NATIONAL
CURRICULUM 2014
Planning Document
Statutory Requirements
Year 6
ENGLISH
Spelling
Handwriting
Sentence
construction/
Text
The difference between vocabulary typical of informal speech and
vocabulary appropriate for formal speech and writing [for example,
find out – discover; ask for – request; go in – enter]
How words are related by meaning as synonyms and antonyms [for
example, big, large, little].
Spell:
Pupils should be taught to:
 use further prefixes and suffixes and understand the guidance
for adding them
 spell some words with ‘silent’ letters [for example, knight, psalm,
solemn]
 continue to distinguish between homophones and other words
which are often confused
 use knowledge of morphology and etymology in spelling and
understand that the spelling of some words needs to be learnt
specifically
 use dictionaries to check the spelling and meaning of words
 use the first three or four letters of a word to check spelling,
meaning or both of these in a dictionary
 use a thesaurus.
See attached appendix for statutory objectives
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.
(see attached handwriting policy details)
Use of the passive to affect the presentation of information in a
sentence [for example, I broke the window in the greenhouse versus
The window in the greenhouse was broken (by me)].
The difference between structures typical of informal speech and
structures appropriate for formal speech and writing [for example,
the use of question tags: He’s your friend, isn’t he?, or the use of
subjunctive forms such as If I were or Were they to come in some
very formal writing and speech]
Linking ideas across paragraphs using a wider range of cohesive
devices: repetition of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in
contrast, or as a consequence], and ellipsis
Layout devices [for example, headings, sub-headings, columns,
bullets, or tables, to structure text]
Punctuation
Use of the semi-colon, colon and dash to mark the boundary between
independent clauses [for example, It’s raining; I’m fed up]
Use of the colon to introduce a list and use of semi-colons within
lists
Grammar
Punctuation of bullet points to list information
How hyphens can be used to avoid ambiguity [for example, man eating
shark versus man-eating shark, or recover versus re-cover]
Recognising vocabulary and structures that are appropriate for
formal speech and writing, including subjunctive forms; using passive
verbs to affect the presentation of information in a sentence; using
the perfect form of verbs to mark relationships of time and cause;
using expanded noun phrases to convey complicated information
concisely; using modal verbs or adverbs to indicate degrees of
possibility; using relative clauses beginning with who, which, where,
when, whose, that or with an implied (i.e. omitted) relative pronoun;
Using commas to clarify meaning or avoid ambiguity in writing; using
hyphens to avoid ambiguity; using brackets, dashes or commas to
indicate parenthesis; using semi-colons, colons or dashes to mark
boundaries between independent clauses; using a colon to introduce a
list; punctuating bullet points consistently
See attached paperwork for Statuary Grammar – along with ideas
for teaching
Terminology children must learn by the end of year 6
subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon,
bullet points
Composition
To develop their writing on paper and on screen, pupils should
be taught to:







Plan their writing by:
identifying the audience for and purpose of the writing, selecting
the appropriate form and using other similar writing as models for
their own
noting and developing initial ideas, drawing on reading and research
where necessary
in writing narratives, considering how authors have developed
characters and settings in what pupils have read, listened to or
seen performed
Draft and write by:
selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning
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
Breadth of
study
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
Present by:
 preparing a neat, correct and clear final copy
Pupils should be taught to:
a. choose form and content to suit a particular purpose [for example,
notes to read or organise thinking, plans for action, poetry for
pleasure]
b. broaden their vocabulary and use it in inventive ways
c. use language and style that are appropriate to the reader
d. use and adapt the features of a form of writing, drawing on their
reading e. use features of layout, presentation and organisation
effectively.
The range of purposes for writing should include:
a. to imagine and explore feelings and ideas, focusing on creative uses
of language and how to interest the reader
b. to inform and explain, focusing on the subject matter and how to
convey it in sufficient detail for the reader
c. to persuade, focusing on how arguments and evidence are built up
and language used to convince the reader
d. to review and comment on what has been read, seen or heard,
focusing on both the topic and the writer's view of it.
The range of forms of writing should include narratives, poems,
playscripts, reports, explanations, opinions, instructions, reviews,
commentaries.
Spelling
Statutory
requirements
Rules and guidance
Endings which sound like /
ʃəs/
spelt –cious or –tious
Not many common words end
like this.
If the root word ends in –ce,
the /ʃ/
sound is usually spelt as c – e.g.
vice – vicious, grace – gracious,
space – spacious, malice –
malicious.
Exception: anxious.
–cial is common after a vowel
letter and –tial after a
consonant letter, but there are
some exceptions.
