Curriculum Overview for Year 6
Reading & Writing Spellings:








Art & Design
Computing
Following Rising Stars Programme of Study – Deigning and
 Pop Art (Keith Haring)
comprehension
Composition
Creating an APP.
 Pottery (Clarice Cliff)
3. Pupils should be taught to:
4. Pupils should be taught to:
maintain positive attitudes to reading and understanding of what they read by:
plan their writing by:
Design, research & write programs to solve problems

Vladimir
Kush/
Savador
Dali
a)
continuing to read and discuss an increasingly wide range of

identifying the audience for and purpose of the writing, selecting
fiction, poetry, plays, non-fiction and reference books or textbooks
the appropriate form and using other similar writing as models
Use
sequences, repetition, inputs, variables and outputs in
2. Pupils should be taught to write in a discreet

Surrealism
b)
reading books that are structured in different ways and reading for
for their own
a range of purposes

noting and developing initial ideas, drawing on reading and
30 minute weekly lesson:
programs
c)
recommending books that they have read to their peers, giving
 Perspective Art
research where necessary
use further prefixes and suffixes
reasons for their choices

in writing narratives, considering how authors have developed
d)
identifying
and
discussing
themes
and
conventions
in
and
across
characters and settings in what pupils have read, listened to or
 Sketching/ Drawing
continue to distinguish between homophones and
a wide range of writing
seen performed
other words which are often confused
e)
making comparisons within and across books
draft and write by:
Use
sketchbooks
to collect, record, review, revisit & evaluate ideas
f)
learning a wider range of poetry by heart

selecting appropriate grammar and vocabulary, understanding
use knowledge of morphology and etymology in
communication
g)
preparing poems and plays to read aloud and to perform, showing
how such choices can change and enhance meaning
spelling and understand that the spelling of some
understanding through intonation, tone and volume so that the
meaning is clear to an audience
words needs to be learnt specifically
understand what they read by:
use dictionaries to check the spelling and meaning
h)
checking that the book makes sense to them
i)
asking questions to improve their understanding
of words

drawing inferences such as inferring characters’ feelings, thoughts
and motives from their actions, and justifying inferences with
evidence
k)
predicting what might happen from details stated and implied
l)
summarising the main ideas drawn from more than one paragraph
m)
identifying how language, structure and presentation contribute to
meaning
n)
discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader
o)
distinguish between statements of fact and opinion
p)
retrieve, record and present information from non-fiction
q)
participate in discussions about books that are read to them and
those they can read for themselves, building on their own and
others’ ideas and challenging views courteously
explain and discuss their understanding of what they have read, including
through formal presentations and debates, maintaining a focus on the topic
and using notes where necessary
j)
use a thesaurus.
Handwriting:
5. Pupils should be taught to:


English
1. Pupils should be taught to read:
apply their growing knowledge of root words,
prefixes and suffixes (morphology and
etymology),
write legibly, fluently and with increasing speed by:
choosing which shape of a letter to use when given choices and
deciding whether or not to join specific letters
choosing the writing implement that is best suited for a task

in narratives, describing settings, characters and atmosphere
and integrating dialogue to convey character and advance the
action

précising longer passages

using a wide range of devices to build cohesion within and
across paragraphs

using further organisational and presentational devices to
structure text and to guide the reader [for example, headings,
bullet points, underlining]
evaluate and edit by:

assessing the effectiveness of their own and others’ writing

proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning

ensuring the consistent and correct use of tense throughout a
piece of writing

ensuring correct subject and verb agreement when using
singular and plural, distinguishing between the language of
speech and writing and choosing the appropriate register

proof-read for spelling and punctuation errors
Mathematics
Number/Calculation
Geometry & Measures
rounding to 10,000,000,
including negatives
measures & conversions
Fractions, decimals & percentages
sculpture with varied materials
Design & Technology
 Bridges/ Chairs
 Electrical games
 War/ Roman cookery
Use research& criteria to develop products which are fit for
purpose and aimed at specific groups
sketches, cross-section diagrams & computeraided design
programming
Geography
 The Americas
 Europe
 Fieldwork & Investigation
Name & locate counties, cities, regions & features of UK
polar circles & time zones
biomes, vegetation belts, land use, economic
activity, distribution of resources, etc.
- and 6-figure grid references on OS maps
parallelograms
including long division
numbers
indices)
percentages
es, using all
primes
four quadrants

Living things and their Habitat – Classification
Evolution and Adaption
Animals including Humans – Healthy Lifestyles
 Circulatory system
 Light and Shadow
 The eye
Electricity – Investigating circuits

Template created by Michael Tidd 2013
Engage in conversations, expressing opinions
Data
Science
Music
Indian Music, Jewish Music, Modern Music, Folk Music,
Romantics/ Nationalists, Impressionists, Blues/jazz
Perform with control & expression solo & in ensembles
Introduce ratio
-step number
problems
Algebra
Introduce simple use of
unknowns
Modern Languages
French
asics of staff notation
great musicians & composers
History
Extended period study: WW2
Investigations & Fieldwork: Neolithics
Ancient Civilisation: Romans
know and understand the history of Britain and the Channel Islands as a coherent,
chronological narrative, how people’s lives have shaped this nation and how Britain
has influenced and been influenced by the wider world
know and understand significant aspects of the history of the Romans as an
Use running, jumping, throwing and catching in isolation and
ancient civilisation; the expansion and dissolution of empires; characteristic
in combination.
features of past non-European societies; achievements and follies of mankind
gain an understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ Develop flexibility, strength, technique, control and balance
and ‘peasantry’
e.g. through athletics and gymnastics.
understand concepts such as continuity and change, cause and consequence,
Perform dances using a range of movement patterns
similarity, difference and significance, and use them to make connections, draw
contrasts, analyse trends, frame historically-valid questions and create their own Play competitive games, modified where appropriate
structured accounts, including written narratives and analyses
Apply basic principles suitable for attacking and defending.
understand the methods of historical enquiry, including how evidence is used
Compare their performances with previous ones and
rigorously to make historical claims, and know how and why contrasting arguments
demonstrate improvement to achieve their personal best
and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different
Swim competently, confidently and proficiently over a
contexts, understanding the connections between local, regional, national and
distance of at least 25 metres
international history; between cultural, economic, military, political, religious and
Perform safe self-rescue in different water-based situations
social history; and between short- and long-term timescales
Physical
Education
Religious
Education
Cycle 1
Places of Worship and Symbolism
(Community/identity/ritual/specialness/worship)
Passover and Seder Plate
(Freedom/Covenant/Israel/symbol/ritual)
Cycle 2
Jesus: What Christians believe about him and why
(Incarnation/authority/Trinity/salvation)
CHRISTIANITY Guru Nanak
(Guru/mukti/authority/wisdom)
SIKHISM
Freedom from the cycle of rebirth is called mukti.
www.primarycurriculum.me.uk
Template created by Michael Tidd 2013
www.primarycurriculum.me.uk