Year 6 Curriculum Map - kidbrookepark.greenwich.sch.uk maps/Ye… · Spelling learning from the...
Transcript of Year 6 Curriculum Map - kidbrookepark.greenwich.sch.uk maps/Ye… · Spelling learning from the...
Year6CurriculumMap
Year6-1EnglishFictionTheSecretGardenOutcome:CriticalFilmReview
PoetryOutcome:Gardenpoetry
Handwriting:self-assessment,evaluatinghandwriting. Handwriting:self-assessment,evaluatinghandwriting.Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Spellinglearningfromtheprevioushalfterm,Homophones(dessert/desert,stationery/stationary,complement/compliment,principle/principal,prophet/profit).
Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Proofreading,Generatingwordsfromprefixesandroots,Wordsfromstatutoryspellinglists.
TextStructureUseavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.WritingreflectsaudienceandpurposeWord/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.
TextStructureSecureindependentplanningSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwqsrainingmeanttheendofsportsday.Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littlePunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.
Bulletpointstolistinformation.Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions§ identifyinganddiscussingthemesandconventionsinandacrossawiderangeofwriting§ learningawiderrangeofpoetrybyheart§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience
§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ participateindiscussionsaboutbooksthatarereadtothemandthosetheycanreadforthemselves,buildingontheirownandothers’ideasandchallengingviewscourteouslyEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Year6–1MathsStarters StartersuggestionsforNumber
Knowbyheartfactsforallmultiplicationtablesupto12x12.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1or10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Orderandcomparewholenumbersupto1000000,negativenumbersanddecimals.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionstepsandconvertequivalentfractions(e.g.countinstepsof !
!"convertingto !
!",!#,!$,!%, &!",!",...).
StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).
Week MainLearning Rationale1
Placevalueincludingdecimals
Identify,representandestimatenumbersusingthenumberline.Read,write,orderandcomparenumbersupto10000000anddeterminethevalueofeachdigit.Roundanywholenumbertoarequireddegreeofaccuracy.Usenegativenumbersincontext,andcalculateintervalsacrosszero.Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.Identifythevalueofeachdigitinnumbersgiventothreedecimalplacesandmultiplyanddividenumbersby10,100and1000givinganswersuptothreedecimalplaces.Solvenumberandpracticalproblemsthatinvolvealloftheabove.
Childrenextendtheirknowledgeofthenumbersystemtolargernumbersandfurtherdecimals.TheBase10notioniscentredaroundgroupingintensi.e.ten1sarethesameasone10,ten10sarethesameasone100andsoonandviceversa.Childrenlearnthatoneisthesameasten !
!'s,one !
!'isthesameas !'
!''sandthat !
!''isthesameas !'
!'''s.
Childrenunderstandhownumbersrelatetoeachotherbyorderingandcomparingthemonanumberline,whichsupportstheskillofrounding.Thisskillwillbeappliedoverthecomingweekswhenestimatingcalculations.Whenmultiplyinganddividingby10,100and1000,childrenrecognisethatthisisscalingupanddownbypowersof10andisrelatedtotheBase10numbersystem.
2Mentalandwrittenaddition
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Identify,representandestimatenumbersusingthenumberline.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveadditionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingaddition.Expressmissingnumberproblemsalgebraically.Findpairsofnumbersthatsatisfyanequationwithtwounknowns.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.Addwholenumbersanddecimalsusingformalwrittenmethods(columnaraddition).Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
3Mentalandwritten
multiplicationinthecontext
oftime
Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.Multiplyone-digitnumberswithuptotwodecimalplacesbywholenumbers.Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.Expressmissingnumberproblemsalgebraically.Findpairsofnumbersthatsatisfyanequationwithtwounknowns.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoftimefromasmallerunittoalargerunit,andviceversa.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Ifschoolsareusinggridmethodofmultiplication,thewrittenmethodsforadditioninthepreviousweekwillbefurtherappliedthisweek.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
42Dand3Dshape
Draw2-Dshapesusinggivendimensionsandangles.Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).
Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,comparingandclassifyingshapes.Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferentorientations.Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm‘regular’tofindmissingangles.
5Mentalandwritten
subtraction
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Identify,representandestimatenumbersusingthenumberline.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solvesubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingsubtraction.Expressmissingnumberproblemsalgebraically.Findpairsofnumbersthatsatisfyanequationwithtwounknowns.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.Subtractwholenumbersanddecimalsusingformalwrittenmethods(columnarsubtraction).Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
6Mentaland
writtendivision
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Usewrittendivisionmethodsincaseswheretheanswerhasuptotwodecimalplaces.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Solveproblemsinvolvingdivision.Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Ifschoolsareusingchunkingmethodofdivision,thewrittenmethodsforsubtractioninthepreviousweekwillbefurtherappliedthisweek.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
Year6 Science CreativeCurriculum Computing Languages PE1TheSecretGardenOutcome:Createownsecretgarden–childrenbecomeminilandscapegardeners!Naturalmaterials,coloursetc.Trip:ChelseaPhysicGarden/KewGardens
Light-recognisethatlightappearstotravelinstraightlines-Usetheideathatlighttravelsinstraightlinestoexplainthatobjectsareseenbecausetheygiveoutorreflectlightintotheeye-Explainthatweseethingsbecauselighttravelsfromlightsourcestooureyesorfromlightsourcestoobjectsandthentooureyes-UsetheideathatlighttravelsinstraightlinestoexplainwhyshadowshavethesameshapeastheobjectsthatcastthemWorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.
Art-tocreatesketchbookstorecordtheirobservationsandusethemtoreviewandrevisitideas-toimprovetheirmasteryofartanddesigntechniques,includingdrawing,paintingandsculpturewitharangeofmaterials[forexample,pencil,charcoal,paint,clay]-aboutgreatartists,architectsanddesignersinhistory.Childrendesignandcreatetheirownsecretgardens.Lookatartiststhatusenaturalmaterialse.g.AndyGoldsworthy,gardendesignerse.g.GertrudeJekyllandpainterswhodepictgardense.g.Monetforinspiration.Createownsecretgarden–childrenbecomeminilandscapegardeners!Naturalmaterials,coloursetc.HowICTcansupportandenhancelearning:
- chnplantheirgardensusingshapesinMSWord/Publisher
- 2Draw+(purplemash)- Usingcameras,take
photographsofgardens- ReplicateMonet’s
paintingin2Paint+
1stlessonisononlinesafety!CS–Programming(Python)-design,writeanddebugprogramsthataccomplishspecificgoals,includingcontrollingorsimulatingphysicalsystems;solveproblemsbydecomposingthemintosmallerparts-usesequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput-uselogicalreasoningtoexplainhowsomesimplealgorithmsworkandtodetectandcorrecterrorsinalgorithmsandprograms-PythonRecapProgramme,Algorithm,Debug,Repetition,Sequence,Input,Output,Selection,VariablesandProcess.ShowcapabilitiesofPython.ComparewithcapabilitiesofScratch.Writesimplecodetocarryoutoperations.ChildrencreateartisticpatternsinMSLogo–seeNatalia’splanningnotesforideas.Ideasforcomputingplanningprogression:
1. ExploreMSLogo2. UnderstandcodeinMSLogo3. Plantheirownpatterns.
UsingMSLogo4. Createandevaluatetheir
patterns.Examples:
RecapasrequiredfromCoreVocabularyandPhonics,PresentingMyself(IntermediateLLU),TheDate(IntermediateLLU),pronounsandregularverbs(progressiveLLU)
Gym-Developflexibility,strength,technique,controlandbalance-Userunning,jumping,throwingandcatchinginisolationandincombinationICTlinks:Watchanddiscuss–MatalanTopGym(seeT-drive)
R.E. PSHCEChristianity9LeadingaChristianLifeICTlinks:
- LgflFaithsvideos
- BbcRE
SeevaluesplannerLgflBritishValuesresources
Year6-2EnglishFictionBeowulfOutcome:Legend
NonFictionOutcome:Historicalrecount
Handwriting:selfassessment-ascendersanddescenders,consistancyinsizeofcapitallettersandascenders.
