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