KS2 Curriculum Year 6

Key Stage 2 Curriculum Year 6

(English, Maths and Topic)

Our Vision:

To be the happiest community empowering every individual to achieve outstanding growth.

Our Values:

Aside from our academic curriculum, we are dedicated to supporting our pupils in becoming globally responsible citizens Our ‘Dusit Values’ (Determination, Understanding, Success, IndependenceandTeamwork) are central to our commitment to ‘character education’, as these aim to give our pupils an understanding of global issues, whilst encouraging and empowering them to take action and promote positive change.

An English Curriculum in an International Context

Our curriculum, (based on the British National Curriculum) encompasses a rich blend of academic skills and rigor, whilst skillfully weaving in exciting opportunities for character and outdoor education. We believe that putting a spotlight on pupil wellbeing, community projects and sustainability, gives our students all the necessary tools to embrace this rapidly changing world. Pupils are encouraged to become ‘21st century learners’, as we put a great deal of emphasis on creativity, collaboration, communication and critical thinking. We ensure that students get the chance to see the impact of their efforts come to life, through meaningful, motivating project-based learning. Our curriculum is carefully designed and regularly audited, to make sure that pupils are active learners, working on solving genuine, real problems and becoming agents of positive change.

KS2 Year 6 Timings

In Key Stage 2, pupils study the majority of their lessons with their class teacher There are also a range of specialist lessons (highlighted below) which are delivered by our specialist teaching team.

There are 30 periods of 50 minutes (or equivalent) a week. Children in Key Stage 2 study the following:

English

In English, we adapt the National Curriculum for England to suit our international context From Years 1-6, we focus on teaching the four main areas of English: reading, writing, speaking and listening

At Dusit, we recognise that the skill of reading is required to access all areas of the curriculum, therefore a passion and love for reading is something we strive to instil in all our pupils We use carefully selected, high-quality texts to plan and deliver our lessons This helps to expand our children’s vocabulary and deepen their understanding of the mechanics of the English language. Our chosen texts provide an excellent scaffold for all children to access, encouraging them to view themselves as aspiring authors.

English is often also embedded in our project-based learning, as this approach creates many opportunities for our children to write for a purpose, using an engaging and challenging stimulus.

➤ Year 6 English Progression of Skills

Writing:

● Use a wide range of conventions appropriately to the context, e.g. paragraphs, sub and main headings, addendum, footnote, contents, etc

● Demonstrate awareness of how to vary levels of formality according to purpose and audience

● Use a range of techniques to show awareness of the audience, e g action, dialogue, quotation, aside, suspense, tension, comment

● Adapt writing for the full range of purposes, always showing awareness of audience of purpose (subheadings, headings, footnotes, bibliography, bullet points, parenthesis, underlining etc.)

● Write with maturity, confidence and imagination

● Use a wider range of ambitious vocabulary accurately and precisely above age expectation

● Use a wide range of sophisticated connectives, including conjunctions, adverbs and prepositions, to show time, cause, sequence, and mode, including to open sentences sometimes

● Use implicit links within a text, e.g. referring back to a point made earlier or forward to more information or detail to come

● Generally construct grammatically correct sentences, unless using dialect or alternative constructions consciously for effect

● Use clauses confidently and appropriately for audience and purpose

● Use creative and varied sentence structures when appropriate, intermingling with simple structures for effect

● Use a majority of advanced punctuation accurately and precisely, including sub- division, effect, listing, direct speech, parenthesis, etc

● Open and close writing in interesting , unusual or dramatic ways, when appropriate

● Use complex groupings for effect, before or after the verb There may be one example

● Use two or more stylistic features to create effect within a text, e g rhetorical questions, repetition, figurative language, passive voice, metaphor, simile, alliteration, onomatopoeia, groupings, elaboration, nominalisation, impersonal voice

● Sustain a convincing viewpoint through the piece of writing, e g authoritative, expert, convincing portrayal of character, opposing opinions, etc

● Use pertinent and precise detail as appropriate (includes extra detail and description to add interest, where appropriate)

● Demonstrate a wide range of the above criteria effectively and in a well managed and mature way, within a single piece of totally independent writing (of at least one and a half sides of A4)

