Stage6SchemeofWork 2023

Scheme of Work
Cambridge Primary
English 0058
Stage 6
This Cambridge Scheme of Work is for use with the Cambridge Primary
English Curriculum Framework published in September 2020
for first teaching in September 2021.
Version 1
Contents
Contents ..................................................................................................................................................................................................................................................... 2
Introduction ................................................................................................................................................................................................................................................ 3
Unit 6.1 Stories with flashbacks............................................................................................................................................................................................................... 6
Unit 6.2 Historical recounts .................................................................................................................................................................................................................... 15
Unit 6.3 Poetic language ......................................................................................................................................................................................................................... 25
Unit 6.4 The environment ........................................................................................................................................................................................................................ 33
Unit 6.5 Nature poetry ............................................................................................................................................................................................................................. 40
Unit 6.6 Science fiction ........................................................................................................................................................................................................................... 46
Unit 6.7 Plays by a significant writer ..................................................................................................................................................................................................... 52
Unit 6.8 Stories by significant children’s writers ................................................................................................................................................................................. 58
Unit 6.9 Advertising ................................................................................................................................................................................................................................. 66
Sample lesson 1....................................................................................................................................................................................................................................... 73
Sample lesson 2....................................................................................................................................................................................................................................... 75
Version 1
Cambridge Primary English (0058) Stage 6 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary English Stage 6.
It contains:
• suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
• at least one suggested teaching activity for each learning objective
• a list of subject-specific vocabulary that will be useful for your learners
• sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary English Stage 6. It is designed to indicate the types of activities you might use,
and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage. You should use other
activities with a similar level of difficulty, including those from endorsed resources.
The accompanying teacher guide for Cambridge Primary English will support you to plan and deliver lessons using effective teaching and learning approaches. You
can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 150
hours of teaching for English Stage 6. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your learners.
Unit Suggested teaching time
Unit 6.1 Stories with flashbacks 17 hours
Unit 6.2 Historical recounts 18 hours
Unit 6.3 Poetic language 15 hours
Unit 6.4 The environment 17 hours

16 hours
Unit 6.5 Nature poetry
17 hours
Unit 6.6 Science fiction
16 hours
Unit 6.7 Plays by a significant writer
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18 hours
Unit 6.8 Stories by significant children’s writers
16 hours
Unit 6.9 Advertising
Total 150 hours
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary English Teacher Guide has information on
creating lesson plans.
Other support for teaching Cambridge Primary English Stage 6

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

• the Cambridge Primary English Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
• grids showing the progression of learning objectives across stages
• the Cambridge Primary English Teacher Guide, which will help you to implement Cambridge Primary English in your school
• templates for planning
• worksheets for short teacher training activities that link to the teacher guide
• assessments provided by Cambridge
• a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge
Primary English worldwide
• links to online communities of Cambridge Primary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
• paper, pens and pencils for learners to use
• paper on which learners can record their work
• dictionaries and thesauruses
• access to computers and the internet
• access to a range of paper-based research materials, i.e. in a library
• access to a wide range of fiction, non-fiction and poetry texts that learners can read independently for pleasure.
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Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary English. Since these are updated frequently, and many are only available in
some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Approaches to teaching Cambridge Primary English Stage 6

Repetition of learning objectives
All Stage 6 learning objectives are covered at least once in this scheme of work to demonstrate an example of how they may be taught. It is expected that teachers
will revisit learning objectives multiple times across the year to practise and embed learners’ skills.
Some Stage 6 learning objectives are covered across multiple stages of the Primary programme. Where this is the case, the learning objective will be followed by an
asterisk, for example:
6Rv.03 Identify and record interesting and significant words, and synonyms, from texts to inform own writing.*
Organisation of learning objectives into units

The learning objectives have been organised into units; however, it is not mandatory to use these contexts in your own teaching. The contexts of the units given in
the scheme of work were chosen to support the breadth of textual contexts that learners should be familiar with and to create links to Lower Secondary. Within the
units, some texts are named, but these are only for exemplification and are not mandatory. You are encouraged to choose texts that are available, appropriate and
relevant to your learners.
Rows of suggested teaching activities within each unit are designed to demonstrate how the Reading, Writing, Speaking and Listening skills can be integrated to
support their mutual development. The rows are not a demarcation of lessons. The activities suggested within one row could take part of a lesson or may need a
series of lessons. Any texts listed in the resources are only indicative, with no requirement to read them. You should choose texts that are relevant to your learners
and their context.
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Unit 6.1 Stories with flashbacks

Outline of unit:
In this unit, learners will explore the conventions of standard English, using it in their own writing and in formal and informal spoken communication when
conveying their ideas and opinions. Learners will explore the different ways in which texts are structured (including the handling of time) and use a range of
structural features to organise and develop their own writing. Learners will comment on how different viewpoints are expressed, incorporate different viewpoints
into their own writing and encourage others to express themselves in discussions. Learners will express personal responses to texts, take on different roles during
group work, and use aspects of speech, gesture and movement to express their ideas.
Recommended prior knowledge:
This unit explicitly builds on the following learning objectives covered in Stage 5:
Reading
Explore in texts the conventions of standard English.
Explore and describe the progression of ideas in a text; compare the progression in different texts.
Explore and recognise the key features of text structure in a range of different fiction and non-fiction texts, including poems and playscripts.*
Explore and recognise how different effects can be achieved by sequencing sections and paragraphs in different ways.
Comment on how a viewpoint is expressed in fiction and non-fiction texts.
Enjoy independent and shared reading of fiction genres, poems, playscripts and non-fiction texts.*
Express personal responses to texts, including predictions, opinions and reflections.
Writing
Explore and use spellings of unstressed vowel phonemes at the end of words, e.g. /з:/ (‘er’) at the end of butter, /i:/ (‘ee’) at the end of city.
Organise ideas in paragraphs and sections to achieve an appropriate effect.
Express a viewpoint in fiction through a character’s opinions about a setting or other characters.
Proofread for grammar, spelling and punctuation errors, and make corrections, including using on-screen tools.*
Speaking and Listening

Speak precisely either with concision or at length, as appropriate to context.
Use language to convey ideas and opinions, with some detail.
Adapt non-verbal communication techniques for different purposes and contexts.*
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Take different assigned roles within groups, and begin to assign roles within a group.*
Take turns in a discussion, building on what others have said.
Convey ideas about characters in drama through deliberate choice of speech, gesture and movement.
Key vocabulary:
compare
dialogue
narrative
viewpoint
proofreading
flashback
in addition
however
chronological
non-chronological
freeze frame
hot seating
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Learning objectives Suggested teaching activities Resources

6SLg.04 Encourage others to Throughout the unit, incorporate time to read your chosen shared class book with learners. A shared class book. The text
take turns in a discussion. should contain at least one
Ask learners to think about how we can make sure everybody can join in a discussion. Ask example of a flashback, e.g.
6Ra.01 Enjoy independent and learners questions such as: Holes by Louis Sachar or The
shared reading of fiction • What can you say to encourage others to speak? (‘What do you think?’ ‘Do you Butterfly Lion by Michael
genres, poems, playscripts agree?’ ‘You know more about this than me!’) Morpurgo.
and non-fiction texts.* • What can you do to encourage others? (e.g. not interrupt, ask questions about what
you have heard) Access to a wide range of age-
6Ra.02 Express personal appropriate fiction, poetry,
responses to texts, including Record learners’ ideas on the board as success criteria. Tell learners that they are to use playscripts and non-fiction texts.
preferences in terms of these suggestions in the following activities, and to be prepared to give feedback about how This may be in the classroom or
language, style and themes. successful the strategies were. elsewhere, such as a library.
Provide learners with a selection of age-appropriate fiction, poetry, playscripts and non-fiction Alternatively, learners could
texts. Set aside time, preferably each day, for both independent and shared reading. bring in their own text.
Choose a text from the selection and read it (or part of it) to the class. Demonstrate a spoken
model answer to the class explaining why you chose it. This model answer should provide
emphasis on giving clear, detailed reasons for your choice, including the theme, style and
language of the text.
Ask learners to choose a text that appeals to them from the selection provided, or use their
own text.
Once learners have read their chosen text, ask them to take turns discussing with their group
why they chose this particular text. Learners should refer to the text, providing evidence for
their choice. Questions, such as the following, can be used to provide a scaffold for learners:
• What is it about this theme that attracts you?
• What is it about this writing that you like?
• What sort of words and language does the writer use that you particularly like?
At the end of the discussion, learners can comment on how they gave their peers
opportunities to speak and what methods were used to encourage this.
6Rs.01 Explore and describe Organise learners into small groups and give each group the cut-up pieces of a four-panel A four-panel comic. Cut up the
the progression of ideas in a comic strip. Ask them to decide which order the pictures go in. comic so that each panel is
text, including the handling of separate.
time (e.g. to manage
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flashbacks, or events which Ask each group to feed back their order for the comic strip and give a rationale for the order A selection of different reasons
are presented out of they chose. It is likely that most of the groups will choose to put the images in a chronological why a writer may choose to
chronological order). order and that their rationales will focus on the clues they used to order the sequence. include a flashback in a story.
Introduce the terms chronological and non-chronological and ask learners: Each group should have a
6SLm.03 Use language to • What difference would it make if you saw the end panel first? different reason. These should
convey ideas and opinions, be a mixture of valid and less
with increasing clarity and Encourage learners to use the words chronological and non-chronological when giving their valid reasons, for example:
detail. opinion. As learners express their opinions, give praise when their points are clear and • ‘The writer wanted the
detailed. If necessary, you can encourage and support learners to add further detail through reader to discover
questioning, for example: important information
• Why do you think that? about past events at the
same time as the
Continue to read your chosen class book with learners. Stop after you have read a section character.’
containing a flashback and ask learners:
• Is this text written in a chronological or non-chronological order?
Organise learners into groups and give each group a different statement about the reason
why a writer might choose to write in non-chronological order. Learners should explain
whether they think the reason given is good or not. If necessary, you can provide a language
scaffold for learners such as:
• We do not think this is a good reason because …
• We think it is more likely that he chose this structure because …
• We think this is a good reason because …
6Rg.07 Explore differences Show learners a list of films and books that they may have seen or read. Discuss with A short list of films and books
between written and spoken learners what techniques are used to show the viewer/reader that the character is having a that contain a flashback, with
English by comparing narrative flashback (e.g. the use of particular dialogue/vocabulary, a reference to a dream). Ask which learners may be familiar.
and dialogue. learners questions such as:
• Which characters have the flashbacks and why? Small objects that learners may
6Wg.08 Use the conventions • What might be the purpose of the flashback? (e.g. to understand a character better; hold and use as a stimulus for a
of standard English to give us an insight into why a character behaves in a particular way) memory.
appropriately in writing, • Can you think of any other books or films that include flashbacks?
including for different types of A piece of music that could act
texts, e.g. verb forms, Hand out small objects to learners, such as a small toy or ornament. Tell learners that they as a stimulus for a memory.
sentence structure, use of are going to close their eyes and listen to a piece of music. While they listen to the music,
different word classes. they are to imagine what memories could be associated with the object they are holding.
Explain that this memory may be something that is happy, sad, scary or humorous. When the
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music has finished, ask learners for their memory ideas and write a few of them on the board
in the past tense.
Explain to learners that one effective way to write flashbacks is to use a memory and recount
it in the present tense. Using an example from the board, model how to change a memory
(written in the past tense) into a flashback (written in the present tense), for example:
The bird flew over the river. (past tense)