Exceptions: initial, financial,
commercial, provincial (the
spelling of the last three is
clearly related to finance,
commerce and province).
Use –ant and –ance/–ancy if
there is a related word with a
/æ/
or /eɪ/ sound in the right
position; –ation endings are
often a clue.
Endings which sound like
/ʃəl/
Words ending in –ant, –
ance/–ancy, –ent, –ence/–
ency
Words ending in –able and
–ible
Words ending in –ably and
–ibly
Use –ent and –ence/–ency after
soft c (/s/ sound), soft g
(/dʒ/sound) and qu, or if there
is a related word with a clear /ɛ
/sound in the right position.
There are many words, however,
where the above guidance does
not help. These words just have
to be learnt.
The –able/–ably endings are far
more common than the –ible/–
ibly endings.
As with –ant and –ance/–ancy,
the –able ending is used if there
is a related word ending in –
ation.
If the –able ending is added to
a word ending in –ce or –ge, the
Example words
vicious, precious, conscious,
delicious, malicious, suspicious
ambitious, cautious, fictitious,
infectious, nutritious
official, special, artificial,
partial, confidential, essential
observant, observance,
(observation), expectant
(expectation), hesitant,
hesitancy (hesitation), tolerant,
tolerance (toleration), substance
(substantial)
innocent, innocence, decent,
decency, frequent, frequency,
confident, confidence
(confidential)
assistant, assistance, obedient,
obedience, independent,
independence
adorable/adorably (adoration),
applicable/applicably
(application),
considerable/considerably
(consideration),
tolerable/tolerably (toleration)
changeable, noticeable, forcible,
legible
e after the c or g must be kept
as those letters would
otherwise have their ‘hard’
sounds (as in cap and gap)
before the a of the –able
ending.
The –able ending is usually but
not always used if a complete
root word can be heard before
it, even if there is no related
word ending in –ation. The first
five examples opposite are
obvious; in reliable, the
complete word rely is heard, but
the y changes to i in
accordance with the rule.
The –ible ending is common if a
complete root word can’t be
heard before it but it also
sometimes occurs when a
complete word can be heard
(e.g. sensible).
Adding suffixes beginning
with vowel letters to
words ending in –fer
Use of the hyphen
Words with the /i:/ sound
spelt ei after c
Words containing the
letter-string ough
The r is doubled if the –fer is
still stressed when the ending is
added.
The r is not doubled if the –fer
is no longer stressed.
Hyphens can be used to join a
prefix to a root word, especially
if the prefix ends in a vowel
letter and the root word also
begins with one.
The ‘i before e except after c’
rule applies to words where the
sound spelt by ei is /i:/.
Exceptions: protein, caffeine,
seize (and either and neither if
pronounced with an initial /i:/
sound).
ough is one of the trickiest
spellings in English – it can be
used to spell a number of
dependable, comfortable,
understandable, reasonable,
enjoyable, reliable
possible/possibly,
horrible/horribly,
terrible/terribly, visible/visibly,
incredible/incredibly,
sensible/sensibly
referring, referred, referral,
preferring, preferred,
transferring, transferred
reference, referee, preference,
transference
co-ordinate, re-enter, cooperate, co-own
deceive, conceive, receive,
perceive, ceiling
ought, bought, thought, nought,
brought, fought
rough, tough, enough
different sounds.
Words with ‘silent’ letters
(i.e. letters whose
presence cannot be
predicted from the
pronunciation of the word)
Some letters which are no
longer sounded used to be
sounded hundreds of years ago:
e.g. in knight, there was a /k/
sound before the /n/, and the
gh used to represent the sound
that ‘ch’ now represents in the
Scottish word loch.
Homophones and other
words that are often
confused
In the pairs of words opposite,
nouns end –ce and verbs end –
se. Advice and advise provide a
useful clue as the word advise
(verb) is pronounced with a /z/
sound – which could not be spelt
c.
