Our Learning

Year 6

Welcome to Year 6 at Samuel Lucas

The final year of Key Stage 2 (KS2). As of September 2019 there is now two Year 6 classes, Beech and Spruce.  Both classrooms for Year 6 can access the KS2 playground via the main entrance to the new school building.

The final year of KS2 is a very exciting time for the children, leading to the next milestone in their education – moving onto secondary school.

The Spruce class teacher is Mr Burgess.

The Beech class teacher is Mrs Shaw / Mrs Hughes (maternity leave).

Year 6 Summer Term 2021

Summer Term 2

In PSHE & RSE theme for the Summer Term is “Changing Me”. In Year 6, our weekly sessions include:

  • Discussing self and body image
  • Understanding puberty and changing feelings
  • Learning about conception through to birth
  • Reflecting on change in the future and what strategies we can apply
  • Discussing physical attraction
  • Recognising respect and consent
  • Discussing boyfriends and girlfriends
  • Discussing sexting
  • Challenging negative body-talk
  • Supporting transition to secondary school

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: self-esteem, self-image, real self, celebrity, opportunities, freedoms, responsibilities, pregnancy, embryo, foetus, placenta, umbilical cord, labour, contractions, cervix, midwife, attraction, relationship, love, sexting, negative body-talk, choice, challenge, mental health, emotions, puberty, consent.

Summer Term 1

In PSHE & RSE theme for the Summer Term is “Relationships”. In Year 6, our weekly sessions include:

  • Discussing and identifying mental worries and sources of support
  • Understanding issues around love and loss
  • Managing difficult feelings
  • Exploring power, control and assertiveness
  • Recapping technology safety and responsible use

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: mental health, stigma, stress, anxiety, support, worried, warning, support, self-harm, sadness, loss, grief, denial, despair, guilt, shock etc, acceptance, bereavement, coping strategies, power, control, authority, bullying, assertive, risks, pressure, influence, self-control, judgement.

Year 6 Spring Term 2021

Spring Term 2

As the children have now returned from the recent lockdown we will adjust the Jigsaw program so that their ongoing needs will be met.  We will no longer be looking at gangs and exploitation this term.

Spring Term 1

In PSHE & RSE theme for the Spring Term is “Dreams and Goals”. In Year 6, our weekly sessions include:

  • Expressing personal learning goals, in and out of school and planning how to meet them
  • Exploring the emotions felt in success, including motivation and compliments
  • Understanding ways to make a difference in the world
  • Enjoying recognising achievements

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: dream, hope, goal, strengths, learning steps, global, concern, hardship, sponsorship, empathy, motivation, admire, respect, contribution, recognition.

Year 6 Autumn Term 2020

Autumn Term 2

In PSHE & RSE theme for the Autumn Term is “Celebrating Difference”. In Year 6, our weekly sessions include:

  • Exploring perception of normality and understanding of disability.
  • Discussing power struggles.
  • Understanding bullying and inclusion/exclusion
  • Recognising differences as conflict and differences as celebration.

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: disability, impairment, perception, empathy, diversity, transgender, gender diversity, fairness, rights, responsibilities, harassment, bullying, argument, achievement, perseverance, admiration, celebration.

Autumn Term 1

Welcome to Year 6!

A very warm welcome to the exciting, final year at Samuel Lucas. Year six will be taught by Mr Burgess and Mrs Hughes. Mrs Sewell will be taking Spruce for an hour a week to allow for leadership cover and Mrs Tarr will be teaching Beech every Tuesday. Ms Bernstein and Mr Allen are our invaluable TAs. This year, we intend to provide opportunities for both classes to be taught by both teachers.

We are fully aware of the impact of the last few months on the children’s education and are very happy to be welcoming them back into a friendly, supportive and well-organised environment where mental well-being is high on our priorities.

In English we will be consolidating a wealth of skills by incorporating grammar, vocabulary and spellings into a variety of genres and writing opportunities. The whole school will be working on an initial project based on the book “Here I am” by Patti Kim, which will be followed in Year 6 by our popular study of Arthur Spiderwick’s Field Guide to the Fantastical World Around You.

Maths lessons will follow the agreed syllabus which covers all the requirements of the curriculum for the autumn term, beginning with place value and numbers up to 10 million. Each lesson will focus on a key objective and the children will have the opportunity to question, reflect, work collaboratively as well as individually and, above all, seek help if unsure! A system of self-evaluation will take place each lesson to ensure that the children are as confident as they can be and to alert their teacher to those requiring additional input.

