St Augustines

Year 6 curriculum outline

Communication Language and Literacy
Narrative fiction genres; extending narrative; authors and texts; short stories with flashbacks
Non-fiction persuasion; biography and autobiography; journalistic writing; argument; formal/impersonal writing
Poetry the power of imagery
Revision units reading and writing narrative and plays; reading and writing non-fiction; reading poetry

READING
Word reading
Pupils should be taught to:
apply their growing knowledge of root words, prefixes and
suffixes (morphology and etymology), as listed in
Appendix 1, both to read aloud and to understand the
meaning of new words that they meet.



READING
Comprehension
Pupils should be taught to:

-fiction and reference books or textbooks
fferent ways and reading for a range of purposes
fiction from our
literary heritage, and books from other cultures and traditions




he
meaning is clear to an audience

t the book makes sense to them, discussing their understanding and exploring the meaning of words in context

tions, and justifying inferences with
evidence


, structure and presentation contribute to meaning


nformation from non-fiction
and others
ideas and challenging views courteously
they have read, including through formal presentations and debates, maintaining a
focus on the topic and using notes where necessary


WRITING
Transcription
Spelling (see Appendix 1)
Pupils should be taught to:
guidelines for adding them
knight, psalm,
solemn
which are often confused
understand that the spelling of some words needs to be learnt
Composition
Pupils should be taught to:

models for
their own

r seen
performed

and enhance meaning
action

St Augustines
Year 6 curriculum outline
specifically, as listed in Appendix 1

ee or four letters of a word to check spelling,
meaning or both of these in a dictionary



Handwriting and presentation
Pupils should be taught to:

and deciding, as part of their personal style, whether or not to
join specific letters


raphs
ints,
underlining)


nges to vocabulary, grammar and punctuation to enhance effects and clarify meaning

ng between the language of speech and
writing and choosing the appropriate register
-read for spelling and punctuation errors





Vocabulary, grammar and punctuation
Pupils should be taught to:
develop their understanding of the concepts set out in Appendix 2 by:
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 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
learning the grammar in column 1 of year 1 in Appendix 2
indicate grammatical and other features by:
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 main clauses
using a colon to introduce a list
punctuating bullet points consistently
use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.
Word Sentence Text Punctuation Terminology for pupils
The difference between
vocabulary typical of
informal speech and
vocabulary appropriate for
formal speech and writing
(e.g. find out discover; ask
for request; go in enter)

How words are related by
meaning as synonyms and
antonyms (e.g. big, large,
little).


Use of the passive to affect the
presentation of information in a
sentence (e.g. 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 (such as the
use of question tags, e.g. Hes your
friend, isnt 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 (e.g. the
use of adverbials such as on the
other hand, in contrast, or as a
consequence), and ellipsis

Layout devices, such as headings,
sub-headings, columns, bullets, or
tables, to structure text
Use of the semi-colon, colon and
dash to mark the boundary
between independent clauses (e.g.
Its raining; Im fed up)

Use of the colon to introduce a list

Punctuation of bullet points to list
information

How hyphens can be used to avoid
ambiguity (e.g. man eating shark
versus man-eating shark, or
recover versus re-cover
subject, object
active, passive
synonym, antonym
ellipsis, hyphen, colon, semi-colon,
bullet points

St Augustines
Year 6 curriculum outline
Mathematical development
NUMBER
Number, place value and rounding
read, write, order and compare numbers up to 10 million and determine the value of each digit
round any number to a required degree of accuracy
recognise binary numerals to 15 (1111) and convert between binary and decimal numerals.
Addition, subtraction, multiplication and division
add and subtract negative integers
multiply numbers with at least 4-digits by a 2-digit whole number using long multiplication
divide numbers up to 4-digits by a 2-digit whole number using long division, and interpret remainders as
whole number remainders, fractions, decimals or by rounding
perform mental calculations, including with mixed operations and large numbers
use estimation to check answers to calculations and determine, in the context of a problem, whether an
answer should be rounded or written as a fraction or a decimal
carry out combined operations involving the four operations accurately and state the order of operations
solve word problems involving addition, subtraction, multiplication and division.
Fractions
add and subtract mixed numbers and fractions with different denominators
multiply simple unit fractions by fractions and pairs of proper fractions, writing the answer in its simplest
form
divide proper fractions by whole numbers
associate a fraction with division to calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction
(e.g.
3
/8).
Decimals
identify the value of each digit to three decimal places and multiply and divide numbers up to three decimal
place by 10, 100 and 1000
multiply and divide numbers with up to two decimal places by 1-digit and 2- digit whole numbers.
Percentages
use percentages for comparison and calculate percentages of whole numbers or measures such as 15%
of 360
recall and use equivalences between fractions, decimals and percentages.
Ratio and proportion
use ratios to show the relative sizes of two quantities
recognise equivalent ratios and reduce a given ratio to its lowest terms
recognise and use division in the context of fractions, percentages and ratio.
GEOMETRY AND MEASURES
Properties of shapes
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
recognise, describe and build simple 3-D shapes, including making nets
describe properties of cuboids and other common 3-D shapes including prisms and identify parallel planes and
symmetries
estimate the size of angles
find unknown angles involving angles at a point, on a straight line, in a triangle (180
o
), in a quadrilateral (360)
and vertically opposite angles.
Position, direction, motion
describe positions on the full coordinate grid (all four quadrants)
construct, translate and reflect simple shapes on the coordinate plane.
Measures
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, including between miles and kilometres
recognise that shapes with the same areas can have different perimeters and vice versa
calculate the area of parallelograms and triangles
recognise when it is necessary to use the formulae for area and volume of shapes
calculate, estimate and compare volume of cubes and cuboids using standard units, including centimeter cubed
(cm
3
) and cubic metres (m
3
) and extending to other units, such as mm
3
and km
3