More examples:
aisle: a gangway between seats
(in a church, train, plane). isle:
an island.
aloud: out loud. allowed:
permitted.
affect: usually a verb (e.g. The
weather may affect our plans).
effect: usually a noun (e.g. It
may have an effect on our
plans). If a verb, it means ‘bring
about’ (e.g. He will effect
changes in the running of the
business).
altar: a table-like piece of
furniture in a church. alter: to
change.
ascent: the act of ascending
(going up). assent: to
agree/agreement (verb and
noun).
bridal: to do with a bride at a
wedding. bridle: reins etc. for
controlling a horse.
cereal: made from grain (e.g.
breakfast cereal). serial:
adjective from the noun series –
cough
though, although, dough
through
thorough, borough
plough, bough
doubt, island, lamb, solemn,
thistle, knight
advice/advise
device/devise
licence/license
practice/practise
prophecy/prophesy
farther: further father: a male
parent
guessed: past tense of the verb
guess guest: visitor
heard: past tense of the verb
hear herd: a group of animals
led: past tense of the verb lead
lead: present tense of that verb,
or else the metal which is very
heavy (as heavy as lead)
morning: before noon mourning:
grieving for someone who has
died
past: noun or adjective referring
to a previous time (e.g. In the
past) or preposition or adverb
showing place (e.g. he walked
past me) passed: past tense of
the verb ‘pass’ (e.g. I passed him
in the road)
precede: go in front of or
before proceed: go on
a succession of things one after
the other.
compliment: to make nice
remarks about someone (verb)
or the remark that is made
(noun). complement: related to
the word complete – to make
something complete or more
complete (e.g. her scarf
complemented her outfit).
descent: the act of descending
(going down). dissent: to
disagree/disagreement (verb
and noun).
desert: as a noun – a barren
place (stress on first syllable);
as a verb – to abandon (stress
on second syllable) dessert:
(stress on second syllable) a
sweet course after the main
course of a meal.
draft: noun – a first attempt at
writing something; verb – to
make the first attempt; also, to
draw in someone (e.g. to draft in
extra help) draught: a current
of air.
principal: adjective – most
important (e.g. principal ballerina)
noun – important person (e.g.
principal of a college) principle:
basic truth or belief
profit: money that is made in
selling things prophet: someone
who foretells the future
stationary: not moving stationery:
paper, envelopes etc.
steal: take something that does
not belong to you steel: metal
wary: cautious weary: tired
who’s: contraction of who is or
who has whose: belonging to
someone (e.g. Whose jacket is
that?)
Year 5 and 6 statutory spelling list
accommodate
accompany
according
achieve
aggressive
amateur
ancient
apparent
appreciate
attached
available
average
awkward
bargain
bruise
category
cemetery
committee
communicate
embarrass
environment
equip (–ped, –ment)
especially
exaggerate
excellent
existence
explanation
familiar
foreign
forty
frequently
government
guarantee
harass
hindrance
identity
immediate(ly)
individual
persuade
physical
prejudice
privilege
profession
programme
pronunciation
queue
recognise
recommend
relevant
restaurant
rhyme
rhythm
sacrifice
secretary
shoulder
signature
sincere(ly)
community
competition
conscience*
conscious*
controversy
convenience
correspond
criticise (critic + ise)
curiosity
definite
desperate
determined
develop
dictionary
disastrous
interfere
interrupt
language
leisure
lightning
marvellous
mischievous
muscle
necessary
neighbour
nuisance
occupy
occur
opportunity
parliament
soldier
stomach
sufficient
suggest
symbol
system
temperature
thorough
twelfth
variety
vegetable
vehicle
yacht
Grammar
Topic
Use a wide range of conjunctions
to create compound and complex
sentences
Use full stops, commas,
exclamation marks, speech marks
and question marks to punctuate
sentences correctly.
Use a wide range of adjectives
and adjectival phrases, adverbs,
adverbials and prepositional
phrases to add description and
elaboration to writing.
Use expanded noun phrases to
convey complicated information
concisely
Use semi-colons or dashes
6
Distinguish between informal and
formal vocabulary and sentence
structures
Use bullet points and punctuate
correctly
Use colons and semi-colons in
punctuating bullet points
Use hyphens to avoid ambiguity
Use passive voice to present
information in an objective way
Examples
Consolidate children’s use of ‘and’, ‘but’ and ‘or’ to write compound
sentences and their use of other conjunctions to create complex sentences
with subordinate clauses.
Help children use punctuation correctly:

Full stops, question marks for questions and exclamation
marks for exclamations.

Speech marks for dialogue, with capital letters and full
stops or exclamation/question marks as appropriate.

commas for pauses within sentences.
Consolidate children’s use of description to enable them to express
themselves in interesting ways.
The blue and white salts left in the basin can be placed in a jar for safekeeping.
The herd of deer we saw earlier have returned to the hillside.
(A good test of a noun phrase is that the whole thing can be replaced by a
pronoun.)
Show children how we can use a semi-colon to indicate a pause longer than
a comma and we can use a dash to indicate a further thought.
The woolly mammoth was thought to have died out after the ice-age; the
weather became too hot for them to survive.
Simon absolutely refused to apologise – he was convinced he had done
nothing wrong.
