ST BERNARDS Catholic Primary School

YEAR 6 WHOLE CURRICULUM MAP

2017-2018
 Whole Curriculum Year 6 2017-2018

Term Term 1 Term 2 Term 3

Topic A race through time Spitfires and Sweethearts Changes

Narrative Historical /Significant authors Adventure Fact or Fiction

Know a novel Know a novel Know a novel

TEXTS Beowulf (2 weeks) War Horse (2 weeks) Wonder (2 weeks)

Macbeth Written Carries War Written Pig Heart Boy Written

outcomes outcomes outcomes
A year without Autumn
linked with linked with linked with
Written Retell a section of the story from different modules A single extended narrative, or modules Several narratives using different modules
Outcomes viewpoints. already several narratives on a similar already styles of writing e.g. flashback already
covered. theme e.g. autobiographical covered. covered.
stories, each developing a key
narrative technique
Non Fiction Persuasion The Great Discussion Explanation Recount Discussion
Debates

Written To write persuasive Balanced Children to write a variety of Children to write a variety of text
Outcomes letters arguments text types to show types to show understanding of
Newspaper report. Explanation understanding of required required standards.
standards.
Poetry Vocabulary building Structure monologues Poetry appreciation

Written Read, write and perform free verse Read and respond Research a particular poet.
Outcomes Personal responses to poetry
Recite familiar poems by heart
 Whole Curriculum Year 6 2017-2018

Text level Describes settings and characters Wider range of connectives Paragraphs to signal change in time, scene,
features Can plan, draft and evaluate and edit Suitable style and established to action, mood or person.
Paragraphs maintain the readers interest Wider range of cohesive devices within
Layout devices- headings, sub-headings, columns, throughout and across paragraphs
bullets, or tables, to structure text Edits and redrafts sentences for effect
Bullet points
A range of clause structures: Simple, Compound Varies sentence structure to build up Deliberate choices when varying the
Complex detail position of subordinate clauses for effect
Sentence Adverbs and adverbials to link sentences and Uses the terms active and passive with Uses passive voice where appropriate.
level features paragraphs support Creates atmosphere and integrates
Verb forms Personification dialogue to convey character and advance
1st 2nd 3rd person Informal/formal speech and vocabulary action
Apostrophes for contraction Adds noun/verb phrases to make Metaphors
Full range of punctuation matched to sentences more precise and detailed. Managing shifts between level of formality
requirements of text type. Expanded noun phrases to convey by selecting vocabulary precisely and
Commas for lists manipulating grammatical structures.
complicated information concisely.
Begins to use colons and semi-colons
Grammar YR 6 (2) How hyphens can be used to avoid ambiguity (eg, Yr 6 (3) Linking ideas across paragraphs using a Yr 6 (5) Linking ideas across paragraphs using a
man eating shark versus man-eating shark, or recover versus wider range of cohesive devices. e.g. wider range of cohesive devices: repetition of a
re-cover). Grammatical connections (for example, the use word or phrase, grammatical connections (for
of adverbials such as on the other hand, in example, the use of adverbials such as on the other
Yr 6 (4) The difference between vocabulary typical of contrast, or as a consequence). hand, in contrast, or as a consequence) and ellipsis.
informal speech and vocabulary appropriate for formal
speech and writing (eg, find out discover; ask for YR 6 Use the colon to introduce a list and semi- Yr 6 (4) Use of the passive to affect the
request; go in enter colons within a list. presentation of information in a sentence (eg,I
broke the window in the greenhouse vsThe window
YR 6 1B Use of the semi colon, colon and dash to mark the Yr 6 use the perfect form of verbs to mark in the greenhouse was broken (by me).
boundary between independent clauses (eg, Its raining; Im relationships of time and cause
fed up).). Yr 6 (1B/C) The difference between structures
Yr 6 Use expanded noun phrases to convey
typical of informal and formal speech, and writing.
Yr 6 (4) Recognise and use vocabulary and structures that complicated information concisely.
(for example, the use of question tags: Hes your
are appropriate for formal speech and writing, including the friend, isnt he?) or the use of subjunctive forms
subjunctive YR 6 5 Layout devices (e.g, headings, sub-
headings, columns, bullets, or tables, to such as If I were and Were they to come in some
structure text). very formal writing and speech
 Whole Curriculum Year 6 2017-2018

