inverted commas, parenthesis, dash, ellipsis; use a range of pronouns, adjectives, synonyms, antonyms, adverbs, powerful verbs, nouns and abstract nouns accurately. Word: Identify misspelt words in one’s own writing; continue to revise and extend knowledge of spelling patterns; use a dictionary and thesaurus effectively, imbedding grammar terminology and identifying rules. Reading: Use a combination of reading strategies to fully engage with a text and identify how language and text structure contribute to meaning; use strategies for decoding unfamiliar words. 

Maths: We will continue to follow the White Rose maths scheme. We will be studying: Number: place value to 10,000,000 including negative numbers. Using all four operations effectively and to solve word problems Fractions: finding equivalent fraction, adding and subtracting fractions and mixed numbers, multiplying fractions by fractions and by integers and finding fractions of an amount. Measurements: Converting between metric measurements of length, area and volume; miles, kilometres and imperial units. 

Science: We will be learning about animals including humans – To identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood. To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. To describe the ways in which nutrients and water are transported within animals, including humans. We will also be learning about electricity – To associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. To compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. To use recognised symbols when representing a simple circuit in a diagram. 

History/Geography History: We will be learning about the British Empire about what it was and when it was created Geography: We will be learning about the physical and human geographical features of South America, in particular Brazil. Green – we will be learning about climate change and its effect on different areas of the planet. 

Computing: We will be learning about programming and creating our own selection in quizzes 

Art: We will be learning about David Hockney’s work and producing our own paintings following his influence and style. DT: We will be designing, making and evaluating our own electric cars. 

Music: We will be learning how to play Samba music and how to use Garage Band. 

PE: With our class teachers, the children will be learning team games tag rugby and football With our specialist PE teachers, the children will also be developing their team game skills in basketball and netball. 

PHSE/Citizenship: we will be learning about: Tax – entrepreneurship and banks, First aid, organisation of life, pensions and the power of negotiation. 

RE: We will be learning about how people express their beliefs. 

Special events/ enrichment opportunities: Y6 school journey to Tollesbury Samba show 

How parents can be involved in home learning: This term, in addition to weekly spellings, homework will be based on the Rising Stars revision workbooks. Please ensure your child completes the weekly set work, as this will support their class learning. 
SRE Curriculum Overview 2022
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 ageappropriate 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
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, nonfiction 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/semicolons, inverted commas, parenthesis, dash, ellipsis.
I can write in a variety of ways and convey meaning clearly (e.g. letter, report, fiction, nonfiction, 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 maneating 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, bracketdash, 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 multidigit numbers up to 4 digits by a twodigit whole number using the formal written method of long multiplication
 divide numbers up to 4 digits by a twodigit 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 twodigit 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 multistep 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.
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 onedigit 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 2D shapes using given dimensions and angles
 recognise, describe and build simple 3D 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.
Permission to walk home
Mrs Hohl
Miss Sharma
Mrs BrookSmith
Class Teacher
Ms Roose
Teaching Assistant
Mr Coetzee
Teaching Assistant