ENGLISH Writing Handwriting. Year 6 Curriculum overview map Page 3

Transcription

1

2 This document contains all of the statutory requirements of the National Curriculum (2014) broken down by subject. Please note this document should also be read in conjunction with the English Maths appendices. The document is to support the long, medium short term planning processes to ensure both full coverage progression. In the non-core subjects it is important that Key Stage teams plan for progression as this is not prescribed within the curriculum document. This document will form the start of the planning process can be used as a monitoring tool to ensure all elements of the core areas are covered within the National Curriculum Year Group.

3 Spoken Word Word Reading Comprehension ENGLISH Writing transcription Writing Hwriting Writing Composition Writing Grammar, Vocabulary Punctuation listen respond appropriat ely to adults their peers ask relevant questions to extend their understan ding knowledg e use relevant strategies to build their vocabular y articulate justify answers, argument s opinions give well- apply their growing knowledge of root words, prefixes suffixes (morphology etymology), as listed in English Appendix 1, both to read aloud to underst the meaning of new words that they meet. maintain positive attitudes to reading understing of what they read by: continuing to read discuss an increasingly wide range of fiction, poetry, plays, non-fiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes increasing their familiarity with a wide range of books, myths, legends traditional stories, modern fiction, fiction from our literary heritage, books from other cultures traditions recommending books that they Spelling (see English Appendix 1) use further prefixes suffixes underst the guidance for adding them spell some words with silent letters [for example, knight, psalm, solemn] continue to distinguish between homophones other words which are often confused use knowledge of morphology etymology in spelling underst that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 use dictionaries to check the spelling 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. write legibly, fluently with increasing speed by: choosing which shape of a letter to use when given choices deciding whether or not to join specific little choosing the writing implement that is best suited for a task. plan their writing by: identifying the audience for purpose of the writing, selecting the appropriate form using other similar writing as models for their own noting developing initial ideas, drawing on reading research where necessary in writing narratives, considering how authors have developed characters settings in what pupils have read, listened to or seen performed draft write by: selecting appropriate grammar vocabulary, understing develop their understing of the concepts set out in English Appendix 2 by: recognising vocabulary structures that are appropriate for formal speech writing, 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 cause using exped 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, Year 6 Curriculum overview map Page 3

4 structured descriptio ns, explanati ons narratives for different purposes, for expressin g feelings maintain attention participat e actively in collaborat ive conversat ions, staying on topic initiating respondin g to comment s use spoken language to develop understan ding have read to their peers, giving reasons for their choices identifying discussing themes conventions in across a wide range of writing making comparisons within across books learning a wider range of poetry by heart preparing poems plays to read aloud to perform, showing understing through intonation, tone volume so that the meaning is clear to an audience underst what they read by: checking that the book makes sense to them, discussing their understing exploring the meaning of words in context how such choices can change enhance meaning in narratives, describing settings, characters atmosphere integrating dialogue to convey character advance the action précising longer passages using a wide range of devices to build cohesion within across paragraphs using further organisational presentational devices to structure text to guide the reader [for example, headings, bullet points, underlining] evaluate edit by: assessing the effectiveness of their own others writing proposing changes to whose, that or with an implied (i.e. omitted) relative pronoun learning the grammar for years 5 6 in English Appendix 2 indicate grammatical 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 independent clauses using a colon to introduce a list punctuating bullet points consistently use underst the grammatical terminology in English Appendix 2 accurately appropriately in discussing their writing reading. Year 6 Curriculum overview map Page 4

5 through speculatin g, hypothesi sing, imagining exploring ideas speak audibly fluently with an increasin g comm of Stard English participat e in discussio ns, presentati ons, performa nces, role play, improvisa tions debates gain, maintain monitor the interest of the asking questions to improve their understing drawing inferences such as inferring characters feelings, thoughts motives from their actions, justifying inferences with evidence predicting what might happen from details stated implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure presentation contribute to meaning discuss evaluate how authors use language, figurative language, considering the impact on the reader distinguish between statements of fact vocabulary, grammar punctuation to enhance effects clarify meaning ensuring the consistent correct use of tense throughout a piece of writing ensuring correct subject verb agreement when using singular plural, distinguishing between the language of speech writing choosing the appropriate register proof-read for spelling punctuation errors perform their own compositions, using appropriate intonation, volume, movement so that meaning is clear. Year 6 Curriculum overview map Page 5