The bird is flying over the river. (present tense)
Challenge learners to write a paragraph that changes their memory into a flashback.
Ask some learners to read their flashbacks to the class. As the learner reads, write on the
board exactly what they are saying, including any repetitions, incomplete sentences,
corrections and hesitations (e.g. um, er and ah). Elicit from learners what the differences are
between written and spoken English. Learners may give answers that include:
• Speakers can correct themselves and change what they are going to say as they
talk.
• A written text is more permanent and can communicate across time and space.
• Speech is usually used for more immediate interactions.
• Writers can make use of punctuation, layout and colour. Such things are not
available in speech.
Ask learners to read their flashback to a partner. When they have completed their
discussions, ask questions such as:
• Did you talk in the present tense?
• What effect did listening to your partner’s flashback have on you? Sadness,
happiness, surprise?
6Rs.03 Explore and recognise Challenge learners by giving them 30 seconds to list as many connectives that they can think An extract from the shared class
how ideas are organised and of. Write these connectives on the board as learners feed back their ideas. book that learners have not read
linked cohesively across a yet with all the connectives
text, e.g. new chapters to Organise learners into groups and ask them to group the connectives on the board into removed.
manage flashbacks or events different purposes. This can be modelled before learners begin, for example:
which are presented out of • connectives that add: and, in addition
chronological order; use of • connectives that introduce an alternative view: however, on the other hand.
however and on the other
hand to introduce a new
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paragraph in a balanced Discuss the different purposes that learners have identified. This can be recorded and
argument. displayed where all learners can refer to it.
6SLm.01 Adapt pace and tone Give learners an extract with the connectives removed. Ask learners to fill in the gaps with
of speech appropriately in some of the connectives on the board to create a text that is appropriate for purpose and
formal and informal contexts. audience. Circulate around the room during the activity and elicit discussion through
questions such as:
• Do you think that this connecting word fits the purpose of the text?
Once learners are confident with their chosen word choices, ask groups to read their text
aloud to the class. The rest of the class should listen and make comments on what function
the particular connectives have in that context.
Additionally, as learners read their texts, draw attention to the speed at which they are
reading and whether they are reading the whole text at the same speed. Model reading some
parts of the text more slowly than other parts and ask learners:
• What difference did it make by reading this section more slowly?
Model reading the text again, modifying your tone to emphasise a particular sentence. Ask
learners:
• How did my tone change?
• What difference did it make to my reading of the text?
Give groups of learners the original text and ask them to compare it with their version. Ask
learners to discuss what impact the writer wanted to have through their choice of connectives.
Learners should then practise reading the text aloud, using their pace and tone to emphasise
the writer’s purpose.
6SLm.04 Adapt non-verbal Organise learners into groups and give a copy of a (chronological) comic strip to each group. Examples of (chronological)
communication techniques for comic strips that contain no
different purposes and Ask each group to act out their story using actions instead of words. As a whole class you dialogue.
contexts.* can create a mind map showing the non-verbal techniques that can be used, for example:
Sticky notes or small pieces of
6Rs.02 Explore and recognise paper.
the key features of text
structure in a range of different
fiction and non-fiction texts,
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including poems and
playscripts.*
6Ws.02 Use paragraphs,

sections and chapters to
organise ideas and support
overall cohesion of a text, e.g.
new chapters to manage
flashbacks or events which are
presented out of chronological
sequence.
After learners have acted out their comic strip, ask:

• Is this a chronological or non-chronological text?
• How do you know?
In learners’ feedback, discuss the structural features that support their answer, and how the
features would differ if it were a non-chronological text.
Tell learners that they will now make their comic strip non-chronological. Learners can mind-
map their ideas in groups and organise their ideas on sticky notes. Learners should apply the
structural features that they identified earlier, as necessary and appropriate, and consider:
• how the movement to the past and back again can be shown
• how this may be different to flashbacks in narrative story writing.
In groups, learners should then perform their updated comic strip, freeze-framing the
flashback. A freeze frame is where learners create an image from the text using their bodies,
with no movement. A freeze frame can be useful as a way of communicating an idea or telling
a story and can be used to represent people, objects or even emotions and atmosphere.
While in their freeze frame, one learner should perform a voiceover to explain their rationale
for what is happening in the flashback and why the flashback appears at this point.
6Ri.16 Comment on how Refer learners to the shared class book and ask: A shared class book containing
different viewpoints are • Whose viewpoint is the story being told from? at least one example of a
expressed in fiction and non- • How is the character’s viewpoint expressed? (Learners may want to think about the flashback. Learners should have
fiction texts. tone or actions of the character.) read enough of the book to be
• How do we know this? able to talk about a few
• What information are we given about the character whose viewpoint we read? characters in detail.
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6SLp.02 Convey ideas about Organise learners into groups and have an assortment of books to hand out. Display the
characters in drama in questions above and ask the groups to discuss them again, having answers ready to share A variety of different storybooks.
different roles and scenarios with the class. Encourage and help learners to support their answers with evidence from the
through deliberate choice of books.
speech, gesture and
movement. Learners can experience what it is like to be a character in the shared class book by
participating in ‘hot seating’. This is where a learner (or an adult) takes on the role of a
6Wc.04 Include different character from the book and is asked questions about their background, life and experiences.
viewpoints in fiction, e.g. when The person in the hot seat is briefed beforehand about the character they are portraying,
writing stories with flashbacks. taking on their mannerisms and appearance. This is ideally carried out in groups, with one
person in the hot seat and the rest of the group asking them questions, rather than as a
6Wp.05 Proofread for whole-class exercise.
grammar, spelling and
punctuation errors, and make Learners should plan for the activity by talking about the character with each other and
corrections, including using discussing what sort of information they would like to find out from them. They can then
on-screen tools.* discuss whether their questions are ‘good’ questions, for example:
• Are my questions open ended?
• Have I planned my question?
• Is the way I have formed my question going to result in a helpful answer?
• Will my question give me a better idea of what it is like to be this person?
Using the ideas from the hot seating activity, learners then rewrite a small section of the
shared class book from the viewpoint of a different person in the story.
Learners should review each other’s writing for the correct use of spelling, punctuation and
grammar. Tell learners to circle any errors they find. Once they have finished proofreading
their partner’s work, they should make any corrections to their own writing. If learners are
using computers for the first draft of their writing, they can use the editing tools for
proofreading and error correction.
6Ww.01 Explore and use Provide a passage containing a large number of words with the ‘k’ sound. Instruct learners to Copies of teacher-prepared
different ways of representing read and highlight all the words containing this ‘k’ sound. Once this has been completed passages containing the k
consonants, e.g. -ck, -k, -ke, independently, ask learners to check with a partner that they have identified all the words. sound. Alternatively, these can
-que or -ch for /k/; -ch or -tch be displayed on a board.
for /ʧ/; j-, g- or -dge for /ʤ/. Ask the class to try to identify the spelling rules for the sound ‘k’ by carefully reading the
passage and discussing possible rules together, for example:
6SLg.01 Take different • We normally use ck after a short vowel sound.
assigned roles within groups, • We normally use ke after a long vowel sound.
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and begin to assign roles • If the k sound is preceded by the i sound, and if the word has more than one syllable,
within a group.* then we use ic.
• We normally use k after a consonant.
• If the word is originally from the French language, we use que.
Make sure these rules are displayed on cards or on another board for the duration of the
lesson. Supply another passage with a large number of words with the ‘k’ sound.
Divide learners into small groups (ideally five learners in each group – one for each ‘k’
sound). Allocate each group member a different spelling rule of the sound ‘k’. Each group
member will then write down the words they believe should contain their selected ‘k’ sound.
The teacher will act as facilitator and also make sure each group member has understood the
instructions. Learners within each group will compare answers to make sure that no ‘k’ words
have been used for more than one spelling rule. They can discuss any discrepancies before
deciding on their final answers.
Learners write a paragraph containing as many words as possible containing the ‘k’ sound
and check their own writing against the spelling rules above. When they have written their
paragraph, ask:
• Have you found any k sound words that do not conform to these spelling rules?
You can create a similar activity when working on the /ʧ/ sound (-ch and -tch spellings), and
on the /ʤ/ sound (j-, g- and -dge spellings).
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Unit 6.2 Historical recounts

Outline of unit:
In this unit, learners will read and explore a range of historical recount texts, understanding how the mode of communication differs depending on the audience it is
aimed at. Learners will write and present information with their intended audience in mind, paying particular attention to ensuring what they are saying is
understood by their audience. Learners will continue to develop the range of vocabulary used in their writing. They will also examine a variety of grammatical
features, and look at sentence and text construction before applying these to their own writing. Learners will further develop their skills at extending discussion,
building on their own and others’ ideas and adapting their speech to suit the audience and context.
Reading
Identify and record interesting and significant words, and synonyms, from texts to inform own writing.*
Recognise different clauses within sentences and the connectives that link them.
Explore how different modal verbs express degrees of possibility, e.g. should, would, could.
Read and explore a range of non-fiction text types.*
Explore explicit meanings in a range of texts.*
Express personal responses to texts, including predictions, opinions and reflections.
Writing
Spell words with a wide range of common prefixes and suffixes, including understanding ways of creating opposites, e.g. un-, im-.
Use own lists of interesting and significant words, dictionaries and thesauruses to extend the range of vocabulary used in written work.*
Use a wide range of modal verbs accurately to express degrees of possibility, e.g. should, would, could.
Use organisational features appropriate to the text type, e.g. bulleted and numbered lists.*
Develop writing for a purpose using language and features appropriate for a range of text types.*
Begin to choose appropriate ways to lay out and present texts to suit the purpose and audience (handwritten, printed and onscreen).*

Structure relevant information in a way that supports the purpose and aids the listener’s understanding.
Show awareness of different audiences, e.g. by using the appropriate register.*
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Extend a discussion by asking and answering questions to refine ideas.
Plan and deliver independent and group presentations confidently to a range of audiences, adapting presentations appropriately to the audience.*
Begin to make choices about the most appropriate media for a particular presentation.*
Comment on how and why communication varies in different contexts.
Key vocabulary:
recount
chronological
explicit meaning
suffix
countable noun
uncountable noun
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6Rv.03 Identify and record Throughout the year, encourage learners to keep a written log of words that will make their Notebooks.
interesting and significant own writing more interesting. Ask learners how this logbook could be organised, for example:
words, and synonyms, from • word types, e.g. noun, adjective Thesauruses.
texts to inform own writing.* • figurative language, e.g. synonyms, onomatopoeia
• words with prefixes and suffixes
6Wv.06 Use own lists of • topic words (for the topic currently being studied).
interesting and significant
words, dictionaries and Learners should review their own and other learners’ writing to identify words that are
thesauruses to extend the overused and aim to replace them with alternative words.
range of vocabulary used in
written work.* Remind learners to use their word log when they are preparing to produce their own writing. If
they are using a word processor, they can use an online thesaurus to find suitable synonyms
for overused words. If they are writing by hand, they can use hard copies of thesauruses
where available.
Give learners the opportunity to share the most interesting and useful words they have
recorded with the class. Other learners can then add these words to their own logs.
6Ri.04 Read and explore a Ask learners to list as many types of non-fiction texts as they can in one minute. Display all Extracts from a range of non-
range of non-fiction text the suggestions where learners can see them. fiction recounts written for a
types.* variety of purposes, e.g. letters,
Ask learners: diary entries, autobiographies,
6SLr.02 Begin to explain • Which type of non-fiction texts do you read or write regularly? biographies; reports of sporting
variations in communication, • Who writes these texts? events, news articles; accounts
including register. • Who are they written for? of historical events, school trips,
• What are the purposes of these texts? holidays and memories.
6SLm.05 Show awareness of
different audiences, e.g. by Tell learners that they will be looking at some chronological texts and that these types of texts A historical recount text.
using the appropriate register.* often recount events. Read a historical recount text together and ask learners to suggest
some features of the text. Depending on your choice of text, learners may suggest features
6SLp.03 Plan and deliver such as:
independent and group • It includes words to show time order, e.g. next, then, eventually.
presentations confidently to a • It can contain thoughts, feelings, action, description.
range of audiences, adapting • It can include past events (flashbacks).
presentations appropriately to
• It uses the past tense.
the audience.*
• It contains facts.
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Model a verbal recount of an imaginary learner’s time at school from over 50 years ago, using
features identified from the historical recount text. Ask learners to create their own recount
using the idea demonstrated or with one of their own.
Discuss with learners the best way to present their verbal recount to an audience of their
choice (e.g. parents, other learners, teachers). Ideas might include using photographic
evidence, on-screen presentations, posters, fact sheets. Ask learners:
• Why do different audiences need different information? (For example, teachers may
know more about lessons than parents.)
Give learners time to prepare their recount presentation. Once learners are ready to present,
ask them to identify their chosen audience. Next, ask learners to say how they think their
choice of presentation is appropriate for their intended audience. If necessary, provide a
scaffold such as:
• I have chosen _________ as my audience because …
• My choice of a _________ presentation suits my audience because …
Ask learners how and why recount texts vary for different audiences (e.g. children,
researchers, sports fans).
6Ri.06 Explore explicit Recap with learners the definition of the word explicit. An old photograph that contains
meanings in a range of texts.* a lot of objects, such as a room
Show learners a photograph (ideally projected on to a screen) that contains a lot of objects, in a house with furniture and
6Ws.04 Use organisational such as a room in a house with furniture and people. Ask learners to say what they can see in people.
features appropriate to the text the picture (explicit information). Factual answers are needed, such as ‘It’s a room’, not
type, e.g. bulleted and answers that make assumptions or offer opinions, such as ‘They are rich people’. Continue Extracts from a range of
numbered lists.* this questioning until learners can independently state what explicit information is given in the historical non-fiction texts, e.g. a
photograph. newspaper article, a recount of a
6Wp.03 Begin to choose historical event (e.g. the Great
appropriate ways to lay out Organise learners into groups. Give each group a different extract taken from a range of non- Fire of London) or an article from
and present texts to suit the fiction texts. Tell learners to identify and underline the explicit information they find in the text a magazine about a historical
purpose and audience in response to a given research area or question. event.
(handwritten, printed and
onscreen).* Once the groups have underlined the relevant explicit information in their extract, tell them Discussion cards.
they are going to choose a way to present this information to the rest of the class, for
6SLg.03 Extend a discussion example:
by building on own and others’ • designing a labelled poster or map
ideas. • writing and presenting a radio report
18