Encourage chn to see how we can use speech structures in informal writing
and appropriate structures such as the subjunctive in formal writing. E.g.
He really gave that his best shot didn’t he? [Informal speech structure]
She is really not going to change her mind, is she? [Informal speech
structure]
If I were you, I would go and say sorry to Jimmy. [Subjunctive]
If the planet were to warm more than 3⁰, scientists think that much of the
UK would be under the sea. [Subjunctive]
Encourage children to use bullet points in non-fiction writing.
New playground rules:

No running in the quiet area;

No football except on the pitch

Hoops, skipping ropes and Frisbees to be returned to the
big basket; and

No food in the sitting area.
Help children to see that a hyphen can change the meaning:
‘man-eating shark’ is different from ‘man eating shark’
‘cat-hating woman’ is different from ‘cat hating woman’
‘re-cover’ is different from ‘recover’
Demonstrate to children how we can describe an incident without saying
who did it! Show children how the passive voice helps us to report
something without allocating responsibility.
The window was broken by a football being kicked through it.
The kittens were placed on the doorstop of the orphanage.
John was punched in the chest.
Terminology
Conjunction
Complex sentence
Compound sentence
Full stop
Comma
Exclamation mark
Question mark
Noun
Adjective
Verb
Adverb
Phrase
Preposition
Noun
Phrase
Semi-colon
Dash
Bullet points
Semi-colon
Colon
Hyphen
Passive voice
Handwriting Overview
Key Stage
Foundation Stage
Overview
The children are taught correct letter formation. The
emphasis at this stage is with movement rather than neatness.
To aid movement, close attention is given to pencil grip, correct
posture, the positioning of the paper and the organisation of
the writing space. Teachers are vigilant to ensure that bad
habits do not become ingrained and that specific needs of lefthanded pupils, and those with special educational needs, are
met.
Key Stage One
Building on the foundation stage, pupils at Key Stage 1 develop
a legible style. This is achieved by developing a comfortable and
efficient pencil grip and by practising handwriting in
conjunction with spelling and independent writing. Correct
letter orientation, formation and proportion are taught in line
with the school’s agreed handwriting style. In year one a
cursive style is developed, and in year two joins are begun to be
taught. 12mm lines are used to encourage good letter
formation, progressing to 9mm lines as appropriate.
Years 3 and 4
In year three the pupils consolidate handwriting joins, ensuring
consistency in size, proportion and spacing of letters.
Handwriting speed, fluency and legibility are built up through
practice. In term one joins are checked, and by term two the
vast majority of pupils join their writing.
By year four joined handwriting is used at all times unless
other specific forms are required e.g. printing on a map, a fast
script for notes.
In Key Stage 2, 6mm lines are used as the norm (12mm/ 9mm
will still be used for those pupils who are deemed to benefit
from continuing with the wider lines as an aid to good
handwriting).
During years three or four children are awarded their ‘pen
licence ’when ready.
Years 5 and 6
Years five and six are used to consolidate learning for those
pupils who have not yet achieved a fluent and legible joined
script. Those who have will develop an individual style based on
the principles of good handwriting taught in previous years.
Extension activities may include the study of calligraphy. Pupils
are encouraged to increase speed whilst maintaining legibility.
MATHEMATICS
OVERVIEW OF PROGRESSION IN YEAR 6
Number and place value
Children work with numbers up to 10,000,000, using knowledge of place value to work out the value of digits.
They continue working with negative numbers in different contexts, and work out intervals across zero.
Addition, subtraction, multiplication and division Children continue to practise using efficient written and
mental methods for all four operations, working with larger numbers and increasingly complex calculations,
and confidently using number facts from the multiplication and division tables. They learn about the correct
order of operations, understanding that (for example) to work out (7 + 8) ÷ 3 they need to tackle the operation
in brackets first.
Fractions (including decimals and percentages)
Children begin to add and subtract fractions with different denominators. They multiply pairs of simple proper
fractions together, and divide proper fractions by whole numbers.
Children begin to multiply and divide numbers with two decimal places by one-digit and two- digit whole
numbers. They are introduced to this in practical contexts such as measures and money (for example,
multiplying 1.80 metres by 2, or dividing £1.80 by 3).
Children extend their work on percentage and decimal equivalents of fractions, begun in Year 5. They work out
simple percentages of whole numbers, and encounter equivalences between fractions, decimals and
percentages in different contexts.
Ratio and proportion
In Year 6, children are introduced to the concepts of ratio and proportion and use these to compare quantities
and sizes; for example, understanding that mixing sugar and flour in a ratio of 1:2 means using 1 part of sugar
for every 2 parts of flour, and that the proportion of sugar in the mixture is 1 out of 3 parts, which is 1/3.
