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KING'S HAWFORD

YEAR 6 CURRICULUM


King's Hawford Year 6 Curriculum

The following course statements are to provide you with an overview of the year. It is difficult to outline every area in detail and, if there are areas you wish to explore further, please contact your child's teacher.

ENGLISH
Pupils learn to evaluate their own speech and assume different roles in group discussions and listen carefully to others. The range of work covered in Language and Literacy is as follows:

TERM 1
Range
Fiction and poetry: classic fiction, poetry and drama by long-established authors including, where appropriate, study of a Shakespeare play; adaptations of classics on film/TV.; investigations into the use of personification in literature; examination practice examination of Common Entrance examination papers
Non-Fiction: Linking to science week - writing journalistic reports
Phonics, spelling and vocabulary
Identify mis-spelt words in own writing.
Use independent spelling strategies.
Spelling patterns.
Word roots, prefixes and suffixes.
Connectives.
Changes in spelling over time.
Research the origins of proper names.
Dictionary work.
Grammar and punctuation
Word classes.
Construction of sentences.
Use of colons and semi-colons
Conventions of standard English.
Adapting texts to specific readers.
Work on verbs.
Connectives.
Complex sentences.
Reading comprehension
Compare and evaluate a novel or play.
Look at viewpoint within a novel.
Articulate personal responses to literature.
Look at work of some established authors.
Discussions about literature.
Writing composition
Manipulate narrative perspective.
Plan quickly and effectively for their narrative writing.
Summarise passages to form an effective précis,.
Write sequels and prequels to famous poems / stories

TERM 2
Range
Fiction and poetry: longer established stories and novels selected from more than one genre. To study and compare a range of poetic forms; Inferential comprehension practice; Preparation for Entrance Exam; Writing parodies; Identifying features of science fiction writing; Using flashbacks in writing

Non-Fiction: (i) examine biographies and autobiographies
Speaking and Listening: Preparation for Year Six Public Speaking
Phonics, spelling and vocabulary
Identify mis-spelt words.
Use independent spelling strategies.
Revise and consolidate previous work.
Word origins and derivations.
Proverbs.
Build a bank of useful terms.
Grammar and punctuation
Active and passive verbs.
Features of formal official language.
Complex sentences.
Contracting sentences.
Investigate conditionals.
Reading comprehension
Understand aspects of narrative structure.
Analyse how individual paragraphs are structured.
Recognise how poets manipulate words.
Investigate humorous verse.
Key features of different types of literary text.
Poets and writers of the past.
Writing composition
Use different genres as models writing.
Own stories and timed essays writing stories to convey the passage of time
Study in depth one genre.
Parody a literary text.

TERM 3
Range
Fiction and poetry: comparison of work by significant children's author(s) and poets.
Non-Fiction: (i) Journalistic reports and conventions; (ii) non-chronological reports; (iii) Writing balanced arguments: (iv) Writing formal letters
Speaking and Listening: Preparation for Public Speaking Presentations
Phonics, spelling and vocabulary
Identify mis-spelt words.
Use independent spelling strategies.
Revise and consolidate previous work.
Roots, prefixes and suffixes.
Practise and extend vocabulary.
Experiment with language.
Grammar and punctuation
Revise language conventions and grammatical features of different types of text.
Conduct detailed language investigations.
Revise formal styles of writing.
Secure control of complex sentences.
Reading comprehension
Describe and evaluate the style of an individual writer and poet.
Discuss how linked poems relate to one another.
Comment critically on the overall impact of a poem.
Compare and contrast different writers.
Key features of impersonal formal language.
Appraise a text quickly.
Review non-fiction texts.
Writing composition
Annotate passages in detail.
To write balanced arguments on a theme,
Compare texts in writing.
Write a sequence of poems linked by theme or form.
Extended story.
Impersonal writing.
Paragraphs/ sequence.
Selected styles to suit specific audiences.

MATHEMATICS
Download a parents' guide for Year 6 here
The approach to teaching Maths in all years is as follows:

  • maths lesson every day
  • interactive oral work with whole class
  • emphasis on mental calculation and using and applying mathematics
  • clear progression of calculation strategies

Learning Objectives are organised under 7 core strands of learning: Using and applying maths, Counting and understanding number, Knowing and using number facts, Calculating, Understanding shape, Measuring and Handling data.