• creating a timeline of the sequence of events
• producing an on-screen presentation.
Their choice should be informed by the intended audience and purpose of the presentation.
Once learners have chosen the way they wish to present the explicit information they have
identified, discuss how they think this can be done in an organised and visual way. Elicit from
learners that they could use the following:
• headings and subheadings
• bulleted or numbered lists
• diagrams and pictures.
Discuss each of these ideas with learners to decide which would be the best way to present
the explicit information to the rest of the class. Ask learners to prepare their report using their
chosen method of presentation.
Give each learner three cards: one for sharing their own suggestion and two for commenting
on someone else’s. The appropriate card gets handed in when each learner speaks. Make
sure all learners in the group have the chance to speak. To encourage extending a
discussion, model sentence starters that learners could use, such as:
• I really like your idea. Have you thought about …
• That’s really interesting feedback. I was also thinking about …
After each presentation, allow time for questions and answers, or for a quiz about the explicit
information that was presented.
6Rg.02 Identify the main Activate learners’ prior knowledge about complex sentences and how they are formed. Prepared pieces of paper, half
clause and other clauses Display ideas on the board. with a main clause on them, the
(subordinate clauses) in a other half with a subordinate
complex sentence. Write some complex sentences on the board and ask learners to come up and underline the clause. Allow for at least six per
main clause. For example: learner.
6Wg.03 Use punctuation
effectively to clarify meaning in Even though Rajiv was exhausted, he managed to finish the race. Different coloured pens.
complex sentences. Safia stopped to buy bread on her way back from school.
While I was working, my dad cooked dinner.
Hand out at least six prepared pieces of paper to learners, half with a main clause written on
them, the other half with a subordinate clause. Model how to match the main clauses to the
subordinate ones. Explain the rationale for your choices as you model some sentences for
19

learners. Ask them to match the main clauses with the subordinate clauses on their pieces of
paper.
Ask learners to write out the complex sentences they have made. Tell them to place a
comma between the clauses when they think it makes the sentence clearer. Warn them to be
careful that they do not produce compound sentences by simply adding a connective and
about comma splicing (using a comma to join two simple sentences). Next, ask learners to
highlight the main clauses in one colour and the subordinate clauses in a different colour.
Ask learners to look at one of their new sentences and swap the order of the clause. Discuss
with learners how doing this may change the emphasis in the new sentence and what the
impact of this is:
• Does this change the meaning of the complex sentence?
• Does it change which is the main clause and which is the subordinate clause?
• Do we need to make any changes to the punctuation? If so, what?
6Ww.02 Explore and spell Write a sentence on the board which contains multiple misspelt words (e.g. ‘High, it’s sew Four large pieces of paper, one
words with different suffixes nighs two meat yew’), and ask learners to discuss the spelling mistakes with a partner. with -tion written on it in large
but similar pronunciation, letters in the middle, one with
e.g. -tion, -cian, -sion, -ssion; Ask learners to write ten words that end in a ‘shun’ sound (e.g. education, mission) on small -cian, one with -sion and one
-ance, -ence. pieces of paper. Tell learners that the endings sound much the same but are spelt differently, with -ssion.
so it can be difficult to know which ending to use when we write them. Explain that these are
6SLm.02 Structure information suffixes and ask learners to pronounce each word to show that they all sound the same. Examples of root words written
to aid the listener’s on small pieces of paper or
understanding of the main and Display four large pieces of paper showing either -tion, -cian, -sion or -ssion and give learners sticky notes. Make sure the root
subsidiary points. pieces of paper with lots of examples of root words on, for example: words can all be joined with
• act either the -tion, -cian, -sion or -
• progress ssion suffix.
• music.
Ask learners to match their root words with the correct suffix and to place their small pieces of
paper on the corresponding large piece of paper. Point out that with the suffixes all the words
are nouns.
Once completed, ask learners if they can suggest a rule that helped them decide which suffix
to add to a root word. Ask learners to carefully explain the rule they have thought of to the
rest of the class. Point out that there are nearly always exceptions to the rules. Elicit from
learners the following commonalities:
20

• Words that end in -tion are the most common.
When the root word ends in -te, -ct or -nt, remove these letters and add -tion.
For example, celebrate → celebration, act → action
• Words that end in -cian mean ‘having a certain skill or art’.
For example, music → musician
• When the root word ends in -de, -l, -nd, -r, -s, -se or -vert, remove some or all of them
and add -sion.
For example, erode → erosion, extend → extension, convert → conversion.
• When the root word ends in -cede or -ss, use ssion.
For example, discuss → discussion
• When the root word ends in -mit, remove the t and add ssion.
For example, transmit → transmission
The discussion should ensure learners reflect on the rules they applied when completing the
activity and whether they can find any exceptions to these rules.
6Rg.08 Explore and discuss Clarify learners’ prior knowledge of word classes (e.g. nouns, adjectives). Once learners’ A short historical text that
grammatical features in a knowledge of these are secure, tell them they are going to learn about some other word includes the following word
range of texts, e.g. verb forms, classes, including verbs, adverbs, pronouns, articles, prepositions and connectives. classes: nouns, adjectives,
sentence types, use of verbs, adverbs, pronouns,
different word classes. On the board, show learners a short historical text that includes the following word classes: articles, prepositions and
nouns, adjectives, verbs, adverbs, pronouns, articles, prepositions and connectives. As a connectives.
6Rg.05 Identify different word class, choose one of the word classes, discuss its purpose, and display suggested definitions
classes in texts and of it on the board for learners to see. Read through the text, asking learners to put their hand Large pieces of paper with three
understand their purposes. up when they identify an example of that word class. Ask learners to identify examples of the large circles drawn on each.
other word classes and underline the words on the board, using a different colour pen for
6SLp.04 Begin to make each word class. An extract from a recount taken
choices about the most from a non-fiction book.
appropriate media for a Organise learners into groups and give each group one of the word classes. Ask learners to
particular presentation.* write:
• a definition of it
6Wg.06 Ensure grammatical • an example sentence containing a word of that class
agreement of quantifiers with • an explanation of its purpose in a sentence.
countable and uncountable
nouns, e.g. less and fewer. Ask learners to choose an appropriate way to present their information so that others in the
class will understand and remember it (e.g. as a verbal report, through diagrams, by means
of an informal chat or as an on-screen presentation).
21

Once learners have given their feedback, hand out the pieces of paper with the three large
circles on. Organise learners so that there is a group around each piece of paper. Ask
learners to write one of the eight word classes from the first task in each circle. Read out an
extract from a non-fiction recount, then either hand out copies of it to each group or display
the extract on a large screen. Ask learners to identify, in the text, as many words as possible
belonging to each of their chosen word classes and to write them in the correct circle. Groups
compare their answers at the end of the task to discover and discuss where errors may have
been made, for example:
VERBS CONNECTIVES NOUNS
walked fell but school Chen

threw when if snowflake
Remind learners of the difference between countable and uncountable nouns and clarify
understanding where necessary. Refer to the circles containing nouns and ask learners to
sort these nouns into countable and uncountable, helping with the first few, if necessary, until
learners are sure of the difference.
Ask learners to suggest rules to help recognise countable and uncountable nouns, for
example:
• Countable nouns are things that you can count and that have plurals, e.g. cars,
problems, schools, teachers, books.
• Uncountable nouns are things that you cannot count or do not have a plural, e.g.
water, love, happiness, information, sand, air.
Question learners to see if they understand when we use the quantifier fewer as opposed to
less before a noun. Confirm the rules for their use, for example:
• If you can count it, use fewer and many.
• If you cannot count it, use less and much.
Give learners some examples to help them see the difference, for example:
• A magazine has fewer pages than a book. A book has many pages.
• I like less sugar in my coffee than you. How much sugar do you like in your coffee?
Ask learners to complete some gapped sentences with either fewer or less, for example:
22

• There was ______ information in the text than I hoped.
• I see ___ birds in my garden now than I used to.
• Well done! You made a lot ___ mistakes than last week.
• I drank ______ water than my brother.
Challenge learners to make a list of as many countable nouns as they can in thirty seconds.
Do the same for uncountable nouns. Ask learners to use the nouns from each list and write
their own sentences that include the words fewer and less.
6Rg.06 Explore, and Discuss learners’ prior knowledge of active and passive verbs. Explain to learners that a Extracts from a range of
understand, the use of active passive sentence is one in which the recipient of an action is the subject, and the person who historical non-fiction texts, e.g. a
and passive verb forms. does the action (the agent) becomes less important or may not even be stated at all. In the newspaper article, a recount of a
active sentence, A boy threw the ball, for example, the subject of the sentence is a boy, and historical event (e.g. the Great
6Wg.05 Use active and he does something to the ball. However, if we turn that sentence into a passive sentence, Fire of London) or an article from
passive verb forms within The ball was thrown by a boy, the subject is the ball, which has something done to it by a a magazine about a historical
sentences. boy. When the subject of a sentence, or clause, is not performing the action, but is having the event.
action done to it, then the verb is a passive verb, for example, was thrown.
6Wc.06 Develop writing for a
purpose using language and Show learners more examples of sentences containing active and passive verb forms, for
features appropriate for a example:
range of text types.* The cat was chasing the mouse. (active)
The mouse was being chased by the cat. (passive)
Ask learners to find examples of sentences containing passive verbs in the non-fiction
recount texts. Ask learners:
• Is there one type of recount text that has more passive sentences than any other?
Tell learners they are going to write a recount of something they are familiar with, such as
their experience of school from when they started in the first class up to the present day. Ask
learners for ideas to include and list these on the board.
Challenge learners to brainstorm the features of a recount text. Ideas may already be on
display from a previous activity. Tell learners to write a first version using active verbs, and to
include other features of recount texts too.
When learners have finished writing, ask them to highlight all the active sentences in their text
and to rewrite a paragraph of their text, changing all the active sentences to passive
sentences. Once complete, ask learners:
23

• What is the impact on the reader of changing the active verbs in a text to passive
verbs?
Lead a discussion with learners about the advantages and disadvantages of using active and
passive verbs.
24
Unit 6.3 Poetic language

Outline of unit:
In this unit, learners will read and discuss a range of poetry, expressing their own preferences as to style and language, while listening to and commenting on the
preferences and ideas of others. Learners will explore the different strategies, including the use of figurative language, that writers use when both writing and
presenting poetry to make it more appealing to an audience, and they will apply these strategies to their own writing. Learners will consider implicit meaning in
poetry and replicate this in their own writing. Learners will evaluate their own and others’ talk by listening and reflecting on what is heard, and giving feedback
sensitively.
Reading
Comment on a writer’s choice of language, including how it conveys feeling and mood.
Identify figurative language in texts, including metaphors and personification.
Begin to explain how figurative language creates imagery in texts and takes understanding beyond the literal.*
Read and explore a range of fiction genres, poems and playscripts, including identifying the contribution of any visual elements or multimedia.*
Explore implicit meanings in a range of texts.*
Writing
Explore synonyms and words conveying shades of meaning, and use them accurately in own writing.
Choose and use words and phrases carefully to convey feeling and mood.
Begin to use figurative language to evoke an imaginative response from the reader.*
Develop writing of a range of text types for a specified audience, using appropriate content and language.*
Evaluate own and others’ writing, suggesting improvements for sense, accuracy and content, including to enhance the effect.*