6 listener(s) consider evaluate different viewpoint s, attending to building on the contributi ons of others select use appropriat e registers for effective communi cation. opinion retrieve, record present information from non-fiction participate in discussions about books that are read to them those they can read for themselves, building on their own others ideas challenging views courteously explain discuss their understing of what they have read, through formal presentations debates, maintaining a focus on the topic using notes where necessary provide reasoned justifications for their views. Number Number Place Value Number Addition subtraction, Multiplication division Number fractions inc decimals & % Ratio & Proportion Maths Algebra Measurement Geometry Properties of shape Geometry Position & Direction Statistics read, write, order multiply multi-digit numbers up to 4 digits by a two-digit use common factors to simplify solve problems use simple formulae taught to: solve problems involving the draw 2-D shapes Pupils should be describe position Pupils should be interpret Year 6 Curriculum overview map Page 6

7 compare numbers up to determine the value of each digit round any whole number to a required degree of accuracy use negative numbers in context, calculate intervals across zero solve number practical problems that involve all of the above. whole number using the formal written method of long multiplication divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context perform mental calculations, with mixed operations large numbers identify common factors, common multiples prime numbers use their knowledge of the order of fractions; use common multiples to express fractions in the same denomination compare order fractions, fractions > 1 add subtract fractions with different denominators mixed numbers, using the concept of equivalent fractions multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, = 1 8 divide proper fractions by whole numbers [for example, = ] 3 6 associate a fraction with ] involving the relative sizes of two quantities where missing values can be found by using integer multiplication division facts solve problems involving the calculation of percentages [for example, of measures, such as 15% of 360] the use of percentages for comparison solve problems involving similar shapes where the scale factor is known or can be found solve problems involving unequal sharing grouping using generate describe linear number sequences express missing number problems algebraically find pairs of numbers that satisfy an equation with two unknowns enumerate possibilities of combinations of two variables. calculation conversion of units of measure, using decimal notation up to three decimal places where appropriate use, read, write convert between stard units, converting measurements of length, mass, volume time from a smaller unit of measure to a larger unit, vice versa, using decimal notation to up to three decimal places convert between miles kilometres recognise that shapes with the same areas can have different perimeters vice versa recognise when it is possible to use formulae for area volume using given dimensions angles recognise, describe build simple 3-D shapes, making nets compare classify geometric shapes based on their properties sizes find unknown angles in any triangles, quadrilateral s, regular polygons illustrate name parts of circles, radius, diameter circumferen ce know that the diameter s on the full coordin ate grid (all four quadran ts) draw translat e simple shapes on the coordin ate plane, reflect them in the axes. construc t pie charts line graphs use these to solve problem calculate interpret the mean as an average. Year 6 Curriculum overview map Page 7

8 operations to carry out calculations involving the four operations solve addition subtraction multi-step problems in contexts, deciding which operations methods to use why solve problems involving addition, subtraction, multiplication division use estimation to check answers to calculations determine, in the context of a problem, an appropriate degree of accuracy. division calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3 8 ] identify the value of each digit in numbers given to three decimal places multiply divide numbers by 10, giving answers up to three decimal places knowledge of fractions multiples. of shapes calculate the area of parallelograms triangles calculate, estimate compare volume of cubes cuboids using stard units, cubic centimetres (cm 3 ) cubic metres (m 3 ), extending to other units [for example, mm 3 km 3 ]. is twice the radius recognise angles where they meet at a point, are on a straight line, or are vertically opposite, find missing angles. multiply onedigit numbers with up to two decimal places by whole numbers use written division methods in cases where the answer has up to two decimal places solve problems Year 6 Curriculum overview map Page 8

