Year 6 - Curriculum Topic Plan (All That Glitters...) Autumn 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.

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

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.


  • 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


  • Calculate the area of parallelograms
  • Recognise when it is possible to use formulae for area and volume of shapes
  • Covert between miles and kilometres
  • Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a small unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places         

Geometry – Position and direction

  • Describe positions on the full co-ordinate grid (all four quadrants)

Geometry – Properties of Shapes

  • Draw 2-D shapes using given dimensions and angles
  • Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
  • Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons        
  • Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles


  • Interpret and construct line graphs and use these to solve problems

Science (from N.C. Statutory Requirements)


  • Recognise that light appears to travel in straight lines
  • Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Living things and their habitats

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • Give reasons for classifying plants and animals based on specific characteristics.

Art and Design (from N.C. Subject Content) linked to Mayans and Hinduism

  • 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.
  • Investigate and combine visual and tactile qualities of materials
  • Adapt their work according to their views and describe how they might develop it further.

Computing (from N.C. Subject Content)

Pupils will be taught to:

  • Elect, use and combine a variety of software (including internet services) on a range of digital devices
  • Design and create a range of programs, systems and content that accomplish given goals
  • Collect, analyse, evaluate and present data and information.

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

Technical knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • Apply their understanding of computing to program, monitor and control their products.
  • 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)

Locational knowledge

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

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 (Mayan cities and civilisations), 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.

History (from N.C. Subject Content)

  • A non-European society that provides contrasts with British history –; Mayan civilization c. AD 900.

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)

Mayan Drumming

  • 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)

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [netball], and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • Perform dances (Mayan and Hindu-with visiting dance teacher)using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team (Residential Trip)
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best (indoor athletics).

Religious Education (from N.C. Subject Content)

  • Use religious vocabulary to explain some of the ways in which Hindus describe God, and symbolic objects, actions and sounds found in a mandir, reflect on why there are many ideas about God and express their own understanding of God through words, symbols and the arts
  • Ask questions and suggest some responses about what others believe, and how religion influences everyday lives, showing awareness that not all questions can be answered
  • Identify and explain symbolic actions in everyday life which express inner feeling
  • Ask and respond to questions raised by the stories behind religious festivals and express their understanding using the arts
  • Express their own ideas about the values and beliefs at the heart of each festival studied, using a variety of media
  • Connect stories, symbols and beliefs with what happens at Divali

In addition to the above, more able pupils might also be able to:

  • Use religious vocabulary to identify beliefs that are similar in different religions
  • Explain how religious beliefs are reflected in the way a Hindu lives
  • Express thoughts and feelings about deeper questions raised clearly, using appropriate media
  • Reflect on the views of others and take these into account making their own reasoned responses on religious questions.