In science we begin by studying living things and their habitats, including experimentation with mould and yeast and in the second half of the term we will be moving onto exploring electricity.
During our computing lessons, we will be following the PurpleMash scheme of work, beginning with a unit on coding as well as providing opportunities to demonstrate our awareness of e-safety. Additionally, the laptops may be used for all manner of independent, cross-curricular research.

Earthquakes, Volcanoes and Zones is the title of our topic theme this term. We will be studying the different types of volcano within the Ring of Fire and understanding how human behaviour is affected by natural phenomena. Children will have the opportunity to develop a wealth of skills through research and empathy with those living in volcanic regions and those prone to earthquakes.

Throughout our RE lessons this term we will be learning more about Christianity and Buddhism, following the Herts for Learning suggested scheme.

French will be taught by Mrs Sewell and Mr Smith will teach PE on Thursday afternoons, with our additional PE slot being on Monday, beginning with sessions on Communication and Tactics.

In PSHE & RSE theme for the Autumn Term is “Being Me in My World”. In Year 6, our weekly sessions include:

  • Identifying goals for the year
  • Learning about Global citizenship
  • Understanding Children’s universal rights
  • Discovering what feeling welcome and valued mean
  • Linking choices, consequences and rewards
  • Understanding democracy and having a voice
  • Learning about anti-social behaviour and being a role-model

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: goals, rights, community, education, empathy, opportunity, choice, responsibilities, rewards, consequences, cooperation, collaboration, legal, illegal, lawful.

Take one picture will be the focus of our art project this term with children exploring and imitating skills and designs inspired by Renoir’s “Umbrellas.”

We are very pleased that music will, as usual, be left in the very capable hands of Mrs Footer.

Here’s to a happy and productive year ahead!

Year 6 Summer Term 2020

In PSHE & RSE theme for the Summer Term is “Changing Me”. In Year 6, our weekly sessions include:

  • Discussing self and body image
  • Understanding puberty and changing feelings
  • Learning about conception through to birth
  • Reflecting on change
  • Discussing physical attraction
  • Recognising respect and consent
  • Discussing boyfriends and girlfriends
  • Discussing sexting
  • Supporting transition to secondary school

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: self-esteem, self-image, real self, celebrity, opportunities, freedoms, responsibilities, pregnancy, embryo, foetus, placenta, umbilical cord, labour, contractions, cervix, midwife, attraction, relationship, love, sexting, negative body-talk, choice, challenge, mental health, emotions.

Year 6 Spring Term 2020

We are looking forward to the start of the new term and all the challenges and opportunities that it promises. We shall be asking ourselves the key questions at all times: What are we learning? What skills are we using? Our focus in all we do is to reflect upon these issues and have an open mindset about our learning; mistakes are great if we learn from them as they help our brain to grow.

In English, we will be producing a variety of pieces in addition to our weekly Writing Workshop. Persuasive writing, discussion and poetry will be studied in particular. Our Reciprocal Reading sessions will continue, helping the children with a wealth of discussion and comprehension skills. Home Learning will continue to involve the specific year 6 spelling list and consolidate a variety of rules and patterns.

The maths curriculum is providing us with many opportunities to consolidate existing skills, as well as learning new challenging methods. Practical resources, partner work, small group work and home learning tasks will all help to contribute to the children’s success.

Our topic for the term is Conflict: WW1 and WW2. The children have already contributed to the planning stage, compiling a list of questions which they would like answered during their studies. Geographical, historical, artistic, DT and computing skills will all be nurtured and developed during these mini-project based lessons.

“Light” and “Evolution and Inheritance” are our science topics this term. Our gym and games skills will be developed in PE and Mrs Footer will, as usual, encourage some marvellous work in music lessons. Expression of faith using art and drama will be studied in RE.

In PSHE & RSE theme for the Spring Term 1 is “Dreams and Goals”. In Year 6, our weekly sessions include:

  • Expressing personal learning goals, in and out of school and planning how to meet them
  • Exploring the emotions felt in success, including motivation and compliments
  • Understanding ways to make a difference in the world
  • Enjoying recognising achievements

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: dream, hope, goal, strengths, learning steps, global, concern, hardship, sponsorship, empathy, motivation, admire, respect, contribution, recognition.