Handwriting:writingatspeed-inappropriateclosingofletters,identifyingunclosedletters.
Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutorywordlist,Wordsfrompersonalspellinglists.Homophones(‘ce’/‘se’).
Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutorywordlist.Endingsthatsoundlike/ʃəs/spelt‘-cious’or‘-tious’,spellingsfromthisterm.
TextStructureSecureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwaqsrainingmeanttheendofsportsday.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littlePunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.
TextStructureSecureplanningacrossthenon-fictiongenreandacrossapplication.Paragraphs-secureuseoflinkingideaswithinandparagraphs.Useavarietyoftextlayoutsappropraitetopurpose.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.
Reading–WordReading• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnew
wordsthattheymeet.Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaidto
newvocabulary–bothaword’smeaning(s)anditscorrectpronunciation. Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromothercultures
andtraditions§ recommendingbooksthattheyhavereadtotheirpeers,givingreasonsfortheirchoices
§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ distinguishbetweenstatementsoffactandopinionEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Year6–2Maths
Starters StartersuggestionsforNumberKnowbyheartfactsforallmultiplicationtablesupto12x12.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1).Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Orderandcomparewholenumbersupto1000000,negativenumbersanddecimals.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionstepsandconvertequivalentfractions(e.g.countinstepsof !
!"convertingto !
!",!#,!$,!%, &!",!",...).
StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).
Week MainLearning Rationale1
FractionsIdentifycommonfactors,commonmultiplesandprimenumbers.Compareandorderfractions,includingfractions>1(includingonanumberline).Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g.%
().Recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts.Solveproblemsinvolvingfractions.
Childrenuseknowledgeofmultiplicationfactstoidentifyfactorsandmultiplesofdifferentnumbers.Indoingso,childrencanlearnthatprimenumbersareoneswhoseonlyfactorsarethemselvesand1.Primenumbersupto100canbederivedusingtheSieveofEratosthenes.Childrenapplytheirknowledgeofcommonfactorstocreateequivalentfractionsinordertocompare,orderandpositiononanumberline.Childrenrecognisethatfractions,decimalsandpercentagesareallwaysofexpressingaproportion.Decimals(decimalfractions)arewaysofwritingfractionsinourBase10numbersystem,soconvertingtotenths,hundredthsandthousandthsisessentialunderstanding.
2Fractions,
percentages,ratioandproportion
Recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts.Findsimplepercentagesofamounts.Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts.Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuseofpercentagesforcomparison.Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.
Childrenlearnthatpercentageisawayofexpressingaproportionasafractionof100.Linksaremadebetweenscalingupordowntocreatefractionswithadenominatorthatis100.Linksarealsomadebetweentheequivalencethat10%isthesameas1/10andthattofind
1/10ofanamountyoudivideby10.Fromfinding10%,otheramountscanbefoundsuchas5%,40%etc.Childrenalsolearnhowtoshareinunequalamountsbyusingratios.Ratiocanalsobeunderstoodascomparingparttopart.Thiscanbeappliedtoscalingupanddowntodrawsimilarshapesaccordingtoagivenratio.
3Geometry–
anglesStatistics–piecharts
Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.Interpretandconstructpiechartsandlinegraphsandusethesetosolveproblems.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
Children’sworkonanglesisextendedtoapplyingtheunderstandingofrelationshipsbetweendifferentonesinordertocalculatemissinganglesonastraightline(total180˚),aroundapoint(total360˚)andthatverticallyoppositeanglesareequal.Theknowledgeofanglesaroundapointisthencombinedwithknowledgeofpercentageswhenconstructingpiecharts.Childrenbecomefamiliarwithpiecharts,understandingthepurposeofpresentingdatainthiswayandsolvingproblemsbyinterpretingdataindifferentpresentations.
4Measurement
–length,includingperimeterandmass
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflengthandmass,fromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Convertbetweenmilesandkilometres.
ChildrenapplytheirunderstandingoftheBase10numbersystemandmultiplyinganddividingbypowersof10inordertoconvertbetweenunitsofmeasurementforlengthandmass.Thelearningofmeasurementshouldbepracticallybased,andperimetershouldbeincludedinthelearningoflengthasitisameasureofdistance.Childrenarealsointroducedtotherelationshipbetweenmilesandkilometresi.e.that8kmisroughlyequivalentto5miles,andusethistoconvertbetweenthesetwounits.
5Measurement–areaandvolume
Recognisethatshapeswiththesameareascanhavedifferentperimetersandviceversa.Calculatetheareaofparallelogramsandtriangles.Use,readandwritestandardunitsusingdecimalnotationtouptothreedecimalplaces.Recognisewhenitispossibletousetheformulaeforareaandvolumeofshapes.Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm3)andcubicmetres(m3)andextendingtootherunits(forexample,mm3andkm3).
Theworkonperimeterfromthepreviousweekcanbefollowedupbyinvestigatingshapeswiththesameperimeterhavingdifferentareasandviceversa.Childrenlearnhowtofindtheareaoftrianglesandparallelogramsbyrelatingtheirknowledgeoffindingtheareaofrectangles.Areaofatriangleshouldbeunderstoodbychildrenas!
"(basexheight).Areaofaparallelogramshouldberelatedtoareaofa
rectangle,withchildrencuttingaparallelogramtocreatearectangle.
