Year 6 Curriculum Overview – September 2015 – July 2016
Year 6
Topic
English
Class Texts
Guided
Reading
Computing
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
A Child’s War
Frozen Kingdom
France
Gallery Rebels
Blood Heart
Reading
Writing
Grammar
 Read a broad range of genres
 Use knowledge of morphology &
 Use appropriate register/ style
etymology in spelling
 Recommend books to others
 Use the passive voice for
purpose
 Develop legible personal handwriting
 Make comparisons within/across books
style
 Use features to convey & clarify
 Support inferences with evidence
meaning

Plan
writing
to
suit
audience
&
 Summarising key points from texts
purpose; use models of writing
 Use full punctuation
 Identify how language, structure, etc.
 Develop character & setting in
 Use language of subject/object
contribute to meaning
narrative
 Discuss use of language, inc. figurative
Speaking & Listening
 Select grammar & vocabulary for
 Discuss & explain reading, providing
effect
 Use questions to build
reasoned justifications for views
knowledge
 Use a wide range of cohesive devices
 Articulate arguments &
 Ensure grammatical consistency
opinions
 Use spoken language to
speculate, hypothesise &
explore
 Use appropriate register &
language
Goodnight Mr Tom
Stormbreaker
Pig Heart Boy
By Michelle Magorian
By Anthony Horowtiz
By Malorie Blackman
Analysing short texts of a range of genres.
Analysing short texts of a range of genres.
Analysing short texts of a range of genres.
We are app planners.
-develop an awareness
of the capabilities of
smartphones
understand
geolocation, including
We are project
managers
- identify their
existing talents
and plan how
they can develop
We are market
researchers
-survey and analyse
data
- conduct a focus
group and interpret
We are interface
designers
- work
collaboratively to
design the interface
- use wireframing
We are app
developers
- become familiar
with different
programming
toolkits
We are marketeers
- identify the USP
- develop a
brochure
- develop
knowledge skills and
Year 6 Curriculum Overview – September 2015 – July 2016
GPS
identify interesting ,
solvable problems.
- evaluate competing
products
pitch a proposal for an
app.
Maths
skills
-identify the
component task
of a project and
develop a
timeline of
progress
-Use web based
research skills.
Number/Calculation
 Secure place value & rounding to
10,000,000, including negatives
 All written methods, including long
division
 Use order of operations (not indices)
 Identify factors, multiples & primes
 Solve multi-step number problems
Algebra
 Introduce simple use of unknowns
Geography
Local Community
Use field work to
observe,
measure, record
and present the
human and
physical features
in the local area
using a range of
the results
-present their
research using ICT
tools to create a
design and develop
a prototype
- document the
design process using
ICT
Geometry & Measures
 Confidently use a range of measures
& conversions
 Calculate area of triangles /
parallelograms
 Use area & volume formulas
 Classify shapes by properties
 Know and use angle rules
 Translate & reflect shapes, using all
four quadrants
Data
 Use pie charts
 Calculate mean averages
Features of the
Polar Regions
Identify the position
and significance of
latitude, longitude,
equator,
hemispheres,
tropics, polar circles
and time zones. Use
- write down
algorithms for their
apps
-Program, debug
and refine
-Test and evaluate
understanding of
creating a website
-further develop
skills using and
editing videos
Fractions, decimals & percentages
 Compare & simplify fractions
 Use equivalents to add fractions
 Multiply simple fractions
 Divide fractions by whole numbers
 Solve problems using decimals &
percentages
 Use written division up to 2dp
 Introduce ratio & proportion
Year 6 Curriculum Overview – September 2015 – July 2016
methods.
History
WW2
Learn about an aspect or theme in
British history that extends pupils’
chronological knowledge beyond 1066.
WW2 study.
Science
Circuits
Design a Morse code
- associate the
brightness of a
lamp or the
volume of a
buzzer with the
number and
voltage of cells
used in the circuit
- compare and give
reasons for
variations in how
components
function,
including the
brightness of
bulbs, the
loudness of
buzzers and the
Light
- recognise
that light
appears to
travel in
straight lines
- use the idea
that light
travels in
straight lines
to explain
that objects
are seen
because they
give out or
reflect light
into the eye
- explain that
we see
things
compass and grid
references to
describe positions.
Develop their
knowledge of a
different location.
Boarder History
Study
A non-European
society that
provides contrasts
with British history
Living things and
their habitat
- Describe how
living things are
classified into
broad groups
according to
common
observable
characteristics
and based on
similarities and
differences,
including
microorganisms,
plants and
animals
- give reasons for
Evolution and
inheritance
- recognise that
living things
have changed
over time and
that fossils
provide
information
about living
things that
inhabited the
Earth millions
of years ago
- recognise that
living things
produce
offspring of the
same kind, but
normally
History of a charity
To carry out a
historical enquiry
and place events in
chronological order.
Animals including
humans
- identify and
name the main
parts of the
human
circulatory
system, and
describe the
functions of the
heart, blood
vessels and
blood
- recognise the
impact of diet,
exercise, drugs
and lifestyle on
the way their
bodies function
- describe the
Year 6 Curriculum Overview – September 2015 – July 2016
-
on/off position of
switches
use recognised
symbols when
representing a
simple circuit in a
diagram.