The yearly teaching programme is then set out within 5 'teaching blocks':

Block A: Counting, partitioning and calculating

Block B: Securing number facts, understanding shape

Block C: Handling data and Measures

Block D: Calculating, measuring and understanding shape

Block E: Securing number facts, calculation and relationships

Each block is covered 3 times, once each term in this order, thus building up children's individual understanding at each visit. Each teaching block contains at least 3 of the 7 core strands of learning with 'Using and applying' being central to each block. Below are some of the 'Key Learning Objectives' covered within each term:

Autumn/ Spring/ Summer Terms

Block A: Counting, partitioning and calculating

Explain reasoning and conclusions, using words, symbols or diagrams as appropriate

Find the difference between a positive and a negative integer, or two negative integers, in context

Use decimal notation for tenths, hundredths and thousandths, partition, round and order decimals with up to three places and place them on a number line

Use knowledge of place value and multiplication facts to 10 x 10 to derive related multiplication and division facts involving decimals

Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one digit integer and to multiply two-digit and three-digit integers by a two-digit integer

Calculate mentally with integers and decimals U.t + U.t, TU x U, TU ÷ U, U.t x U, U.t ÷ U

Use a calculator to solve problems involving multi-step calculations

Use approximations, inverse operations and tests of divisibility to estimate and check results

Use a range of oral techniques to present persuasive argument

Block B: Securing number facts, understanding shape

Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols

Use knowledge of place value and multiplication facts to 10 x 10 to derive related multiplication and division facts involving decimals

Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy

Use knowledge of multiplication facts to derive quickly squares of numbers to 12 x 12 and the corresponding squares of multiples of 10

Recognise that prime numbers have only two factors and identify prime numbers less than 100; find the prime factors of two-digit numbers

Use approximations, inverse operations and tests of divisibility to estimate and check results

Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2d and 3d solids

Make and draw shapes with increasing accuracy and apply knowledge of their properties

Block C: Handling data and Measures

Suggest, plan and develop lines of enquiry; collect, organise and represent information, interpret results and review methods; identify and answer related questions

Solve problems by collecting; selecting, processing, presenting and interpreting data, using ICT where appropriate; draw conclusions and identify further questions to ask

Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts

Describe and interpret results and solutions to problems using the mode, range, median and mean

Select and use standard metric units of measure and convert between units using decimals to 2 decimal places

Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments

Make notes when listening for a sustained period and discuss how note-taking varies depending on the context and purpose

Use a range of oral techniques to present persuasive argument

Block D: Calculating, measuring and understanding shape

Solve multi-step problems and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use

Calculate mentally with integers and decimals: U.t + U.t, TU x U, TU ÷ U, U.t x U, U.t ÷ U

Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one digit integer and to multiply two-digit and three-digit integers by a two-digit integer

Use a calculator to solve problems involving multi-step calculations

Use approximations, inverse operations and tests of divisibility to estimate and check results

Select and use standard metric units of measure and convert between units using decimals to two decimal places

Solve problems by measuring, estimating and calculating, measure and calculate using

Block E: Securing number facts, calculation and relationships

Tabulate systematically the information in a problem or a puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy

Explain reasoning and conclusions using words, symbols or diagrams as appropriate

Solve multi-step problems and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use

Use knowledge of place value and multiplication facts to 10 x 10 to derive related multiplication and division facts involving decimals

Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one digit integer and to multiply two-digit and three-digit integers by a two-digit integer

Use a calculator to solve problems involving multi-step calculations

Express a larger whole number as a fraction of a smaller one; simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator

Relate fractions to multiplication and division; express a quotient as a fraction or a decimal; find fractions and percentages of whole-number quantities

Solve simple problems involving direct proportion by scaling quantities up or down


SCIENCE

Click here for a PDF overview of the Science Curriculum


ART AND DESIGN TECHNOLOGY

Art

Autumn Term 1st half: Musical Mood drawings

Key Learning Objectives

- begin to understand tradition of Western colour associations in painting

- compare and comment on ideas, methods and approaches in their own and others' work and relate these to the context of the work

- develop drawing skills focusing on negative shapes, pose and balance

- develop ability to manipulate visual elements and combine and organise these for different purposes

- adapt and improve their work to realise their own intentions, and describe how they might develop it further

Activities

  • Observational sketches of classmates playing musical instruments
  • Study Augustus John's portrait Madame Suggia
  • Listen to music and choose colours which suit mood of music
  • Develop understanding of colour theory including complementary colours
  • Design own collage and drawing choosing combining colours to evoke a chosen mood

Art

Autumn Term 2nd half: Rivers / Seas Project

Key Learning Objectives

- develop observational drawing skills in a variety of media focusing on tone, texture, shape and form

