Blackfield Primary School

Year 6

Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school.

Whole School ILU Map

Below you can find the contents of each curriculum area for your child's year group, which is delivered, in most part, through our integrated learning units. Mathematics, PE and music may be taught discreetly due to the nature of the content.

English

Spoken Language

(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, roleplay/improvisations and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication

 

Reading

Word Reading

Our children will be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

 

Comprehension

Our children will be taught to:

  • maintain positive attitudes to reading and an understanding of what they read by:
  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views.

 

Writing

Spelling

Our children will be taught to:

  • use further prefixes and suffixes and understand the guidance for adding them
  • spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • continue to distinguish between homophones and other words which are often confused
  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
  • use dictionaries to check the spelling and meaning of words
  • use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus

 

Handwriting and Presentation

Our children will be taught to write legibly, fluently and with increasing speed by:

  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task

 

Composition

Our children will be taught to:

  • Plan their writing by:
  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • Draft and write by:
  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • Evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proofread for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

 

Vocabulary, grammar & punctuation

Our children will be taught to:

  • develop their understanding of the concepts set out in English Appendix 2 by:
  • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • using passive verbs to affect the presentation of information in a sentence
  • using the perfect form of verbs to mark relationships of time and cause
  • using expanded noun phrases to convey complicated information concisely
  • using modal verbs or adverbs to indicate degrees of possibility
  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
  • learning the grammar for years 5 and 6 in English Appendix 2
  • indicate grammatical and other features by:
  • using commas to clarify meaning or avoid ambiguity in writing
  • using hyphens to avoid ambiguity
  • using brackets, dashes or commas to indicate parenthesis
  • using semicolons, colons or dashes to mark boundaries between independent clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently
  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

 

Mathematics

 Number & Place Value

Our children will be taught to:

  • read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
  • round any whole number to a required degree of accuracy ď‚· use negative numbers in context, and calculate intervals across 0
  • solve number and practical problems that involve all of the above.

 

Addition, Subtraction Multiplication & Division

Our children will be taught to:

  • multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
  • divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
  • divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
  • perform mental calculations, including with mixed operations and large numbers.
  • identify common factors, common multiples and prime numbers
  • use their knowledge of the order of operations to carry out calculations involving the 4 operations
  • solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
  • solve problems involving addition, subtraction, multiplication and division
  • use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

 

Fractions (including decimals and percentages)

Our children will be taught to:

  • use common factors to simplify fractions; use common multiples to express fractions in the same denomination
  • compare and order fractions, including fractions >1
  • add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 × 1/2 = 1/8 ]
  • divide proper fractions by whole numbers [for example 1/3 ÷ 2 = 1/6]
  • associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8]
  • identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers are up to three decimal places
  • multiply one-digit numbers with up to 2 decimal places by whole numbers
  • use written division methods in cases where the answer has up to 2 decimal places
  • solve problems which require answers to be rounded to specified degrees of accuracy
  • recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. 

 

Ratio & Proportion

Our children will be taught to:

  • solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
  • solve problems involving the calculation of percentages [for example of measures and such as 15% of 360] and the use of percentages for comparison
  • solve problems involving similar shapes where the scale factor is known or can be found
  • solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

 

Algebra

Our children will be taught to:

  • use simple formulae
  • generate and describe linear number sequences
  • express missing number problems algebraically
  • find pairs of numbers that satisfy an equation with two unknowns

enumerate possibilities of combinations of 2 variables.

Measurement

  • solve problems involving the calculation and conversion of units of measure, using decimal notation up to 2 decimal places where appropriate
  • use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places
  • convert between miles and kilometres
  • recognise that shapes with the same areas can have different perimeters and vice versa
  • recognise when it is possible to use formulae for area and volume of shapes
  • calculate the area of parallelograms and triangles
  • calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³].

 

Properties of Shapes

Our children will be taught to:

  • draw 2-D shapes using given dimensions and angles

recognise, describe and build simple 3-D shapes, including making nets

  • compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
  • illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
  • recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

 

Position & Direction

Our children will be taught to:

  • describe positions on the full coordinate grid (all 4 quadrants)
  • draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

 

Statistics

Our children will be taught to:

  • interpret and construct pie charts and line graphs and use these to solve problems
  • calculate and interpret the mean as an average.

 

Science

Working Scientifically

  • During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentationsď‚·           identifying scientific evidence that has been used to support or refute ideas or arguments.

 

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

 

Evolution

  • 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 kind, but normally offspring vary and are not identical to their parents
  • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

  

Art and Design

 Our children will be taught to:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

 

Computing

Our children will be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

  

Geography

Location Knowledge

Our children will be taught to:

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

 

Place Knowledge
Our children will be taught to:

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, and a region in South America

 

Human and Physical Geography
Our children will be taught to:

  • describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts and earthquakes
  • describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

 

Geographical Skills and Fieldwork
Our children will be taught to:

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

 

History

Knowledge & Understanding
Our children will be taught:

  • to develop a chronologically secure knowledge and understanding of British and world history
  • how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, 'peasantry', 'parliament' and ‘civilisation’
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world

 

Historical Skills
Our children will be taught to:

  • Make connections, contrasts and trends over time
  • Develop the appropriate use of historical terms
  • Devise historically valid questions about change, cause, similarity, difference and significance
  • Construct informed responses, selecting and organising relevant historical information
  • Understand how our knowledge of the past is constructed from a range of sources, discerning how and why contrasting arguments and interpretations of the past have been constructed

  

Foreign Languages

Listening & Comprehension

Our children will be taught to:

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

 

Speaking

Our children will be taught to:

  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • present ideas and information orally to a range of audiences*

 

Reading & Comprehension

Our children will be taught to:

  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

 

Writing

Our children will be taught to:

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

 

Music

Our children will be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the interrelated dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

 

Physical Education

Our children will be taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Swimming and water safety

Our children will be taught to:

  • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
  • swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes [for example, front crawl, backstroke and breaststroke] effectively
  • perform safe self-rescue in different water-based situations.

 

Religious Education

Why is RE important? 

RE is an important part of a child’s education because it allows them to develop their beliefs and values.  The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

Which world religions do we study?

Our children are taught a variety of the major world religions.  These may include Buddhism, Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious

How do we make cross-curricular links?

When planning lessons, teachers at Blackfield Primary consider other subjects and endeavour to make cross-curricular links.   For example, high-quality fictional texts may be incorporated into lessons so that children have an opportunity to learn about religion in context and from here, use it as a vehicle for children to write down their ideas, opinion and views. Teachers also encourage drama work to reinforce teaching points and to allow children to express themselves about a particular topic.  

What is special about RE at Blackfield Primary School?

We aim for our RE curriculum to provide children with challenging questions about the meaning of life, including global issues.  We do this by promoting civilised debate and in-depth discussions. 

Teachers have access to a range of religious artefacts to support their lessons for each religion.  Where possible trips to different places of worship within our local community are encouraged. These opportunities are examples of how we provide our children with hands-on authentic experiences of the diversity of religion and how we value experiential learning and aim to enrich RE.

At Blackfield Primary teachers offer opportunities for pupils to encounter an authentic voice of faith and belief.  This means that we encourage dialogue between pupils and praise those who want to share their own unique and personal religious experiences.  This is particularly beneficial when pupils teach their classmates about particular religious traditions or festivals.  Here, our pupils become the “experts” and we believe that this can not only raise self-esteem but also give a positive image of each faith and enhance the quality of learning in RE.  We can also welcome members of our school community, including parents and relatives, to come and speak to our classes about a particular RE topic.

 

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