King George V Primary School
Long Term Curriculum Overview 2016-2017
Year Group: 6
SR – Statutory requirement
PA – Possible activities
Theme(s) / Autumn Term / Spring Term / Summer Term“Lights, camera, action!” / “Viva Mexico!” / ‘It’s all Greek to me!” / “I have a dream…” / ‘The Times Of Our Lives – Celebrating KGV!’
Stunning Start: / Receive Hollywood star for walk of fame and watch The Jungle Book. (7.9.16) / Fiesta!
Research Mexico, make masks, cook , learn Spanish. / Day in Greece.
Research country, learn Greek, cooking, Google earth (3.1.17) / Make dream catchers
Visitor in school e.g. Firemen (22.5.17) / Looking at original school logbooks from school’s early history.
Marvellous Middle: / Cinema Enterprise Challenge / Trip to Cadbury World / Olympic Trip/History Workshop (20.2.17) / Superhero workshop e.g. army bootcamp / Visit to Sandwell Central Library
Fabulous Finish: / Oscars Ceremony (29.9.16) / Parents’ session to showcase learning and make weave Mexican rugs. / Greek Banquet. (24.3.17) / Party in the park-SATs celebration.(19.5.17) / Upper Phase Production
Leaver’s celebration (21.7.17)
Visits/
Experiences: / Cinema Trip to watch the BFG.(30.9.16) / Cadbury World (9.11.16) / Local Hindu Temple (week beg 23.1.17)
Birmingham Museum / Firemen/police in school
Park visit / Drayton Manor (19.7.16) (leavers’ reward)
Sandwell Central Library (Week 2)
Parents as Partners: / Oscars Ceremony
SATs expectations / Class assembly?
DT workshop (8.12.16)
BHM session (5.10.16) / Diversity Week session?
Greek Banquet / Invite to park / Leavers’ assembly
125th Birthday Street Party (Upper Phase)
Upper Phase Production
(Week 6)
Modern British Values Links: / Individual liberty / Tolerance and Mutual Respect / Rule of Law and Democracy / Modern British Monarchy
SMSC Links / Ø Promote cultural development by discussing how music makes us feel.
Ø Promote social development by learning the skill of communicating in different ways.
Ø Promote moral development by using visual images to evoke a range of emotions.
Ø Promote spiritual development by exploring expressions of religions and world views. / Ø Promote cultural development by making links with other countries.
Ø Promote social development by exploring art as a powerful social tool e.g. advertising and representing certain groups.
Ø Promote moral development by exploring the moral issues surrounding the use of data.
Ø Promote spiritual development by taking part in activities such as games to help pupils become more focussed, connected and creative. / Ø Promote cultural development by asking questions such as “What did the Greeks do for us?
Ø Promote social development by discussing how groups and communities organised themselves in the past.
Ø Promote moral development by exploring right and wrong behaviour in the past.
Ø Promote spiritual development by appreciating the beauty of language. / Ø Promote cultural development by taking roles of from other backgrounds.
Ø Promote social development by supporting language development through debates about social issues.
Ø Promote moral development by asking pupils to pose hypotheses and pose questions such as “What if….?”
Ø Promote spiritual development by allowing for insight and self-expression by walking in someone else’s shoes. / Ø Promote cultural development by encouraging questions about the way in which scientific discoveries have impacted the world.
Ø Promote social development by
Ø Promote moral development by
Ø Promote spiritual development by wondering at the power of the digital age.
English / SR / Spoken Language: (Ongoing throughout the academic year):
Ø Listen and respond appropriately to adults and their peers.
Ø Ask relevant questions to extend their understanding and knowledge.
Ø Use relevant strategies to build their vocabulary.
Ø Articulate and justify answers, arguments and opinions.
Ø Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
Ø Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
Ø Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Ø Speak audibly and fluently with an increasing command of Standard English.
Ø Participate in discussions, presentations, performances, role play, improvisations and debates.
Ø Gain, maintain and monitor the interest of the listener(s).
Ø Consider and evaluate different viewpoints, attending to and building on the contributions of others.
Ø Select and use appropriate registers for effective communication.
PA / Ø Perform play scripts written around the BFG / Ø Re-telling the story of the hero twins
Ø Willy Wonka giving guided tour of factory
Ø Interview with Charlie when winning the golden ticket
Ø Debate on using fair trade products / Ø Role play characters from different myths
Ø Act out own story
Ø TV news report based on a myth e.g. opening of Pandora’s box
Ø Range of persuasive scenarios e.g. persuade Zeus to attend a banquet / Ø Compose own “I have a dream… speech
Ø Discussing equal rights / Ø Taking on the role of a Victorian child at KGV and performing a diary entry.
Ø Performing a playscript set at KGV through the ages.
