National Curriculum Objectives for Core Subjects: Reading, Writing, Maths and Science, Study notes of Mathematics

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Y6 National Curriculum Objectives: Core Subjects Scholarpack Statements Reading Reading Word Reading Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words. 6 Reading Word Reading Apply knowledge of prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. 6 Reading Word Reading Use combined knowledge of phonemes and word derivations to pronounce words correctly. for example: arachnophobia, audience. 6 Reading Word Reading Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. 6 Reading Word Reading Read fluently, using punctuation to inform meaning. 6 Reading Reading Comprehension Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions. 6 Reading Reading Comprehension Read books that are structured in different ways. 6 Reading Reading Comprehension Recognise texts that contain features from more than one text type. 6 Reading Reading Comprehension Consider and evaluate how effectively texts are structured and laid out. 6 Reading Reading Comprehension Read non-fiction texts to support other curriculum areas. 6 Reading Reading Comprehension Read closely to ensure understanding. 6 Reading Reading Comprehension Recommend books that they have read to their peers, giving reasons for their choices. 6 Reading Reading Comprehension Identify and discuss themes in a range of writing and across longer texts. 6 Reading Reading Comprehension Identify and discuss the conventions of different text types. 6 Reading Reading Comprehension Identify key points in an appropriate text. 6 Reading Reading Comprehension Learn a range of poetry by heart. for example, narrative verse, sonnet. 6 Reading Reading Comprehension Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action. 6 Reading Reading Comprehension Identify and comment on writer's choice of vocabulary, giving example sand explanation. 6 Reading Reading Comprehension Identify and explain how writers use grammatical features for effect. for example, the use of short sentences to build tension. 6 Reading Reading Comprehension Show awareness of the writers' craft by commenting on use of language, grammatical features and structure of texts. 6 Reading Reading Comprehension Express a personal point of view about a text, giving reasons linked to evidence from texts. 6 Reading Reading Comprehension Raise queries about texts. 6 Reading Reading Comprehension Make connections between other similar texts, prior knowledge and experience and explain the links. 6 Reading Reading Comprehension Compare different versions of texts and explain the differences and similarities. 6 Reading Reading Comprehension Listen to others' ideas and opinions about a text. 6 Reading Reading Comprehension Build on others' ideas and opinions about a text in discussion. 6 Reading Reading Comprehension Explain and comment on explicit and implicit points of view. 6 Reading Reading Comprehension Summarise key information from different parts of a text. 6 Reading Reading Comprehension Recognise the writer's point of view and discuss it. 6 Reading Reading Comprehension Present a personal point of view based on what has been read. 6 Reading Reading Comprehension Present a counter-argument in response to others' points of view. 6 Reading Reading Comprehension Provide reasoned justifications for their views. 6 Reading Reading Comprehension Refer to the text to support opinion. 6 Reading Reading Comprehension Distinguish between statements of fact and opinion. 6 Reading Reading Comprehension Find information using skimming to establish main idea. 6 Reading Reading Comprehension Use scanning to find specific information. 6 Reading Reading Comprehension Text mark to make research efficient and fast. 6 Reading Reading Comprehension Organise information or evidence appropriately. 6 Reading Reading Exceeding Statements Explain the structural devices used to organise a text. 6 Reading Reading Exceeding Statements Comment on the structural devices used to organise the text. 6 Writing Composition Use organisational and presentational devices to structure text and to guide the reader, for example, headings, bullet points, underlining. 6 Writing Composition Assess the effectiveness of their own and others' writing. 6 Writing Composition Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. 6 Writing Composition Ensure the consistent and correct use of tense throughout a piece of writing. 6 Writing Composition Ensure correct subject and verb agreement when using singular and plural. 6 Writing Composition Distinguish between the language of speech and writing. 6 Writing Composition Distinguish between the correct subject and verb agreement when using singular and plural. 6 Writing Composition Distinguish between the language of speech and writing and choose the appropriate register. 