Algebra
Children begin to form an understanding of algebra by encountering the use of symbols and letters to
represent unknown elements, for example using letters to represent missing numbers in missing number
problems. They also describe and generate number sequences and patterns. They begin to use simple
formulae expressed in words, such as ‘the perimeter of a rectangle is two times the length plus two times the
width.
Measurement
Children extend their Year 5 work on calculating area and estimating volume and capacity
to calculate the area of parallelograms and triangles, and work out the volume of cubes and cuboids using
standard units. They convert measurements from miles to kilometres.
Geometry: properties of shapes
This year, children make nets to build simple 3D shapes, and work out unknown angles in triangles,
quadrilaterals and regular polygons. They draw and name the different parts of a circle (radius, diameter and
circumference).
Geometry: position and direction
Extending their work with coordinate grids, children learn to describe positions on all four quadrants of the
grid, including using negative numbers. They translate simple shapes on the coordinate plan, reflecting them in
the axes.
Statistics
Children continue working with line graphs and also learn how to use pie charts, linking this with their work on
angles, percentages and fractions. Children learn how to work out the mean of a set of data and understand
when it might be appropriate to calculate the mean, and why.
Year 6: LONG TERM PLAN
Fractions (including Decimals and %)
Addition, Subtraction, Multiplication
and Division
● Children should practise, use and understand the addition
and subtraction of fractions with different denominators
by identifying equivalent fractions
with the same denominator. They should start with fractions where
the denominator of one fraction is
a multiple of the other and progress to varied and increasingly
complex problems.
● Children should use a variety of images to support their
understanding of multiplication with fractions. They should use their
understanding of the relationship between unit fractions and division
to work backwards by multiplying a quantity that represents a unit
fraction to find the whole quantity. They practise with simple
fractions and decimal fraction equivalents to aid fluency, including
listing equivalent
fractions to identify fractions with common denominators.
● Children can explore and make conjectures about converting a
simple fraction to a decimal fraction. For simple fractions with
recurring decimal equivalents, children should learn about rounding
the decimal to three decimal places, or other appropriate
approximations depending on the context.
● Children also develop their skills of rounding and
estimating as a means of predicting and checking the order
of magnitude of their answers to decimal calculations.
● Children should practise addition, subtraction,
multiplication and division for larger numbers, using
the efficient written methods of columnar addition
and subtraction, short and long multiplication, and
short and long division (see Appendix 1).
● They should undertake mental calculations with
increasingly large numbers and more complex calculations.
● Children should continue to use all the multiplication tables
to calculate mathematical statements in order to maintain
their fluency.
● Children should round answers to a specified
degree of accuracy.
● Children explore the order of operations using brackets.
● Common factors can be related to finding
equivalent fractions.
Measurement
Ratio & Proportion
● Using the number line, children should use,
add and subtract positive and negative integers for measures
such as temperature.
● They should know approximate conversions and be able to tell
if an answer is sensible.
● They should relate the area of rectangles to parallelograms and
triangles, and be able to calculate their areas, understanding and
using the formula to do this.
● Children could be introduced to other compound units for
speed, such as miles per hour, and apply their knowledge in
science or other subjects as appropriate.
● Pupils recognise proportionality in contexts when
the relations between quantities are in the same
ratio.
● Pupils link percentages or 360° to calculatinig angles of pie
charts.
● Children should consolidate their understanding of ratio
when comparing quantities, sizes and scale drawings by
solving a variety of problems. They may use the notation a:b
to record their work.
● Children should solve problems involving enequal
quantities. These problems are the foundation for
later formal approaches to ratio and proportion.
Algebra
Statistics
● Children should connect their work on angles,
fractions and percentages to the interpretation of
pie charts.
● Children should both encounter and draw graphs relating
two variables, arising from their own enquiry and in other
● Children should be introduced to the use of symbols and
letters to represent variables and unknowns in mathematical
situations that they already understand, such as:
 Missing numbers, lengths, co-ordinates and angles
 Formulae in mathematics and science
 Arithmetical rules (e.g. a+b=b+a)
 Generalisations of number patterns
 Number puzzles
subjects.
● They should connect conversion from kilometres to miles in
measure to its graphical representation.
● Children should know when it is appropriate to find
the mean of a data set.

Number & Place Value
Geometry: properties of shapes
● Children should use the whole number system - saying,
reading and writing numbers accurately.
● Children should draw shapes and nets accurately, using
measuring tools and conventional markings and labels for
lines and angles.
