Year 6 - Curriculum Topic Plan (We’ll Meet Again...) Spring Term 2018

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.


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.

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

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.


Pupils should be taught to:

  • Use further prefixes and suffixes and understand the guidance for adding them
  • Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • Continue to distinguish between homophones and other words which are often confused
  • Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, 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.


Pupils should be taught to:
Plan their writing by:

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

Draft and write by:

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

Evaluate and edit by:

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

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

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)

Number and Place Value

  • Solve number and practical problems that involve all number and place value objectives.

Addition, Subtraction, multiplication and division

  • Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy                          
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why              
  • Use their knowledge of the order of operations to carry out calculations involving the four operations
  • Identify common factors, common multiples and prime numbers
  • Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.          

Ratio and Proportion

  • Solve problems involving the calculation of percentages (for example, of measures, and such as 15% of 360) and the use of percentages for comparison         


Express missing number problems algebraically

  • Generate and describe linear number sequences.

Fractions (including decimals) and percentages

  • Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts        
  • Solve problems which require answers to be rounded to specified degrees of accuracy     
  • Use written division methods in cases where the answer has up to two decimal places    
  • Multiply one-digit numbers with up to two decimal places by whole numbers
  • Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
  • Use common factors to simplify fractions; use common multiples to express fractions in the same denominations
  • Compare fractions, including fractions > 1.

Science (from N.C. Statutory Requirements)

Pupils should be taught:


  • 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.


  • 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.

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

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]
  • About great artists, architects and designers in history.

Computing (from N.C. Subject Content)

Pupils should be taught:

  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

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

Building Shelters

Pupils should be taught:

  • 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.


  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities


  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

Geography (from N.C. Subject Content)

Pupils should be taught to:
Locational knowledge

  • Name and locate counties and cities of the United Kingdom and Europe.

Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

History (from N.C. Subject Content)

Local Study – WW2

  • A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality-World War 2.

Languages (from N.C. Subject Content)

Pupils should be taught to:

  • 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
  • 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)

Ukulele and WW2 songs
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)

Gymnastics and HIIT training
Pupils should be taught to:

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where : football
  • Develop flexibility, strength, technique, control and balance: gymnastics
  • 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)

My Beliefs


  • By the end of this unit most pupils working at Level 4 should be able to:
  • Use their developing religious vocabulary to describe and show understanding of beliefs, ideas, feelings and experiences
  • Describe the impact of religion on people’s lives
  • Raise and suggest answers to questions of identity, belonging, meaning, purpose, truth, values and commitments
  • Apply their ideas to their own and other people’s lives
  • Describe what inspires and influences themselves and others.

More able pupils should be able to: 

  • Formulate and suggest answers to questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives
  • Explain what inspires and influences them, expressing their own and others’ views.