6 Writing Composition Proof-read for spelling and punctuation errors. 6 Writing Composition Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. 6 Writing Writing Exceeding Statements Choose the appropriate style and form for the purpose and audience of the writing. 6 Writing Writing Exceeding Statements Use techniques to engage the reader, for example, personal comments, opening hook, flashback. 6 Writing Writing Exceeding Statements Write paragraphs with a clear focus. 6 Writing Writing Exceeding Statements Write paragraphs with different structures and lengths. 6 Writing Writing Exceeding Statements Link ideas within and between paragraphs with a range of cohesive devices, for example, connecting adverbs/adverbials, use of pronouns. 6 Writing Writing Exceeding Statements Use different sentence structures and length to suit the purpose and audience of the writing. 6 Writing Writing Exceeding Statements Use a range of sentence types for impact and specific effect on the reader. 6 Writing Writing Exceeding Statements Control complex sentences, manipulating the clauses to achieve specific effects. 6 Writing Writing Exceeding Statements Use punctuation to convey and clarify meaning, including colon and semi-colon. 6 Writing Writing Exceeding Statements Make precise and specific word choices according to the text type and audience. 6 Writing Writing Exceeding Statements Summarise longer texts precisely, identifying the key information. 6 Writing Writing Exceeding Statements Use the passive voice confidently, for example, to create suspense or in a science investigation or historical or geographical report. 6 Writing Writing Exceeding Statements Use the subjunctive in the most formal writing to express a wish or a suggestion for the future. 6 Spoken Language Spoken Language Spoken Language Talk confidently and fluently in a range of situations, using formal and Standard English as appropriate. 6 Spoken Language Spoken Language Ask questions to develop ideas and make contributions that take account of others' views. 6 Spoken Language Spoken Language Explain ideas and opinions giving reasons and evidence. 6 Spoken Language Spoken Language Take an active part in discussions, taking different roles. 6 Spoken Language Spoken Language Listen to and consider the views and opinions of others in discussions. 6 Spoken Language Spoken Language Make contributions to discussions, evaluating others' ideas and responding to them. 6 Spoken Language Spoken Language Sustain and argue a point of view in a debate, using formal language of persuasion. 6 Spoken Language Spoken Language Express possibilities using hypothetical and speculative language in science and when discussing reading. 6 Spoken Language Spoken Language Engage listeners through choice of vocabulary and register according to the context. 6 Spoken Language Spoken Language Perform own compositions, using appropriate intonation and volume and expression so that literal and implied meanings made clear. 6 Spoken Language Spoken Language Perform poems or plays from memory, making deliberate choices about how they convey ideas about characters, contexts and atmosphere. 6 Spoken Language Spoken Language Exceeding Statements Adapt spoken language confidently according to the demands of the context. . 6 Spoken Language Spoken Language Exceeding Statements Understand that there are different registers and levels of formality within Standard English and that this is dependent on the context. 6 Spoken Language Spoken Language Exceeding Statements Make considered choices about the register and vocabulary to engage their audience, according to the context. 6 Spoken Language Spoken Language Exceeding Statements Ask pertinent questions to develop and extend ideas. 6 Spoken Language Spoken Language Exceeding Statements Articulate ideas and opinions, using evidence and explanation to support . 6 Spoken Language Spoken Language Exceeding Statements Participate in discussions, listen attentively and respond to others' points of view, drawing on evidence and explaining. 6 Spoken Language Spoken Language Exceeding Statements Adopt group roles and responsibilities independently, drawing ideas together and promoting effective discussion. 6 Spoken Language Spoken Language Exceeding Statements Debate an issue, structuring a logical argument using formal discursive language and responding to the opposite point of view. 6 Spoken Language Spoken Language Exceeding Statements Explore complex ideas and feelings in a range of ways, both succinct and extended. 6 Spoken Language Spoken Language Exceeding Statements Maintain generally controlled and effective organisation of talk to guide the listener. 6 Spoken Language Spoken Language Exceeding Statements Perform their own compositions, using appropriate intonation and volume and expression to engage their audience. 6 Spoken Language Spoken Language Exceeding Statements Perform poems or plays from memory, making deliberate choices about how they convey ideas about characters, contexts and atmosphere to engage a specific audience. 