SR / Reading: (Ongoing throughout the academic year):
Word Reading:
· Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) both to read aloud and to understand the meaning of new words that they meet.
Comprehension:
· Maintain positive attitudes to reading and understanding of what they read by:
Ø Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
Ø Reading books that are structured in different ways and reading for a range of purposes.
Ø 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.
Ø Recommending books that they have read to their peers, giving reasons for their choices.
Ø Identifying and discussing themes and conventions in and across a wide range of writing.
Ø Making comparisons within and across books.
Ø Learning a wide range of poetry by heart.
Ø Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
· Understand what they read by:
Ø Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
Ø Asking questions to improve their understanding.
Ø Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Ø Predicting what might happen from details stated and implied.
Ø Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
Ø Identifying how language, structure and presentation contribute to meaning.
Ø Discuss and evaluate how authors use of language, including figurative language, considering the impact on the reader.
Ø Distinguish between statements of fact and opinion.
Ø Retrieve, record and present information from non-fiction.
Ø 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.
Ø 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.
Ø Provide reasoned justifications for their views.
PA / Ø Guided reading tasks e.g. book reviews, author profiles, video comprehension
Ø Inference of character feelings from film
Ø Board games e.g. distinguishing between fact and opinion
Ø Retrieval of information from non-fiction texts (research-based lessons)
Ø Using the internet/information texts/newspapers to gather research
Ø Summarising key information
Ø Reading aloud to the class (class texts and own work)
Ø Performing original compositions and published works in front of an audience e.g. end of year performance, leavers’
SR / Writing: (Ongoing throughout the academic year):
· Plan their writing by:
Ø Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing models for their own.
Ø Noting and developing initial ideas, drawing on reading and research where necessary.
Ø 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:
Ø Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
Ø In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Ø Précising longer passages.
Ø Using a wide range of devices to build cohesion within and across paragraphs.
Ø Using further organisational and presentational devices to structure text and to guide the reader.
· Evaluate and edit by:
Ø Assessing the effectiveness of their own and others’ writing.
Ø Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Ø Ensuring the consistent and correct use of tense throughout a piece of writing.
Ø Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
· Proof-read for spelling and punctuation errors.
· Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.
Handwriting and presentation:
· Write legibly, fluently and within increasing speed by choosing which shape of letter to use when given choices and deciding whether or not to join specific letters.
· Choose the writing implement that is best suited for a task.
Writing – Transcription:
· 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.
· Use dictionaries to check the spelling and meaning of words.
· Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.
· Use a thesaurus.
Writing – Vocabulary, grammar and punctuation:
· 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 (i.e. omitted) relative pronoun.
· Using commas to clarify meaning or avoid ambiguity in writing.
· Using hyphens to avoid ambiguity.
· Using brackets, dashes or commas to indicate parenthesis.
· Using semi-colons, colons or dashes to mark boundaries between independent clauses.
· Using a colon to introduce a list.
· Punctuating bullet points consistently.
Use and understand the terms modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion and ambiguity accurately and appropriately in discussing their writing and reading.
PA / Ø Film review for the Jungle Book
Ø Playscript for a scene from the BFG / Ø Re-writing the story of the Mayan twins
Ø Diary entry as Charlie on his visit around the chocolate factory
Ø Non-chronological report on the history of chocolate
Ø Instructions-chocolate recipe
Ø Advert persuading people to buy fairtrade chocolate / Ø Read, review and compare Greek myths
Ø Character description of mythological creatures (Medusa, Cyclops, Hades)
Ø Auto-biography of mythological character (Hercules)
Ø Setting descriptions (The Magic Rocks-Aphrodite)
Ø Poem based around myth (Pandora’s box)
Ø Newspaper report (Pandora’s box)
Ø Persuasive letter to Zeus to attend the Gods’ banquet / Ø Biography of Martin Luther King
Ø Discussion text/balanced argument on equal rights for all races
Ø Informal letter home as Nelson Mandela
Ø Encyclopaedia page about Ghandi / Ø Writing a diary entry in the role of a Victorian child at KGV.
Ø Writing a playscript set at KGV through the ages.
Mathematics / SR / Ø read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
Ø multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
Ø 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
Ø solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Ø use negative numbers in context, and calculate intervals across zero / Ø solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Ø perform mental calculations, including with mixed operations and large numbers
Ø identify common factors, common multiples and prime numbers
Ø use common factors to simplify fractions
Ø add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
Ø multiply simple pairs of proper fractions, writing the answer in its simplest form
Ø divide proper fractions by whole numbers
Ø associate a fraction with division and calculate decimal fraction equivalents
Ø solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison / Ø solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Ø multiply one-digit numbers with up to two decimal places by whole numbers
Ø use written division methods in cases where the answer has up to two decimal places
Ø associate a fraction with division and calculate decimal fraction equivalents