● Spell all vocabulary correctly apart from rare technical or obscure words (Must have used, unusual, ambitious vocabulary that is spelt correctly)

● Write neatly, legibly, accurately and fluently, in a joined style

● Vary font for effect or emphasis when appropriate (print, italics or capitalisation)

● Continue to develop their own personal style of handwriting

PunctuationandGrammar:

Sentence:

● Use simple / embellished simple sentences securely

● Use compound sentences securely

● Use complex sentences securely: (subordination)

● Use main and subordinate clauses with full range of conjunctions: active and passive verbs to create effect and to affect presentation of information

● Demonstrate developed use of rhetorical questions for persuasion

● Use expanded noun phrases to convey complicated information concisely

● Recognise the difference between structures typical of informal speech and structures appropriate for formal speech and writing.

Word:

● Build in literary features to create effects e.g. alliteration, onomatopoeia, similes, metaphors

● Recognise the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing

● Recognise how words are related as synonyms and antonyms

Punctuation:

● Use the semicolon, colon and dash to indicate a stronger subdivision of a sentence than a comma

● Use the colon to introduce a list and semicolons within lists

● Use punctuation of bullet points to list information

● Recognise how hyphens can be used to avoid ambiguity

Reading:

● 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

● Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non fiction and reference books or textbooks

● Read books that are structured in different ways and reading for a range of purposes

● Make comparisons within and across books

● Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

● Identify and discuss themes and conventions in and across a wide range of writing

● Learn a wider range of poetry by heart

● 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

● Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

● Ask questions to improve their understanding

● Summarise the main ideas drawn from more than one paragraph, identifying key details to support the main idea

● Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions

● Predict what might happen from details stated and implied

● Identify how language, structure and presentation contribute to meaning

● Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

● Retrieve and record information from non fiction

● Recommend books that they have read to their peers, giving reasons for their choices

● Participate in discussions about books, building on their own and others’ ideas and challenging views courteously

● Explain and discuss their understanding of what they have read, including through formal presentations and debates

● Provide reasoned justifications for their views

SpeakingandListening:

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● Listen and respond appropriately to adults and their peers

● Ask relevant questions to extend their understanding and knowledge

● Ask relevant strategies to build their vocabulary

● Articulate and justify answers, arguments and opinions

● Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

● Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

● Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

● Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play/improvisations and debates

● Gain, maintain and monitor the interest of the listener(s)

● Consider and evaluate different viewpoints, attending to and building on the contributions of others

● Select and use appropriate registers for effective communication

Maths

At Dusit, we aim to provide a depth of learning that enables all children to develop a full conceptual understanding of Maths, rather than to merely memorise abstract solutions.

We follow the English National Curriculum, but have adapted it to the needs of our children, providing greater opportunities for mastery We understand that children have different abilities, but instead of driving the more able forward, with a fleeting abstract knowledge, we encourage them to look deeper We provide a variety of challenges labelled as ‘tricky, trickierandtrickiest ’ , in order to make sure that each child is working at an appropriate level of challenge. Our teachers strive to create investigators, always seeking to extend their understanding.

We want our pupils to enjoy the experience of acquiring new number concepts, and realise that It is not about how quickly they get there, but the depth of understanding they experience along the way.

➤ Year 6 Maths Progression of Skills

Numberandplacevalue:

● Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit

● Round any whole number to a required degree of accuracy

● Use negative numbers in context, and calculate intervals across zero

● Solve number and practical problems that involve all of the above.

AdditionandSubtraction:

● Use their knowledge of the order of operations to carry out calculations involving the four operations

● Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

● Solve problems involving addition, subtraction, multiplication and division

MultiplicationandDivision:

● Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

● Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

● Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context

● Perform mental calculations, including with mixed operations and large numbers

● Identify common factors, common multiples and prime numbers

● Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

Fractions:

● Use common factors to simplify fractions; use common multiples to express fractions in the same denomination

● Compare and order fractions, including fractions > 1

● Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

● Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example ¼ x ½ = 1/8 ]

● Divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6 ]

● Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8 ]

● Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places

● Multiply one-digit numbers with up to two decimal places by whole numbers

● Use written division methods in cases where the answer has up to two decimal places