Year6 Science CreativeCurriculum Computing Languages PE2Invasion!Outcome:Presentinaninformationbookletwithapurposei.e.itisgoingtobeforalibrary,schooloffice,anotheryeargroupTrip:NaturalHistoryMuseum
Animalsincludinghumans-identifyandnamethemainpartsofthehumancirculatorysystem,anddescribethefunctionsoftheheart,bloodvesselsandblood-recognisetheimpactofdiet,exercise,drugsandlifestyleonthewaytheirbodiesfunction-describethewaysinwhichnutrientsandwateraretransportedwithinanimals,includinghumans.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.Remembertoplananoutcomeandensureyouareplanninginvestigativeskillsthatareincreasinglycomplex
History-Britain’ssettlementbyAnglo-SaxonsandScots-theVikingandAnglo-SaxonstrugglefortheKingdomofEnglandtothetimeofEdwardtheConfessorFocusonAngloSaxonandVikinginvasions–compareandcontrast.WhatwastheEnglishresistance?Presentinaninformationbookletwithapurposei.e.itisgoingtobeforalibrary,schooloffice,anotheryeargroupHowICTcansupportandenhancelearning:
lgfl.net
lgfl.net
Createaninfopageusingappmaker,lgfl.netCreateaninfobook/leafletonpurplemash.co.uk
1stlessonisononlinesafety!CS–AppCreating-design,writeanddebugprogramsthataccomplishspecificgoals,includingcontrollingorsimulatingphysicalsystems;solveproblemsbydecomposingthemintosmallerparts-usesequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput-uselogicalreasoningtoexplainhowsomesimplealgorithmsworkandtodetectandcorrecterrorsinalgorithmsandprograms–discretelesson-AppInventorCreateanAndroidappthatcanbeusedtoorganise/accessinformationaboutSaxonandVikinginvasionofBritain.Thiswillnotcoverallthecomputingcurriculumforthisterm.IsuggestusingaprogrammingsoftwarelikeScratchorCrumblesthatcanfacilitate‘sequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput‘Ideasforcomputingplanningprogression:
1. Barefootlessonslogicalreasoninginalgorithms.
2. Refreshknowledgeon‘inpu’,‘process’and‘output’–IPO.
3. Spendafewlessonsdesigningaquizaboutthetopic.UseScratchtoincludevariables,sequence,selectionandrepetition.
PronounsandirregularverbsProgressiveLLUAndChristmastraditions
Gym-Developflexibility,strength,technique,controlandbalance-Userunning,jumping,throwingandcatchinginisolationandincombinationICTlinks:Watchanddiscuss–MatalanTopGym(seeT-drive)
R.E. PSHCE
Buddhismpart2unit2TheBuddhistCommunityWorldwideRemembertoplananoutcomeLgflFaithsresources
SeevaluesplannerLgflBritishValuesresources
Childrenshouldlearnandunderstandtheformulaforfindingtheareaofthese2Dshapes,andthenrelatethistofindingthevolumeofprisms,includingcubesandcuboids.
6
Assessandreviewweek Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessandreviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
7
Year6-3EnglishNonFictionOutcome:NonchronologicalreportlinkedtoAncientEgyptusingfurtherorganisationalandpresentationaldevicestostructuretextandtoguidethereader[forexample,headings,bulletpoints,underlining]
Fiction:UKLAcompetitionstorychoiceOutcome:Story-describingsettings,charactersandatmosphereandintegratingdialoguetoconveycharacterandadvancetheaction,précisinglongerpassages,widerangeofdevicestobuildcohesionwithinandacrossparagraphs
Handwriting:writingatspeed-spacingwithinwords,spacingbetweenwords. Handwriting:writingatspeed-spacingwithinwords,spacingbetweenwords.Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Wordswith‘ough’letterstring,Wordsending‘-cial’and‘-tial’,Proofreadingsomeoneelse’swriting.
Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Generatingwordsfromprefixes,Allstatutorywordslearntsofarthisterm.
TextStructureUseavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.
TextStructureSecureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwaqsrainingmeanttheendofsportsday.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofquestiontags:He’syourfriend,isnthe?Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littleThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.
Reading–WordReading• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnew
wordsthattheymeet.Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaidtonewvocabulary–bothaword’smeaning(s)anditscorrectpronunciation. Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromothercultures
andtraditions§ identifyinganddiscussingthemesandconventionsinandacrossawiderangeofwriting
§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ retrieve,recordandpresentinformationfromnon-fictionEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Year6–3MathsStarters StartersuggestionsforNumber
Knowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1).Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !
!",i.e. !
!",!#,!$,!%, &!",!").
StartersuggestionsforMeasurement,GeometryandStatistics• Knowandusestandardmetricunitsofmeasure.• Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.• Convertbetweenunitsbymultiplyinganddividingbypowersof10.• Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.• Read,writeandconvertbetweenunitsoftime.• Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.• Findmissinganglesandlengthsusingpropertiesofshape.• Estimateandidentifyacute,obtuseandreflexangles.• Describepositionsonthefirstquadrantofacoordinategrid.• Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.• Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesof
numbersandshapes).
Week MainLearning Rationale1
Placevalue,sequences
andcoordinates
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,alternatingstepsandthosewherethestepsizeisadecimal.Usesimpleformulae.Generateanddescribelinearnumbersequences.Describepositionsonthefullcoordinategrid(allfourquadrants).
Childrenlinkcountinginstepsofdifferentsizetosequencesanddescribeandgenerateformulaeforthesesequences.Alinearnumbersequenceisonethatincreasesordecreasesbythesameamounteachtime.Thegeneralisingofsequencesisthenrelatedtothecoordinategrid,wherechildrenrecognisethevaluesoftheverticalandhorizontallines.Theyapplytheirknowledgeofnegativenumberstothesecond,thirdandfourthquadrants.
22Dshape,
coordinates,translation
andreflection
Describepositionsonthefullcoordinategrid(allfourquadrants).Drawandtranslatesimpleshapesonthecoordinateplane,andreflectthemintheaxes.
Childrencombinetheirunderstandingofshapesandcoordinates.Whenidentifyingthecoordinatesofmissingcornersofshapes,thecoordinategridshouldbeonplainpaper,sochildrenareapplyingtheirknowledgeofshapes,ratherthansimplycountingsquares.Whenreflectingandtranslatingshapes,childrenshouldidentifyrelationshipsbetweencoordinatesofthecornersandusetheserelationshipswhenidentifyingandcheckingthecoordinatesofthetransformedshape.
3Measurement,temperatureandmean
Usenegativenumbersincontext,andcalculateintervalsacrosszero.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Calculateandinterpretthemeanasanaverage.
Childrenuseandcalculatewithnegativenumbersusingthecontextoftemperature(asitisoftenverycoldatthistimeofyear).Whenorderingnumbersfromasetofdata,theycanbeintroducedtoaverages.Themediancouldbefoundoncethenumbershavebeenordered,thenleadingontofindingthemean,consolidatingtheiradditionanddivisionskills.
4Calculating
withfractions
Identifycommonfactors,commonmultiplesandprimenumbers.Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g.!
$x!"=!
().
Divideproperfractionsbywholenumbers(usingdiagram)(e.g.!%÷2=
!#).
Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g.%().
Childrenuseknowledgeofmultiplicationfactstoidentifyfactorsandmultiplesofdifferentnumbers.Indoingso,theycanlearnthatprimenumbersareoneswhoseonlyfactorsarethemselvesand1.Childrenapplytheirknowledgeofcommonfactorstocreateequivalentfractionsinordertocompare,orderandpositiononanumberline.Childrenapplytheirknowledgeofcommonmultiplesinordertoaddandsubtractfractionswithdifferentdenominators,byconvertingtoequivalentfractions.Whenmultiplyinganddividingfractions,itisessentialthatchildrenusediagramsandknowledgeofmultiplicationanddivisionofwholenumberstounderstandtheconceptofcalculatingwithfractions.Childrenrecognisethatfractions,decimalsandpercentagesareallwaysofexpressingaproportion.Decimals(decimalfractions)arewaysofwritingfractionsinourBase10numbersystem,soconvertingtotenths,hundredthsandthousandthsisessentialunderstanding.