- develop understanding of work of range of artists

- develop understanding and skills in relief sculpture

Activities

  • Observational drawings of fish in a variety of media including pencils and graphite
  • Study Goya's Still life with Golden Bream
  • Make visual dictionary of variety of textures suitable for making a crayfish collage
  • Study prints of the Japanese artist Hiroshige
  • Investigate process of relief sculpture culminating in designing a tile showing a relief image of a crayfish
  • Decorate tile using chalk pastels

DT

Spring Term 1st half: design and make a desk tidy for a telephone table

Key Learning Objectives

- develop understanding of roles and purposes of artists, craftspeople and designers working in different cultures

- to explore ideas for container forms

- research family's needs for desk tidy and discover what else it could be used for eg: keys, hair ties etc.

- develop abilities to make objects using clay

Activities

  • Use clay to make variety of containers
  • Investigate ways to produce patterns in clay by pressing objects into it
  • Investigate paints and glazes as methods of colouring these
  • Research appropriate size and shape for desk tidy
  • Design desk tidy using information from research
  • Make a mock up of desk tidy and check for usability
  • Make desk tidy using clay
  • Use desk tidy and evaluate usefulness

Art

Summer Term: Arts Week preparation

Activities

Drawing and painting activities linked to this year's Arts Week theme

MUSIC

Title

Description

Key Learning Objectives

6.1

Composing Module VII

'The Nutcracker'

Appraisal of Tchaikovsky's 'Nutcracker'. Perform simplified version of 'Miniature Overture' on glockenspiels. Discussions on marches. Compose in groups of four 'Toy Soldiers March' exploiting triplet repeated notes and melodic fifth ostinato accompaniment. Class appraisal. Compose in groups of four 'Chinese Doll' exploiting parallel fourths and the pentatonic scale. Class appraisal.

This unit develops learners' composing skills through explicit use of standard devices such as drones, ostinati, parallel fourths and parallel fifths. This unit also enables learners to compose with specific intention to create a particular style and/or effect.

6.2

Preparation for Christmas Carol Service

Year 5 & 6 are the main focus of the service. There is an opening piece from the choir in two or more parts. Students are invited to audition for the 'Church Choir' which will perform a piece on their own of particular technical difficulty. The choir will also perform several descants, in particular 'O Come all ye Faithful'.

This unit gives learners the opportunity to experience a more technically demanding repertoire, through singing part songs and harmonies and descants. This unit also further develops a sense of context for the learner, particularly why we sing particular songs on certain occasions/time of year

6.3

Performing Module VI

Performance lessons on the keyboard from notation. A programme of study is followed focussing on popular music with upbeat keyboard backing tracks, focussing on good choice of tone, style and tempo. Students will have the opportunity to be assessed when they are ready.

This unit develops learners' performing skills on the keyboard. Increasingly difficult set pieces from the programme of study will be performed accompanied by the 'auto-accomp' feature. Learners are required to make careful selections of 'tone' and 'style' (and tempo) and then justify these decisions using musical language.

6.4

Preparation for Summer Musical

Auditions will take place just before half term so that scripts can be given out and lines can be learned during the break. Singing, dramatic improvisation and acting will all take place during the lessons.

This unit enables all learners from Years 5 & 6 to come together and 'belong'. The ethos is an inclusive one and creates a sense of community. This unit also develops learners' performing skills through the singing of a wider repertoire. Learners are also given the opportunity to evaluate and make suggestions on staging etc.

6.5

Composing Module VII 'Music & ICT' Introduction to sequencing software 'Cakewalk 7'. Composing dance music. Learning how to create idiomatic drum backing beats using piano roll. Creating bass riffs based on simple chords such as Am and F. Creating riff-based melodies by experimenting with quavers and semiquavers. There is a large focus on texture, timbre, dynamics and even panning.

This unit introduces learners to music sequencing software. They will have to compose each individual part from scratch, independently. Learners will have to input all five tracks themselves, using a variety of inputting methods. They are also required to make careful decisions about the tempo, volume of each track, panning and instrument choice. Learners are required to justify their choices and appraise their work.

6.6

Preparation for

Summer Concert

Highlights of the year to be revised for Grandparents' Day. The Summer Concert which will include recorder items and choral items.

This unit creates a sense of expectation of the learner, as all children in Prep are involved in the Summer Concert. This unit requires learners to perform at their very best and brings together everything they have learned over the year.






