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This is a list of essential reads each pupil should aim to read by the end of the academic year. A small number of copies of each text are available from the school. Across the year, pupils can gain access to these texts through the library and their classroom.
These are the common exception words for year 5/6. Pupils are expected to write these words correctly in order to reach the expected standard at the end of year 6.
accommodate, accompany, according, achieve, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward
bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity
definite, desperate, determined, develop, dictionary, disastrous,
embarrass, environment, equip(-ped, -ment), especially, exaggerate, excellent, existence, explanation
familiar, foreign, forty, frequently
government, guarantee
harass, hindrance
identity, immediately, individual, interfere, interrupt
language, leisure, lightning,
marvellous, mischievous, muscle
necessary, neighbour, nuisance
occupy, occur, opportunity
parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation
queue
recognise, recommend, relevant, restaurant, rhyme, rhythm
sacrifice, secretary, shoulder, signature, sincerely, soldier, stomach, sufficient, suggest, symbol, system
temperature, thorough, twelfth,
variety, vegetable, vehicle
yacht
Mathematics
Place Value within 10,000,000:
Numbers to 1,000,000, numbers to 10,000,000, number line to 10,000,000, comparing and ordering numbers to 10,000,000, rounding numbers, and negative numbers.
Four Operations Part 1:
Problem Solving – using written methods of addition and subtraction, multiplying numbers up to 4 digits by a 1 digit and 2 digit number, and dividing numbers up to 4 digits by a 2 digit number.
Four Operations Part 2:
Common factors, common multiples, recognising prime numbers up to 100, squares and cubes, order of operations, brackets, mental calculations, and reasoning from known facts.
Fractions Part 1:
Simplifying fractions, fractions on a number-line, comparing and ordering fractions, adding and subtracting fractions, and problem solving – adding and subtracting fractions.
Fractions Part 2:
Multiplying a fraction by a whole number, multiplying a fraction by a fraction, dividing a fraction by a whole number, four rules with fractions, calculating fractions of amounts, problem solving – fractions of amounts.
Geometry – Position and Direction:
Plotting coordinates, plotting translations, plotting translations and reflections, and reasoning about shapes with coordinates.
Decimals:
Multiplying by 10, 100 and 1,000, dividing by multiples of 10, 100 and 1,000, decimals as fractions, fractions as decimals, multiplying decimals, and dividing decimals.
Percentages:
Percentage of, finding missing values, converting fractions to percentages, equivalent fractions, decimals and percentages, and mixed problem solving.
Algebra:
Finding a rule, using a rule, formulae, and solving equations.
Measure – Imperial and Metric Measures:
Metric measures, converting metric measures, problem solving – metric measures, miles and km, and imperial measures.
Measure – Perimeter, Area and Volume:
Shapes with the same area, area and perimeter, area of a parallelogram, area of a triangle, problem solving – area and perimeter, volume of a cuboid.
Ratio:
Ratio, scale drawings, scale factors, similar shapes, and problem solving – ration and proportion.
Geometry – Properties of Shapes:
Measuring with a protractor, drawing shapes accurately, angles in triangles, angles in polygons, vertically opposite angles, equal distance, parts of a circle, and nets.
Problem Solving:
Problem solving – place value, negative numbers, addition and subtraction, four operations, fractions, decimals, percentages, ratio and proportion, time, position and direction, and properties of shapes.
Statistics:
The mean, introducing pie charts, reading and interpreting pie charts, fractions and pie charts, percentages and pie charts, interpreting the graphs, constructing the graphs.
Once pupils are secure, they will move on to learn:
English
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Texts Studied:
Writing Outcomes:
Reading
Short texts which reflect a variety of genres e.g. The Highwayman by Alfred Noyes, The Giant’s Necklace by Michael Morpurgo
Texts Studied:
Writing Outcomes:
Reading
Short texts which reflect a variety of genres e.g. The Highwayman by Alfred Noyes, The Giant’s Necklace by Michael Morpurgo
Texts Studied:
Writing Outcomes:
Reading
Short texts which reflect a variety of genres e.g. The Highwayman by Alfred Noyes, The Giant’s Necklace by Michael Morpurgo
Science
Electricity
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.
Light
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.
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 king, but normally offspring vary and are not identical to parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaption can lead to evolution.
Animals including Humans
Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals including humans.
