Year 6 learning plan

The following is a summary of the Year 6 curriculum. Full more information, including overviews for subject areas, download the full Year 6 learning plan (PDF 342kb). Information provided at the start of the year can be viewed here.

 

Term titles

  • World War II
  • Bloodheart
  • Frozen Kingdom
  • Victorians (part 1)
  • Victorians (part 2)
  • Transition Project


English texts

  • ‘Boy in the Striped Pyjamas’ - John Boyne
  • ‘Adolphus Tips’ - Michael Morpurgo
  • ‘Demon Dentist’ - David Walliams
  • ‘Floodland’ - Marcus Sedgwick
  • ‘Ice Trap’ - Meredith Hooper and M. P. Robertson
  • ‘Street Child’ - Berlie Doherty
  • ‘Tom’s Midnight Garden’ - Philippa Pearce
  • ‘Wonder’ - RJ Palacio


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
  • Use brackets, dashes or commas to indicate parenthesis
  • Understand the use of the passive voice in writing
  • Able to link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections (for example, the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis
  • Use modal verbs or adverbs to indicate degrees of possibility
  • Recogne 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 typical of informal speech and vocabulary appropriate for formal speech and writing (for example, find out – discover)


Reading year objectives

  • Can 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.
  • Can continue to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction 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 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
  • Child is checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    Independently asks 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 explain how language, structure and presentation contribute to meaning of the text as a whole
  • Confident to discuss how the authors’ use language is used including figurative language, 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