INFORMATION COMMUNICATION TECHNOLOGY

Autumn Term - Control and monitoring
The children will be taught how to use inputs to control a series of devices. The children will learn new programming language necessary to control processes such as if...then statements.
Spring Term - Spreadsheet modelling
The children will be taught how to enter and store information in a variety of forms and how to plan and give instructions to make things happen.
Summer Term -
Multimedia presentation
The children will be taught how to gather information form a variety of sources and how to use text tables images and sound to develop their ideas. The children will also learn how to present their completed work effectively.

PHYSICAL EDUCATION

Click Here for a Curriculum Overview

AUTUMN 1 - Gymnastics- Counterbalance & Counter tension
Pupils will learn how to perform a headstand, how to counter balance in pairs and how to link balances from different entries and exits. Pupils will then transfer skills onto apparatus and develop this into a 'group statue.'
 
AUTUMN 2 - Dance - Dance through the decades.
Pupils will learn some of the basics steps, jumps, turns and lifts from rock 'n' roll, the jive and the twist. They will also look at break and street dancing from the present day. They will experience a variety of music and work in pairs and small groups to create phases of movement.
SPRING 1 - Short Tennis
Pupils will be taking part in competitive rallies in both singles and doubles play. They will be encouraged to look for the shots that will win rallies. They will be scoring and changing the service as well as learning to evaluate and improve their skills and abilities in game play.
SPRING 2 - Outdoor and Adventurous Activities
Pupils will take part in orienteering and problem solving activities around the school grounds. They will be working in pairs to develop team work and communication skills. They will have the opportunity to create their own tasks for others to solve.
SUMMER - Athletics
Sprinting, middle and long distance running. Throwing techniques. Jumping for height and distance.
 
SUMMER - Swimming
Stroke techniques and water safety. Diving.
Athletics : Throughout the summer term, children focus on developing their technical understanding of athletic activity. They learn how to set targets and improve their performance in a range of running jumping and throwing activities.

 

RELIGIOUS EDUCATION
Autumn Term:
 
Worship and Community.

  • How do different religions worship?
  • How do people talk to God?
  • What does it mean to be part of a community?
  • How is faith expressed through worship?
  • How do your beliefs affect your actions?

Why are sacred Texts important?

What are sacred texts?

  • How are sacred texts treated?
  • What are the main teachings of the text?
  • How is the text used in worship?
  • How are the texts relevant to the readers?

Spring Term:
 
What is the Qur'an and why is it important to Muslims?

  • What is the Qu'ran?
  • What does it teach?
  • Studying the Qu'ran.


Summer Term:
How do people express their faith through the arts?

  • How we express our feelings.
  • Expressing faith through music.
  • How can colour express religious feelings and ideas?
  • Designing a Vestment.
  • How have artists express religious beliefs?
  • How does Islamic art help them to worship?
  • How is faith expressed through drama?

PSHE
Autumn

Emotional well-being - support, moods and dealing with others

Managing risk - physical, emotional and social

Managing change - loss and changing situations

Spring

Drugs - effects, safety and laws

Summer

Safety - preventing accidents

Personal safety - responsibility, secrets and the internet

Dealing with bullying - helping others and being assertive

Helping and getting help - supporting others and emergency situations

Growing and Changing: How my body works and changes

MODERN FOREIGN LANGUAGES
 

Year 6 French - Expo 1 Module 5 - Ma journée

Talking about what you do in the morning
Saying at what time you do things
Talking about your school subjects
Saying what you like and don't like
Giving opinions and reasons
Talking about your timetable
Understanding and composing a longer text
Talking about what you do after school
Counting up to 100
Understanding a web page about a French school
Using different strategies to work out unfamiliar words

Year 6 French - Expo 1 Module 6 - On s'amuse

Talking about sports and games
Talking about musical instruments
Saying when people play and how well they play
Talking about things you like to do
Talking about leisure centre activities
Talking about holiday activities

Year 6 German - Echo 1 Module 5 - mein Zuhause

Saying where you live
Learning to read longer words
Giving your address and telephone number
Understanding telephone numbers
Describing your home
Saying what there is in your house
Describing what you do at home
Describing your bedroom
Understanding German word order
Saying what is in your bedroom
Using prepositions to say where things are
Listening to longer texts for different types of information

Year 6 German - Echo 1 Module 5 - mein Zuhause

Describing where a town is situated
Learning about some towns in Germany, Switzerland and Austria
Saying what there is in town
Talking about different modes of transport
Asking for and giving directions
Recognising the difference between the formal and informal register
Buying food and drink at a snack stand
Saying what you would like
Talking about your plans for the holidays
Talking about the future