Year 6
Toucan, Woodpecker and Wren
WHAT IS MY CHILD LEARNING?
CURRICULUM PLAN
Summer Term Curriculum 2023
YEAR SIX CURRICULUM PLAN
Week beginning: 

Tuesday 18th April 
In English, we will be completing our Once sequel, editing and improving it. In Maths, we will be revising identified areas of development, we will be applying known skills in different problemsolving exercises. In Science we will be studying living things and their habitats – describing how living things are classified into broad groups, including microorganisms, plants and animals. Be able to give reasons for their classification, based on specific characteristics. 
Monday 24th April 
In English, we will be revising identified areas of development in grammar and studying ‘Windrush Child’ by Benjamin Zephaniah. In Maths, we will be revising identified areas of development, we will be applying known skills in different problemsolving exercises. In Science we will be studying Living Things and their Habitats – describing how living things are classified into broad groups, including microorganisms, plants and animals. Be able to give reasons for their classification, based on specific characteristics. In History, we will be learning about The Windrush generation 
Tuesday 2nd May 
Bank Holiday Monday In English, we will be revising identified areas of development in grammar and studying ‘Windrush Child’ by Benjamin Zephaniah. In Maths, we will be revising identified areas of development, we will be applying known skills in different problemsolving exercises. In Science we will be studying Living Things and their Habitats – describing how living things are classified into broad groups, including microorganisms, plants and animals. Be able to give reasons for their classification, based on specific characteristics. In History, we will be learning about The Windrush generation 
Tuesday 9th May 
Bank Holiday Monday SATs week In Science we will be studying Living Things and their Habitats – making keys to classify trees. In History, we will be learning about The Windrush generation 
Monday 15th May 
Off timetable ‘campaign week’ we will be learning about single use plastic affecting the oceans and their creatures. We will be writing a persuasive letter to the Ham and High and creating a piece of whole class artwork amongst other things. In Science we will be studying Living Things and their Habitats – making keys to classify different flowering plants. In Geography, we will be learning about climate change 
Monday 22nd May 
In English, we will be writing a diary entry based on ‘Windrush Child’ by Benjamin Zephaniah. In Maths, we will be revising identified areas of development, we will be applying known skills in different problemsolving exercises. In Science we will be studying Living Things and their Habitats – problem solving – How can we attract more bees and butterflies into the school grounds? How many different things live in the school grounds? In History, we will be learning about The Windrush generation 
Wider Curriculum In Music, we will continue to learn to play the ukulele. In PE we will be learning about orienteering with the class teacher and tennis with the PE staff In Computing, we will be learning about 3D modelling In PSHE, we will be learning about consent, feeling anxious, ageism and the power of negotiation. In French, we will be learning about ‘Ma Famille’ In Reading (DR), the children will use our core texts of ‘Once’ and ‘Windrush Child’ to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will also be exploring nonfiction texts. 

Half Term 

Monday 5th June
Holocaust talk from one of the children’s grandparents 
In English, we will be writing a narrative based on ‘Windrush Child’ by Benjamin Zephaniah, applying all of our learnt figurative devices and sentence types. In maths, we will be applying our maths knowledge in real life scenarios and problems In Science we will be studying Light – understanding that light appears to travel in straight lines and using scientific evidence to support or refute an idea. In DT, We will be making Jamaican patties

Monday 12th June
Wednesday 14th June – in school performance of ‘The Hobbit’ 
In English, we will be writing a report about The Windrush In maths, we will be applying our maths knowledge in real life scenarios and problems In Science we will be studying Light – planning a scientific enquiry to answer a question about light. In Art, studying the sculpture of Henry Moore and creating our own sculptures 
Monday 19th June 
In English, we will be writing a report about The Windrush In maths, we will be applying our maths knowledge in real life scenarios and problems In Science we will be studying Light – exploring the idea that light travels in straight lines and understand that objects are seen because they give out or reflect light into the eye. In Art, studying the sculpture of Henry Moore and creating our own sculptures 
Monday 26th June
Wednesday 28th June – Theatre trip 
In English, we will be concentrating on our productions with writing relating to the show In maths, we will be applying our maths knowledge in real life scenarios and problems Wednesday 28th June – Theatre trip In Science we will be studying Light – understanding, by planning a fair test, that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. In Geography, we will be learning about climate change 
Monday 3rd July 
In English, we will be working on transition to secondary school with related reading and writing tasks In maths, we will be applying our maths knowledge in real life scenarios and problems In Science we will be studying Light – understanding, by planning a scientific enquiry, the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. 
Monday 10th July
Thursday 13th Julyexhibition evening
Friday 14th July – exhibition evening 
In English, we will be working on transition to secondary school with related reading and writing tasks In maths, we will be applying our maths knowledge in real life scenarios and problems In Science we will be studying Light – understanding, by carrying out a comparative test, the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the see. In DT, we will be designing and making our own steady hand games.

Monday 17th July Monday 17th July – Toucan show Wednesday 19th July – Wren show Thursday 20th July – Woodpecker show 
Show week and celebrating the end of Year 6 and Coldfall 
Wider Curriculum In Music, will be working on our end of year production In PE we will be learning dances for our production with the class teacher and cricket and rounders with the PE staff In Computing, we will be learning about sensing In PSHE, we will be learning about transition, learning to working, how to write a CV, entrepreneurship, enterprise and business In French, we will be learning about ‘La Date’ In Reading (DR), the children will use our core texts of ‘Amari and the Night Brothers’ and ‘Go Big’ to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will also be exploring nonfiction texts. 

Supporting Learning at Home Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays and is due on Wednesdays. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home. 
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