In PSHE & RSE theme for the Spring Term 2 is “Healthy Me”. In Year 6, our weekly sessions include:

  • Taking responsibility
  • Learning how substances affect the body
  • Understanding exploitation and ‘gang culture’
  • Developing discussion around emotional and mental health
  • Finding strategies to manage stress

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: responsibility, choice, immunisation, prevention, drugs, prescribed, unrestricted, illegal, volatile substances, exploited, vulnerable, criminal, gangs, pressure, strategies, anti-social behaviour, crime, mental and emotional health, mental illness, symptoms, stress, triggers, pressure, strategies.

This year, the spring term is very short! Clearly, opportunities for the children to consolidate and learn skills to achieve their full potential in SATs will continue to be covered both in class and as part of Home Learning. Your support in this matter is, as always, very much appreciated.

 

Year 6 Autumn Term 2019

A very warm welcome to the exciting, final year at Samuel Lucas. Year six will be taught by Mr Burgess and Miss Gibson. Mrs Sewell will be taking Spruce for an hour on Monday mornings to allow for leadership cover, as well as teaching Beech every Tuesday. Ms Bernstein is our invaluable TA.

In English we will be consolidating a wealth of skills by incorporating grammar, vocabulary and spellings into a variety of genres and writing opportunities. We begin the term by studying Arthur Spiderwick’s Field Guide to the Fantastical World Around You.

Maths lessons will follow the agreed syllabus which covers all the requirements of the curriculum for the autumn term. Each lesson will focus on a key objective and the children will have the opportunity to question, reflect, work collaboratively as well as individually and, above all, seek help if unsure! A system of self-evaluation will take place each lesson to ensure that the children are as confident as they can be and to alert their teacher to those requiring additional input.

In science we begin by studying living things and their habitats. In the second half of the term we will be moving onto explore electricity.
During our computing lessons, we are demonstrating our awareness of e-safety as well as using the laptops for all manner of independent research. Later in the term we shall be creating our own “Kodu” game world to link with our geography topic.

Earthquakes, Volcanoes and Zones is the title of our topic theme this term. We will be studying the different types of volcano within the Ring of Fire and understanding how human behaviour is affected by natural phenomena.

Throughout our RE lessons this term we will be learning more about Christianity and Buddhism. French and PE will be taught by Mrs Sewell and Mr Smith on Monday afternoons, with our second PE slot being Wednesday afternoon.

In PSHE & RSE theme for the Autumn Term 1 is “Being Me in My World”. In Year 6, our weekly sessions include:

  • Identifying goals for the year
  • Learning about Global citizenship
  • Understanding Children’s universal rights
  • Discovering what feeling welcome and valued mean
  • Linking choices, consequences and rewards
  • Understanding democracy and having a voice
  • Learning about anti-social behaviour and being a role-model

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: goals, rights, community, education, empathy, opportunity, choice, responsibilities, rewards, consequences, cooperation, collaboration, legal, illegal, lawful.

In PSHE & RSE theme for the Autumn Term 2 is “Celebrating Difference”. In Year 6, our weekly sessions include:

  • Exploring perception of normality and understanding of disability.
  • Discussing power struggles.
  • Understanding bullying and inclusion/exclusion
  • Recognising differences as conflict and differences as celebration.

Every lesson has a social and emotional development learning intention which focusses on either how we communicate or our feelings.

Vocabulary will include: disability, impairment, perception, empathy, diversity, transgender, gender diversity, fairness, rights, responsibilities, harassment, bullying, argument, achievement, perseverance, admiration, celebration.

Here’s to a happy and productive year ahead; the four classrooms upstairs are now full!

Core Subjects

Click on a tab below to read detailed information about how and what is taught in English and maths for Year 2 children. For an overview of the other subjects taught please view the Year 6 Curriculum Overview document.

Year 6 English

Approach

In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing (genres).  Teachers follow the Teaching Sequence for Writing, which means that children will firstly be taught to read and understand the text, then practise the skills of the style of writing (including grammar) and apply into their own writing.

The Primary National Curriculum statements will be taught through the modules below.