use decimal notation to three decimal places to solve problems involving calculation and conversion of
measures.
Data
draw, read and interpret line graphs and use these to solve problems
use and interpret averages including mean, median and mode and solve simple problems using different kinds
of averages.
Probability
use the language associated with probability such as certain, equally likely, unlikely, impossible and use this to describe
the likelihood of particular events.
St Augustines
Year 6 curriculum outline
Algebra
solve linear missing number problems, including those involving decimals and fractions, and find pairs of
numbers that satisfy number sentences involving two unknowns
use simple formulae expressed in words
generate and describe linear number sequences, including those involving negative and decimal
numbers, and proper fractions e.g. 1.4, 1.1, 0.8.


ICT STU CD
Create presentations with range of links, images and sounds.
Collect live data using data-logging equipment identifying data errors,
patterns and sequences.
Undertake film making; including scripting, roles, rehearsal, evaluation,
quality of shorts, appropriateness of sound, saving to different media.
Use cause and effect, e.g. input from sensors to trigger events; or virtually.
Create and refine series of instructions.

Manipulate images.

Design own webpage.

Principles of scientific enquiry should be taught through the following content:
All living things
Evolution and inheritance
Changes that form new materials
Light
Forces
Electricity
Technology research similar products and needs produce detailed plans and
models include electrical aspects that can be modified to produce effect (eg lighting
dims etc)- consider and use irreversible changes in products- combine dfferent
materials each with a particular purpose-consider materials used with an eye on cost
and workability-measure accurately for holes and joints so that these are positioned
correctly- finish product by adding other materials to produce desired effect consider
appeal of finished product to target audience, research appeal and change product
accordingly-experiment with a range of materials to obtain desired effect- test and
evaluate product in accordance with strict criteria- understand that resources suc as
materials time workforce etc may be limited- use ratio and proportion to scale plans,
recipes- add housings to increase safety and look of product
Check suitability of ideas collect ideas images etc. think about impact of work
manipulate ideas and materials to create effects which have impact match visual
and tactile qualities to intended effect refine work explain effects used in
creating images and why they have been chosen overprint using variety of colours
combine visual and tactile elements models on variety of scales and ratio and
proportion between them create work that is open to interpretation justify
materials chosen technical aspects such as architectural design
HSEU UPHWB Spirituality
St Augustines
Year 6 curriculum outline


Geog 6 figure grid references map land use scale of maps and plans
collect information give evidence for views - physical and human
characteristics of South American cities and countries sustainable
development understand different viewpoints - similarities and differences
of UK region and North or South American region change of locality due to
human activity how do features of a place influence people who live there


Hist propaganda describe events and features of societies and periods;
develop chronological framework; differences, similarities and continuity in
history; relationships between causes in history; differing interpretations of
events; why some events, people changes have more significance; pose and
answer own historical questions











See separate overview
Festivals - QCA Unit 2C Celebrations. What are the special days/festivals for:
Jews, Christians, Muslims, Hindus
Why do different people keep special days?
Exploring Religion Around Me
Respect
What does it mean?
Is it important to treat everyone respectfully? Why?
Were all different were all the same.
How can respect survive when people disagree?
Opening Up Respect
If The World Were A Village
Religion and The Arts
Identify and compare works of art (not just painting!!) from different religions
Consider their own responses. How do these things make you feel?
Identify what influences their own lives
How can we express this through silence, art, drama, dance, music etc.
QCA Unit 6F How do people express their faith through the arts?
Leaders and Followers
Who are the great leaders in religion and the wider world?
What makes them leaders? Why do people follow them?
Speak to local leaders Pastor Steve, Councillor Gilfoyle, Father Spicer please add more people and more diversity. What do
they believe about leadership?
What is the significance of a follower?
Religious Stories
What do religious stories teach us about:
Right/wrong
Fairness/unfairness
The nature of individual responsibility
What sacred stories do the holy books tell?
What do these stories mean?
What can we learn from them?
Are they relevant to our lives today?
Conflict and Religion
Investigate stories in the news locally, nationally and internationally
What is good about living in a society where there are many religions?
What might be hard about this?
What can we do?