Listen, reflect on what is heard and give a reasoned response.
Show consideration of another point of view.*
Read aloud with accuracy, and increasing confidence and style.*
Evaluate own and others’ talk, including what went well and what could be improved next time.*
25

Key vocabulary:
shades of meaning
figurative expressions
implicit meaning
rhyme
rhythm
alliteration
onomatopoeia
imagery
metaphor
idioms
simile
personification
sonnet
26

6Ra.02 Express personal Show learners a poetry anthology and read a selection of poems. Explain to learners that Access to a wide range of
responses to texts, including anthologies group poems by themes or topics, such as nature, family or memories. poems. These could be taken
preferences in terms of from poetry anthologies, such as
language, style and themes. Using the list in the contents pages of the anthology, ask learners which topic (theme) they I Am the Seed that Grew the
like to read about in a poem and to note it on a piece of paper. Direct learners to walk round Tree: A nature poem for every
6SLg.02 Show consideration the classroom and get into a group with others who have the same or a similar theme. day of the year by Fiona Waters
of another point of view.* and Frann Preston-Gannon; 101
Organise learners into groups based around their identified shared theme and give each Poems for Children: A laureate’s
group a selection of poems taken from the anthologies. Challenge learners to identify a poem choice by Carol Ann Duffy and
that best represents their chosen theme. Learners should make notes on why they have Emily Gravett; Talking Turkeys
chosen that poem and what appeals to them about it. Move around the room while the activity by Benjamin Zephaniah.
is taking place, giving help to learners as needed.
Small pieces of paper.
Ask one learner from each group to go as an ‘envoy’ for their group to another table, taking
their poem and notes with them. After reading the poem to the new group, the envoy says
what they liked about their chosen poem, and the new group comment on what they liked too.
Tell learners to consider and comment on each other’s ideas even if they do not have the
same views. The envoy then returns to their original table and shares the notes they
collected. This can be repeated with a new envoy going to a different table for further sharing
of their personal favourites.
Remind learners that poems vary a lot in terms of language, style and theme. Find out from
learners what features appeal to them in poetry and list these on the board. Learners’
responses could include comments on:
• rhyme
• rhythm
• the story
• short lines
• humour
• alliteration
• onomatopoeia.
Ask learners:
• Were any of these features in your favourite poem from earlier?
• Were there any other features in your poem that we can add to our list on the board?
Display this list in the classroom for learners to refer to in other activities.
27

6Ri.02 Read and explore a Select an illustrated poem written for younger children that has an audio reading. Read the A poem written for younger
range of fiction genres, poems poem to learners in a boring way, without showing any of the illustrations. Ask learners: children with an audio reading,
and playscripts, including • How can the reading be improved to make it more interesting for younger children? e.g. Wind on the Hill by A.A.
identifying the contributions of Milne. There are readings
any visual elements or Play learners an audio reading of the poem. As learners listen, ask them to take notes on the available online, as well as
multimedia.* following: performance readings.
• expression in the reader’s voice
6SLr.01 Evaluate own and • changes in pace Books containing illustrated
others’ talk, including what • changes in volume nursery rhymes and poems
went well and what could be • pauses for effect written for children by writers
improved next time.* • sound effects. such as Edward Lear, Mary Ann
Hoberman and Michael Rosen.
6Wc.07 Develop writing of a Discuss with learners whether this reading was an improvement on the previous one:
range of text types for a • Did you like this reading of the poem better than my reading? Audio recording equipment, e.g.
specified audience, using a phone.
• If so, how was it better?
appropriate content and
• Why would younger children enjoy this reading more, do you think?
language.*
Ask learners how we could improve the reading of the poem even further. Elicit the following
ideas:
• using facial expressions
• using gestures
• using illustrations.
Ask for a volunteer to read the poem again, this time using facial expressions and gestures,
and showing the illustrations. Ask learners to consider how their response to the poem
changed with the different readings.
Display the following list at the front of the class where learners can see:
rhyming words
• simple language
• short sentences
• images.
Discuss these features with learners and ask:

• Why do you think these features would suit a poem for younger learners?
• What is it about these features that would appeal to younger learners?
28

Tell learners that they are going to write their own poem for younger children, using the
features already discussed. Give them examples of poems for younger children. Once
learners’ poems are completed, they can add illustrations and record themselves reading the
poem aloud, using multiple voices and sound effects.
Learners can then read their poems to younger learners in the school. Learners can say how
they would like to improve their own performance, and the audience can have the chance to
say what they liked about the poem and what they think would make it even better.
6Wv.02 Explore and use Write the word nice on the board. Challenge learners to identify synonyms (e.g. wonderful, Ask learners to bring in a copy of
words and phrases to convey pleasant, charming). Record all suggested synonyms on the board. their favourite poem. Have
shades of meaning plenty of copies of poems in
appropriate to the context. Write a phrase on the board containing the word nice (e.g. She was nice) and underline the poetry books or on pieces of
word nice. Using learners’ suggested words, ask learners to compare and contrast the paper in case learners do not
6Rv.04 Comment on a writer’s implications of using different words in the sentence: have access to poems at home.
choice of language, • What is the difference between being ‘nice’ and being ‘charming’?
demonstrating some • What does the word ‘wonderful’ suggest about the person? Small pieces of paper.
awareness of the impact on
the reader. Explain to learners that they have been considering shades of meaning of words. Establish
that, when they are writing, it is important to decide which word most clearly expresses their
6SLs.01 Listen, reflect on intended meaning.
what is heard and give a
reasoned response with Ask learners to take a copy of their favourite poem and underline or highlight the words in it
reference to at least one that they think have a particular impact on the reader. Once they have identified the relevant
specific point made by the words, ask learners to choose two or three examples in their poem and to think about why the
speaker. poet chose those particular words. Learners make notes on the poem about this.
6Wp.04 Evaluate own and Organise learners into pairs. Ask learners to discuss together the words they identified and
others’ writing, suggesting why they think the poet chose them. Encourage learners to question their partner’s choice of
improvements for sense, words and interpretations, and support them with questions such as:
accuracy and content, • Why do you think that was the poet’s intention?
including to enhance the • Why didn’t the poet just use the word … instead?
effect.* • Why does this word stand out to you?
Tell learners that they are going to write an ‘exaggeration’ poem that uses language which
will leave an impression on an identified reader. Define the word exaggeration, if necessary,
and model an example, such as:
29

I have a big brother,
in fact, he’s really tall.
To get through the front door in the morning
he has to get down and crawl.
He walks to school in seconds –
his legs are so, so long.
Mum says he’s got his head in the clouds.
Actually, she’s not far wrong!
Ask learners to choose language that will create an impact on their identified reader, and
words and phrases that show shades of meaning. Topics could include:
• a big market
• a tired old man or woman
• a quiet town.
Once learners have produced a draft of their poem, ask them to swap it with another learner.
Ask learners to feed back to their partner on how successful they have been in using shades
of meaning in their poem, and what impact their choice of words has created on the reader.
Give learners time to respond to the feedback.
6Rv.05 Explore commonly Activate learners’ prior knowledge of similes, metaphors and idioms by asking them to Examples of similes, metaphors
used figurative expressions, discuss their use with a partner and write a definition of each. Have examples of each ready and idioms.
e.g. as cool as a cucumber, to read to the whole class, asking learners to identify the sort of figurative expression each
crying crocodile tears. one is and say how they know. Examples could include: An example of a poem with
• simile – He’s as busy as a bee. similes, metaphors and idioms,
6Rv.06 Begin to explain how • metaphor – You are my sunshine. e.g. Sonnet 18 by William
figurative language creates • idiom – It cost an arm and a leg. Shakespeare.
imagery in texts and takes
understanding beyond the Tell learners that these are figurative expressions that give additional layers of meaning to the
literal.* reader, then support them in working with each other to create a list of examples they have
heard of. They may like to make up some of their own too. Display the figurative expressions
6Wv.05 Begin to use figurative for learners to see and use later.
language to evoke an
imaginative response from the On a screen or board, display a variety of poems containing imagery such as personification
reader.* and metaphor. Read a selection aloud to learners and ask:
• What picture is the writer trying to create with the figurative language they have
used?
30
On a screen or board, display a copy of your chosen poem, so that learners can see it and
read it themselves, and ask:
• Which examples figurative language do you recognise in it?
• What sorts of imagery can you find?
• How does the imagery affect the picture the poem makes in your mind?
• Why do you think writers use figurative expressions?
Their answers to the last question could include:

• They make the writing more interesting to read.
• Playing with words makes writing and reading more fun.
• You can picture things in your head.
• They make the poem easier to remember.
• You can use your imagination and make things up.
• You can say things that aren’t true.
Tell learners that they are going to write a poem containing figurative expressions about a hot
day. They can use any of the examples discussed. Get suggestions for suitable vocabulary
from learners, prompting them to give examples of the different types of figurative language
already discussed. Give learners time to write their poem.
Learners read their poem to a partner and illustrate it with pictures of what they see in their
head.
6Ri.08 Explore implicit Have a photograph that you can use as an example to discuss implicit meaning. Explain that A selection of photographs of
meanings in a range of texts.* implicit information is information you gather from clues in the photograph. It is information indoor and outdoor scenes.
that you can infer from the photograph, but which is not explicitly given in the photograph. In a
6Wv.04 Choose and use photograph showing a person struggling to hold on to an umbrella, for example, the fact that Copies of nonsense poems such
vocabulary carefully to develop the person is holding an umbrella is explicit information. The implicit information (which you as those by Edward Lear and
imaginative detail. can infer from that) is that it is probably windy and raining. Lewis Carroll.
6SLp.01 Read aloud with Tell learners that they are going to be detectives and are going to find out top-secret
accuracy, and increasing information from some photographs. Organise learners into small groups, giving each group a
confidence and style.* different photograph. Tell each group to discuss what implicit information they can gather by
looking at the clues in the photograph. Ask learners to explain what clues they used from the
photograph to come up with their implicit information. Give all learners a chance to be a
detective by moving the photographs to different groups.
31

Tell learners to write their own poem with implicit meaning. Tell them to write their poem in
such a way that it is not clear what or who the subject is. Rather than give explicit information,
learners should just leave clues in their poem as they are going to see whether others can
work out what or who the poem is about. Model an example, such as:
It races up, dropping small crumbs.

Briefly it pauses, as though to say,
‘Come away with me.’
Then it retreats,
sometimes alone, sometimes with a passer-by,
who skips among the white horses.
Read the poem to learners and ask them what they think it is about. It is intended to be about
a wave or the tide coming in and going out. Ask learners what clues in the poem they used to
make their decision.
Ask learners to write their poem and practise reading it to their group, using facial
expressions and voice to add suitable suspense or secrecy to their reading. The other
learners in the group should give feedback on the delivery method and style. After rehearsing
in groups, learners then present their poem to the rest of the class. Invite learners to guess
what the poems are about.
32
Unit 6.4 The environment

Outline of unit:
In this unit, learners will examine a range of non-fiction texts about the environment, including some set out as balanced arguments. Learners will analyse the
features of balanced arguments, locate relevant information and comment on the point of view expressed. When writing, learners will produce extended pieces of
writing about the environment using a range of connectives and a variety of punctuation to produce a cohesive piece of work. Learners will be encouraged to
expand their use of prefixes and suffixes. Learners will have opportunities to plan and take part in a class debate and use drama, adapting the pace and tone of
their speech as necessary. During discussion, learners will be able to reflect on what is heard and respond in an articulate manner.
Reading
Explore and describe the progression of ideas in a text; compare the progression in different texts.
Identify, discuss and compare the purposes and features of different non-fiction text types, including evaluating texts for purpose and clarity, and recognising use
of personal and impersonal style.
Use scanning and skimming appropriately depending on the type of information required.
Locate and use relevant information from a single text or different texts.
Support answers to questions with reference to, or quotations from, one or more points in a text.*
Comment on how a viewpoint is expressed in fiction and non-fiction texts.
Writing
Explore and use spelling rules for suffixes that begin with vowels and suffixes that begin with consonants.
Use paper-based and on-screen tools to find the correct spelling of words; keep and use spelling logs of misspelt words, and identify words that need to be
learned.*
Begin to develop ideas cohesively across longer pieces of writing.
When writing non-fiction texts, present and justify a consistent viewpoint.
Explore and use different ways of making notes (e.g. bulleted lists, mind maps) and use them to inform writing.
33

