Y6 Curriculum Overview
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St Christopher's Junior School
Year 6 Curriculum Overview: Term 1
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What we will do at SchoolWhat you can do at home
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NUMERACY
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Numeracy - Please click link to access the St Christopher’s Maths Calculation Policy:goo.gl/Hi1fp6
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Number
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Understand place value in 6-digit numbers.Discuss the value of each digit in 5 digit numbers. e.g. 54375 – 4005 = 50370. Include thinking of a number style problems e.g. the number is between ….. the thousands digit is more than …… the tens of thousands digit is smaller than …. What is the number?
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Place 5 and 6-digit numbers on a line.Place 23,498 and 129, 569 on a line going from 20,000 to 150, 000
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Compare 6-digit numbers.Discuss numbers and identify the digit within the number that
determines where it appears when ordered or compared to another
number.
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Add and subtract 1s, 10s, 100s, 1000s, 10,000s and 100,000s.e.g. 123456-1; 123456+1; 123456-10; 123456+10 etc..
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Use condensed column addition to add any pair of 5 digit numbers. See Maths Calcution Policy.
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Use condensed column addition to add 2 or 3 amounts of money or numbers with 2 decimal places in a measures context.See Maths Calcution Policy.
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Understand place value in numbers with 3 decimal places, compare, place on lines and begin to round to the nearest whole, 0.1 or 0.01.e.g. 234.567 = 200+30+4+0.5+0.06+0.007 or 234.567-34.06=200.507
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Multiply and divide by 10, 100 and 1000 to give answers with 0, 1, 2 or 3 decimal places. Use a place value chart:

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Add several prices, then find change from £50 and £100 and a difference between two amounts of money.See Maths Calcution Policy.
When calculating change from £50 reduce the £50 by 1p to get £49.99 and reduce the total cost by 1p and then complete the condensed column subtraction. No exchanging required!
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Use condensed column subtraction to subtract pairs of 5-digit numbers and to subtract 3-digit and 4-digit numbers from 5-digit numbers. See Maths Calcution Policy.
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Round 5-digit and 6-digit numbers to the nearest 10, 100 or
1000, 10,000 or 100,000.
Round 23, 398 and 345,702.
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Use short multiplication to multiply 4-digit numbers and 4-digit amounts of money by single-digit numbers.See Maths Calcution Policy.
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Find common multiples and factors.Think of a number. Discuss its factors. Think of 2 numbers. Discuss factors that are common to both numbers.
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Find numbers that have a pair of prime factors.Think of a number. Does it have a factors that are also prime numbers?
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Find equivalent fractions.What fractions are equal to 1/2?
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Simplify fractions using multiples and factors.Think of a fraction. Simplify it.
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Compare and order fractions with unrelated denominators.
Order 1/2, 2/3 and 4/7 by changing to a common denominator.
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Find non-unit fractions of numbers using short division and
mental multiplication.
e.g. there are 135 animals in a rescue centre. 1/5 are cats, 3/5 are dogs
and the rest are ponies. How can we work out the number of ponies?
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Count on and back in steps of 0.001 and 0.01 and add and subtract multiples of 0.1, 0.01 or 0.001.Count on from 2 to 3 in steps of 0.01 then 0.001. Add 0.07 and 0.07 and 0.009
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Subtract numbers with one or two decimal places by counting up
from the smaller to the larger number.
e.g. 3.76 – 1.8 or 13.4 – 2.76.
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Turn improper fractions into mixed numbers and vice versa.
23/4 = ? 1 2/3 = ?/3
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Compare, order, add and subtract fractions with unrelated
denominators.
Which is bigger 2/3 or 3/4? Add them. Subtract the smaller number from the larger number.
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Use grid multiplication to multiply 3-digit numbers by 2-digit
numbers.
See Maths Calcution Policy.
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Use short multiplication to multiply 3-digit numbers by numbers
between 10 and 20, then between 20 and 30.
See Maths Calcution Policy.
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Measurement
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Convert between grams and kilograms.1200 g = ?kg. Convert measurements on shopping trips.
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Convert between millilitres and litres.3400ml = ?L. Convert measurements on shopping trips.
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Convert between metres and kilometres.2550M = ?km. Convert measurements on journeys.
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Know approximate conversions between common imperial
units used in daily life and metric units.
8km = ? miles. Convert measurements on shopping trips.
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Statistics
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Draw line graphs and read intermediate points.Interpret exchange rate line graphs on holiday.
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Geometry
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Name parts of circles (radius, diameter, and circumference)
and know that the diameter is twice the radius.
Describe the centre of a football pitch.
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Find unknown angles in any triangles, quadrilaterals, and
regular polygons.
Find polygons around the home. Calculate the angles.
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Find unknown angles around a point, on a straight line or vertically opposite. Draw interseting lines and calculate the size of the angles.
