# Year 6 Curriculum ```YEAR 6 CURRICULUM
Number and Algebra
Number and Place Value
Identify and describe properties of prime, composite, square and triangular numbers
Prime Numbers
o
o
A number that is divisible only by itself and 1
1 is not a prime number
Composite Numbers
o
o
o
The “opposite” to prime numbers
An integer that can be divided by at least one other whole number besides itself and 1
E.g. 6 can be made by 2 x 3 so it is a composite number
Square Numbers
o
The product of a number multiplied by itself, e.g. 1, 4, 9, 16
Triangular Numbers
o
Any of the series of numbers (1, 3, 6, 10, 15, etc.) obtained by continued summation of the natural
numbers 1, 2, 3, 4, 5, etc.

0+1=1

1+2=3

3+3=6

6 + 4 = 10

10 + 5 = 15
Factors
o
o
To factor a number means to break it up into numbers that can be multiplied together to get the original
number
E.g. 3 x 2 = 6 and 1 x 6 = 6, so factors of 6 are 1, 2, 3, 6
Select and apply efficient mental and written strategies and appropriate digital technologies to solve
problems involving all four operations with whole numbers
o Addition, subtraction, multiplication, division
o Locate and represent on a number line
Fractions and Decimals
Fractions
o Compare fractions with related denominators and locate and represent them on a number line
o Demonstrate equivalence between fractions using drawings and models
o Solve problems involving addition and subtraction of fractions with the same or related denominators
o Find a simple fraction of a quantity where the result is a whole number
Decimals
o Add and subtract decimals and use estimation and rounding to check the reasonableness of answers
o Multiply decimals by whole numbers and perform divisions by non-zero whole numbers
o Multiply and divide decimals by powers of 10

Move decimal place to the right when multiplying

Move decimal place to the left when multiplying
o Make connections between equivalent fractions, decimals and percentages
Money and Financial Mathematics
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items
o With and without digital technologies
Patterns and Algebra
Continue and create sequences involving whole numbers, fractions and decimals
o Describe the rule used to create the sequence
Explore the use of brackets and order of operations to write number sentences
Order of operations
o
o
o
Refers to a collection of rules for simplifying expressions
It stipulates that calculations in brackets must be made first, followed by calculations involving indices
(powers, exponents), then multiplication and division (working from left to right), and lastly, addition and
subtraction (also in order from left to right)

B

O

D-M

A-S
For example, in 5-6÷2+7, the division is performed first and the expression becomes 5-3+7=9
Measurement and Geometry
Using Units of Measurement
o Connect decimal representations to the metric system
o
o
o
o
Convert between common metric units of length, mass and capacity
Solve problems involving the comparison of lengths and areas using appropriate units
Connect volume and capacity and their units of measurement

Recognising that 1ml is equivalent to 1cm3
Interpret and use timetables
Shape
o Construct simple prisms and pyramids
Location and Transformation
o Investigate combinations of translations, reflections and rotations
o Introduce the Cartesian coordinate system using all four quadrants
Geometric Reasoning
Investigate angles on a straight line, angles at a point and vertically opposite angles. Use results to find
unknown angles
o Measuring, estimating and comparing angles in degrees and classifying angles according to their sizes
o Identifying the size of a right angle as 90°
o Defining acute, obtuse, straight and reflex angles
Acute Angles
o
An angle smaller than 90°
Obtuse Angles
o
An angle between 90° and 180°
Straight Angles
o
An angle of 180°
Reflex Angles
o
Angles greater than 180° and less than 360°
Revolution
o
A complete circle of 360°
PREPARATION
o Lesson plan
FIRST LESSON
o When you arrive, spend 5-10 minutes on a general chat and introduction
Make sure the client has a separate binder for his work with you
Less than 15 minutes homework
Discuss their profile/situation, recent test marks, next test, etc (do primary schools do tests?)
Tell the student that you will help them achieve what they want and you’ll work on it together
Praise the student that they’re getting help
Seek out similar experiences/problems that you may have had, tell the student about them
Mention you’ve looked over their syllabus and course material and curriculum beforehand
Ask them to show you what they’ve been doing in class right now
First you will focus on current work and then if you have time, you will move backward to cover various
gaps in the current and previous topic
Give them homework and make sure they’re okay with it
Jot down loose plans for next lesson
SECOND (ETC) LESSONS
At the beginning of every lesson, quickly revise what they are up to and make a plan of things to
cover that lesson
At the end of each lesson make a quick plan of what you expect to do next time and their homework
Have a basic lesson plan prepared
-
-
Compelte a CEP feedback from every fornight
At the end of each month, complete your tutor statement and progress reports (tutor portal)
o Progress reports are required only for students who have had three or more tutorials in a
calendar month
First lesson is a trial, so if they like it you charge them for it by adding your hours in the portal
I fill in where the curriculum can’t. Schools cater to mass education; I cater to independent learning,
empowering kids to learn to learn. I strive to teach them to learn well on their own. ”
By working with children, you are able to build a rapport
and find out what students are struggling with and what
they find easy. What they learn in class is not always at
the pace each student requires, so you ensure that lesson
plans cover current topics, but also past topics that the
class has moved on from, ensuring students fully
understand each topic covered in the curriculum, before
they come up in tests.
Tutors are usually paid between the 10th - 14th of each month, assuming you submitted your
statement on time. (By the 5th of the newmonth for the month just passed.)
We wait around 1 week after the tutor statement is submitted before processing payments to
give parents a chance to review their charges and ensure everything is in order. Once we have
processed payment it usually takes 1-2 days to reach your account.
You can see in your portal once your payment is processed:
https://www.screencast.com/t/FuzAWJ3Xj
-
complete a history page for each student
maintain a daily tutor report sheet
keep brief notes as the session progress on what went well and what areas are concerns so that you
can fill in a better monthly parent report later
-
ask if they have an upcoming test
-
if they have any previous tests/quizzes, ask for the results and record the results to be filled in the daily
tutor report sheet
-
ask if you can borrow their tests so you can photocopy
-
at the beginning of the lesson tell them the structure of this first lesson and what you will be doing
today to get oriented
lesson plan guidelines following the first lesson
a five to ten minute quiz of previous work done at the beginning
Approximately 1/3 of the time should be spent going over past difficulties [gaps
in content]. The strategies that are currently the most important for your
student should be practiced concurrently with the content! Comments on and
assistance with difficulties that you find in your student’s notebook should also
be covered. If a test is returned, going over the test would be done here.
Approximately 1/3 of the time should be spent on your student’s current
difficulties. This portion of the tutorial is student-driven. It is really essential that
your student feels he/she can get help where he feels it is important to him.
Point out wherever possible that the use of a certain strategy would have made
a difference. For example, if a careless error was made, have your student redo
the question while backchecking, and point out how that time he could do it
correctly.
The remaining 1/3 [or less] of the time may be spent on looking ahead. Only hit
key concepts coming up, not the smaller details or incidental concepts. Through
this approach, many students begin to feel confident in class for the first time
and it is a great confidence booster.
The last thing you do is assign appropriate homework. Preferably this homework
will be on past gaps or concepts learned earlier at school. Tutor-assigned
homework should not be on current work at school; that work should be done in
your student’s regular school homework. Usually, you will give a maximum of 15
minutes about twice a week.
```