5Mentalandwrittendivision
Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Usewrittendivisionmethodsincaseswheretheanswerhasuptotwodecimalplaces.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
6Mentaland
Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbe
Year6 Science CreativeCurriculum Computing Languages PE3AncientEgyptOutcome:PresentationonAncientEgypt–focusonhistoryskillsandlinktoEnglishTrip:BritishMuseumorother
Livingthingsandtheirhabitats-describehowlivingthingsareclassifiedintobroadgroupsaccordingtocommonobservablecharacteristicsandbasedonsimilaritiesanddifferences,includingmicro-organisms,plantsandanimals-givereasonsforclassifyingplantsandanimalsbasedonspecificcharacteristics.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.Carryoutinvestigationsusingskillsi.e.accurate,precisemeasurements,complexrecordingofdata,causalrelationships,degreeoftrustinresults.
History-theachievementsoftheearliestcivilizations–anoverviewofwhereandwhenthefirstcivilizationsappearedandadepthstudyofoneofthefollowing:AncientSumer;TheIndusValley;AncientEgypt;TheShangDynastyofAncientChina
FocusonAncientEgypt
CreateapresentationonAncientEgyptusinghistoryskillsfromtheunitandEnglishnon-chronologicalreport
Timelines,developchronologicallysecureknowledge,createresponsesthatinvolvethoughtfulselectionandorganizationofrelevanthistoricalinformation
HowICTcansupportandenhancelearning:
lgfl.net–couldbeusedattheearlystagesofteaching
http://www.bbc.co.uk/education/topics/zxn3r82
http://mocomi.com/indus-valley-civilization/
1stlessonisononlinesafety!CS–Programming(Animation)-design,writeanddebugprogramsthataccomplishspecificgoals,includingcontrollingorsimulatingphysicalsystems;solveproblemsbydecomposingthemintosmallerparts-usesequence,selection,andrepetitioninprograms;workwithvariablesandvariousformsofinputandoutput-uselogicalreasoningtoexplainhowsomesimplealgorithmsworkandtodetectandcorrecterrorsinalgorithmsandprograms- appreciate how search results are ranked – discrete lesson (see Natalia’s planning notes)
--PythonRecapProgramme,Algorithm,Debug,Repetition,Sequence,Input,Output,Selection,VariablesandProcess.ShowcapabilitiesofPython.ComparewithcapabilitiesofScratch.Writesimplecodetocarryoutoperations.
PreparingforavisittoFrance:PlacesinTown,directions,maps.
Dance-Performdancesusingarangeofmovementpatterns-Developflexibility,strength,technique,controlandbalanceGamesBasketballskill/gamesICTlinks:Watchanddiscuss–MatalanTopGamesandDance(seeT-drive)
R.E. PSHCE
UnderstandingFaithinGreenwichOutcome(perhapswriting)
SeevaluesplannerLgflBritishValuesresources
writtenmultiplication
Multiplyone-digitnumberswithuptotwodecimalplacesbywholenumbers.Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy.Enumeratepossibilitiesofcombinationsoftwovariables.
incontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Childrenshouldexplorefindingallpossibilitiesproblemswhentherearetwovariablese.g.usingthetwovariablesofcolourandpartsofahouse,howmanydifferenthousesarepossibleifthewalls,roofanddoorcanbeeitherred,blueoryellow.Whenallcombinationshavebeenfound,thenthechildrenshouldidentifyandgeneraliseaboutthenumberofcombinationsandthechoicesforeachvariable.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
Year6-4EnglishFictionJourneytotheRiverSeaand‘Blackface’AnimationOutcome:Story NonFictionOutcome:Discussiontext–NorthorSouthAmerica?Handwriting:selfassessment-evaluatinghandwriting,checkingthejoins. Handwriting:selfassessment-consistancyofsize,lettersrestingonbaseline.Spelling:fromNoNonsenseSpellingStrategiesatthepointofwriting:Haveago,Strategiesatthepointofwriting:Haveago,Wordsfromstatutorywordlists.Wordsending‘-able’/‘-ably’,and‘-ible’/‘-ibly’,
Spelling:fromNoNonsenseSpellingWordsfromstatutorywordlists.Addingsuffixesbeginningwithvowelstowordsendingin‘-fer’,SATSpractice,Proofreadinginsmallerchunks(sentences,paragraphs).
TextStructureConsolisdateyear5listSecureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSentenceConstructionConsolidateyear5listSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsWord/LanguageConsolidateyear5listBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.PunctuationConsolidateyear5listuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.
TextStructureConsolisdateyear5listSecureplanningacrossthenon-fictiongenreandacrossapplication.Paragraphs-secureuseoflinkingideaswithinandparagraphs.Useavarietyoftextlayoutsappropraitetopurpose.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.SentenceConstructionConsolidateyear5listSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsDevelopuseofrhetoricalquestionsforpersuasionWord/LanguageConsolidateyear5listThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationConsolidateyear5listuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.
Reading–WordReading• applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(morphologyandetymology),aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnewwordsthattheymeet.Atthisstage,thereshouldbenoneedforfurtherdirectteachingofwordreadingskillsforalmostallpupils.Ifpupilsarestrugglingorfailinginthis,thereasonsforthisshouldbeinvestigated.Itisimperativethatpupilsaretaughttoreadduringtheirlasttwoyearsatprimaryschooliftheyenteryear5notbeingabletodoso.Pupilsshouldbeencouragedtoworkoutanyunfamiliarword.Theyshouldfocusonallthelettersinawordsothattheydonot,forexample,read‘invitation’for‘imitation’simplybecausetheymightbemorefamiliarwiththefirstword.Accuratereadingofindividualwords,whichmightbekeytothemeaningofasentenceorparagraph,improvescomprehension.Whenteachersarereadingwithortopupils,attentionshouldbepaidtonewvocabulary–bothaword’smeaning(s)anditscorrectpronunciation.
Reading–Comprehension§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromotherculturesandtraditions§ recommendingbooksthattheyhavereadtotheirpeers,givingreasonsfortheirchoices§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience
§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ discussandevaluatehowauthorsuselanguage,includingfigurativelanguage,consideringtheimpactonthereaderEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Year6–4Maths
Starters StartersuggestionsforNumberKnowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.
StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.
Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !
!",i.e. !
!",!#,!$,!%, &!",!").
Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).
Week MainLearning Rationale1
Mentalandwritten
additionandsubtraction
Identify,representandestimatenumbersusingthenumberline.Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveproblemsinvolvingadditionandsubtraction.Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.Childrenmakelinkswiththeirknowledgeofroundingnumberstoestimatetheanswerstocalculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.Childrenshouldalsoexploremissingnumberproblemsusingalgebraicnotation,includingpairsofnumberstosatisfyandequationwithtwounknownsandgeneralisingtherelationshipbetweenthetwonumbers.Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.EfficientwrittenmethodsarerequiredtobetaughtbytheendofKeyStage2.
2Measurement,
ratioandproportion
Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflength,mass,volumeandtimefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts.Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuseofpercentagesforcomparison.Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.
