Year Six Curriculum
YEAR 6: WHOLE CURRICULUM OVERVIEW
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SUBJECT |
AUTUMN |
SPRING |
SUMMER |
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SPOKEN LANGUAGE |
At Park Hill, particularly because many of our pupils begin their school life without the oracy skills appropriate for their age, we recognise the importance of spoken language in the development of reading and writing and, indeed, of the whole individual. The skills of speaking and listening are explicitly taught and children are given a wide range of opportunities to practise these skills and develop confidence and competence.
Throughout the School, children talk about their learning, developing ideas and understanding through discussion, asking questions, being able to listen carefully to others’ views and giving them time to respond, sometimes challenging others’ viewpoints, negotiating with others in group work and considering a range of viewpoints. Talk partners are often used as a strategy to encourage discussion in lessons. Relevant vocabulary is explicitly taught in lessons across the curriculum so that our children’s knowledge and understanding of vocabulary increases. Talk for Writing, which is used throughout the school in order to embed key vocabulary in children’s minds, is one such method that is employed on a regular basis. For younger pupils, opportunities to develop their spoken language include role play within the indoor and outdoor learning environments where children can explore language in contexts such as a garage or a hairdresser’s or a café, for example. As the children become older, opportunities are extended with the children preparing to speak to an audience using ICT presentations or posters as prompts. Children in Year 6 learn to use spoken language in a formal debate. Spoken language is also developed through drama activities as children improvise, refine and rehearse scripts and learn to present these to an audience – for example – in their class assemblies. Rehearsing ideas through role play and spoken language enables children to explore different genres, identify with characters and develop vocabulary: teachers often use this approach as preparation to improve the quality of written work. During the year we run poetry performance competitions where children of all ages can showcase their ability to learn off texts by heart and perform poems of their choice with expression and actions. Every week a talk homework topic is sent home for the children to talk about with their families and then come back into school to discuss with their teachers and peers. We promote respect towards all languages and dialects that children may bring into school with them. We value all languages and recognise home languages as a stepping-stone to progress in the use of English |
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| READING |
At Park Hill, reading is taught as a separate lesson from writing. However, we very much try to link reading and writing activities so that often the same genre is being taught in both lessons. The children are taught reading skills, which are based around progression statements connected with:
For years 5 and 6, reading is taught separately from writing, although there is very much an overlap between the two subjects. Instead of being taught using different texts for each group, one text is used for the whole class. Children often begin their reading lessons by answering questions on a short passage (or illustration), which can be taken from their class text or can be around a short video clip. The question types used are those:
During the main lesson, discussions take place on the text, centring around one or more of the progression statements appropriate to their ability. Written tasks are given as follow-up activities to ensure secure understanding of what has been discussed. A cold comprehension is also undertaken by the children on a weekly basis. We have close links with our local library, Balsall Heath, and are often involved in projects with them. We make regular visits to the library and the librarians frequently come into school to speak not only to the children but also to their parents to help promote a love of reading and make them aware of the library’s facilities. |
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| WRITING | In writing, we base our learning around the Writing Cycle which takes the following format:
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| Year 6 – Year Group Author – Michael Morpurgo | ||||
| Autumn Term | Spring Term | Summer Term | ||
| Narrative writing | Narrative writing, including IT focus and sharing with younger children | Balanced Arguments | ||
| Posters based around e-safety | Newspaper Reports based around Macbeth | Diary Accounts | ||
| Poetry based around RE topic of beauty | Presentations on topic of own choice | Narrative Writing | ||
| Leaflets based around residential trip | Non chronological Reports | |||
| Letters based around Hamlet | ||||
| Presentations connected with Black History Week | ||||
| GRAMMAR AND PUNCTATION | Grammar and punctuation points are taught at the beginning of English lessons, where they are relevant to the genre being worked on. There are also discrete lessons in grammar and punctuation from Year 2 upwards | |||
| SPELLING | Spelling, appropriate to ability and age expectation, is taught for short periods of time on a daily basis in Key Stage 2 in line with statutory guidance. The children are then encouraged to apply the rules they have learned to their independent writing. | |||