Y6 English Coverage

The Year 6 English curriculum consists of the following modules

 Term OneTerm TwoTerm Three
NarrativeFiction GenresNarrative workshop : review key narrative technique
e.g. creating settings, characterisation, atmosphere
Take One Book
A range of written outcomes, linked with fiction/non fiction modules already covered in the term
Non-fictionRecounts
Explanation
Report
Persuasion
Discussion
Study Skills
PoetryVocabulary building
Read, write and perform free verse
Vocabulary building
Structure – monologues
Take one poet – poetry appreciation
Personal responses to poetry
Recite familiar poems by heart

Curriculum Content:

Speaking and Listening

Children will be taught to discuss their learning and to develop speaking skills. They will become more familiar with and confident in, using language in a variety of situations, for a range of audiences and purposes. They will, for example:

  • develop their understanding of a subject through discussions, learning to give their opinions and listen to other viewpoints.
  • speak clearly and in different ways for drama, formal presentations and debate.
  • they will prepare work orally, through drama and role play, discussing, rehearsing and recording their ideas.

Reading

This part of the curriculum is broken down into ‘word reading’ and ‘comprehension’.

Word reading will not be directly taught, except where individuals need support.  Instead, children will be encouraged to work out unfamiliar words that they meet.  They should use their knowledge of word roots and word families to help them to understand new words.  Children will be taught key comprehension skills to enable them to read, understand and enjoy a wide range of books. Year 6 will have the opportunity to read and discuss a wider range of fiction, poetry, plays and non-fiction.  They will, for example:

  • identify and discuss themes and conventions across a wide range of writing
  • predict what may happen based on evidence and clues given
  • give responses to texts and recommend books to peers, giving reasons for views and choices
  • use clues from the text to work out characters’ feeling, actions or motives and give evidence to back their conclusions
  • discuss and evaluate how authors use language (including figurative language) and consider the impact on the reader.
  • compare different texts

We are able to provide you with lists of age appropriate texts to support the learning:

Fiction Genres

Fantasy

  • Skellig – David Almond
  • The Various – Steve Augarde
  • Artemis Fowl – Eoin Colfer
  • The Bag of Bones – Vivian French
  • Inkheart trilogy – Cornelia Funke
  • Coraline – Neil Gaiman
  • The Weirdstone of Brisingamen – Alan Garner
  • Pure Dead Magic – Debi Gliori
  • Wolf Brother – Michelle Paver
  • Truckers – Terry Pratchett
  • The Spiderwick Chronicles – Lynne Reid Banks
  • Goblins series – Philip Reeve
  • Wonderstruck – Brian Selznick
  • The Amulet of Samarkand – Jonathon Stroud
  • The Hobbit – J.R.R. Tolkien
  • The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making – Catherynne M. Valente
  • Tanglewreck – Jeanette Winterson

Science Fiction

  • Supernaturalist – Eoin Colfer
  • Grinny: Grinny and You Remember Me – Nicholas Fisk
  • Among the Hidden – Margaret Peterson Haddix
  • Double Identity – Margaret Peterson Haddix
  • Maphead – Lesley Howarth
  • The Giver – Lois Lowry
  • Other Worlds: 10 Amazing Sci Fi Stories – Rick Riordan ed.
  • Timesnatch – Robert Swindells
  • Hydra – Robert Swindells

Chilling Stories

  • The Graveyard Book – Neil Gaiman
  • Uncle Montague’s Tales of Terror – Chris Priestley
  • Horowitz Horror – Anthony Horowitz
  • Breathe – Cliff McNish
  • At the Firefly Gate – Linda Newberry
  • Chill – Alex Nye
  • Tales from the Tunnel’s Mouth – Chris Priestley
  • Tales of Terror From the Black Ship – Chris Priestley
  • Marianne Dreams – Catherine Storr

Real Life

  • Pig Heart Boy – Malorie Blackman (science/ethics)
  • Tangerine – Edward Bloor (blindness)
  • The Eighteenth Emergency – Betsy Byars (bullying)
  • The 10PM Question – Kate De Gold (worry/anxiety)
  • Running on Cracks – Julia Donaldson (running from home – mature themes)
  • Step By Wicked Step – Anne Fine  (step parenting)
  • Dead End in Norvelt – Jack Gantos  (boredom, friendship)
  • Love, Aubrey – Suzanne LaFleur (family)
  • Hangman – Julia Jarman (bullying)
  • The View from Saturday – E.L. Konisburg (friendship)
  • The Other Side of Truth – Bevery Naidoo (refugee)
  • Wonder – R.J. Palacio (appearance)