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Identify, describe and build 3D shapes using nets.Take apart a cereal packet and describe the net. Draw own net for a tissue box.
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LITERACY
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Learn a wider range of poetry by heart.Make reading fun.
Encourage Internet research about topics of interest – notice what they are keen on.
Make your home a reader-friendly home with plenty of books, magazines, newspapers that everyone can read – look for books and magazines at fairs and second-hand shops. Ask your family or whānau if they have any they no longer want.
Share what you think and how you feel about the characters, the story or the opinions in magazines and newspapers you are reading. It is important that your child sees you as a reader and you talk about what you are reading.
Reading to your child is one of the most important things you can do, no matter how old they are. You can use your first language.
When you are reading to your child, you can talk about words or ideas in the text that your child might not have come across before.
Children are often interested in new words and what they mean – encourage them to look them up in a dictionary or ask family/whānau about the meaning and origin.
Keep them interested.
Help your child identify an author, character or series of books they particularly like and find more in the series or by the author.
Talk about the lyrics of songs, or the words of poems your child is learning, and see if there are any links to who they are, and where they come from.
Think about subscribing to a magazine on your child’s special interest, eg animals or sport, or check out the magazines at the library, or on the Internet.
Go to your local library to choose books together. These might be books your child can read easily by themself. They might be books your child wants to read but are a bit hard - you can help by reading a page to them, then helping them read the next one.
Play card and board games together – the more challenging the better.
Here's a tip - be a great role model. Let your child see you enjoying reading – whether it’s the newspaper, a magazine, a comic, a cook book or a novel. Read in the language that works best for you.
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-To prepare 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.
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Ask questions to improve their understanding of a text.
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Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
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Predict what might happen from details stated and implied.
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Draw out the main ideas and summarise.
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Compare characters, consider different accounts of the same event and discuss viewpoints.
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Writing
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Planning writing: Identify the audience.
Note and develop initial ideas.
Consider how authors have developed characters and settings.
Make writing fun.
Encourage your child to write about their heroes, family, sports events, hobbies and interests to help keep them interested in what they are writing about.
Play word games and do puzzles together. Games and puzzles such as crosswords, tongue twisters and word puzzles help build your child’s knowledge of words, spelling, thinking and planning skills.
Start a blog about a family interest. Find a topic you’re both interested in and set up your own blog.
Here's a tip - be a great role model. Show your child that you write for all sorts of reasons. Let them see you enjoying writing. Use your first language – this helps your child’s learning, too.
Write for a reason.
Suggest your child is responsible for the weekly shopping list, equipment list for weekends away and holidays, task lists for the week.
Encourage your child to write to others - emails, letters, texts, postcards. It will help if some of what your child writes about is for others.
Short stories or a journal – on paper or on a computer – can help them to write about their experiences and their own feelings about things that have happened at school, in their family, on the marae, in the world, at sports events and on TV.
Report on a new baby or pet addition to the family. This might be a slide show, scrapbook, page on the computer.
Make an argument in writing for a special request – trip, event, present etc.
Draw up written contracts for agreed jobs; eg Every day I will…(make my bed, do one lot of dishes, and when I complete the contract I can choose…).
Here's a tip - keep writing fun and use any excuse you can think of to encourage your child to write about anything, anytime.
Talk about ideas and information they are going to write about. Talk about experiences, diagrams, graphs, photos, treasures and material that your child is planning to use for school work. Discussing the information and main ideas can help their planning for writing and their understanding, too.
Share enjoyment of their writing. Read and talk about the writing that your child does. Give praise for things they have done well and say what you liked and why – this all supports their learning.
Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write – look words up in the dictionary or on the Internet to find out more about what they mean. Talk to family to learn more about the background and the origins of the words.
Share your own writing with your child – lists, planning for family events, song lyrics or letters and emails. You can help them to see that you too use writing for different purposes.
Here's a tip - talk about what your child writes. Be interested. Use it as a way of starting conversations. Listen to their opinion, even if you don’t agree with it.
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Draft and write: Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
Use a wide range of devices to build cohesion within and across paragraphs
Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
Use a wide range of devices to build cohesion within and across paragraphs
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Evaluate and edit: Assess the effectiveness of their own and others’ writing
Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
Ensure 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
Proof-read for spelling and punctuation errors
Ensure that there is cohesion by using pronouns or time conjunctions.

Use brackets to indicate parenthesis.
Use bullet points.
Identify and use specific features relevant for this text type.
Use figurative devices such as metaphor, simile, analogy, imagery, style and effect.
Identify the subject, verb and object and understand that they are chunks of meaning in a clause
Understand how to avoid ambiguity (use this term) through use of a hyphen, dash, brackets or a comma.
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SCIENCE
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Evolution and Inheritance
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Recognise that living things have changed over time and
that fossils provide information about living things that
inhabited the Earth millions of years ago.