Key vocabulary:
viewpoint
connective
balanced argument
impersonal style
root word
prefix
suffix
standard English
counter-argument
34

6Ri.04 Read and explore a Challenge learners to write down as many differences that they can think of between fiction A range of age-appropriate non-
range of non-fiction text and non-fiction texts in two minutes. Feedback from learners could include points such as: fiction texts about the
types.* • Fiction is not true and non-fiction is true. environment, e.g. reports,
• Fiction tends to focus on imaginary events, while non-fiction focuses on events/ideas diaries, instructions, non-
6Ri.16 Comment on how that are true. chronological texts.
different viewpoints are • Fiction texts are made up, while non-fiction is informative.
expressed in fiction and non- • Fiction texts can be told from one character’s point of view or from several. Timers.
fiction texts. • Non-fiction texts tend to be told from the viewpoint of one person, who uses language
to try make the reader feel a certain way. A short balanced written
6SLg.04 Encourage others to argument.
take turns in a discussion. Organise learners into small groups. Give each learner in the group a short extract from a
different non-fiction text about the environment. Ask learners to read their given extract
6Ri.05 Identify, discuss and independently and make notes on the:
compare the purposes and • context
features of different non-fiction • text type
text types, including balanced
• viewpoint.
written arguments.
Give each group a timer. Tell learners that they are going to take turns to read and explain
6Wc.08 Write balanced
their text type, including the viewpoint, to their group, but they only have a specified time in
arguments, developing points
which to do this. During this specified time, no one else can talk. The learner talking has the
logically and convincingly.
timer next to them. When the time is up, the other learners in the group each says what non-
fiction text type they think it is, what they think the viewpoint is and how the viewpoint is
expressed. They then reach a group decision. Tell learners to repeat this procedure until all
group members have read and all the text types have been identified and discussed.
Explain to learners that they are going to look at a text that includes a balanced argument.
Discuss with learners what a balanced argument consists of and display ideas on the board.
Ask learners to organise these ideas under three headings: Purpose, Structure and
Language.
Give learners time to read the balanced argument text and ask them to consider questions
such as:
• What are the arguments for and against? Are these clear?
• How are the viewpoints presented?
• How is the argument structured? (introduction, evidence, conclusion)
• What language features are included?
• Why has the writer chosen to use these features?
• Why has the writer chosen to make these points?
35
Challenge learners to think of their own topic concerning the environment. Ask them to write
two or three paragraphs of a balanced argument that develops points in a logical and
convincing way. Learners should refer to the success criteria compiled earlier to support their
writing.
6Ri.14 Support answers to Activate learners’ prior knowledge of prefixes and suffixes, for example, ask pairs of learners Non-fiction texts about the
questions with reference to, or to look at some non-fiction texts, identify words with prefixes, and complete the following environment containing a range
quotations from, one or more table: of words with prefixes and
points in a text.* suffixes.
Word + meaning Prefix + meaning Root word + meaning
6Ww.03 Further develop unnatural – existing or un- – not or the opposite of natural – existing or Large pieces of paper.
understanding of how to add happening because of happening because of
prefixes and suffixes to root something made or done by nature, not made or done by
words, and when the root people people
words changes.
Ask learners to do the same with words that have suffixes. Once complete, organise learners
6Wg.08 Use the conventions into small groups and ask them to discuss how the meanings of words change when prefixes
of standard English or suffixes are added.
appropriately in writing,
including for different types of Organise learners into pairs and give each pair a different prefix and suffix. Ask learners to
texts, e.g. verb forms, add as many root words to the suffix or prefix as they can think of. Display these words,
sentence structure, use of telling learners to try to include at least one of the words with a prefix and one of the words
different word classes. with a suffix in their next piece of writing.
Discuss with learners a selection of topics that relate to the environment and display them on
the board. Topics could include:
• rainforests
• reducing the use of plastics
• pollution in the environment.
Ask learners to create posters about a topic concerning the environment. Tell them that they
must use standard English in their posters (e.g. correct word order in sentences, correct verb
forms and subject–verb agreement, appropriate use of pronouns, adjectives and adverbs),
and encourage them to use illustrations to make their posters appealing.
Display the finished posters around the classroom or school for others to see.
36

6Rs.01 Explore and describe Display the features of an argument text on the board. A list of features of an argument
the progression of ideas in a text (this can be from a previous
text, including the handling of List some topics for argument about the environment that are of interest to learners, for lesson, if available). Features
time (e.g. to manage example: should include: introduction,
flashbacks, or events which • Environmental pollution is the biggest problem of modern times. evidence for and against,
are presented out of • If everyone recycles even a little bit, it will still have a positive impact on the conclusion; use of impersonal
chronological order). environment. language, present tense, third
• Many animals are facing extinction. We should be taking precautions to stop this from person, connectives.
6SLm.01 Adapt pace and tone happening.
of speech appropriately in A prepared list of topics for
formal and informal contexts. Ask learners to choose one of the topics and to use various sources (e.g. leaflets, television argument about the
advertisements, magazine interviews, internet searches) to research it. Explain to learners environment.
6Ws.03 Use a range of that they will have to find and read different texts in order to gather ideas and suitable
connectives to link paragraphs evidence for both sides of the argument. At the end of their research, learners should have a A range of available resources
and sections clearly and list of points both in support of and against their chosen topic. that learners can use for their
cohesively, e.g. use of research.
however and on the other Give learners an example report on an environmental issue that presents a balanced
hand to introduce counter- argument. As you read the report, as a class for the first time, stop at various points and ask An example report on an
arguments in a balanced learners to comment on the pace and tone of the writing, and whether the level of formality is environmental topic that
argument. suitable. Change the pace, tone and formality of your reading according to what learners presents a balanced argument.
have said, until they agree on the most suitable way of speaking.
6Ws.01 Manage the Different coloured pens or
development of an idea across Ask learners to highlight the arguments for and against in the text in different colours, and to highlighters.
an extended piece of writing, underline all the connectives. Discuss the purpose of different connectives with learners and
e.g. by linking the end to the which ones may be suitable for linking their sentences to create a balanced argument.
beginning.
Ask learners to plan and write a report on their chosen topic. Tell them that they will need to
6Ri.13 Locate and use provide arguments both in favour of and against the topic when writing the report. They will
relevant information from one need to think about:
or more points in a text, or • planning (two columns can be used – one for the issue and one against)
from different texts, confidently • ensuring that they use suitable language
and efficiently. • how they will develop their ideas within a paragraph
• the best order in which to present their arguments
• how they will begin and end their report.
Once learners have written their report, ask them to read it to a partner. Learners should
decide how formal or casual to make their reading, and adopt an appropriate pace and tone.
37

6Wp.02 Begin to decide when Tell learners that they are going to prepare for a debate, either in support of an environmental A prepared list of topics for
it is helpful to take notes and issue or against it. Divide the class into groups and assign them an environmental issue that argument about the
how to record them. people disagree on. Explain to each group that half of them will support one side of the environment.
argument and the other half will support the counter-argument. Advise learners that it does
6Wc.06 Develop writing for a not matter if they support the issue in real life or not; it is how they present the argument in A range of available resources
purpose using language and the debate that is important. that learners can use for their
features appropriate for a research.
range of text types.* As a whole class, recap on the features of balanced arguments, such as:
• purpose – to present arguments from differing viewpoints
6Ww.07 Use paper-based and • structure – introduction, evidence for or against, conclusion
on-screen tools to find the • language – third person, contrasting connectives such as however, on the other
correct spelling of words; keep hand, and sequencing connectives such as in addition, finally.
and use spelling logs of
misspelt words, and identify Ask learners for their suggestions about gathering and recording information for their
words that need to be arguments. Discuss where they can find information (e.g. textbooks, online sources,
learned.* eyewitnesses) and the best way to remember the information and ideas they gather (e.g.
relying on memory, making and using written notes, taking photographs, making recordings).
6SLs.01 Listen, reflect on
what is heard and give a Organise learners into groups and ask them to plan their arguments. They will need to:
reasoned response with • suggest points to make
reference to at least one • research the topic
specific point made by the • consider arguments the other side could raise in order to have their counter-
speaker. arguments ready
• prepare a written plan of their line of argument
6SLg.02 Show consideration
• write up a final speech for the debate with the opposing side.
of another point of view.*
To help learners with spelling, ask them to share any strategies they have for remembering
difficult spellings. If they do not have any strategies, encourage them to try one, such as:
• using a different colour to highlight the tricky letter combinations
• writing the word on lots of pieces of paper and sticking them around their home.
When they are preparing their arguments, encourage learners to use on-screen spell
checkers. Give them the opportunity to regularly update their spelling logs. in which they write
their handwritten and on-screen spelling mistakes.
When the groups have finished writing their arguments, hold the debate. Remind learners
that they should not simply read their notes. Encourage them to go off script in order to
38

incorporate responses to the opposing point of view and to ask questions about the points of
view presented in the debate.
39

Outline of unit:
In this unit, learners will look at poems on the theme of nature that evoke responses in the reader/listener as a result of the style, themes and language used.
Learners will write their own nature poems with the aim of achieving similar responses. Learners will be given opportunities for collaborative work, to look at the
language and structure of poetry, and how to write in a variety of forms. Learners will compare stories with poems, and collaborate with each other to produce and
recite a narrative poem. Learners will work on improving their handwriting style and share ideas about how to achieve this.
Reading
Begin to consider how readers might react differently to the same text, depending on where or when they are reading it.
Writing
Begin to use commas to separate clauses within sentences and clarify meaning in complex sentences.
Develop creative writing in a range of different genres of fiction and types of poems.*
Write legibly and fluently for different purposes, including choosing the writing implement that is best suited for a task.

40
Key vocabulary:
punctuation
parenthetic
non-verbal communication
poetic form
grammatical features
41

6Rg.01 Explore in texts, and Challenge learners to list as many different types of punctuation that they can in two minutes. Copy of a poem about nature
understand, the uses of Take feedback and display responses on the board. Organise learners into small groups. Ask that uses punctuation for
colons, semicolons, ellipses, them to discuss the different types of punctuation and say what each form of punctuation is creating impact, e.g. in time of
parenthetic commas, dashes and how or why it is used. Take feedback and guide learners to a shared understanding of daffodils by E.E. Cummings.
and brackets. the use of each punctuation mark. Next, tell learners that they are going to be looking at how
a writer can use punctuation in a poem to create a particular impact on the reader.
6SLm.04 Adapt non-verbal
communication techniques for Read the chosen poem aloud to learners, emphasising the punctuation as appropriate.
different purposes and Discuss with learners what they think the poem is about and why.
contexts.*
Read the poem for a second time and ask learners to annotate their own copy with
6Ra.04 Comment on how suggestions about how the punctuation is used for impact. This could be supported by asking
readers might react differently learners questions such as:
to the same text, depending on • Why do you think the writer has used commas in this poem?
where or when they are • Why do you think the writer has used dashes in this poem?
reading it. • Why do you think the writer has used brackets in this poem?
6Wg.01 Use commas, dashes Organise learners into pairs and allocate each pair a couple of lines from the poem. Ask each
and brackets parenthetically. pair to perform (not read) their couple of lines using only actions and non-verbal
communication, not their voice. Tell learners they should think about the use of punctuation in
their lines and whether they are going to use them to emphasise an action. Explain that the
end of a line in a poem does not always mean a pause. When all learners have practised
their performance as pairs, work towards a class performance. Tell learners that, as they
perform, it is up to them to decide where to put in any pauses.
Ask learners to perform their lines for the rest of the group. Once all groups have performed,
ask questions:
• What do you think went well about the performance?
• Now that you’ve seen others perform, can you think of a different way to act out your
lines?
• Was there a moment where you acted in a certain way because of the punctuation
used in the poem? If so, which part, and why did you act in that particular way?
Tell learners to write their own poem about nature that uses punctuation to create impact on
the reader. Direct learners to share their poem by giving it to a partner to read and asking for
feedback on how they have used punctuation for impact in their poem.
42