● Solve problems which require answers to be rounded to specified degrees of accuracy

● Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts

Measurement:

● Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

● Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places

● Convert between miles and kilometres

● Recognise that shapes with the same areas can have different perimeters and vice versa

● Recognise when it is possible to use formulae for area and volume of shapes

● Calculate the area of parallelograms and triangles calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres ( cm3 ) and cubic metres ( m 3 ), and extending to other units [for example, mm3 and km3 ]

Geometry:

● Draw 2-D shapes using given dimensions and angles

● Recognise, describe and build simple 3-D shapes, including making nets

● Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

● Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

● Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

PositionandDirection:

● Describe positions on the full coordinate grid (all four quadrants)

● Draw and translate simple shapes on the coordinate plane, and reflect them in the axes

Statistics:

● Interpret and construct pie charts and line graphs and use these to solve problems

● Calculate and interpret the mean as an average.

Topic

At Dusit, we believe in a creative curriculum where the skills below are interwoven between subjects Each term children's learning will be framed by a theme or topic and they will then get to apply the skills below through cross curricular activities where the child is at the centre of their own learning journey.

➤ Year 6 Topic - Progression of Skills

Have a chronological awareness of dates throughout history and identify periods or rapid growth and development.

Describe characteristic features of past societies and periods and identify changes within and across different periods.

Compare the beliefs and behaviour of the people during the time being studied with another time period.

Examine causes and effects of great events (using evidence to support understanding) and the long term impact they have on people

Discuss significant people from a range of backgrounds from

Create relevant and appropriate questions for investigation and suggest suitable ways of completing the investigation.

Use primary and secondary sources of evidence with an understanding of their purpose, relevance, bias etc.

Collect and record evidence unaided and reflect on how the evidence has developed learning or understanding

Analyse patterns in evidence, draw conclusions and explain possible reasons for the patterns

Draw conclusions about the impact of natural disasters through the study of photos, population numbers and other sources

Give examples of some recent global decisions and how they may affect the lives of people in my country in the future.

Analyse inequality and difference throughout history and the world.

Detect bias, opinion and stereotypes

Independently research and plan for exploration of local area and natural places followed by reflection and observations

Move safely outdoors taking responsibility for self care and comfort (sun cream application, wearing suitable clothes etc).

Take on leadership roles during an outdoor experience and accept that the decision of a group may not be the same as

throughout history

Understand that aspects of the past have been represented and interpreted in different ways and how this affects our understanding of history.

Consider ways of checking the accuracy of interpretationsfact, fiction, opinion

Identify primary and secondary sources and make effective use of each during research bring together the research from several sources into one fluent account

Compare differing historical civilizations and identify differences and similarities

Understand geographical similarities and differences through the study of human and physical geography

Describe and understand aspects of human geography, including; types of settlement and land use, economic activity (including trade links), and the distribution of natural resources including energy, food, minerals and water locate countries and their features on a map and locate the continent they lie-in.

Draw scaled thematic maps and draw plans of increasing complexity.

Use 8-point compass points confidently and accurately to give directions between various places on a map (Draw maps and plans of increasing complexity using a range of scales.)

Begin to use 6 figure grid references; use latitude and longitude on atlas maps.

their own

Plan for and participate in long term clean-up and conservation activities and monitor the impact they have.

Understand and share opinions on how eco-wellbeing forsters human well-being

Show respect for flora and fauna by caring for or cultivating a living thing themselves.

Use scientific vocabulary when discussing the natural world and be able to do this with confidence and understanding.

Discuss and share opinions on shared responsibility for the world identifying positive decisions they can make themselves and how they can encourage others to do the same e.g. personal food packaging choices vs campaigning to global industry

Plan for and deliver presentations to peers, parents and the wider community to pass on their knowledge

Parent Involvement

In addition to the exciting events that take place throughout the year to enrich our curriculum such as International Week, Book Week, Science Week and many more, parents will also be invited into school regularly to see what the children have been learning, to hear presentations and celebrate their child’s work.

We will also be holding half-termly #keepingupwiththekids workshops for parents so that they can be kept up to speed on how they can best support their child’s learning journey. Parents are also encouraged to volunteer and read with students in the library during the week.