9 which require answers to be rounded to specified degrees of accuracy recall use equivalences between simple fractions, decimals percentages, in different contexts. Working Scientifically Living things their habitats Science Animals, inc Humans Evolution & Inheritance Light Electricity During years 5 6, pupils should be taught to use the following practical scientific methods, processes skills through the teaching of the programme of study content: planning different types of scientific enquiries to answer questions, recognising controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy precision, taking repeat readings describe how living things are classified into broad groups according to common observable characteristics based on similarities differences, micro-organisms, plants animals give reasons for classifying plants animals based on specific characteristics. identify name the main parts of the human circulatory system, describe the functions of the heart, blood vessels blood recognise the impact of diet, exercise, drugs lifestyle on the way their bodies function describe the ways in which nutrients water are transported within animals, recognise that living things have changed over time 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 offspring vary are not identical to their parents identify how animals 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 because light travels from light sources to our eyes or from light sources to objects then to our associate the brightness of a lamp or the volume of a buzzer with the number voltage of cells used in the circuit compare give reasons for variations in how components function, the brightness of bulbs, the loudness of buzzers the Year 6 Curriculum overview map Page 9

10 when appropriate recording data results of increasing complexity using scientific diagrams labels, classification keys, tables, scatter graphs, bar line graphs humans. plants are adapted to suit their environment in different ways that adaptation may lead to evolution. eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. on/off position of switches use recognised symbols when representing a simple circuit in a diagram. using test results to make predictions to set up further comparative fair tests reporting presenting findings from enquiries, conclusions, causal relationships explanations of degree of trust in results, in oral written forms such as displays other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Year 6 Curriculum overview map Page 10

11 Art & Design Computing Design & Technology taught to develop their techniques, their control their use of materials, with creativity, experimentation an increasing awareness of different kinds of art, craft design. taught: to create sketch books to record their observations use them to review revisit ideas to improve their mastery of art design techniques, drawing, painting sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great design, write debug programs that accomplish specific goals, controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, repetition in programs; work with variables various forms of input output use logical reasoning to explain how some simple algorithms work to detect correct errors in algorithms programs underst computer networks the internet; how they can provide multiple services, such as the world wide web; the Through a variety of creative practical activities, pupils should be taught the knowledge, understing skills needed to engage in an iterative process of designing making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry the wider environment]. When designing making, pupils should be Design use research develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model Non-Core Subjects Geography History MFL Music PE Pupils should extend their knowledge understing beyond the local area to include the United Kingdom Europe, North South America. This will include the location characteristics of a range of the world s most significant human physical features. They should develop their use of geographical knowledge, understing skills to enhance their locational place knowledge. Locational knowledge locate the world s countries, using maps to focus on Europe ( the location of Russia) North South America, concentrating on their environmental regions, key physical human characteristics, countries, major cities name locate counties cities of the United Kingdom, geographical regions their identifying human physical characteristics, key topographical features Pupils should continue to develop a chronologically secure knowledge understing of British, local world history, establishing clear narratives within across the periods they study. They should note connections, contrasts trends over time develop the appropriate use of historical terms. They should regularly address sometimes devise historically valid questions about change, cause, similarity difference, significance. They should construct informed responses that involve thoughtful selection organisation of relevant historical information. They should underst how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above listen attentively to spoken language show understi ng by joining in responding explore the patterns sounds of language through songs rhymes link the spelling, sound meaning of words engage in conversatio ns; ask answer questions; express opinions respond to those of others; play perform in solo ensemble contexts, using their voices playing musical instruments with increasing accuracy, fluency, control expression improvise compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail recall sounds with increasing aural memory use underst staff other musical notations appreciate underst a wide range of use running, jumping, throwing catching in isolation in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders tennis], apply basic principles suitable for attacking defending develop flexibility, strength, technique, control balance [for example, through athletics gymnastics] Year 6 Curriculum overview map Page 11