6Rs.02 Explore and recognise Introduce a poetic form to learners, chosen from cinquain, haiku, limerick, shape poem or Copies of poems about nature
the key features of text sonnet. This could be a form they are familiar with or one that is new to them. Ask learners to using a specific poetic form:
structure in a range of different list the structural features they would expect to see in the chosen poetic form. cinquain, haiku, limerick, shape
fiction and non-fiction texts, poem, sonnet.
including poems and Organise learners into groups and give each group a different poem. All poems should be
playscripts.* structured using the same poetic form. Ask learners to identify the structural features in their Small pieces of paper.
given poem. Once they have identified the features, ask them to discuss the effect of the
6Ws.02 Use paragraphs, features. You can support this discussion by asking questions such as: Large pieces paper.
sections and chapters to • Why does the poet start a new stanza at this point?
organise ideas and support • Why has the poet started a new line here? Glue sticks.
overall cohesion of a text, e.g. • What shape is the poem? Why has the poet created this shape?
new chapters to manage
flashbacks or events which are Ask each group to share the structural features they identified and list these on the board.
presented out of chronological Keep a record of the features used across all poems:
sequence.
Group 1 Group 2 …
6Wp.03 Begin to choose
[structural feature 1] x
appropriate ways to lay out
and present texts to suit the [structural feature 2] x x
purpose and audience …
(handwritten, printed and
onscreen).*
Discuss which features are most and least prevalent in the chosen poetic form. Where
features are used in multiple poems, ask learners to share how they are used and what their
6Wp.01 Develop a personal
effect is in their given poem. From their feedback, encourage learners to notice that the same
handwriting style to write
features can be used differently for different effects in the same poetic form.
legibly, fluently and with
appropriate speed.
Tell learners that they are going to write their own poem about nature using the same poetic
form. Ask them to use the information on the board to suggest which structural features their
poem should contain. As they plan their poem and create a first draft, ask learners questions
to guide their thinking:
• How are you going to present the content of your poem?
• How are you going to split up your stanzas?
• When are you going to start a new line?
• If you create a new line here, which word(s) will be emphasised?
Ask learners to explain how they will present their poem for display while they are planning,
including whether word-processed and printed or handwritten copies are best for their chosen
poetry type. (Remember that shape poetry is usually hand-drawn.)
43
Organise learners into small groups, asking them to discuss how they can improve their
written presentation for the poetry displays. Challenge them to produce a list of five tips for
better handwriting and write these where all the class can see them. Learners can vote for
the five they think are the most important. Give one of the top-scoring tips to each group and
ask them to demonstrate to the rest of the class how to put the tip into action in their
handwriting by using actions and no words.
Hold occasional handwriting events where one of the following is tested:

• How understandable is your handwriting?
• How neat is your handwriting?
• How quickly can you write?
Handwriting can be peer-reviewed occasionally, with the aim being for each learner to
improve on their previous performance.
6Rg.08 Explore and discuss Read aloud to learners a narrative poem that includes the theme of nature then hand out or A narrative poem that includes
grammatical features in a display copies on-screen. Explain that a narrative poem tells a story in verses. Next read a the theme of nature, such as
range of texts, e.g. verb forms, short story that shares the theme of nature and ask learners: The Highwayman by Alfred
sentence types, use of • What features do you think a story and a narrative poem share? Noyes.
different word classes. • What are the main differences?
Collections of short stories, such
6Wc.07 Develop writing of a With learners working in pairs, ask them to look at similarities and differences in the use of as one of the Usborne Illustrated
range of text types for a grammatical features in each of the text types, for example: Story Collections, Hans Christian
specified audience, using • classes of words used, and whether more adjectives and adverbs are used in one Andersen's Fairy Tales, Under
appropriate content and text type more than the other the Weather: Stories about
language.* • tense (past or present?) climate change by Tony
• person (first, second or third?) Bradman.
6SLg.01 Take different
assigned roles within groups, Once learners have grasped the similarities and differences between narrative poetry and
and begin to assign roles short stories, tell them that they are going to create a narrative poem in groups on the theme
within a group.* of nature, and that they are going to perform their poem for the rest of the class. One learner
in each group should take on the role of narrator and the rest of the group should each take
6SLm.02 Structure information the role of a character in the poem. The topic for the narrative poem can be chosen by
to aid the listener’s learners; however, the given theme of nature should help with ideas and a storyline.
understanding of the main and
subsidiary points. Ask learners to brainstorm ideas in their groups. Remind them that all written work, including
notes, must be legible so that others in the group can read it. Learners must consider that
44

they will be performing their poem for the rest of the class, so they must plan for this by
including an explanation of why they thought their narrative would make a good poem and
their reasons for choosing particular language and grammatical features.
When the narrative poems are completed, learners should recite their poems to the rest of
the class, with all members of the group contributing to the task by each reading their
assigned role of narrator or particular character. Give them the opportunity to explain their
rationale for telling the narrative in that way, and for the rest of the class to give feedback
about how successful the narrative was when told as a poem.
6Rg.03 Begin to show Learners read the lyrics to songs they are familiar with and listen to a variety of songs that Copies of song lyrics and
awareness of the impact of a they can sing along to. As a whole class, ask learners to recite the lyrics without the music. recorded songs with familiar and
writer’s choices of sentence Ask: appropriate lyrics.
length and structure. • How much sense do the words make when you hear them without the music?
• Is it the words or the music that makes a good song? A short story, e.g. one from one
6Wc.01 Develop creative • What common features do song lyrics have? of the Usborne Illustrated Story
writing in a range of different Collections, Hans Christian
genres of fiction and types of Give learners a copy of a short story (an established classic story or a modern one on the Andersen's Fairy Tales or Under
poems.* theme of nature). With learners working in pairs, ask them to identify the types and lengths of the Weather: Stories about
sentences in the story and the song lyrics, to compare the two and to suggest reasons for any climate change by Tony
6SLp.04 Begin to make differences. Get learners to compare their observations with those of the rest of the class. Bradman.
choices about the most
appropriate media for a Ask learners to use the short story they have looked at as inspiration for some song lyrics, set
particular presentation.* to the music of their favourite song. Learners can practise singing their new lyrics to their
chosen music.
6SLp.03 Plan and deliver
independent and group Ask learners to choose how they will present their new songs to others, for example:
presentations confidently to a • as a class choir
range of audiences, adapting • as a singalong involving all the audience
presentations appropriately to • as a performance to the whole school or by visiting individual classrooms.
the audience.*
Learners should also plan how they could use media to support their performance. Ask
questions as prompts, for example:
• How will you play the music – on a computer, using instruments, with someone
humming …?
• How will you share the lyrics with the audience – on a screen, printed sheets …?
Give learners the opportunity to perform their new songs.
45

Outline of unit:
In this unit, learners study the genre of science fiction stories. After reading science fiction texts, learners will discuss what features make them interesting and
exciting to read. Learners will then write their own science fiction texts, both individually and through collaboration with others. They will examine stories and make
predictions about what will happen later in the story. Learners will share ideas to help remember problem words, such as homophones. Learners will gain practice
at preparing talks for various audiences, and be given opportunities to give and receive suggestions about improving these. Learners will look at relative pronouns
and learn to see these as a way of adding more detail and interest to their writing.
Reading
Deduce the meanings of unfamiliar words, including using context and knowledge of root words, prefixes and suffixes.
Explore and discuss different types of nouns, including abstract nouns, and how quantifiers (e.g. fewer, less) relate to countable and uncountable nouns.
Understand the difference between fiction and non-fiction texts and locate books by classification.*
Extract main points from a text, and group and link ideas.
Use a range of types of clues in stories (e.g. personality of characters) to predict what might happen next.
Writing
Explore and use accurately words that have the same spelling but different meanings (homonyms), e.g. wave (hand gesture, hair curl, sea movement, etc.).
Use specialised vocabulary accurately to match a familiar topic.*
Use pronouns, including possessive pronouns (e.g. theirs, mine), appropriately so it is clear to what or whom they refer.
Develop creative writing in a range of different genres of fiction and types of poems.*
Write new scenes or characters into a story; rewrite events from the viewpoint of another character.

46

Key vocabulary:
genre
classification
register
homophone
predict
relative pronoun
47

6Ri.01 Understand the Ask learners: Access to a library.
difference between fiction and • What are the main differences between fiction and the non-fiction texts?
non-fiction texts and locate
books by classification.* Discuss any of the features suggested that are inaccurate.
Discuss with learners their experience of libraries. Ask them how large numbers of books are
organised so that people can find the genre and text they are looking for. Introduce learners
to the classification system used to arrange books in order in a library. After investigating, ask
learners to identify where they would find a book for someone who is, for example:
• interested in science fiction
• looking for a map of your country
• researching a famous scientist.
Organise learners into groups and allocate a different category of reader, as above, to each
group. Ask learners what they will have to consider for each audience (e.g. suitable
vocabulary, level of formality, audience participation) when explaining how to find particular
books. Ask learners to explain why the content may vary for each audience.
6Ww.04 Spell familiar Write a selection of homophones on the board; for example, weather, whether; serial, cereal; Video or audio clips illustrating
homophones and commonly there, their, they’re. Ask learners if they can think of any more. Once or twice a week, different registers of English
confused words correctly, e.g. challenge a learner to choose one of the pairs or sets of three homophones and prepare a being used for different
aloud, allowed; past, passed; one-minute presentation on how to use each word, with a tip for remembering how to use audiences. These could be from
advice, advise; desert, each one. Repeat throughout the term so that all learners have a turn. a variety of programmes, e.g.
dessert. sitcoms (drama), documentaries
To help learners prepare to give their presentations, show or play them clips illustrating (factual).
6SLr.02 Begin to explain different registers of English being used in different situations. For each clip, ask learners to
variations in communication, explain whether the register is appropriate or not for the intended purpose and audience (in
including register. this case, giving their presentation on homophones to the rest of the class), with a rationale
for their choice. Discuss which register would be the most appropriate for their presentations,
6SLm.05 Show awareness of with examples of what they could say.
different audiences, e.g. by
using the appropriate register.* After each presentation, invite the learner presenting and the class audience to comment on
what went well and what they found useful about the talk. Ask them to make suggestions for
6SLr.01 Evaluate own and how to improve next time to help learners who have yet to give their presentation.
others’ talk, including what
went well and what could be
improved next time.*
48

6Rv.01 Deduce the meanings Introduce your chosen class novel. As you read, and learners encounter unfamiliar words and Your chosen science fiction
of unfamiliar phrases from phrases, ask them to make predictions about their meaning by looking at them in the context class novel, such as Eager by
their context, including of the text that is being read. Helen Fox, The City of Ember by
phrases which are no longer Jeanne DuPrau, Charlie and the
common in modern times. You can organise learners into groups to discuss and work out the meaning of any unfamiliar Great Glass Elevator by Roald
words and phrases. Allow groups to share their suggestions with each other, referring to the Dahl.
6SLg.03 Extend a discussion rest of the sentence as needed to justify their ideas. Any learner who disagrees with this
by building on own and others’ interpretation should say so, identifying what they disagree with and giving their alternative
ideas. definition.
6Ri.07 Summarise explicit When learners have read most of the science fiction class novel, give them the opportunity to Your chosen science fiction
meanings drawn from more recount the important events of the story. class novel, such as Eager by
than one point in a text. Helen Fox, The City of Ember by
Based on the recounted information, learners should predict what they think is going to Jeanne DuPrau, Charlie and the
6Ri.09 Use evidence from happen in the rest of the story. They should be ready to explain why they think this will Great Glass Elevator by Roald
more than one point in a story happen, giving as much evidence as they can from what they have read so far. Dahl.
to support predictions about
what might happen later in the Tell learners that they are going to write an ending for the novel, using ideas from some of the
story. predictions they have heard and language that is appropriate for the genre.
6Wc.01 Develop creative When they have finished their writing, give them the opportunity to share their work with a
writing in a range of different partner or in a small group for peer review. Before they give their feedback, however, ask
genres of fiction and types of learners to identify language stems that they could use to convey their ideas and opinions
poems.* clearly, for example:
• I think … because …
6SLm.03 Use language to • I particularly enjoyed … because …
convey ideas and opinions, • … is a good prediction, but …
with increasing clarity and
detail. Encourage learners to give feedback to their partner / the rest of the group.
6Wc.03 When writing stories, Using your chosen science fiction class novel as a model text, ask learners to discuss how Your chosen science fiction
develop descriptions of the writer uses descriptions of the characters and settings in order to engage the reader in class novel, such as Eager by
settings, characters and action the story. Select a character from the story and model for learners how the character is Helen Fox, The City of Ember by
that engage and entertain the portrayed by the writer, including what language the writer uses to create a certain mood and Jeanne DuPrau, Charlie and the
reader. get the reader involved. Great Glass Elevator by Roald
Dahl.
6Ri.11 Comment on how a
writer influences the reaction
49

of readers, including how they Organise learners into groups and ask them to generate vocabulary that could be used in a A variety of photographs with a
present characters and science fiction story. Give learners time to share their ideas with the rest of the class. Record science fiction theme, e.g. an
settings, and evoke particular learners’ ideas on the board. astronaut, a planet, a futuristic
moods (e.g. suspense, anger, building or vehicle.
excitement). Show learners a variety of photographs with a science fiction theme. Ask them to choose one
of the photographs and to write a short literary description of what they see, using some of Examples of science fiction short
6Wv.01 Use specialised the vocabulary that they have just generated. Invite learners to read their descriptions aloud stories and extracts.
vocabulary accurately to and for others to guess what is being described.
match a familiar topic.*
Remind learners that science fiction stories are often set in a different place to the one they
6SLp.01 Read aloud with live in. Talk about how everyday objects and places could be incorporated into a science
accuracy, and increasing fiction story. Ask learners to look around their immediate environment and think about how
confidence and style.* they could change their written descriptions to include recognisable, everyday objects or
places. Ask them to edit their description to include an everyday object or place.
Tell learners they are going to write a complete science fiction story, using their description as
a starting point for their plan. Learners will need to consider the methods a writer uses to
engage readers in the story and make them want to read on. To support their planning, ask
learners:
• Where will the story take place?
• When will it take place?
• What will it be about?
• Who will it be about?
• What do you want the reader to feel and experience?
• How will you use a variety of sentence structures to achieve this?
Learners will use the story planning method they are familiar with and should ask other
learners for advice and ideas. Once planning is complete, make sure learners are clear about
the success criteria they are aiming for, such as:
• Use vocabulary appropriate for science fiction.
• Create a suitable mood through your choice of vocabulary.
• Write descriptively, using engrossing language.
When writing is complete, allow time for learners to read their stories in small groups,
encouraging them to read confidently, with suitable expression and emphasis, and not to
speak too quickly.
50

