Year Six Curriculum

YEAR 6: WHOLE CURRICULUM OVERVIEW

SUBJECT

AUTUMN

SPRING

SUMMER

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

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:

  • decoding and blending (for Year 1)
  • recognition of ‘tricky’ words on sight (for Years 1 and 2)
  • retrieval of information from a text
  • interpretation of information
  • prediction of what might happen next
  • commenting on the writer’s use of language, structure and presentation
  • performance of a text
  • discussing what is read and justifying their views
  • identifying the writer’s purpose and viewpoint (for Years 3 upwards)

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:

  • involving retrieval of information from the text
  • involving interpretation of the information given in the text
  • concerning authorial intent

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.

 WRITING  In writing, we base our learning around the Writing Cycle which takes the following format:

  • Immersion in a genre incorporating: Talk for Writing, role play, book talk, class discussion, paired discussion, sentence construction, punctuation and grammar work related to the end piece of writing to be written, modelling of the writing by the teacher, text marking of modelled texts in the same genre as the one to be written and short pieces of writing.
  • Planning for ‘The Big Write’ – this is very much a supported activity involving writing frames and differentiated success criteria.
  • Writing the ‘Big Write’ with the aid of success criteria provided by the teacher. Again, this is a supported activity.
  • Proof reading and evaluating own work. Sometimes, the children proof read together with a partner and evaluate it together.
  • ‘Close the Gap’ lesson – general learning point which the teacher has picked up from marking the books will be taught to the whole class. This is followed by the children working on their own ‘close the gap’ comments which have been highlighted by the teacher in their books.
  • ‘Cold Write’ – the children plan and write an unseen piece in the same genre. Children also write their own success criteria.
  • Again the children spend some time proof reading their own work and then evaluating it.
  • Peer marking – this piece is marked by another child against the success criteria. The marker should state what they have particularly liked about the piece of writing and what they feel could be developed further. Both comments must relate to the success criteria. Sometimes, the children work in pairs whereby they look with a partner at their own piece of writing and then at their partner’s.
  • Performance of their writing might take place at any of these stages listed above. We try hard to make sure there is a real purpose and audience for the children’s writing.
  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.

WRITING

  • Letters
  • Narratives
  • Biographies
  • connected with Black History Week + presentation
  • Diaries
  • Reports
  • Leaflets based on residential
  • Arguments
  • Play Scripts
  • Police Reports
  • Narratives
  • Newspaper Reports
  • Own choice of genre based on attendance
  • Focus on SPAG
  • Poetry linked with RE unit
  • Diaries linked with visual literacy unit ‘The Piano’
  • Different genres linked with class novel ‘Kensuke’s Kingdom’

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

SCIENCE

Habitat, adaptation, classification keys & micro-organisms

Diet, exercise and functions of the heart

SATS REVISION & SATS

Light & shadows

Fossils

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

Historical links to topic

Links to Japanese role in second world war and the impact of the atomic bombing of Hiroshima & Nagasaki

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

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

MUSIC

(Music Express Scheme)

Roundabout

Exploring rounds

Journey into Space

Exploring sound sources

Songwriter

Exploring lyrics & melody

Cyclic Patterns

Exploring rhythm & pulse

Moving On/Leaver’s Assembly

Performing together

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

PATHS

Getting back into PATHS

Study/Organisational Skills

Conflict Resolution

Theme of Respect

Respect

Ending & Transitions

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.

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

DESIGN & TECHNOLOGY

Designing & Constructing

A motorised coal carrying vehicle

Constructing a working model of a Volcano

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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