For Year 6 Knowledge Organiser – Click here
Geography
Biomes and Climate Zones
National curriculum objectives:
Dangerous Earth – continued
National curriculum objectives:
Year 6 Knowledge Organisers:
History
WWII – continued
National curriculum objectives:
Early Islamic Civilisation
National curriculum objectives:
Year 6 Knowledge Organisers:
Art & Design
Self-Portraits and Pointillism (Painting)
Skills Focus:
Taught Artists: Roy Lichtenstein, Andy Warhol
Key vocabulary:
Links to the curriculum:
Shoe Designer (Collage/Textile)
Skills Focus: Shoe Designer (Collage – have taken out textiles, as we will focus more on the drawing/painting side of things and then making the shoe with collage)
Taught Artists: Nick Adelman (shoe designer)
Key vocabulary:
Links to the curriculum:
Shoe Designer (Collage/Textile) – continued
Skills Focus: Shoe Designer (Collage – have taken out textiles, as we will focus more on the drawing/painting side of things and then making the shoe with collage)
Taught Artists: Nick Adelman (shoe designer)
Key vocabulary:
Links to the curriculum:
Design & Technology
Electrical systems
Outcome:
To design, make and evaluate an alarm for a safe room
National Curriculum link:
Science – Electricity
National Curriculum objectives:
Cooking and Nutrition
Outcome:
To design, make and evaluate a sample of muffins
National Curriculum link:
PSHE – Healthy Eating
National Curriculum objectives:
Electrical Systems – Control
Outcome:
To design, make and evaluate wearable devices to help young people to ‘Be Safe: Be Seen!’
micro:bit WEBSITE
National Curriculum link:
Transitioning to secondary school – safety
National Curriculum objectives:
Religious Education
How can religion promote peace and justice in our society?
This unit will enable pupils to examine the complex and contested issue of the relationship between religion, peace and justice. It will explore the ways in which religions seek to promote peace, both personally and collectively, and the role of religious communities as they participate in activities that advance social justice within society.
Does religion help us to understand human suffering?
This unit will involve the raising and exploration of difficult and complex questions associated with the presence of evil, suffering, pain, sorrow and grief within our world. It will consider how the existence of suffering is understood within a range of religious traditions and the place that faith can play in helping people to endure troubling times in their own, or in other people’s, lives. Pupils will reflect upon the relationship between God and suffering and consider why suffering can provoke the loss of faith for some people.
Why is the Torah so important with Judaism?
This unit will explore the place of the Torah, as the most important source of authority, within Judaism. It will enable pupils to learn about the content of the Torah, how different Jewish groups understand its origin, the place that it plays within services within the synagogue and the way that it is treated by Jewish people.
In what ways do Christians in different denominations worship?
This unit will introduce pupils to the diversity of the worldwide church and how Christian denominations worship in different ways. Pupils will consider how the variety of in the forms of worship within the church has emerged as an outcome significant developments within the history of Christianity and that this reflects important differences in the theological understanding of a number of Christian doctrines.
What is significant to Christians about Jesus’ life and teaching?
This unit will examine the events in Jesus’ life before his passion and death and the messages that emerge from his teaching. It will enable pupils to explore the question of who Jesus was, the way he is identified by Christians, and the impact that he had on the people he encountered through his parables, actions, miracles and teaching.
Computing
Coding and Computational Thinking
Unit: Coding
Software: 2Code
E-Safety Focus – Stay Smart:
Internet and Email
Unit: Online Safety
Software: 2DIY / 2Code / 2Blog (Blogging)
Spreadsheets
Unit: Spreadsheets
Software: 2Calculate
E-Safety Focus – Stay Kind:
Spreadsheets (continued)
Unit: Spreadsheets
Software: 2Calculate
Writing and Presenting
Unit: Blogging
Software: 2Blog (Blogging)
E-Safety Focus – Stay Safe and Critical:
Coding and Computational Thinking
Unit: Text Adventures
Software: 2Code / 2Connect (mind Map)
Communication and Networks
Unit: Networks
Software: 2Connect (Mind Map)
E-Safety Focus – Stay Healthy:
Writing and Presenting
Unit: Quizzing
Software: 2Quiz / 2DIY / 2Investigate (database)
E-Safety Focus – Stay Accountable:
Year 6 Knowledge Organisers:
PSHE
Health and Well-being
Pupils will be taught how to:
Living in the Wider World
Pupils will be taught how:
Relationships
Pupils will be taught how:
French
Our School
The World Around Us
Past and Present
Out and About
Setting up a Café
What’s in the News?
For Year 6 Knowledge Organiser: Click here
Physical Education
Music
Happy
Pop / Motown
Classroom jazz*
Jazz / Latin / Blues
National Curriculum objectives:
Pupils should be taught to:
A new year’s carol
Western classical music / Gospel / Bhangra
You’ve got a friend in me
The music of Carole King
National Curriculum objectives:
Pupils should be taught to:
Music and me
Contemporary, music and identity
Musical performance
End of year productions*
National Curriculum objectives:
Pupils should be taught to: