Year 6 - Curriculum Topic Plan (The Great Outdoors) Summer Term 2017

English (from N.C. Statutory Requirements)

Spoken Language
Pupils should be taught to:
  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, role play, improvisations and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication.

Reading
Pupils should be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Pupils should be taught to maintain positive attitudes to reading and understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Pupils should be taught to understand what they read by:

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views.
Spelling
  • use further prefixes and suffixes and understand the guidance for adding them
  • spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • continue to distinguish between homophones and other words which are often confused
  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
  • use dictionaries to check the spelling and meaning of words
  • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus.
Handwriting and presentation
Pupils should be taught to write legibly, fluently and with increasing speed by:
  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task.

Writing-Composition
Pupils should be taught to plan their writing by:

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Pupils should be taught to draft and write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Pupils should be taught to evaluate and edit by:

  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors.

Vocabulary, grammar and punctuation
Pupils should be taught to develop their understanding of the concepts set out in English Appendix 2 by:

  • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • using passive verbs to affect the presentation of information in a sentence
  • using the perfect form of verbs to mark relationships of time and cause
  • using expanded noun phrases to convey complicated information concisely
  • using modal verbs or adverbs to indicate degrees of possibility
  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
  • learning the grammar for years 5 and 6 in English Appendix 2.

Pupils should be taught to indicate grammatical and other features by:

  • using commas to clarify meaning or avoid ambiguity in writing
  • using hyphens to avoid ambiguity
  • using brackets, dashes or commas to indicate parenthesis
  • using semi-colons, colons or dashes to mark boundaries between independent clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently
  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

Maths (from N.C. Statutory Requirements)

  • solve problems involving addition, subtraction, multiplication and division
  • perform mental calculations, including with mixed operations and large numbers
  • divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
  • divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
  • solve problems involving the calculation of percentages (for example, of measures, and such solve problems involving similar shapes where the scale factor is known or can be found
  • solve problems involving unequal sharing and grouping using knowledge of fractions and multiples
  • solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
  • find pairs of numbers that satisfy an equation with two unknowns
  • enumerate possibilities of combinations of two variables
  • divide proper fractions by whole numbers (for example 1/3 ÷ 2 = 1/6 )
  • multiply simple pairs of proper fractions, writing the answer in its simplest form (eg ¼ x ½ = 1/8)
  • add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • compare and order fractions, including fractions > 1
  • associate a fraction with division and calculate decimal fraction equivalents (eg 0.375) for a simple fraction (eg 3/8)
  • calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units (eg mm³ and km³)
  • solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
  • draw and translate simple shapes on the coordinate plane, and reflect them in the axes
  • build simple 3-D shapes, including drawing and making nets
  • interpret and construct pie charts and line graphs and use these to solve problems.

Science (from N.C. Statutory Requirements)

Evolution and Inheritance
Pupils should be taught to:

  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Electricity
Pupils should be taught to:

  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • use recognised symbols when representing a simple circuit in a diagram.

Art and Design (from N.C. Subject Content)

Still Life and Landscapes
Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].

Computing (from N.C. Subject Content)

  • select, use and combine a variety of software (eg multi-media) on a range of digital devices
  • use sequence, selection and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.

Design and Technology (from N.C. Subject Content)

Making volcanoes and models of park

Design

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Cooking

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Geography (from N.C. Subject Content)

Mountains plus orienteering
Pupils should be taught to:

  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.

Human and physical geography

describe and understand key aspects of:

  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

History (from N.C. Subject Content)

N/A

Languages (from N.C. Subject Content)

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • present ideas and information orally to a range of audiences
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally and in writing.

Languages 195

  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Music (from N.C. Subject Content)

Pupils should be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the inter-related dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

Physical Education (from N.C. Subject Content)

Rounders, tennis and cricket
Pupils should be taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Religious Education (from N.C. Subject Content)

Life Journeys
Expectations:
By the end of this unit most pupils should be able to:

  • suggest some reasons why life is often described as a journey and express their own metaphors for life
  • using religious vocabulary, describe and explain why baptism and confirmation are important to some Christians
  • using religious vocabulary, explain what happens in Bar/Bat Mitzvah and why it is important for Jewish young people
  • express their own responses to questions of meaning and purpose in light of their learning using a variety of media
  • using religious vocabulary, explain some Christian and Hindu beliefs about death
  • make links between and describe some similarities and differences between religions.

More able pupils should be able to:  (L5 expectations)

  • explain reasons for their choice of a metaphor for life
  • explain how religious sources are used to provide answers to ultimate questions
  • create a statement of own beliefs about life after death reflecting on ideas from at least two religions studied. Explain what has inspired and influenced them to form this view.

Special Events

  • Y6 Production
  • visitor Martin McGill – nature walk
  • walk to and up Robinswood Hill
  • volcanoes
  • bushcraft and outdoor cooking
  • canoeing and Climbing Trip
  • Maths Enterprise Project