Adventure

  • Noah Barleywater Runs Away – John Boyne
  • Ruby Holler – Sharon Creech
  • Danny: the champion of the world – Roald Dahl
  • The Miraculous Journey of Edward Tulane – Kate DiCamillo
  • Stormbreaker – Anthony Horowitz
  • The Devil and his Boy – Anthony Horowitz
  • Journey to the River Sea – Eva Ibbotson
  • From the Mixed-Up Files of Mrs. Basil E. Frankweiler – E. L. Konigsburg
  • Outlaw: the Legend of Robin Hood – Tony Lee
  • The Ghost of Thomas Kempe – Penelope Lively
  • Mortal Engines – Phillip Reeves
  • Varjak Paw – S. F. Said
  • The Invention of Hugo Cabret – Brian Selznick
  • Wonderstruck – Brian Selznick

War

  • Warboy – Michael Foreman
  • Once/Now/Then/After – Morris Gleitzman
  • Goodnight, Mr Tom – Michelle Magorian
  • War Horse – Michael Morpurgo
  • At the Firefly Gate – Linda Newberry
  • Johnny and the bomb – Terry Pratchett
  • My Friend the Enemy – Dan Smith
  • The Machine Gunners – Robert Westall
  • Carrie’s War – Nina Bawden
  • Doodlebug Summer – Alison Price
  • Soldier Dog – Sam Angus

Mysteries

  • Chasing Vermeer – Blue Bailliett
  • The Crossroads – Chris Grabenstein
  • Silver Fin – Charlie Higson
  • The Case of the London Dragonfish – Joan Lennon
  • The Sign of the Black Dagger – Joan Lingard
  • Magnus Finn and the Selkie Secret – Janis Mackay
  • Out of the Depths – Cathy MacPhail
  • Flood and Fang – Marcus Sedgwick

Humour

  • How to Train Your Dragon – Cressida Cowell
  • How To Train Your Dragon www.howtotrainyourdragonbooks.com
  • How to speak dragonese – Cressida Cowell
  • The Meanwhile Adventures – Roddy Doyle
  • Boom! – Mark Haddon
  • Ribblestrop – Andy Mulligan
  • Goblins series – Philip Reeve
  • Holes – Louis Sachar
  • There’s a Boy in the Girls’ Bathroom – Loius Sachar
  • A Boy and a Bear in a Boat – Dave Shelton
  • Gangsta Granny – David Walliams
  • Ratburger – David Walliams

Animals

  • The Midnight Fox – Betsy Byars
  • The Tale of Despereaux – Kate DiCamillo
  • Charlotte’s Web – E.B.White
  • Flush – Carl Hiaasen
  • One Boy and His Dog – Eva Ibbotson
  • A Coyote in the House – Elmore Leonard
  • The Call of the Wild – Jack London
  • Going Home – Cliff McNish
  • Why the Whales Came – Michael Morpurgo
  • The Amazing Story of Adolphus Tips – Michael Morpurgo
  • War Horse – Michael Morpurgo
  • Catscape – Mike Nicholson
  • Wolf Brother – Michelle Paver
  • The Outlaw Varjack Paw – S.F. Said
  • Black Beauty – Anna Sewell

Narrative Workshop eg creating settings, characterisation, atmosphere

  • The Mysteries of Harris Burdick – Chris Van Allsburg
  • FArTHER – Grahame Baker-Smith
  • Journey – Aaron Becker
  • Train to Somewhere – Eve Bunting
  • The Princess Blankets – Carol Ann Duffy
  • The Gift – Carol Ann Duffy
  • The Wolves in the Walls – Neil Gaiman Illus. by Dave McKean
  • Wolves – Emily Gravett
  • Way home – Libby Hathorn
  • Beware, Beware – Susan Hill
  • The Red Tree – Shaun Tan
  • The Arrival – Shaun Tan
  • Tales from Outer Suburbia – Shaun Tan
  • Eric – Shaun Tan
  • Rules of Summer – Shaun Tan
  • The Lost Thing – Shaun Tan (book and animation)
  • How to Live Forever – Colin Thompson
  • The Tower to the Sun – Colin Thompson
  • Varmints – Helen Ward
  • Tuesday – David Wiesner
  • Flotsam – David Wiesner
  • Mr William Shakespeare’s plays – Marcia Williams

Writing

Writing is developed through teaching the following:

Spelling

Children should learn to spell new words correctly and have opportunities to practise spelling skills.  They will be taught spelling patterns and conventions, and draw on their knowledge of word families and roots to help them spell new words correctly.  They will continue to practise and use the words included in Appendix 1 of the National Curriculum for years 5 & 6. Children will be expected to use a dictionary and thesaurus.