● Children should describe the properties of shapes and
explain how unknown angles and lengths can
be derived from known measurements. These relationships
might be expressed algebraically.
Geometry: Position & Direction
● Children should draw and label a pair of axes in all four
quadrants with equal scaling.
● Children draw and label rectangles, parallelograms and
rhombuses, specified by coordinates in the four quadrants,
predicting missing coordinates using the properties of shapes.
Key Maths Concepts in Year 6
Ratio and Proportion: solving problems involving unequal sharing
Children will already know that if they want to work out how to share, for example, 20
sweets equally between two people, they can use straightforward division: they can
calculate 20 ÷ 2 = 10. However, what if they need to find out how to share 20 sweets
between two people in a ratio of 1:3; in other words, where Person A receives three sweets
for every one sweet received by Person B?
Children will need to understand that the ratio 1:3 implies that there are 4 ‘shares’ to be
parcelled out between the two people (1 + 3 = 4). If 20 sweets = 4 shares, then each share is
worth 5 sweets (20 ÷ 4 = 5), so Person A gets one share, consisting of 5 sweets in total, and
lucky Person B gets three shares, consisting of 15 (3 × 5 = 15) sweets in total.
When working with ratios and proportions, children will need to understand the distinction
between ratio and proportion. A ratio compares part of the whole with another part of the
whole; for instance, shortbread might be made using flour, butter and sugar in a ratio of
4:3:2, with four parts of flour and three parts of sugar for every two parts of butter.
However a proportion is used to describe a part of the whole in relation to the whole itself;
so in this fictional shortbread, the proportion of butter is 3 out of 9 parts, or one third.
Working out the size of the sectors in pie charts
Children will need to understand that in order to create a pie chart, they first need to work
out the fraction of the total that each sector represents. They can then convert this fraction
to an angle, and draw sectors with the correctly sized angles.
So, for example, imagine the following data set needs to be represented by a pie chart:
● Number of children travelling to school by car: 15
● Number of children travelling to school by bike: 10
● Number of children walking to school: 5
Children would need first to work out the total number of children in the group (30). They
can then work out the fraction of the total which makes up each category – so ‘car’ accounts
for 15 out of the 30 children, or 1/2 of the total; ‘bike’ accounts for 10 out of 30, or 1/3; and
‘walk’ accounts for 5 out of 30, or 1/6 of the total.
Children will know that there are 360° in a full turn, and this means they can work out the
angle needed for each segment by multiplying the fraction by 360°. (In this example, since
the numerator of each fraction is 1, you can just divide 360 by the denominator of each
fraction.) This gives the following angles for each segment of the pie:
● car 180°
● bike 120°
● walk 60°
Children can then use these angles to draw the sectors on the pie chart
Science Year 6
Working Scientifically
Living Things and
Their Habitats
Animals including Humans
Evolution & Inheritance
Light
Electricity
During years 5 and 6, pupils should be
taught to use the following practical
scientific methods, processes and skills
through the teaching of the programme
of study content:
Pupils should be
taught to:
Pupils should be taught to:
Pupils should be taught to:
Pupils should be taught
to:
Pupils should be taught to:
parts of the human circulatory
system, and describe the
functions of the heart, blood
vessels and blood
have changed over time and
that fossils provide information
about living things that
inhabited the Earth millions of
years ago
enquiries to answer questions, including
recognising and controlling variables
where necessary
scientific equipment, with increasing
accuracy and precision, taking repeat
readings when appropriate
complexity using scientific diagrams and
labels, classification keys, tables, scatter
graphs, bar and line graphs
set up further comparative and fair tests
enquiries, including conclusions, causal
relationships and explanations of and
degree of trust in results, in oral and
written forms such as displays and other
presentations
vidence that has
been used to support or refute ideas or
arguments.
things are classified
into broad groups
according to common
observable
characteristics and
based on similarities
and differences,
including microorganisms, plants and
animals
classifying plants and
animals based on
specific
characteristics.
exercise, drugs and lifestyle on
the way their bodies function
h
nutrients and water are
transported within animals,
including humans.
produce offspring of the same
kind, but normally offspring
vary and are not identical to
their parents
plants are adapted to suit their
environment in different ways
and that adaptation may lead
to evolution.
appears to travel in
straight lines
travels in straight lines to
explain that objects are
seen because they give
out or reflect light into
the eye
things because light
travels from light sources
to our eyes or from light
sources to objects and
then to our eyes
travels in straight lines to
explain why shadows
have the same shape as
the objects that cast
them.
of a lamp or the volume of
a buzzer with the number
and voltage of cells used in
the circuit
reasons for variations in
how components function,
including the brightness of
bulbs, the loudness of
buzzers and the on/off
position of switches
when representing a simple
circuit in a diagram.
