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Autumn Term Spring Term Summer Term
  • Number: Place Values
  • Number: Addition and Subtraction
  • Number: Multiplication & Division
  • Word Problems
  • Statistics
  • Number: Multiplication & Division
  • Fractions
  • Word Problems
  • Number: Decimals
  • Number: Percentages
  • Geometry: Properties of Shape
  • Geometry: Position & Movement
  • Measurement: Converting Units
  • Measurement: Area & Perimeter
  • Measurement: Volume


Year 6 Reading Expectations

Word Reading Word Comprehension
  • Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words.
  • Apply knowledge of prefixes and suffixes to read aloud, and to understand the meaning of unfamiliar words.
  • Use combined knowledge of phonemes and word derivations to pronounce words correctly, for example: arachnophobia, audience.
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
  • Read fluently, using punctuation to inform meaning.
  • 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.
  • Read books that are structured in different ways.
  • Recognise texts that contain features from more than one text type.
  • Consider and evaluate how effectively texts are structured and laid out.
  • Read non-fiction texts to support other curriculum areas.
  • Read closely to ensure understanding.
  • Recommend books that they have read to their peers, giving reasons for their choices.
  • Identify and discuss themes in a range of writing and across longer texts.
  • Identify and discuss the conventions of different text types.
  • Identify key points in an appropriate text.
  • Learn a range of poetry by heart, for example, narrative verse, sonnet.
  • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Identify and comment on writer’s choice of vocabulary, giving examples and explanation.
  • Identify and explain how writers use grammatical features for effect, for example, the use of short sentences to build tension.

Year 6 Reading Mastery

Reading-Exceeding Statements
  • Explain the structural devices used to organise a text.
  • Comment on the structural devices used to organise the text.
  • Read several texts on the same topic to find and compare information.
  • Explain the main purpose of a text and summarise it succinctly.
  • Draw inferences from subtle clues across a complete text.
  • Recognise the impact of the social, historical, cultural on the themes in a text.
  • Comment on the development of themes in longer novels.
  • Compare and contrast the styles of different writers with evidence and explanation.
  • Evaluate the styles of different writers with evidence and explanation.
  • Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience.
  • Compare and contrast the language used in two different texts.
  • Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
  • Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
  • Identify how writers manipulate grammatical features for effect.
  • Analyse why writers make specific vocabulary choices.
  • Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them.
  • Explain how and why a text has impact on a reader.
  • Identify how characters change during the events of a longer novel.
  • Explain the key features, themes and characters across a text.
  • Compare and contrast characters, themes and structure in texts by the same and different writers.
  • Explain the author’s viewpoint in a text and present an alternative point of view.
  • Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE).
  • Present a counter-argument in response to others’ points of view using evidence from the text and explanation (PEE).
  • Use a combination of skimming, scanning and text marking to find and collate information.
  • Re-present collated information.


Year 6 Writing Expectations

Transcription Composition
  • Convert verbs into nouns by adding suffixes, for example, tion, ure.
  • Distinguish between homophones and other words which are often confused.
  • Spell identified commonly misspelt words from Year 5 and 6 word list.
  • Understand that the spelling of some words needs to be learnt specifically.
  • Use dictionaries to check the spelling and meaning of words.
  • Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.
  • Use a thesaurus.
  • Use a range of spelling strategies.
  • Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters.
  • Choose the writing implement that is best suited for a task (eg, quick notes, letters).
  • Identify the audience for and purpose of the writing.
  • Choose the appropriate form, and register for the audience and purpose of the writing.
  • Use grammatical structures/features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect.
  • Use a range of sentence starters to create specific effects, for example, adverbials, conjunctions, ing, ed.
  • Use developed noun phrases to add detail to sentences.
  • Use the passive voice to present information with a different emphasis.
  • Use commas to mark phrases and clauses.
  • Sustain and develop main ideas logically in narrative and non-narrative writing.
  • Use character, dialogue and action to advance events in narrative writing.
  • Summarise text, conveying key information.

Year 6 Writing Mastery

Writing-Exceeding Statements
  • Choose the appropriate style and form for the purpose and audience of the writing.
  • Use techniques to engage the reader, for example, personal comments, opening hook, flashback.
  • Write paragraphs with a clear focus.
  • Write paragraphs with different structures and lengths.
  • Link ideas within and between paragraphs with a range of cohesive devices, for example, connecting adverbs/adverbials, use of pronouns.
  • Use different sentence structures and length to suit the purpose and audience of the writing.
  • Use a range of sentence types for impact and specific effect on the reader.
  • Control complex sentences, manipulating the clauses to achieve specific effects.
  • Use punctuation to convey and clarify meaning, including colon and semi-colon.
  • Make precise and specific word choices according to the text type and audience.
  • Summarise longer texts precisely, identifying the key information.
  • Use the passive voice confidently, for example, to create suspense or in a science investigation or historical or geographical report.
  • Use the subjunctive in the most formal writing to express a wish or a suggestion for the future.