Handwriting

Pupils will continue to be taught handwriting in order to increase speed, fluency and legibility.

Composition (structure)

This includes vocabulary, grammar and punctuation. To develop their composition skills, the children will be taught to:

  • Plan, draft, compose, edit and evaluate their writing
  • Use a wide variety of punctuation and grammar features with confidence
  • Refine their grammar and vocabulary to further develop the effectiveness of their writing
  • Use a wider range of techniques to build detail into their writing and ensure it flows smoothly throughout the sections of a piece.
  • Build on their understanding of the differences between Standard and non-Standard English, and will also focus on how to achieve different levels of formality in their spoken and written language.
  • Adapt writing for a range of purposes and audiences as part of their work across the curriculum. In year 6 this will include (cross curricular example, schools to insert their own)

Grammar

Grammar will be taught throughout the writing process and teachers will follow the terms and concepts of Appendix 2 of the National Curriculum.

Should you wish for a more detailed explanation, please follow this link to the Primary National Curriculum document.

Year 6 Maths

Working mathematically

By the end of year 6, children will structure their own investigations and solve a wide variety of increasingly complex problems. They will independently develop their own lines of enquiry and be expected to prove their solutions in a variety of ways including algebra, negative proof (use a counter example to prove the rule) and be able to communicate their results using accurate mathematical language. Children will demonstrate secure knowledge and confidence to talk in depth about mathematical concepts and explain their solutions, decisions and reasoning.

Number   

Counting and understanding numbers

Children extend and apply their knowledge of place value for numbers up to and beyond one million (including decimals and negative numbers) in a variety of situations. Special numbers are extended to include common factors, common multiples and a deeper understanding of prime numbers. Children will be able to round numbers and identify what degree of accuracy is appropriate.

Calculating

Children will be fluent in a wide range of mental and formal written calculation strategies for all operations, extending to long division (four digit numbers by two digit numbers) by the end of the year. They will apply estimation in a range of ways. Through investigations, they explore the effect of the order of operations including the use of brackets.

Fractions including decimals and percentages

Children recall and using equivalences between simple fractions, decimals and percentages. Additionally, they are able to express fractions in their simplest form and calculate the decimal equivalent, for example = 3 ÷ 8 = 0.375.

Applying this understanding of equivalent fractions, children will order, add and subtract fractions (including mixed numbers and those with different denominators) by the end of the year e.g. + +  = 1. Using hands-on resources and images, they will multiply and divide proper fractions and mixed numbers by whole numbers e.g. x = and ÷ 2 = . Children will solve problems involving the calculation of percentages linked to real life situations.

Ratio and proportion

Pupils explore ratio and proportion through real life experiences such as changing the quantities in recipes (scaling), scale drawings and maps.

Algebra

Throughout their primary experience children will have encountered algebra in a number of different situations which is drawn together and formalised in year 6. By the end of the year, they will confidently use symbols and letters to represent variables and unknowns in mathematical situations that they already understand, for example, simple formula and equivalent expressions a+b = b+a. Children will describe number sequences and missing number calculations.

Measurement

Through investigation and problem solving, children convert between a range of measurement units (including both imperial and metric). Calculation of perimeter and area is extended to include parallelograms and triangles. Additionally, they will explore the relationship between area and perimeter. They will know how to calculate, estimate and compare volume of cubes and cuboids identifying when it is appropriate to use formula.

Geometry

Children will draw 2-D and build 3-D shapes with accuracy using given dimensions and angles. They will create nets of common 3-D shapes. They will consolidate their knowledge of angles within shapes and extend it to find missing angles in triangles, quadrilaterals and regular polygons. Children name parts of circles, including radius, diameter and circumference, and explore the relationships between these elements. Children will use four quadrant co-ordinate grids to describe positions, draw and translate simple shapes. Using their knowledge of the properties of shape, they will be able to predict missing co-ordinates and express these algebraically.

Statistics

Children will increase their knowledge of different data representations to include interpreting and constructing pie charts (using their knowledge of angles, fractions and percentages) and line graphs (e.g. miles to km conversion). They will know when it is appropriate to use the mean as an average and how to calculate it.

Year 6 Learning Blog