Talk about how living things on earth have changed over time. look
at the idea that characteristics are passed from parents to their
offspring.
Discuss that variation in offspring over time can make animals more
or less able to survive in particular environments, for example, by
exploring how giraffes’ necks got longer, or the development of
insulating fur on the arctic fox.
Look into the work of palaeontologists such as Mary Anning and
about how Charles Darwin and Alfred Wallace developed their ideas
on evolution.
environment.
Discuss how some living things are adapted to survive in extreme
conditions, for example, cactuses, penguins and camels.
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Recognise that living things produce offspring of the same
kind, but normally offspring vary and are not identical to
their parents.
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Identify how animals and plants are adapted to suit their
to evolution.
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Animals including humans
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Identify and name the main parts of the human circulatory
system, and describe the functions of the heart, blood
vessels and blood.
Revise the main body parts and internal organs (skeletal, muscular
and digestive system) to explore and answer questions that help
them to understand how the circulatory system enables the body to
function.
Discuss how to keep bodies healthy and how bodies might be
damaged – including how some drugs and other substances can be
harmful to the human body.
Talk about the relationship between diet, exercise, drugs, lifestyle
and health.
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Recognise the impact of diet, exercise, drugs and lifestyle
on the way their bodies function.
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Describe the ways in which nutrients and water are
transported within animals, including humans.
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ICT
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To design and build a computer game using Scratch
To create graphics and animations.
Explore the Scratch website here https://scratch.mit.edu/ . Follow some of the tutorials in the ‘Tips’ and have a look at some of the projects from the Scratch community.
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To integrate different to create a digital solution which allows interaction and collaboration with others.
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To evaluate and annotate code and describe what each algorithm is doing.
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ART & DT
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ART: Painting Techniques & 1-Point Perspective
Explore painting techniques using a variety of tools.
Look at short videos on YouTube of drawing in 1-point perspective - practise
Look for other tools that would create an interesting texture with paint.
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Draw streetscape using principles of 1-pnt. perspective.
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DT: Mechanisms and Structures.
Investigate different types of mechanisms and structures.
Practise cutting and joining materials.
Model making.
Junk modelling.
Look for and identify examples of different types of mechanisms in everyday objects.
Drawing and measuring.

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Vacuum forming and cutting plastic.
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Use a computer aided design program.
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Building a car frame structure and a simple motor circuit.
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PE
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Respond consistently in the games they play, choosing and using skills which meet the needs of the situation.Use individual dribbling practices as practised in the lesson.
Create own dribbling practices, using as little space as possible.
Review previous lessons and discuss with family members/friends.
Set a personal development target for upcoming lesson.
Create and use a five-minute fitness programme for basketball specific movements.
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Find and use space to help their team and retain possession of the ball.
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Use a variety of tactics to keep the ball, e.g. changing speed and direction.
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Design ways of outwitting opponents.
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To be physically active for sustained periods of time.
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To play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
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Compare their performances with previous ones and demonstrate improvement.
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Successfully and consistently select the most appropriate pass to play.
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Athletics
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To use running, jumping, throwing and catching in isolation and in combination.Practise running, throwing, jumping events modified for your own compound or playing area.
Search and review athletics events and world records on YouTube.
Identify and watch professional athletes live or on YouTube or television broadcasts.
Review previous lessons and discuss with family members/friends.
Set a personal development target for upcoming lesson.
Create and carry out a five-minute sprinting programme.
Create and carry out a five-minute pacing programme for longer distance running.
Use stairs instead of lifts and escalators.
Make connections between athletics events and other curriculum subjects eg. optimum throwing angle and mathematics.
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To develop flexibility, strength, technique, control and balance.
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To compare their performances with previous ones and demonstrate improvement to achieve their personal best.
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To develop communicating, collaborating and competing with each other.
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To make sure when taking part in athletic events a safe technique is adhered to.
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To understand & can explain the short & long term effects of exercise, and understand the need for specific warm up & cool down.
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To participate in an athletics competition.
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Football
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Combine and perform skills with control, adapting them to meet the needs of the situation.Practise individual football skills modified for your own compound or playing area.
Search and review match-relevant football skills on YouTube.
Identify and watch professional footballers who play in your preferred position live or on YouTube or television broadcasts.
Review previous lessons and discuss with family members/friends.
Set a personal development target for upcoming lesson.
Create and carry out a five-minute football training programme using game-specific movements.
Use stairs instead of lifts and escalators.
Make connections between football other curriculum subjects eg. passing angles and mathematics.
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Perform skills with greater speed.
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Choose when to pass or dribble, so that they keep possession and make progress towards the goal.
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Use attacking and defending skills appropriately in games.
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Choose and use different formations to suit the needs of the game.
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Understand how playing games can contribute to a healthy lifestyle.