Childrenshouldusethecontextofmeasurestosolveproblemsthatinvolveknowledgeofscalingupanddownbyagivenscalefactor.Thisshouldbedoneinthecontextoflengthwhenlookingatshapesthataremathematicallysimilari.e.thesidesareofequalproportiontoeachothersuchasatrianglewithsidesof2cm,3cmand4cmissimilartoatriangleofside4cm,6cmand8cm.Teachersshouldselectfromanothermeasurescontextforchildrentoexploreproportionthroughscalingupanddown,andconvertingbetweenunitsofmeasureandusingdecimalnotation.Childrenshouldalsoconsiderratioasunequalsharingandgrouping,usingreallifecontextssuchasrecipes.Linksshouldalsobemadewithfractionsandpercentagesaswaysofdescribingproportionsofamounts.
32Dand3Dshape
Draw2-Dshapesusinggivendimensionsandangles.Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).Illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwicetheradius.Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.
Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,comparingandclassifyingshapes.Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferentorientations.Children’sknowledgeandunderstandingofcirclesisdevelopedthroughtheintroductionofnewlanguageincludingradius,diameterandcircumference,andunderstandingtherelationshipsbetweenanyoftheseterms.Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm‘regular’tofindmissingangles.
4Area,
perimeterandvolumeofshapes
Recognisethatshapeswiththesameareascanhavedifferentperimetersandviceversa.Recognisewhenitispossibletousetheformulaeforareaandvolumeofshapes.Calculatetheareaofparallelogramsandtriangles.Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm3)andcubicmetres(m3)andextendingtootherunits(forexample,mm3andkm3).
Childreninvestigatehowshapesofthesameareacanhavedifferentperimetersandviceversa.Theyrelatefindingtheareaoftrianglesandparallelogramstofindingtheareaofrectangles.Oncetheareaofagivenshapehasbeenfound,childrenlinkthistofindingthevolumeofprismsthathavethisshapeatoppositeends.Childrenunderstandvolumeas‘solid’volume(theamountofthreedimensionalspaceoccupiedbyanobject)andunderstandwhycubicunitsareused.
5Statistics–linegraphs
andpiecharts
Convertbetweenmilesandkilometres.Interpretandconstructpiechartsandlinegraphsandusethesetosolveproblems.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
Childrenexplorelinegraphsfurtherbycreatingconversiongraphsformilestokilometresandviceversa.Theyusethisgraphtoconvertbetweenthetwounitsofdistanceandapplythisknowledgetonumbersbeyondthosecoveredonthegraph.Childrencontinuetoconstructandinterpretdifferentgraphsandcharts,includingpiecharts,however,themajorityofthetimeshouldbefocusedoninterpretingthedataandsolvingproblems,ratherthantheconstructionofgraphsandcharts.
6
Assessandreviewweek. Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessandreviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year6 Science CreativeCurriculum Computing Languages PE4NorthvsSouth:TheAmericasOutcome:DebateusingtheGeographyskillstheyhavelearnttobackuptheirargumentTrip:
Evolutionandinheritance-recognisethatlivingthingshavechangedovertimeandthatfossilsprovideinformationaboutlivingthingsthatinhabitedtheEarthmillionsofyearsago-recognisethatlivingthingsproduceoffspringofthesamekind,butnormallyoffspringvaryandarenotidenticaltotheirparents-identifyhowanimalsandplantsareadaptedtosuittheirenvironmentindifferentwaysandthatadaptationmayleadtoevolution.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.
Geography-locatetheworld’scountries,usingmapstofocusonEurope(includingthelocationofRussia)andNorthandSouthAmerica,concentratingontheirenvironmentalregions,keyphysicalandhumancharacteristics,countries,andmajorcities-understandgeographicalsimilaritiesanddifferencesthroughthestudyofhumanandphysicalgeographyofaregionoftheUnitedKingdom,aregioninaEuropeancountry,andaregionwithinNorthorSouthAmerica-humangeography,including:typesofsettlementandlanduse,economicactivityincludingtradelinks,andthedistributionofnaturalresourcesincludingenergy,food,mineralsandwater-usetheeightpointsofacompass,fourandsix-figuregridreferences,symbolsandkey(includingtheuseofOrdnanceSurveymaps)tobuildtheirknowledgeoftheUnitedKingdomandthewiderworldFocusonaspecificregionfromNorthandSouthAmericaandcompareandcontrastthem,decidingonwheretheywouldprefertolive.HowICTcansupportandenhancelearning:
• searchengines–safesearch,googleetc.• GoogleEarth
• lgfl.net• MakePowerPointpresentationsorpublishwork
usingpurplemash,orBookmakeroni-pads• Usegraphicpackagestocompareandcontrast
regions–2Paint+,Paint,purplemashtools• Datacollectionandanalysis–2Graph/Excel(class
surveyontheirfavouriteplaces)
• Startadiscussionblogon lgfl.netoronKidBlog
1stlessonisononlinesafety!IT/DL–Wiki-understandcomputernetworksincludingtheinternet;howtheycanprovidemultipleservices,suchastheworldwideweb;andtheopportunitiestheyofferforcommunicationandcollaboration(discretelessons,seeNatalia’splanningnotesforideas)-select,useandcombineavarietyofsoftware(includinginternetservices)onarangeofdigitaldevicestodesignandcreatearangeofprograms,systemsandcontentthataccomplishgivengoals,includingcollecting,analysing,evaluatingandpresentingdataandinformation-discretecomputinglessonsonbinarynumbers.SeeNatalia’splanningnotesforideas.-usetechnologysafely,respectfullyandresponsibly;recogniseacceptable/unacceptablebehaviour;identifyarangeofwaystoreportconcernsaboutcontentandcontact–discretelesson-PBWiki(pbworks.com)Childrenlearnwhatawikiis.CreateawikiaboutNorthAmericaandSouthAmericaIdeasforcomputingplanningprogression:
• discretelessonsonnetworking,differencebetweentheinternetandwww,understandingtheconceptof‘packets’–seeNatalia’splanningnotesforideas
• adiscretelessononevaluatingaboguswebsite(keyidea-notallinformationfoundonthewebsiteistrustworthy)
• lessonsonhowalgorithmsareinputtedasseriesofcombinationsof0and1–binaryactivities.
PreparingforavisittoFranceAtthecafé,restaurant,marketDuringFrenchtrip–sendapostcardhome
Games-Userunning,jumping,throwingandcatchinginisolationandcombination-Playcompetitivegames,modifiedwhereappropriate,andapplybasicprinciplessuitableforattackinganddefendingICTlinks:Watchgamesanddiscusstechniquesandtackling–MatalanTopGames(seeT-drive)
PSHCESeevaluesplannerLgflBritishValuesresources
R.E.Judaismpart2unit2JewishLifeICTlinks:
- lgflFaithsvideos
- bbcRE
Year6-5EnglishNonFictionOutcome:Explanationtext–linkedtoscience/DT
PoetryOutcome:Poetrylinkedtochosenplay
Handwriting:self-assessment,checkingthejoins Handwriting:writingatspeed,identifyingunclosedlettersSpelling:fromNoNonsenseSpellingStrategiesatthepointofwriting:Haveago.Strategiesforlearningwords:rareGPCsfromstatutorywordlist.