6 Maths Mathematics Number, Place Value and Calculation I can use negative numbers in context, and calculate intervals across zero 6 Mathematics Number, Place Value and Calculation I can read, write, order and compare numbers up to 10 000 000 6 Mathematics Number, Place Value and Calculation I can use place value in numbers up to 10 000 000 6 Mathematics Number, Place Value and Calculation I can round any whole number to a required degree of accuracy 6 Mathematics Number, Place Value and Calculation I can solve number and practical problems that involve all of the above. 6 Mathematics Number, Place Value and Calculation I can perform mental calculations, including with mixed operations and large numbers 6 Mathematics Measurement I can calculate duration of events 6 Mathematics Geometry I can draw 2-D shapes using given dimensions and angles 6 Mathematics Geometry I can illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. 6 Mathematics Geometry I can recognise, describe and build simple 3-D shapes, including making nets 6 Mathematics Geometry I can recognise angles where they meet at a point, are on a straight line, in a triangle or are vertically opposite, and find missing angles 6 Mathematics Geometry I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons 6 Mathematics Geometry I can describe positions on the full coordinate grid (all four quadrants) 6 Mathematics Geometry I can draw and translate simple shapes on the coordinate plane, and reflect them in the axes 6 Mathematics Statistics I can interpret and construct pie charts, bar charts and line graphs and use these to solve problems 6 Mathematics Statistics I can calculate and interpret the mean as an average 6 Science Science Working Scientifically Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. 6 Science Working Scientifically Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. 6 Science Working Scientifically Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. 6 Science Working Scientifically Use test results to make predictions to set up further comparative and fair tests. 6 Science Working Scientifically Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations. 6 Science Working Scientifically Identify scientific evidence that has been used to support or refute ideas or arguments. 6 Science Working Scientifically GD: Use information from different sources to answer a question and plan a scientific enquiry. 6 Science Working Scientifically GD: Make a prediction which links with other scientific knowledge. 6 Science Working Scientifically GD: Plan in advance which equipment they will need and use it well. 6 Science Working Scientifically GD: Link their conclusions to other scientific knowledge. 6 Science Living Things and their Habitats Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals. 6 Science Living Things and their Habitats Give reasons for classifying plants and animals based on specific characteristics. 6 Science Living Things and their Habitats GD: Readily group animals into reptiles, fish, amphibians, birds and mammals. 6 Science Animals including Humans Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. 6 Science Animals including Humans Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. 6 Science Animals including Humans Describe the ways in which nutrients and water are transported within animals, including humans. 6 Science Animals including Humans GD: Make a diagram of the human body and explain how different parts work and depend on one another. 6 Science Animals including Humans GD: Compare the organ systems of humans to other animals. 6 Science Evolution and Inheritance Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. 6 Science Evolution and Inheritance Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. 6 Science Evolution and Inheritance Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. 6 Science Evolution and Inheritance GD: Explain how some living things adapt to survive in extreme conditions. 6 Science Evolution and Inheritance GD: Analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet 6 Science Evolution and Inheritance GD: Begin to understand what is meant by DNA. 6 Science Light Recognise that light appears to travel in straight lines. 6 Science Light Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. 6 Science Light Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. 6 Science Light Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. 6 Science Light GD: Use the ray model to explain the size of shadows. 6 Science Electricity Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. 6 Science Electricity Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. 6 Science Electricity Use recognised symbols when representing a simple circuit in a diagram. 6 Science Electricity GD: Explain the danger of short circuits and what a fuse is. 6