Twitter

22/07/22

Last yummy breakfast before we leave 💕 https://t.co/TbSlBLUGry

22/07/22

Come on boys pay attention- the pig is escaping! https://t.co/89DHnS0gB2

22/07/22

Maths skills are coming in handy! https://t.co/wIm8fXrgNf

22/07/22

Saying goodbye to their new friends on the farm https://t.co/LjuG8U9MCo

22/07/22

New friends made on the farm! https://t.co/igOdIfLjI4

22/07/22

Everyone is too busy to pay attention to Mrs Corbett! https://t.co/b6cd8UAuCF

22/07/22

Good morning Mrs Corbett! More chores on the farm https://t.co/lkUOP8227N

22/07/22

Ever tried to take a Lamb for a walk 🤣 https://t.co/VNZlqxiXXE

22/07/22

We have fallen in love with the Lambs 💕 https://t.co/NrscaapVnv

21/07/22

Early Years Sports Day https://t.co/ZpfcIGu0KL

21/07/22

At last- time to tuck in! https://t.co/OT22C8Mo6h

21/07/22

Setting the table- beautiful flowers 😊 https://t.co/mUOukUb9hU

21/07/22

Lots to do still https://t.co/Z1F9qmM7Ke

21/07/22

Hello Mrs Hurley! https://t.co/f53BOlBoP5

21/07/22

Is that sheep getting a hug?! Lol https://t.co/ADddLog6DU

21/07/22

Look at the expert farmer! 👌🏼 https://t.co/L80JpmJ06g

21/07/22

The animals on the farm are well looked after and fed by our Year 6 children 👏🏼 https://t.co/9GySHzgmyK

21/07/22

Wow! Look who was hiding in the box! 🦇 https://t.co/H60obAKaTV

21/07/22

Everyone waiting in anticipation to find out what’s in the box… https://t.co/h5q9br5OgE

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Year 6

Year 6 Curriculum Overview

NC Reading (Y5/6)

Reading - word reading
Pupils should be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1 (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_- _Spelling.pdf), both to read aloud and to understand the meaning of new words that they meet

 

Reading - comprehension

Pupils should be taught to:

  • maintain positive attitudes to reading and an understanding of what they read by:
  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes increasing 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
  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning 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
  • understand what they read by:
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, 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, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views

 

Term

Content

Half-Term 1

Half-Term 2

Aut

Planning Sequence*

The Arrival* by Shaun Tan

The Unforgotten Coat* by Frank Cottrell Boyce

The Promise by Nicola Davies and Laura Davies

Can We Save the Tiger? by Martin Jekins and Vicky White

Texts

The Explorer by Katherine Rundell

Beetle Boy by M. G. Leonard

 

(ordered x64)

The Tiger Rising by Kate DiCamillo /

The Tyger by William Blake

The Steampunk Bible by Jeff Vandermeer

NO PLANNING SEQUENCE

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text

Spr

Linked Planning Sequence

The Invention of Hugo Cabret by Brian Selznick *book and film

Suffragette: The Battle for Equality* by David Roberts

The Last Wild by Piers Torday

The Three Little Pigs Project by The Guardian *film

Texts

Cogheart by Peter Bunzl / Make More Noise!* (not ordered)

Incredible Journeys by Levison Wood

Fly Me Home by Polly Ho Yen

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text

Sum

 

 

 

Linked Planning Sequence

Romeo and Juliet William Shakespeare, Helen Street and Charly Cheung *book and film

Grimm Tales for Young and Old by Phillip Pullman

Some Places More Than Others* by Renee Watson

A Beautiful Lie* by Ifran Master

Texts

Darwin’s Voyage of Discovery by Jake Williams

Grimm Tales for Young and Old by Phillip Pullman   (not ordered)

Caged Birdby Maya Angelou

A Beautiful Lie* by Ifran Master

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text