Spelling:fromNoNonsenseSpellingWordsfromstatutoryandpersonalspellinglists.Wordsendingin‘ant’,‘-anceand‘-ancy’,Proofreadingownwritingindependently,Rootwordsandmeaning.
TextStructureUseavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.
TextStructureSecureindependentplanningSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofsimple/embelishedsimplesentencesSecureuseofcompoundsentencesSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwqsrainingmeanttheendofsportsday.Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littlePunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.
Reading–Comprehension§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions§ makingcomparisonswithinandacrossbooks§ learningawiderrangeofpoetrybyheart§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience
§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ explainanddiscusstheirunderstandingofwhattheyhaveread,includingthroughformalpresentationsanddebates,maintainingafocusonthetopicandusingnoteswherenecessaryEventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Year6–5MathsStarters StartersuggestionsforNumber
Knowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !
!",i.e. !
!",!#,!$,!%, &!",!").
StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).
Week MainLearning Rationale1
Placevalue,decimalsandfractions
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Identify,representandestimatenumbersusingthenumberline.Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.Compareandorderfractions,includingfractions>1(includingonanumberline).Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Associateafractionwithdivisionandcalculatedecimalfractionequivalents(e.g.0.375)forasimplefraction(e.g.%
()
Priortoendofyearstatutoryassessments,itisusefultoconsolidatechildren’sunderstandingofthenumbersystemasawholeandhownumberscanberepresentedindifferentwayse.g.asprecisevalues,asestimateswhenrounding,asfractionsordecimals,onanumberline,asadiagrametc.
2Mentalandwritten
calculation
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Identify,representandestimatenumbersusingthenumberline.Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.
Priortoendofyearstatutoryassessments,itisusefultoconsolidatechildren’sunderstandingofcalculationsacrossallfouroperations.Childrenshouldcontinuetolearnwhenitisappropriatetousementalmethodsandwhentousewrittenmethods.Problemsshouldbepresentedinavarietyofreallifeandabstractsituations,sochildrenrecognisecluesthatindicatetheoperation(s)touse.Childrenshouldthereforebegivenexamplesofmixedproblems,ratherthanproblemsthatareallthesameoperation.Whensolvingproblems,childrenshouldbeencouragedtoexpresstheirunderstandingofthecontextbeforetryingtosolvetheproblem.
3Calculatingfractions,
Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g.!$x!"=!
().
Divideproperfractionsbywholenumbers(usingdiagram)(e.g.
Priortoendofyearstatutoryassessments,itisusefulforchildrentoapplytheirknowledgeofplacevalue,multiplicationanddivisioninthecontextoffractions,ratioandproportion.Whenmultiplyinganddividingfractions,itisessentialthatchildrenusediagramsandknowledgeofmultiplicationanddivisionofwhole
ratioandproportion
!%x2=!
#).
Solveproblemsinvolvingtherelativesizesoftwoquantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts.Solveproblemsinvolvingthecalculationofpercentages(forexample,ofmeasures,andsuchas15%of360)andtheuseofpercentagesforcomparison.Solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound.Solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples.
numberstounderstandtheconceptofcalculatingwithfractions.Teachersshouldselectfromdifferentcontextsforchildrentoexploreproportionthroughscalingupanddown.Childrenshouldalsoconsiderratioasunequalsharingandgrouping,usingreallifecontextssuchasrecipes.
42Dshape,
coordinates,translation
andreflection
Draw2-Dshapesusinggivendimensionsandangles.Describepositionsonthefullcoordinategrid(allfourquadrants).Drawandtranslatesimpleshapesonthecoordinateplane,andreflectthemintheaxes.
Childrencombinetheirunderstandingofshapesandcoordinates.Whenidentifyingthecoordinatesofmissingcornersofshapes,thecoordinategridshouldbeonplainpaper,sochildrenareapplyingtheirknowledgeofshapes,ratherthansimplycountingsquares.Whenreflectingandtranslatingshapes,childrenshouldidentifyrelationshipsbetweencoordinatesofthecornersandusetheserelationshipswhenidentifyingandcheckingthecoordinatesofthetransformedshape.
5Algebraandsequences
Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,alternatingstepsandthosewherethestepsizeisadecimal.Usesimpleformulae.Generateanddescribelinearnumbersequences.Convertbetweenmilesandkilometres.
Childrencanusetheworkfromthepreviousweekontoexplorerelationshipsbetweenthecoordinatesofthecornersofsome2Dshapes,generaliseandexpressrelationshipsusingformulae.Childrenextendtheirworktogeneralise,identifyandcreateformulaeforlinearnumbersequences,includingforusewhenconvertingmilestokilometresandviceversausingtheknowledgethat5milesisroughlyequivalentto8km.
6Measurement(lengthandtime)andstatistics–mean
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflengthandtimefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Calculateandinterpretthemeanasanaverage.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.
ChildrenshouldusetheirperformanceinPE(athletics)togeneratelengthandtimemeasurements,forjumping,throwingandrunning.Thesemeasurementscanbeusedtoexploreconvertingunitsofmeasure;scalingupanddown;findingthemeanmeasurementofagivenselection;presentingdataindifferentways;solvingproblemswheninterpretinggraphspresentedindifferentways.
Year6-6EnglishFictionOutcome:Rangeofwritinglinkedtochosenplaye.g.characterbiography,letterto/fromcharacter,monologuesHandwriting:Handwritingproject. Handwriting:Handwritingproject.Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Spellingstaughtlasthalfterm.Wordsending‘-ent’,‘-ence’and‘-ency’.
Spelling:fromNoNonsenseSpellingStrategiesforlearningwords:wordsfromstatutoryandpersonalspellinglists.Homophones(draught/draft,dissent/descent,precede/proceed,wary/weary),Strategiesforlearningwords:commonlymisspelthomophones.
TextStructure(fiction)Secureindependentplanningacrossstorytypesusing5partstructure:includesuspence,cliffhangers,flashbacks/forwards,timeslips,startingatanypointinthe5partstructure,maintainplotconsistentlyworkingfromplan.Paragraphs-secureuseoflinkingideaswithinandacrossparagraphsSecuredevelopmentofcharcterisationSentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsExpandednounphrasestoconveycomplicationinformationconcisely–Theboythatjumpedoverthefenceisoverthere.Thefactthatitwaqsrainingmeanttheendofsportsday.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofquestiontags:He’syourfriend,isnthe?Activeandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Writingreflectsaudienceandpurpose.Word/LanguageBuildinliteraryfeaturestocreateeffect-alliteration,onomatopoia,similes,metaphors.Howwordsarerelatedassynonymsandantonyms:big/large/littleThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Howhyphensacnbeusedtoavoidambiguity:Themaneatingsharkversestheman-eatingshark,orrecoverversesre-cover.