| HANDWRITING AND PRESENTATION | At Park Hill we aim to equip children with the skills to write in a handwriting style that is fluent, joined and legible. Children throughout the school use a cursive script where all letters start with a lead-in from the line and have a tiny hook on the end of them, which makes it easier to join them. Lower case g, y and j are not joined and neither are capital letters. Some children begin to join their letters in Year 2 but it is expected that all children will be joining their letters by Year 4 when every child is must use a pen for all their writing. | |||
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WRITING |
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MATHS (Following Hamilton Trust Long & Medium term planning – Old curriculum, 2014-15; New curriculum 2015-16) |
Ordering numbers & Place value
Measures: area & perimeter Geometry: 2-d & 3-d shapes & angles Multiplication & Division Written methods: Multiplication & Division Fractions & decimals Logic & reasoning Data Handling: frequency tables, bar charts, pie charts & line graphs Addition & subtraction: mental & written methods Problem solving |
Place value & ordering
Measures Handling data – mode, mean, median & range Multiplication & Division: mental & written methods Fractions, decimals & percentages, ratio & proportion Co-ordinates, translation, rotation & transformation |
SATS REVISION & SATS |
Multiplication & Division
Problem solving Measures Problem Solving History of Maths Maths in art & nature |
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SCIENCE |
Habitat, adaptation, classification keys & micro-organisms Diet, exercise and functions of the heart |
SATS REVISION & SATS |
Light & shadows Fossils |
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HISTORY |
The impact of Railways on British & Local Life A study of an aspect or theme in British history beyond 1066 Early Civilizations: An overview of Early civilizations and depth study of Baghdad C.E. 900 A study of a non-European society contrasting with British history |
Historical links to topic Eruption of Krakatoa, Indonesia 1883
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Historical links to topic Links to Japanese role in second world war and the impact of the atomic bombing of Hiroshima & Nagasaki |
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GEOGRAPHY |
Geography links Identifying human geographical features – rail/ canal land use Geography links Identifying middle east region on maps, in atlases & on globes Identifying physical geographical features |
Volcanoes Understanding & describing key aspects of volcanism |
Circumnavigating the Globe: Kensuke’s Kingdom A world locational geography study linked to a text: Kensuke’s Kingdom, by Michael Morpurgo |
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COMPUTING (Rising Stars: Switched On scheme) |
We are game developers Programming We are artists Fusing geometry & art (Islamic art links) Creativity |
Researching educational websites E-Safety |
We are cryptographers Computational thinking |
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MUSIC (Music Express Scheme) |
Roundabout Exploring rounds Journey into Space Exploring sound sources
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Songwriter Exploring lyrics & melody Cyclic Patterns Exploring rhythm & pulse |
Moving On/Leaver’s Assembly Performing together |
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P.E. |
Dance Invasion Games: Football Gym Invasion Games: Hockey |
Gym Invasion Games: Netball Net & wall Games Badminton & Tennis |
Striking & Fielding Games Cricket Athletics Striking & Fielding Games Rounders Athletics |
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PATHS |
Getting back into PATHS Study/Organisational Skills |
Conflict Resolution Theme of Respect |
Respect Ending & Transitions |
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SPANISH (First year of implementation, following La Jolie Ronde Scheme) |
All about me & establishing phrases & vocabulary for
classroom routines &objects Understand and say numbers 0-10. Meet and establish common letter strings. Participate in a short exchange greeting someone- asking and saying how you are. Identify rhyming words in a poem. Follow simple classroom instructions. Explore auditory differences between un/una. Ask for and give name. Recognise a question form. Christmas lesson- Nativity play/Letter to the three Kings. |
Revision of numbers.
Ask for and state age. Recognise how accents alter pronunciation. Colours. Perform actions to Spanish Song. Experiment with writing by producing short sentences using verb, adjective and connective. Names of fruit. Recognise singular and plural items and how they affect the verb. Reflect on healthy eating habits. |
Easter lesson- Spring time/Weather conditions.
Understand Spanish traditions and customs across the various regions of Spain. Days of the week. Join in reading a story. Match sounds to the written word. Re-arrange familiar sentences into the correct word order. Months of the year. Focus on specific key sounds and letter strings. Identify social conventions at home and in other cultures. |
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ART & DESIGN |
Islamic Art A study of geometric pattern making in Islamic art Textiles: Designing & making Islamic art patterns, sewn onto Binca |
Japanese Art Paint: A study of the Ukiyo-e style – ‘Great Wave off Kanagawa’ by Japanese artist Hokusai Anime drawing Origami – Japanese paper-folding |
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DESIGN & TECHNOLOGY |
Designing & Constructing A motorised coal carrying vehicle |
Constructing a working model of a Volcano
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R.E. (Following Birmingham Agreed Syllabus) |
Living by rules Being Fair and Just Creating unity & Harmony Cultivating Inclusion, Identity & Belonging |
Remembering Roots Being Courageous & Confident Being Regardful of Suffering Being Merciful & Forgiving |
Expressing Joy Appreciating Beauty Being Curious and Valuing Knowledge Being Reflective & Self-Critical |
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