6Rg.04 Explore how different Tell learners that they are going to work with relative pronouns, then show them a sentence Your chosen science fiction
relative pronouns are used in with a relative pronoun (e.g. He is the alien who eats too much chocolate) and ask: class novel, such as Eager by
texts to introduce additional • Can you identify the relative pronoun? Helen Fox, The City of Ember by
detail. • What does a relative pronoun do in a sentence? Jeanne DuPrau, Charlie and the
Great Glass Elevator by Roald
6Wg.07 Use relative pronouns Establish that a relative pronoun refers to a noun and introduces a relative clause. Using Dahl.
to introduce additional detail. relative clauses allows a writer to add more detail to a description. Show learners some
extracts, preferably from the class reader, containing a number of sentences with relative
pronouns. Ask learners to identify the relative pronouns and write them down. The list should
contain who, whose, which, that, where and when. It could also contain whom and why,
depending on the extracts you chose.
Ask learners to decide which of the relative pronouns are used when the noun it refers to is a
person, and which are used when the noun is an object or place. Display these where
learners can refer to them when writing.
Give learners practice at selecting the correct relative pronoun in their writing. First model
their use by showing sentences with the relative pronouns missing and writing in the correct
pronoun.
Ask learners to look at their recent science fiction writing to see if they included any relative
pronouns. Suggest to learners that they could improve their story by adding some relative
clauses, introduced by relative pronouns. This will turn some of their sentences into complex
sentences, allow them to add more detail and make their writing more interesting.
51

Outline of unit:
In this unit, learners will look at some drama texts from over a hundred years ago, taking a close look at the language used and the impact created. Learners will
discuss the key features of playscripts. From the information given in a synopsis, learners will make inferences and predict what happens next, then continue the
story. Learners will then plan their own playscripts, incorporating the features they have examined, and write so that their play is suitable for a performance.
Learners will focus on developing the characters and the settings as well as expanding the use of speech, gesture and movement.
Reading
Explore common idiomatic phrases and their meanings.
Make inferences from texts, including about the relationships between story characters.
Writing
Use paper-based and on-screen tools to find the correct spelling of words; keep and use spelling logs of misspelt words, and identify words that need to be
learned.*
Choose and use words and phrases carefully to convey feeling and mood.
Write a playscript, including production notes and stage directions to guide performance.

Convey ideas about characters in drama through deliberate choice of speech, gesture and movement.
52

Key vocabulary:
register
genre
synopsis
stage directions
acts
props
53

6Ri.02 Read and explore a Discuss your chosen writer with learners so that they become acquainted with them, their Access to a range of paper-
range of fiction genres, poems work and the time in history in which they lived and wrote. Ask questions such as: based research materials, e.g. in
and playscripts, including • What do you know about [the writer]? a library, on the internet.
identifying the contribution of • Which plays did they write?
any visual elements or • What do you know about the plot(s)? A play by your chosen writer,
multimedia.* • What do you know about the time when [the writer] was alive? e.g. Romeo and Juliet by William
• What genres did [the writer] use in their writing? Shakespeare.
6SLr.02 Begin to explain
variations in communication, If learners know of any plays, find out if this is because they have read them, seen them on Dictionaries.
including register. the stage, or because they have seen the film versions. Ask learners to share their comments
on what they thought of the version they are familiar with. If learners are not aware of the
6SLg.04 Encourage others to writer, challenge them to carry out research to find the answers.
take turns in a discussion.
Introduce a play by your chosen writer, preferably a well-known one. Once learners have
6Rv.02 Explore word origins read at least two scenes, ask:
and derivations, including the • What do you think about the language used?
use of words from other • Is it mostly formal or informal?
languages.
• Are there any differences between the registers used by different characters?
• Why do you think these characters use different registers?
Challenge learners to find differences between the language in the playscript and the way it is
spoken today. This could include the use of prepositions, verbs, pronouns (e.g. thee, thou).
Ask learners to make a list of any words and phrases that they do not understand. Tell
learners they are going to work in groups to discuss their identified words and phrases, and
they will need to make sure that everyone in the group has a turn to speak. Before they
begin, ask learners questions such as:
• How can you make sure that everyone in your group has the chance to talk?
• What words and phrases could you say to encourage others to contribute to the
discussion?
Organise learners into groups where they can discuss their list of words and phrases from the
previous activity, getting suggestions of possible meanings. Learners should make sure that
all members of the group participate. Encourage learners to use their prior knowledge of
features such as prefixes, suffixes and word roots to explore the word family. Provide
dictionaries for learners to look up their words and identify the recorded origin of the word.
54

6Rs.02 Explore and recognise Organise learners into small groups and ask them to look through your chosen playscript, A play by your chosen writer,
the key features of text then discuss and list the structural features of playscripts that they recognise, such as: e.g. Romeo and Juliet by William
structure in a range of different • The speaker’s name is on the left. Shakespeare.
fiction and non-fiction texts, • Plays are divided into acts and scenes instead of chapters.
including poems and
playscripts.* Select one scene from your chosen play and choose learners to read the parts for each of the
characters. Ask another learner to read the stage directions so that learners are reminded of
6Rg.01 Explore in texts, and how playscripts are set out. After they have read the scene, ask learners:
understand, the uses of • How are the words set out differently to the way they are set out in a normal story?
colons, semicolons, ellipses, • What punctuation marks can you find?
parenthetic commas, dashes • How and where are [brackets, ellipses, etc.] used?
and brackets.
Identify the use of any colons, semicolons, ellipses, parenthetic commas, dashes and
brackets in the playscript. Ask learners to say why they think each mark is used, for example,
semicolons are used to link two independent but closely linked clauses in a sentence; they
indicate a pause when reading, so learners should suggest why the writer wants the
character to pause at that point.
Ask learners to identify examples of punctuation marks being used differently in playscripts to
the way they are used in a novel, for example, in stage directions in a playscript, adverbs to
explain how the characters should say the words are written inside brackets.
6Ri.10 Make a range of Organise learners into groups. Ask learners to recap the events that you have read so far in
plausible inferences from your chosen play and ask them to predict what will happen next.
texts.
Ask one member of the group to write what they think will happen immediately after the
6SLg.03 Extend a discussion synopsis stopped, then move round the group, with each learner adding a paragraph to the
by building on own and others’ predicted story one at a time. The predicted remainder of the story will be a combination of
ideas. ideas from the whole group.
Once they have predicted the events to the end of the play, ask learners to re-read their
prediction, discuss the ideas that they have generated, and explain how they inferred these
events from the information you have already read in the play so far as a class. Learners
should make any changes as necessary to their written prediction as a result of their
discussion.
55

6Wv.04 Choose and use Tell learners that they are going to create a plan for writing the ending of your chosen play, A play by your chosen writer,
vocabulary carefully to develop maintaining the style of your chosen writer. As they plan their writing, encourage learners to e.g. Romeo and Juliet by William
imaginative detail. use words and phrases in the style of the writer. If they are unsure of any spellings, learners Shakespeare.
should use on-screen spell checkers, dictionaries and thesauruses, updating their spelling
6Ww.07 Use paper-based and logs with any new words they have difficulty with. Dictionaries.
on-screen tools to find the
correct spelling of words; keep Ask learners to refer to your chosen playscript and to consider how the writer includes Thesauruses.
and use spelling logs of imaginative language and detail to help the reader picture the scene. Once learners have
misspelt words, and identify identified some examples, ask them:
words that need to be • How will you include this sort of imaginative language and type of detail in your
learned.* playscript?
Organise learners into small groups for a hot-seating activity for them to gain a better
6SLm.05 Show awareness of
awareness of the characters in the play before they start writing. Learners will each assume
different audiences, e.g. by
the role of a particular character in the play and take turns to sit in the ‘hot seat’. The rest of
using the appropriate register.*
the group will then ask them questions, which they will answer as their character. Model
suitable questions that learners could ask the character in the hot seat and then support
6Ws.04 Use organisational
learners to write their own questions. Remind learners to consider the age and importance of
features appropriate to the text
the character in the hot seat and word their questions appropriately, using suitable language,
type, e.g. bulleted and
for example, they should show respect to an adult or phrase their questions more simply for a
numbered lists.*
young child.
Encourage learners to make detailed plans for the scene(s) they will write, such as writing
bulleted or numbered lists, using graphic organisers, or drawing a topic map or chart that
indicates the stage, scenery, character positions and movements, and props.
Allow time for planning, peer- and teacher-checking and rewriting their plans as needed.
6Wc.05 Write a playscript With learners in their groups, ask them to write their scene(s) using their plan from the A list of the features of a
using production notes, previous row to inform their writing and incorporating the structural features of a playscript. playscript. This could be the list
language and stage directions, You could display the list of the features of a playscript that learners compiled earlier in the of features that learners
to develop characters and unit for them to refer to. compiled earlier in the unit.
settings.
Remind learners to consider the following criteria when writing their playscripts:
6Wp.03 Begin to choose • Make sure the actors have a description of their character’s appearance and
appropriate ways to lay out personality.
and present texts to suit the • Describe the setting so that everyone can visualise it.
purpose and audience
56

(handwritten, printed and • Use stage directions so that the actors know where to stand and where and when to
onscreen).* come on and off stage.
• Include any other necessary information about scenery, costumes and props.
6SLm.01 Adapt pace and tone • Decide whether any music is needed.
of speech appropriately in • Remember that playscripts are written for the actors, not the audience, to read.
formal and informal contexts.
Ask learners:
6SLp.02 Convey ideas about • Why are stage directions important?
characters in drama in • What is the difference between the stage directions for handwritten plays and printed
different roles and scenarios plays? (Handwritten stage instructions are in brackets, but in italics if printed.)
through deliberate choice of • When do you need to move on to a different scene?
speech, gesture and
movement. When learners have written their scene(s), give them the opportunity to perform some of the
scene(s) they have written. Tell them that they will need to decide who will play the various
characters and be the narrator, if there is one in the play. Allow ample time for them to
rehearse their scene(s), prepare the scenery, and source or make the costumes and props.
Support learners during rehearsals by encouraging them to speak as their think their
character would speak, adopting a suitable accent if necessary and speaking at the pace the
script requires. Stop at various times during rehearsals to allow for feedback from the rest of
the class, who should be looking for suitable speech, facial expressions and movements for
the characters in the script.
Give a final evaluation after learners have performed their plays. Comment on how well they
conveyed the personality of the characters though their speech and actions.
57

Outline of unit:
In this unit, learners will examine a variety of genres found in fiction stories. Learners will be encouraged to read genres and books by writers that they would not
normally choose. Learners will look closely at grammatical features that are common to particular genres and individual writers, and will collaborate with others to
plan and give a presentation about what they have found out. This presentation will be adaptable so that the content is suitable for a variety of audiences. Learners
will carry out additional work on ways of remembering more difficult spellings and will further examine prefixes and suffixes. They will gain practice at appreciating
implicit meaning in texts and be encouraged to include it in their own story writing. Learners will write their own story modelled on their favourite writer’s style and
will look at the writer’s voice to model their writing on a favourite writer. They will look at how writers vary sentence length and structure in order to create effects.
They will utilise what they have learned throughout the term about structuring their own writing.
Reading
Identify, discuss and compare different fiction genres and their typical characteristics.*
Recognise, compare and contrast the themes, features and language of texts.
Develop preferences about favourite writers and share recommendations with others.
Writing
Explore exceptions to known spelling rules.
Punctuate direct speech accurately.
Understand how to create multi-clause sentences by combining simple sentences and reordering clauses; use simple, compound and complex sentences.
Use effective planning to inform the content and structure of writing, e.g. paragraphs or sections.