TextStructure(non-fiction)Useavarietyoftextlayoutsappropraitetopurpose.Chooseorcreatepublishingformattoenhancetexttypeandengagereader.Usearangeoftechniquestoinvolvereader-comments,questions,observations,rhetoricalquestions.Expressbalencedcoverageoftopic.Useappropriateformalandinformalstylesofwriting.Linkingideasacrossparagraphsusingawiderrangeofcohesivedevices:Sematiccohesion-repetitionofawordorphrase.Grammaticalci=onnections-theuseofadverbialssuchasontheotherhand,incontast,orsaconsequenceElisionLayoutdevicessuchasheadings,sub-headings,columns,bulletsortablestostructuretext.SentenceConstructionSecureuseofcomplexsentences(subordination):mainandsubordinateclauseswithfullrangeofconjuctionsActiveandpassiveverbstocreateeffectandtoaffectpresentationofinformation:Active-Tomaccidentlydroppedtheglass.Passive-TheglasswasdroppedaccidentlybyTom.Active-Theclassheatedthewater.Passive-Thewaterwasheated.Thedifferencebetweenstructurestypicalofinformalspeechandwriting–suchastheuseofthesubjunctiveinsomeveryformalwritingandspeech:IfIwereyou.Word/LanguageThedifferencebetweenvocabularytypicalofinformalspeechandvocabularyappropriateforformalspeechandwriting:saidversesreported,allegedorclaimedinformalspeechorwritingPunctuationuseofthesemi-colon,colonanddash-toindicateastrongersubdivisionofasentencethanacomma.Useofcolontointroducealistandsemicolonswithinlists.Bulletpointstolistinformation.
Reading–Comprehension
§ maintainpositiveattitudestoreadingandunderstandingofwhattheyreadby:§ continuingtoreadanddiscussanincreasinglywiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes§ increasingtheirfamiliaritywithawiderangeofbooks,includingmyths,legendsandtraditionalstories,modernfiction,fictionfromourliteraryheritage,andbooksfromother
culturesandtraditions§ makingcomparisonswithinandacrossbooks§ preparingpoemsandplaystoreadaloudandtoperform,showingunderstandingthroughintonation,toneandvolumesothatthemeaningiscleartoanaudience
§ understandwhattheyreadby:§ checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext§ askingquestionstoimprovetheirunderstanding§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence§ predictingwhatmighthappenfromdetailsstatedandimplied§ summarisingthemainideasdrawnfrommorethanoneparagraph,identifyingkeydetailsthatsupportthemainideas§ identifyinghowlanguage,structureandpresentationcontributetomeaning
§ providereasonedjustificationsfortheirviews.Eventhoughpupilscannowreadindependently,readingaloudtothemshouldincludewholebookssothattheymeetbooksandauthorsthattheymightnotchoosetoreadthemselves. Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Pupilsshouldcontinuetoapplywhattheyhavealreadylearnttomorecomplexwriting. Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchaslossorheroism.Theyshouldhaveopportunitiestocomparecharacters,considerdifferentaccountsofthesameeventanddiscussviewpoints(bothofauthorsandoffictionalcharacters),withinatextandacrossmorethanonetext. Theyshouldcontinuetolearntheconventionsofdifferenttypesofwriting,suchastheuseofthefirstpersoninwritingdiariesandautobiographies. Pupilsshouldbetaughtthetechnicalandothertermsneededfordiscussingwhattheyhearandread,suchasmetaphor,simile,analogy,imagery,styleandeffect. Inusingreferencebooks,pupilsneedtoknowwhatinformationtheyneedtolookforbeforetheybeginandneedtounderstandthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation. Theskillsofinformationretrievalthataretaughtshouldbeapplied,forexample,inreadinghistory,geographyandsciencetextbooks,andincontextswherepupilsaregenuinelymotivatedtofindoutinformation,forexample,readinginformationleafletsbeforeagalleryormuseumvisitorreadingatheatreprogrammeorreview.Teachersshouldconsidermakinguseofanylibraryservicesandexpertisetosupportthis. Pupilsshouldhaveguidanceaboutandfeedbackonthequalityoftheirexplanationsandcontributionstodiscussions. Pupilsshouldbeshownhowtocomparecharacters,settings,themesandotheraspectsofwhattheyread.
Year6–6Maths
Starters StartersuggestionsforNumberKnowbyheartfactsforallmultiplicationtablesupto10x10.Findpairsofnumberswithasumof100,decimalswithasumof0.1,1,10.Toderiverelatedfactsfromthosealreadyknown(e.g.4x0.8linkedto4x8or3+7=10linkedto0.3+0.7=1)Mentallymultiplyanddividetwo-digitandsingle-digitnumbers.Usepartitioningtodoubleorhalveanynumber.Mentallymultiplyanddividepairsofmultiplesof10and100.Mentallymultiplyanddividetwo-digitdecimalsbyasingledigitnumber,e.g.,(U.txUorU.t÷U).Identifythemultiples/factorsofgivennumbers.Readandwriteanyintegerandusedecimalnotationfortenths,hundredthsandthousandthsandknowwhateachdigitrepresents.Compareandordertwoormoredifferentpositiveand/ornegativeintegersand/ordecimalnumberswithupto3decimalplaces,saywhichistheleast/greatest;usethesymbols<,>and=correctlyandplaceonanumberline.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.Countforwardsandbackwardsinstepsof0.001,0.01,0.1,1,10,100,1000,25,2.5,0.2,0.25fromanypositiveornegativeintegerordecimal.Recallanduseadditionandsubtractionfactsfor1(withdecimalnumberstotwodecimalplaces).Multiplyanddividewholenumbersanddecimalsmentallyby10or100,andintegersby1000andusethistoconvertbetweenunitsofmeasurement,e.g.cmtom,gtokgetc.Roundwholenumberstothenearest10,100,1000oranumberwithuptothreedecimalplacestothenearestintegerornumberofdecimalplaces.Countinfractionsteps(e.g.of !
!",i.e. !
!",!#,!$,!%, &!",!").
StartersuggestionsforMeasurement,GeometryandStatisticsKnowandusestandardmetricunitsofmeasure.Estimateandcalculatelength(includingperimeter),mass,volume/capacityandarea.Convertbetweenunitsbymultiplyinganddividingbypowersof10.Knowmetricandimperialequivalencesoffeet,inches,pintsandpounds.Convertbetweenmilesandkilometresusingknowledgethat5milesisroughlyequivalentto8km.Read,writeandconvertbetweenunitsoftime.Identifyanddescribepropertiesof2Dand3Dshapes,includingregularandirregular.Findmissinganglesandlengthsusingpropertiesofshape.Estimateandidentifyacute,obtuseandreflexangles.Describepositionsonthefirstquadrantofacoordinategrid.Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinalltypesofgraph.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).
Week MainLearning Rationale1
Measurement–massand
volume/capacity
Solveproblemsinvolvingthecalculationandconversionofunitsofmeasure(includingmoneyandtime),usingdecimalnotationuptothreedecimalplaceswhereappropriate.Use,read,writeandconvertbetweenstandardunits,convertingmeasurementsofmassandvolumefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtouptothreedecimalplaces.Calculate,estimateandcomparevolumeofcubesandcuboidsusingstandardunits,includingcubiccentimetres(cm3)andcubicmetres(m3)andextendingtootherunits(forexample,mm3andkm3).