International Primary Curriculum (IPC) will be used as a primary, creative vehicle for delivery of the
science at Radcliffe Primary School over two-year rolling programmes: KS1, LKS2, UKS2. All IPC units
have cross curricular overlap. The coverage grid in the route planner is used to map whether
subjects are covered and where the gaps for future planning are.
IPC Milestone 3 Science Based Units
Fairgrounds
From Bronze to Bioplastic
Being Human
Look, Hear!
Making New Materials
Roots, Shoots and Fruits
Existing, Endangered, Extinct
Non-Core Subjects – Year 6
Art & Design
Pupils should be
taught to
develop their
techniques,
including their
control and their
use of materials,
with creativity,
experimentation
and an
increasing
awareness of
different kinds of
art, craft and
design.
Pupils should be
taught:
Computing
Pupils should be taught
to:
sketch books to
record their
observations and
use them to
review and
revisit ideas
to explain how some
simple algorithms work
and to detect and
correct errors in
algorithms and programs
their mastery of
art and design
techniques,
including
drawing,
painting and
sculpture with a
range of
materials [for
example, pencil,
charcoal, paint,
clay]
debug programs that
accomplish specific
goals, including
controlling or simulating
physical systems; solve
problems by
decomposing them into
smaller parts
selection, and repetition
in programs; work with
variables and various
forms of input and
output
networks including the
internet; how they can
provide multiple
services, such as the
world wide web; and the
opportunities they offer
for communication and
collaboration
technologies effectively,
appreciate how results
are selected and ranked,
and be discerning in
Design & Technology
Through a variety of
creative and practical
activities, pupils should
be taught the
knowledge,
understanding and skills
needed to engage in an
iterative process of
designing and making.
They should work in a
range of relevant
contexts [for example,
the home, school,
leisure, culture,
enterprise, industry and
the wider environment].
When designing and
making, pupils should be
taught to:
Design
develop design criteria
to inform the design of
innovative, functional,
appealing products that
are fit for purpose,
aimed at particular
individuals or groups
develop,
model and communicate
their ideas through
discussion, annotated
sketches, cross-sectional
and exploded diagrams,
prototypes, pattern
pieces and computeraided design
Geography
Pupils should extend their
knowledge and understanding
beyond the local area to include the
United Kingdom and Europe, North
and South America. This will include
the location and characteristics of a
range of the world’s most
significant human and physical
features. They should develop their
use of geographical knowledge,
understanding and skills to enhance
their locational and place
knowledge.
Pupils should be taught to:
Locational knowledge
using maps to focus on Europe
(including the location of Russia)
and North and South America,
concentrating on their
environmental regions, key physical
and human characteristics,
countries, and major cities
cities of the United Kingdom,
geographical regions and their
identifying human and physical
characteristics, key topographical
features (including hills, mountains,
coasts and rivers), and land-use
patterns; and understand how
some of these aspects have
changed over time
significance of latitude, longitude,
Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics
History
Pupils should continue
to develop a
chronologically secure
knowledge and
understanding of
British, local and world
history, establishing
clear narratives within
and across the periods
they study. They
should note
connections, contrasts
and trends over time
and develop the
appropriate use of
historical terms. They
should regularly
address and
sometimes devise
historically valid
questions about
change, cause,
similarity and
difference, and
significance. They
should construct
informed responses
that involve thoughtful
selection and
organisation of
relevant historical
information. They
should understand
how our knowledge of
the past is constructed
from a range of
sources.
MFL
Pupils should be
taught to:
to spoken language
and show
understanding by
joining in and
responding
patterns and
sounds of language
through songs and
rhymes and link the
spelling, sound and
meaning of words
conversations; ask
and answer
questions; express
opinions and
respond to those of
others; seek
clarification and
help*
sentences, using
familiar vocabulary,
phrases and basic
language structures
pronunciation and
intonation so that
others understand
when they are
reading aloud or
using familiar
words and
Music
PE
Pupils should be
taught to:
Pupils should be taught
to:
solo and ensemble
contexts, using their
voices and playing
musical instruments
with increasing
accuracy, fluency,
control and
expression
throwing and catching
in isolation and in
combination
compose music for a
range of purposes
using the inter-related
dimensions of music
to detail and recall
sounds with
increasing aural
memory
staff and other
musical notations
understand a wide
range of high-quality
live and recorded
music drawn from
different traditions
and from great
composers and
musicians
develop an
understanding of the
history of music.
