Year 6 Curriculum

Welcome to our Year 6 Curriculum Page.

On this page you will find:

  • information about what our children are learning
  • expected standards at the end of the year  in Reading, Writing and Mathematics
  • information about any formal assessments

If you would like to see what is happening in our class, please look at our Blog or follow Twitter .

Our Learning this Term

Please click image to enlarge

Expectations in Maths

Counting & ordering Compare & order numbers up to 10000000.
Tables & multiples Identify common factors, common multiples & prime numbers.
Place value & rounding Round any whole number to a required degree of accuracy.
Calculations

x/÷

Multiply: and divide a  4-digit by 2-digit.
Fractions & percentages

 

Add & subtract fractions with different denominators & mixed numbers.

Multiply simple pairs of proper fractions, writing the answer in the simplest form.

Divide proper fractions by whole numbers.

Calculate % of whole number.

Expectations in Reading

Comprehension and Understanding

 

Refers to text to support opinions and predictions.

Gives a view about choice of vocabulary, structure etc.

Distinguish between fact & opinion.

Intonation and Expression

 

Appreciates how a set of sentences has been arranged to create maximum effect.
Grammatical Features Recognise  complex sentences.
Research Skims and scans to aide note-taking.

Expectations in Writing

Sentence & text structure

 

Use subordinate clauses to write complex sentences.

Use passive voice where appropriate.

Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).

Evidence of sentence structure and layout matched to requirements of text type.

Punctuation

 

Semi-colon, colon, dash to mark the boundary between independent clauses.

Correct punctuation of bullet points.

Hyphens to avoid ambiguity.

Full range of punctuation matched to requirements of text type.

Paragraphing Wide range of devices to build cohesion within and across paragraphs.

Use paragraphs to signal change in time, scene, action, mood or person.

Handwriting Legible, fluent and personal style.

Humanities Expections

History

To know:

What impact did the Anglo-Saxons have?

Would the Vikings do anything for money?

Why do we remember the Maya?

How did World War Two impact our local area?

Why should we thank the Ancient Greeks?

How has communication changed over time?

Geography To know:

How is our country changing?

Where should we go on holiday?

What is it like in the Amazon?

Where does all of our stuff come from?

Are we damaging our world?

How will our world look in the future?

Science Expectations

Light and Sight 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

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

Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Our Bodies Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

Describe the ways in which nutrients and water are transported within animals, including humans.

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Classifying Living Things 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.

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Using test results to make predictions to set up further comparative and fair tests

Changing Circuits Use recognised symbols when representing a simple circuit in a diagram.

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

Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Using test results to make predictions to set up further comparative and fair tests

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Evolution and Inheritance 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.

Identifying scientific evidence that has been used to support or refute ideas or arguments.

Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Review and Celebration Identifying scientific evidence that has been used to support or refute ideas or arguments.