Childrenshouldcontinuetoworkpracticallywiththeconceptsofmassandvolume,enhancingtheirunderstandingofbothmeasures,includinggaininga‘benchmark’measuretosupportestimation,aswellasbeingabletoaccuratelymeasureusingdifferentequipmentandconvertingbetweenunits.Whenconvertingbetweenunits,childrenshouldrelatethistotheirunderstandingoftheBase10numbersystem.
2Mentalandwritten
calculations
Performmentalcalculations,includingwithmixedoperationsandlargenumbersanddecimals.Addandsubtractwholenumbersanddecimalsusingformalwrittenmethods(columnaradditionandsubtraction).Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculatementally,useajotting,writtenmethod).Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.Solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.Solveproblemsinvolvingaddition,subtraction,multiplicationanddivision.Usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthefouroperations.Multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication.Dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext.Dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext.Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy.
Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheircalculationskillssothattheyaresecurebeforetransitiontosecondaryschool.
3Fractions
Usecommonfactorstosimplifyfractions;usecommonmultiplestoexpressfractionsinthesamedenomination.Compareandorderfractions,includingfractions>1(includingonanumberline).Addandsubtractfractionswithdifferentdenominatorsandmixednumbers,usingtheconceptofequivalentfractions.Multiplysimplepairsofproperfractions,writingtheanswerinitssimplestform(usingdiagram)(e.g.!
$x!"=!
().
Divideproperfractionsbywholenumbers(usingdiagram)(e.g.!%÷2=
!#).
Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheirunderstandingofandskillsrelatedtofractionssothattheyaresecurebeforetransitiontosecondaryschool.
4Placevalueand
decimals
Countforwardsorbackwardsinstepsofintegers,decimalsorpowersof10foranynumber.Orderandcomparenumbersincludingintegers,decimalsandnegativenumbers.Calculatedifferencesintemperature,includingthosethatinvolveapositiveandnegativetemperature.
Duringthisfinalhalftermitisimportantthatthechildrencontinuetoconsolidateandrefinetheirunderstandingofthestructureofthenumbersystemsothattheyaresecurebeforetransitiontosecondaryschool.
Find0.001,0.01,0.1,1,10andpowersof10moreorlessthanagivennumber.Rounddecimalswiththreeplacestothenearestwholenumberoroneortwodecimalplaces.Describeandextendnumbersequencesincludingthosewithmultiplicationanddivisionsteps,inconsistentsteps,alternatingstepsandthosewherethestepsizeisadecimal.
52Dand3Dshape
Draw2-Dshapesusinggivendimensionsandangles.Recognise,describeandbuildsimple3-Dshapes,includingmakingnets.Compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons.Continuetocompleteandinterpretinformationinavarietyofsortingdiagrams(includingthoseusedtosortpropertiesofnumbersandshapes).Illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwicetheradius.Recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles.
Childrengainpracticalexperienceofdrawingandmakingshapes,inordertosupporttheirworkonrecognising,describing,comparingandclassifyingshapes.Itisimportantthatchildrenseeanduseregularandirregularpolygonsandpolyhedraandexperiencethemindifferentorientations.Children’sknowledgeandunderstandingofcirclesisdevelopedthroughtheintroductionofnewlanguageincludingradius,diameterandcircumference,andunderstandingtherelationshipsbetweenanyoftheseterms.Childrenshoulddiscovertheanglesumoftrianglesandquadrilateralsandusethisknowledge,andknowledgeoftheterm‘regular’tofindmissingangles.
6
Assessandreviewweek Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessandreviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
7
Year6 Science CreativeCurriculum Computing Languages PE5/6SettingtheStage!Outcome:Yr6Performance–childrenmakecostume,propsandsceneryTrip:FashionandTextileMuseum/Westendperformance
Electricity-associatethebrightnessofalamporthevolumeofabuzzerwiththenumberandvoltageofcellsusedinthecircuit-compareandgivereasonsforvariationsinhowcomponentsfunction,includingthebrightnessofbulbs,theloudnessofbuzzersandtheon/offpositionofswitches-userecognisedsymbolswhenrepresentingasimplecircuitinadiagram.WorkingScientifically-planningdifferenttypesofscientificenquiriestoanswerquestions,includingrecognisingandcontrollingvariableswherenecessary-takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate-recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs-usingtestresultstomakepredictionstosetupfurthercomparativeandfairtests-reportingandpresentingfindingsfromenquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations-identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments.
DTDesign-useresearchanddevelopdesigncriteriatoinformthedesignofinnovative,functional,appealingproductsthatarefitforpurpose,aimedatparticularindividualsorgroups-generate,develop,modelandcommunicatetheirideasthroughdiscussion,annotatedsketches,cross-sectionalandexplodeddiagrams,prototypes,patternpiecesandcomputer-aideddesignMake-selectfromanduseawiderrangeoftoolsandequipmenttoperformpracticaltasks[forexample,cutting,shaping,joiningandfinishing],accurately-selectfromanduseawiderrangeofmaterialsandcomponents,includingconstructionmaterials,textilesandingredients,accordingtotheirfunctionalpropertiesandaestheticqualitiesEvaluate-investigateandanalysearangeofexistingproducts-evaluatetheirideasandproductsagainsttheirowndesigncriteriaandconsidertheviewsofotherstoimprovetheirwork-understandhowkeyeventsandindividualsindesignandtechnologyhavehelpedshapetheworldTechnicalknowledge-applytheirunderstandingofhowtostrengthen,stiffenandreinforcemorecomplexstructuresChildrencreatealltheelementsneededfortheirendofyearperformanceincludingscenery,refreshments,programmesetc.DTfocusisoncreatingcostumesfortheperformance.
1stlessonisononlinesafety!T/DL-Blogs-understandcomputernetworksincludingtheinternet;howtheycanprovidemultipleservices,suchastheworldwideweb;andtheopportunitiestheyofferforcommunicationandcollaboration-usetechnologysafely,respectfullyandresponsibly;recogniseacceptable/unacceptablebehaviour;identifyarangeofwaystoreportconcernsaboutcontentandcontact–adiscretecomputinglesson.-select,useandcombineavarietyofsoftware(includinginternetservices)onarangeofdigitaldevicestodesignandcreatearangeofprograms,systemsandcontentthataccomplishgivengoals,includingcollecting,analysing,evaluatingandpresentingdataandinformation-KidBlog,TwitterBlog-Childrencreateblogsaboutrehearsalsandtheirperformance.-Childrenblogaboutschool.-Multimediaadvertforperformance–usingvideo/music–i-moviemaker/2Animate/PowerPointwithloopedmusic/OneNote
IndependentinvestigationsofFrancophoneCountries.Spanishtaster.
Athletics-Userunning,jumping,throwingandcatchinginisolationandincombination-Developflexibility,strength,technique,controlandbalance-Comparetheirbestperformanceswithpreviousonesanddemonstrateimprovementtoachievetheirpersonalbest
PSHCESeevaluesplannerLgflBritishValuesresources
R.E.Sikhismpart2unit1BelongingtotheSikhcommunityOrTheendoflife’sjourneyICTlinks:
- lgflFaithsvideos- bbcRE