games, modified where
appropriate [for
example, badminton,
basketball, cricket,
football, hockey,
netball, rounders and
tennis], and apply basic
principles suitable for
attacking and defending
strength, technique,
control and balance [for
example, through
athletics and
gymnastics]
perform dances
using a range of
movement patterns
take part in outdoor
and adventurous
activity challenges
both individually and
within a team
compare their
performances with
previous ones and
demonstrate
improvement to
achieve their personal
best
great
artists, architects
and designers in
history.
evaluating digital
content
combine a variety of
software (including
internet services) on a
range of digital devices
to design and create a
range of programs,
systems and content
that accomplish given
goals, including
collecting, analysing,
evaluating and
presenting data and
information
respectfully and
responsibly; recognise
acceptable/unacceptable
behaviour; identify a
range of ways to report
concerns about content
and contact.
Make
wider range of tools and
equipment to perform
practical tasks [for
example, cutting,
shaping, joining and
finishing], accurately
wider range of materials
and components,
including construction
materials, textiles and
ingredients, according to
their functional
properties and aesthetic
qualities
Evaluate
of Cancer and Capricorn, Arctic and
Antarctic Circle, the
Prime/Greenwich Meridian and
time zones (including day and
night)
Place knowledge
similarities and differences through
the study of human and physical
geography of a region of the United
Kingdom, a region in a European
country, and a region within North
or South America
Human and physical geography
aspects of:
a range of existing
products
climate zones, biomes and
vegetation belts, rivers, mountains,
volcanoes and earthquakes, and the
water cycle
and products against
their own design criteria
and consider the views
of others to improve
their work
types of settlement and land use,
economic activity including trade
links, and the distribution of natural
resources including energy, food,
minerals and water
events and individuals in
design and technology
have helped shape the
world
Geographical skills and fieldwork
digital/computer mapping to locate
countries and describe features
studied
Technical knowledge
understanding of how to
strengthen, stiffen and
reinforce more complex
four and six-figure grid references,
symbols and key (including the use
of Ordnance Survey maps) to build
their knowledge of the United
In planning to ensure
the progression
described above
through teaching the
British, local and world
history outlined below,
teachers should
combine overview and
depth studies to help
pupils understand both
the long arc of
development and the
complexity of specific
aspects of the content.
Pupils should be taught
about:
from the Stone Age to
the Iron Age
and its impact on
Britain
by Anglo-Saxons and
Scots
phrases*
information orally
to a range of
audiences*
show
understanding of
words, phrases and
simple writing
stories, songs,
poems and rhymes
in the language
vocabulary and
develop their ability
to understand new
words that are
introduced into
familiar written
material, including
through using a
dictionary
Saxon struggle for the
Kingdom of England to
the time of Edward the
Confessor
from memory, and
adapt these to
create new
sentences, to
express ideas
clearly
or theme in British
history that extends
pupils’ chronological
knowledge beyond
1066
places, things and
actions orally* and
in writing
the earliest civilizations
– an overview of
grammar
appropriate to the
language being
studied, including
structures
Kingdom and the wider world
mechanical systems in
their products [for
example, gears, pulleys,
cams, levers and
linkages]
use fieldwork to observe, measure,
record and present the human and
physical features in the local area
using a range of methods, including
sketch maps, plans and graphs, and
digital technologies.
electrical systems in
their products [for
example, series circuits
incorporating switches,
bulbs, buzzers and
motors]
understanding of
computing to program,
monitor and control
their products.
Cooking and nutrition
the principles of a
healthy and varied diet
variety of predominantly
savoury dishes using a
range of cooking
techniques
seasonality, and know
where and how a variety
of ingredients are grown,
reared, caught and
processed.
where and when the
first civilizations
appeared and a depth
study of one of the
following: Ancient
Sumer; The Indus
Valley; Ancient Egypt;
The Shang Dynasty of
Ancient China
–a
study of Greek life and
achievements and
their influence on the
western world
-European
society that provides
contrasts with British
history – one study
chosen from: early
Islamic civilization,
including a study of
Baghdad c. AD 900;
Mayan civilization c.
AD 900; Benin (West
Africa) c. AD 900-1300.
(where relevant):
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.
The starred (*)
content above will
not be applicable to
ancient languages.
A major NC14 change is that in History. Therefore, 1 history unit (IPC) will be allocated per year (i.e. twice
across the rolling programme)
IPC Milestone 3 History Based Units
Building a Village
The Great, The Bold and the Brave
The Time Tunnel
Here and Now, There and Then
Myths, Legends and Beliefs