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Nursery | Reception | Year 1 | Year 2 | YEAR 3 | Year 4 | Year 5 | Year 6

YEAR 6 LEARNING PLAN

The following is a summary of the Year 6 curriculum for 2016/17.

 

For more information, including overviews for subject areas, download the full Year 6 learning plan (PDF 173kb).

Term titles and English Texts

Term

  • Autumn 1
  • Autumn 2
  • Spring 1
  • Spring 2
  • Summer 1
  • Summer 2

Title

  • Victorian London
  • Victorian London
  • Shake Things Up
  • Conflict
  • Isle Of Wight Project
  • Transition Project

Texts

  • ‘Street Child’ by Berlie Doherty
  • ‘Far From Home: The Sisters Of Street Child’ by Berlie Doherty
  • ‘Wonder’ by RJ Palacio
  • ‘Wonder’ by RJ Palacio
  • ‘Boy in the Striped Pyjamas’ by John Boyne
  • Year 6 summer production script

Writing year objectives

  • Use of the colon to introduce a list
  • Use of the semicolon to mark the boundary between independent clauses (for example, It’s raining; I’m fed up)
  • Use of the colon to mark the boundary between independent clauses
  • Confident use of adverbials such as on the other hand, in contrast, or as a consequence
  • Use the present and past tenses correctly and consistently including the progressive form
  • To use brackets, dashes or commas to indicate parenthesis
  • To understand the use of the passive voice in writing
  • Be able to link ideas across paragraphs using a wider range of cohesive devices:
    • repetition of a word or phrase
    • grammatical connections (for example, use of adverbials such as on the other hand or as a consequence), and
    • ellipsis
  • To use modal verbs or adverbs to indicate degrees of possibility
  • To recognising vocabulary and structures that are appropriate for formal speech and writing
  • Understand how words are related by meaning as synonyms and antonyms
  • Use further prefixes and suffixes and understand the guidance for adding them
  • Use dictionaries and thesauruses to check the spelling and meaning of words
  • Continue to distinguish between homophones and other words which are often confused
  • Spell some words with ‘silent’ letters
  • Understand the difference between vocabulary of informal speech and formal speech/writing (for example, find out – discover)

Reading year objectives

  • Can apply knowledge of root words, prefixes and suffixes (morphology and etymology), to read aloud and understand the meaning of new words
  • Can continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • Can read books that are structured in different ways and reading for a range of purposes
  • Is confident to make comparisons within and across books.
  • Can learn a wider range of poetry by heart
    • prepare poems and plays to read aloud and to perform
    • show understanding through intonation, tone and volume so that the meaning is clear to an audience
  • Child is checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • Are independently asking questions to improve their understanding of text
  • Can summarise the main ideas drawn from more than one paragraph, identifying key details to support their main ideas
  • Can draw inferences such as inferring characters’ feelings, thoughts and motives from their actions
  • Can draw inferences justifying them with evidence from the text
  • Can predict what might happen from both facts stated and implied in the text
  • Can predict what might happen from both facts stated and implied in the text
  • Can explain how language, structure and presentation contribute to meaning of the text as a whole
  • Is confident to discuss how author’s use language, is used including figurative language, considering the impact on the reader
  • Is confident to discuss and evaluate how author’s use language, including figurative language, is used considering the impact on the reader
  • In nonfiction is able to distinguish between statements of fact and opinion
  • Can recommend books that they have read to their peers, giving reasons for their choices
  • Is able to participate in discussions about books, building on their own and others’ ideas and challenging views courteously
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