12 artists, architects designers in history. opportunities they offer for communication collaboration use search technologies effectively, appreciate how results are selected ranked, be discerning in evaluating digital content select, use combine a variety of software ( internet services) on a range of digital devices to design create a range of programs, systems content that accomplish given goals, collecting, analysing, evaluating presenting data information use technology safely, respectfully responsibly; recognise acceptable/unacce ptable behaviour; identify a range of ways to report communicate their ideas through discussion, annotated sketches, crosssectional exploded diagrams, prototypes, pattern pieces computeraided design Make select from use a wider range of tools equipment to perform practical tasks [for example, cutting, shaping, joining finishing], accurately select from use a wider range of materials components, construction materials, textiles ingredients, according to their functional properties aesthetic ( hills, mountains, coasts rivers), l-use patterns; underst how some of these aspects have changed over time identify the position significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer Capricorn, Arctic Antarctic Circle, the Prime/Greenwich Meridian time zones ( day night) Place knowledge underst geographical similarities differences through the study of human physical geography of a region of the United Kingdom, a region in a European country, a region within North or South America Human physical geography describe underst key aspects of: physical geography, : through teaching the British, local world history outlined below, teachers should combine overview depth studies to help pupils underst both the long arc of development the complexity of specific aspects of the content. taught about: changes in Britain from the Stone Age to the Iron Age the Roman Empire its impact on Britain Britain s settlement by Anglo-Saxons Scots the Viking Anglo-Saxon struggle for the Kingdom of Engl to the time of Edward the Confessor a local history study a study of an aspect or theme in British seek clarification help* speak in sentences, using familiar vocabulary, phrases basic language structures develop accurate pronunciati on intonation so that others underst when they are reading aloud or using familiar words phrases* present ideas information orally to a range of audiences* read carefully show understi ng of high-quality live recorded music drawn from different traditions from great composers musicians develop an understing of the history of music. perform dances using a range of movement patterns take part in outdoor adventurous activity challenges both individually within a team compare their performances with previous ones demonstrate improvement to achieve their personal best. Year 6 Curriculum overview map Page 12

13 concerns about content contact. qualities Evaluate investigate analyse a range of existing products evaluate their ideas products against their own design criteria consider the views of others to improve their work underst how key events individuals in design technology have helped shape the world Technical knowledge apply their understing of how to strengthen, stiffen reinforce more complex structures underst use mechanical systems in their products [for example, gears, climate zones, biomes vegetation belts, rivers, mountains, volcanoes earthquakes, the water cycle human geography, : types of settlement l use, economic activity trade links, the distribution of natural resources energy, food, minerals water Geographical skills fieldwork use maps, atlases, globes digital/computer mapping to locate countries describe features studied use the eight points of a compass, four sixfigure grid references, symbols key ( the use of Ordnance Survey history that extends pupils chronological knowledge beyond 1066 the achievements of the earliest civilizations an overview of where when the first civilizations appeared a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Ancient Greece a study of Greek life achievements their influence on the western world a non- European society that provides contrasts with British history words, phrases simple writing appreciate stories, songs, poems rhymes in the language broaden their vocabulary develop their ability to underst new words that are introduced into familiar written material, through using a dictionary write phrases from memory, adapt these to create new sentences, to express ideas Year 6 Curriculum overview map Page 13

14 pulleys, cams, levers linkages] underst use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers motors] apply their understing of computing to program, monitor control their products. Cooking nutrition underst apply the principles of a healthy varied diet prepare cook a variety of predominantly savoury dishes using a range of cooking techniques underst seasonality, know where maps) to build their knowledge of the United Kingdom the wider world use fieldwork to observe, measure, record present the human physical features in the local area using a range of methods, sketch maps, plans graphs, digital technologies. one study chosen from: early Islamic civilization, a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD clearly describe people, places, things actions orally* in writing underst basic grammar appropriate to the language being studied, (where relevant): feminine, masculine neuter forms the conjugation of highfrequency verbs; key features patterns of the language; how to apply these, for instance, to build sentences; Year 6 Curriculum overview map Page 14

15 how a variety of ingredients are grown, reared, caught processed. how these differ from or are similar to English. The starred (*) content above will not be applicable to ancient languages. Year 6 Curriculum overview map Page 15