Spellings Words from statutory word lists Words with ough letter string Rare GPCs from statutory word list
Words ending -able/ Words ending -cial and -tial words from statutory and personal spelling lists
-ably, and -ible/-ibly Proofreading someone elses writing Words ending in ant, -ance and -ancy
Words ending -able and -ible Generating words from prefixes Root words and meaning
Adding suffixes beginning with vowels to words ending All statutory words learnt so far this term Proofreading own writing independently
in -fer Homophones (dessert/ desert, stationery/ Words ending -ent, -ence and -ency
Homophones (ce/se) stationary, complement/ compliment, Homophones (draught/ draft, dissent/descent,
Words from personal spelling lists principle/ principal, prophet/profit) precede/proceed, wary/ weary)
Endings that sound like Generating words from prefixes and roots Commonly misspelt homophones
/s/ spelt -cious or -tious
R.E Creation, Prayers, Saints and Feasts, Advent Christmas, Revelation, Lent Easter, Pentecost and Mission, Sacraments

Written Recount Persuasion Report writing

Outcomes Instructions Explanation Recount

History/ Geog A race through time Spitfires and Sweethearts Changes

fiction A selection of fiction / non fiction A selection of fiction / non fiction A selection of fiction / non fiction
Written Instructions Discussion Informal letter
Outcomes Report writing Explanation Discussion
Biography Extended story Short story
Geog Name and locate counties and cities of the United Kingdom, Understand and use a widening range of Compare the human or physical features of a region
objectives geographical regions and their identifying human and geographical terms e.g. specific topic vocabulary in UK and a region in South America, identifying
physical characteristics, key topographical features (including urban, rural, land use, sustainability, tributary, similarities and differences
hills, mountains, coasts and rivers), and land-use patterns; trade links etc. Understand geographical similarities and differences
and understand how some of these aspects have changed Describe and understand key aspects of human through the study of human and physical geography
over time. geography, including: types of settlement and of a region of the United Kingdom, a region in a
Locate the worlds countries, using maps to focus on Europe land use, economic activity including trade links, European country, and a region within North or
(including the location of Russia) and North and South and the distribution of natural resources South America
America, concentrating on their environmental regions, key including energy, food, minerals and water
physical and human characteristics, countries, and major Identify the position and significance of latitude,
cities. longitude, Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the
Prime/Greenwich Meridian and time zones
(including day and night).
 Science Fossils and natural selection Classification of animals, plants and micro- Circulation
organisms
objectives Evolution and inheritance Role of the heart
Nutrients, diet & lifestyle
Light sources and the eye
Electrical circuits and voltage

Art Select ideas based on first hand observations,
experience or imagination and develop these through
objectives open ended research.
Begin to develop an awareness of composition, scale
and proportion in your work.
Produce intricate patterns and texture in a malleable
media.
Refine his/her use of learnt techniques.
Describe the work and ideas of various
artists, architects, and designers using
appropriate vocabulary and referring to
historical and cultural contexts.
Use simple perspective in your work using a
single focal point and horizon.
Adapt final work following feedback /
discussion based on the preparatory ideas.
Explain and justify preferences towards
different styles and artists.
Use different techniques, colours and textures
when designing and making pieces of work
and explain choices.

Use techniques, colours, tones and effects Follow a design brief to achieve an effect for a
in an appropriate way to represent things particular function
seen brushstrokes following the direction
of the grass, stippling to paint sand,
watercolour bleeds to show clouds.

Create intricate printing patterns by

simplifying and modifying sketchbook
designs.