-
DT
Make Anderson
Shelters
Apply their
understanding of
how to strengthen,
stiffen and reinforce
more complex
structures.
because light
travels from
light sources
to our eyes
or from light
sources to
objects and
then to our
eyes
use the idea
that light
travels in
straight lines
to explain
why
shadows
have the
same shape
as the
objects that
cast them
classifying
plants and
animals based
on specific
characteristics.
Titanic
C’ren research a
given room of the
Titanic and recreate
it in 3D form which
will be part of the
bigger ship.
-
offspring vary
and are not
identical to
their parents
identify how
animals and
plants are
adapted to suit
their
environment in
different ways
and that
adaptation may
lead to
evolution.
ways in which
nutrients and
water are
transported
within animals,
including
humans.
France
Study French
architecture and
design their own
French inspired
building.
Design
 use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose,
Year 6 Curriculum Overview – September 2015 – July 2016
Art
aimed at particular individuals or groups
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and computer-aided design
Make
 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and
finishing], accurately
 select from and use a wider range of materials and components, including construction materials, textiles and ingredients,
according to their functional properties and aesthetic qualities
Evaluate
 investigate and analyse a range of existing products
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
 understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
 apply their understanding of how to strengthen, stiffen and reinforce more complex structures
 understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
 understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and
motors]
 apply their understanding of computing to program, monitor and control their products
Design clothes
Art movements
Blood Heart
Select from and
C’ren study,
C’ren undertakes a
use a wider range
impressionism,
high school style
of tools and
expressionism and
project being given
equipment to
surrealism.
the title Blood
perform practical
Heart.
tasks accurately.
Use research and
develop design
criteria to inform
the design of
innovative
functional
appealing
Year 6 Curriculum Overview – September 2015 – July 2016
Music
PE
products that are
fit for purpose
aimed at
particular
individuals or
groups.
 to create sketch books to record their observations and use them to review and revisit ideas
 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for
example, pencil, charcoal, paint, clay]
 about great artists, architects and designers in history.
Learning WW2 songs.
Listening to
Soundscapes
Reading Music to
Listening,
Heart Raps
Listen with attention
voices
Improvise and
perform a
improvising and
Improvise and
to detail and recall
Appreciate a
compose music for
clockwork song.
composing
compose music for
sounds with increasing wide range of
a range of purposes Use and understand Develop an
a range of purposes
memory. Play and
high quality live
using the
basics of staff
understanding of
using the
perform in an
and recorded
interrelated
notation
the history of music, interrelated
ensemble using voices. music drawn
dimensions of
including great
dimensions of
from different
music.
musicians and
music.
traditions and
composers.
from great
composers and
musicians.
Hockey, Netball and
Gymnastics,
Badminton,
Outdoor and
Cricket, Tennis and Athletics
Football.
orienteering and basketball and Tag
Adventurous
Rounders
Use running,
Play competitive
cross country,
rugby
activities; climbing, Play competitive
jumping, catching
games, modified
Develop flexibility Play competitive
ropes, archery.
games applying
and throwing in
where appropriate and and control in
games applying
Take part in outdoor basic principles.
isolation and in
apply basic principles
gym and
basic principles.
and adventurous
combination.
suitable for attacking
athletics. Take
activities.
and defending.
part in outdoor
Compare
and adventurous
performances to
activities.
achieve personal
Year 6 Curriculum Overview – September 2015 – July 2016
bests.
RE
What do your clothes
say about you? Link to
Christianity and
vestments etc.
What is a
Church?
PSHE/Life Skills
Empathising with
people in different
times
Think about the lives
of people living in
other places and times,
and people with
different values and
customs.
Our local news
Research, discuss
and debate
topical issues,
problems and
events. Explore
how the media
present
information and
recognise the roll
of voluntary
community and
pressure groups.
SRE
Continuation of
‘What is a Church’.
Church visits –
comparison of two
churches.
Others Opinions
Reflect on spiritual,
moral, social and
cultural issues using
imagination to
understand other
peoples
experiences. Talk
and write about
their opinions and
explain their views
on issues that affect
themselves and
society.
What does it mean
to be a Sikh?
Short Easter topic:
Why did Jesus die?
What is the
Buddhist way of
life?
Recognising
Strengths
recognising their
worth as individuals
by identifying
positive things
about themselves
and achievements
seeing their
mistakes, making
amends and setting
personal goals.
Caring about others
Recognise that their
actions affect
themselves and
others, to care
about other
people’s feelings
and to try to see
things from their
points of view.
How do Christian’s
celebrate
milestones in life?
Recognise as they
approach puberty
how people’s
emotions change at
that time and how
to deal with their
feelings towards
themselves, their
family and others in
a positive way.
Year 6 Curriculum Overview – September 2015 – July 2016
MFL
Greetings, basic
Café/
Directions
In France
School Life
conversation, diary
restaurant/
vocabulary
writing
market
- listen attentively to spoken language and show understanding by joining in and responding
Reading and writing
a story
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning
of words
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek
clarification and help
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using
familiar words and phrases
present ideas and information orally to a range of audiences
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written
material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
describe people, places, things and actions orally* and in writing
understand basic grammar appropriate to the language being studied, including: feminine, masculine and neuter
forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these,
for instance, to build sentences; and how these differ from or are similar to English.
School Trips
Residential
Journeys
School events
Sayers Croft –WW2
experience
Church trip
Event: Fundraising
Event
France Trip
Bikeability
Year book