58

Key vocabulary:
genre
explicit
implicit
writer’s voice
narrator’s voice
direct speech
reported speech
59

6Ra.03 Begin to choose a On a regular basis, ask learners to select an extract from a book that they have read and A selection of good-quality
more diverse range of books enjoyed. Learners should then read this extract to the class, explaining why they would children’s books by significant
to read, including writers or recommend others to read it too. Model examples of this regularly, including preferences and and respected writers on a
genres which compare or dislikes. Allow time for other learners to say why they would or would not want to read the variety of themes and in a
contrast with previous reading. same book, giving the speaker the chance to answer any questions while persuading others variety of genres (e.g.
to try the book. adventure, fantasy, mystery,
6Ri.02 Read and explore a real-life, science fiction).
range of fiction genres, poems Give learners a list of different fiction genres and ask them to write down the titles, writers and
and playscripts, including genres of books they have read. Discuss the results as a class to find out learners’ views and A list of different fiction genres.
identifying the contribution of reasons for allocating books to specific genres. Ask learners:
any visual elements or • What do you think makes a writer significant and respected?
multimedia.* • Which writers would you name as being significant and respected? Why?
• Which genre do you prefer and why?
6SLg.02 Show consideration
of another point of view.* Ask learners about books they have read recently and consider whether these books:
• use illustrations to give the reader a better idea of the story
• talk directly to the reader to get them more involved
• were read because learners saw the film or television version of the book.
Give learners the chance to discuss these books with others who have read the same book
and to compare ideas. Remind learners to allow others to share their ideas and discuss
others’ views, even if they do not agree with them.
Every few weeks, put learners into groups to form a ‘book club’, where groups choose either
a genre or a significant writer that a group member has recommended. Learners read a book
in the chosen genre, or a book by the chosen writer, over the next few weeks and then talk
about their impressions of the book. Learners should listen to others’ opinions and be aware
that others may have different yet equally important views.
6Ri.03 Identify, discuss and Place large pieces of paper with the name of a different genre written in the centre on Large pieces of paper with the
compare different fiction separate tables. Ask learners to wander around the room, brainstorming and writing their name of each genre written in
genres and their typical ideas about each genre on the relevant pieces of paper. the centre and placed on
characteristics.* separate tables.
Divide the class into the same number of groups as genres. Give each group a different
6Rg.08 Explore and discuss genre to discuss and research. Model an example from a text that has been shared with the An extract from a good-quality
grammatical features in a class, drawing attention to: children’s book by a significant
range of texts, e.g. verb forms, • sentence types and respected writer, such as
• verb forms chosen specifically for meaning and effect Roald Dahl, A.A. Milne,
60

sentence types, use of • word classes E.B. White, Frances Hodgson
different word classes. • writers who write in that genre. Burnett, Mark Twain or L. Frank
Baum.
6Ws.04 Use organisational Any characteristics from the brainstormed ideas can be used to help the groups put together
features appropriate to the text a written list of features for their genre.
type, e.g. bulleted and
numbered lists.* Ask each group of learners to organise their findings into appropriate notes that will help them
put together a presentation called ‘A guide to fiction genres’. Tell learners that they may be
6SLp.03 Plan and deliver asked to deliver their presentation to other learners, so the information they include must be
independent and group suitable for slightly older and slightly younger learners. Pictures and other visual material, for
presentations confidently to a example, could be included for the youngest audience, while the presentation for an older
range of audiences, adapting audience might contain more technical vocabulary.
presentations appropriately to
the audience.* Give groups of learners the opportunity to present their research to the class, offering
feedback on what went well and what could be improved.
6Ww.05 Explore a range of The shared fiction texts that have been looked at in this unit can be used to practise known Extracts from good-quality
spelling rules and exceptions. spellings that learners commonly find difficult to spell. Find extracts that contain such words children’s books by significant
to use as examples to help learners remember spelling rules, and that also contain examples and respected writers, such as
6Wv.03 Transform meaning that illustrate exceptions to these rules. Spelling strategies learners could use include: Roald Dahl, A.A. Milne,
with prefixes and suffixes. • using known spellings to work out the spellings of new and unknown words E.B. White, Frances Hodgson
• finding known words within tricky words (e.g. metaphors, weird, definitely get it right!) Burnett, Mark Twain and
and thinking of a rhyme to help remember it L. Frank Baum.
• breaking down a word to remember how we spell it rather than how we pronounce it
(e.g. compromise = com + promise)
• looking for root words with a prefix and/or a suffix (e.g. uncomfortable = un + comfort
+ able).
To help learners understand how prefixes and suffixes change the meaning of a word, make
use of the extracts previously looked at. Ask learners to find and write out words that contain
prefixes and suffixes, underlining the prefix or suffix. Learners can then demonstrate that they
understand how the prefix and suffix can change the meaning of a word by writing sentences
containing just the root words.
Learners can use their spelling logs to record new words with prefixes and suffixes that they
come across in the course of their reading, together with a note on how the meaning of the
root word is changed by the prefix or suffix.
61

6Ri.15 Recognise explicit and Tell learners that they are going to read and explore extracts and examine how explicit and Extracts from good-quality
implicit ways in which the implicit details are made known to the reader. Read one extract together, helping learners children’s books by significant
theme of a text is conveyed. identify how the writer gives information, both explicitly and implicitly. This could be achieved, and respected writers, such as
for example, by choosing an event or character and asking learners to identify examples of Roald Dahl, A.A. Milne,
6SLm.02 Structure information information that the reader is told, and in addition what can be inferred from that information. E.B. White, Frances Hodgson
to aid the listener’s Take feedback from learners and display on the board so that all learners can see. Burnett, Mark Twain and
understanding of the main and L. Frank Baum.
subsidiary points. Organise learners into small groups and give each group a different extract. For their extract,
ask learners to answer the question:
6SLr.01 Evaluate own and • What does the extract tell you about [character name]?
others’ talk, including what
went well and what could be Explain that they will need to give reasons for points they make, referring to the information
improved next time.* given in the extract about the character and giving clear reasons for the inferences they
make, so that others will understand what has been implied.
Once learners have recorded their answer to the question, ask them to organise their findings
into two columns to clarify which pieces of information are more useful, relevant or important
than others:
Main point Subsidiary point
Tell learners that each group is going to join up with another group and present their
information. To prepare for this, ask learners:
• Which information would an audience be most interested in?
• Does this mean that you cannot include subsidiary points? Why not?
• How will you structure your information to make it clear what the main and subsidiary
points are?
Give the groups time to prepare their information and deliver it to their peer group.
Ask learners to give feedback on the presented information. Their evaluation should consider
whether:
• the structure of the presentation aided their understanding
• it was clear which were the main and subsidiary points
• there are any areas for improvement.
62

6Ri.17 Distinguish between Tell learners that they are going to plan to write a story using the writing style of another Extracts from good-quality
texts with a writer’s voice and writer. children’s books by significant
texts with a narrator’s voice. and respected writers, such as
Read aloud a short extract from a good-quality children’s book that learners will be familiar Roald Dahl, A.A. Milne,
6Wg.02 Punctuate direct and with and ask learners: E.B. White, Frances Hodgson
reported speech accurately. • What is the purpose of the narrator in the story? Burnett, Mark Twain and
• Is the narrator always a character in the story or can the narrator be observing? L. Frank Baum.
6Wc.02 Use effective planning
to inform the content and Tell learners that the writer’s voice shows the writer’s style and is not the storyline itself.
structure of extended writing, Explain that the writer writes the words, the narrator tells the story, and that the writer’s voice
e.g. chapters. is different to the narrator’s voice. Tell learners that the writer’s voice can express the
personality and experiences of the writer.
Explain to learners that they are going to find examples in extracts from lots of different books
where the writer’s voice suggests their personality. Model examples first by displaying a
suitable extract on the board and guiding learners through the activity. Once learners have
found their own examples, gather feedback from each pair by asking them to read their
highlighted sentences aloud and discuss what the effect of the language used might be on
the reader.
Discuss with learners what the difference is between direct and reported speech and ask
learners:
• In the extracts that we’ve looked at, which is used most often: direct or reported
speech?
• How is direct and reported speech punctuated differently?
• Why do you think the writer used [direct/reported] speech in [name of book]?
Ask learners to choose one of the writers they have been reading to write in their style. Give
learners time to plan the content of their story, whose style they will use, how they will present
their chosen style, who the narrator will be and whether it will include any characters.
Recap on the reasons why a writer begins a new paragraph and chapter, reminding learners
of some short stories that have been read together previously. Recall with learners how
events that happen out of chronological order (including changes in time) are successfully
shown while keeping the story believable. Ask learners whether this is best achieved by:
• beginning a new paragraph
• including the change within the same paragraph
• moving to a new chapter.
63
Ask learners to create a mind map to illustrate the setting and the development of the
characters and plot, and share a selection with the class.
6Rg.03 Begin to show Recap with learners the effect of using different sentence types in their writing by displaying Examples sentences using
awareness of the impact of a examples of descriptive extracts, but with complex sentences changed to simple sentences, different sentence types.
writer’s choices of sentence such as:
length and structure. A copy of learners’ writing. This
complex sentence – The sky was a deep blue, like a bottomless lake, while could be the outcome from the
6Wg.04 Use a variety of the clouds floated in the sky. activity in the previous row.
simple, compound and
complex sentences chosen for simple sentences – The sky was a deep blue. It was like a bottomless lake.
effect. Small clouds floated in the sky.
6SLs.01 Listen, reflect on Complete the same activity for short, simple sentences that have been used to create
what is heard and give a suspense, and change them to compound, complex or compound-complex ones, such as:
reasoned response with
reference to at least one simple sentences – He crept slowly forward. Taking one step at a time. The
specific point made by the cliff edge was close. The menacing sea was willing him to fall. It would only
speaker. take just one moment’s lapse in concentration. That’s all. He would be over
the edge.
compound-complex sentences – He crept slowly forward, taking one step at

a time because the cliff edge was close and, below, the menacing sea was
willing him to fall. It would only take just one moment’s lapse in concentration,
that’s all, and he would be over the edge.
Elicit from learners how these sentences could be improved by asking:

• Which type of sentence is the most effective for developing a description?
• Which is the most effective for building suspense?
• Should you use one sentence type in your writing or use a variety? Why?
• How would you improve the examples?
Ask learners to review their last piece of creative writing and edit it to incorporate a variety of
different sentence structures. The changes should not be random: learners should be ready
to give a rationale for any changes they make.
64

Once learners have completed their paragraphs, ask them to form a group and read aloud
their paragraphs to each other. Each pair should have the opportunity to give feedback on
one specific point made by another learner, commenting on either how they feel the sentence
structure creates effect for the reader or how it could be improved further.
65

Outline of unit:
In this unit, learners will examine persuasive advertising texts aimed at a variety of audiences. Learners will identify the features of persuasive texts, where they
are found and how successful the texts are. Learners will make decisions as to whether information they read is factual or the opinion of the writer. In preparation
for preparing their own persuasive advertising presentation, learners will explore the features that are common to persuasive texts and practise using these on
their peers. Learners will collaborate on planning, writing and presenting a full persuasive advertising campaign aimed at a specific audience, using available
multimedia. Learners will comment on various aspects of their own and others’ presentations. Learners will also look at more techniques to help them remember
difficult spellings.
Reading
Explore and recognise how different effects can be achieved by sequencing sections and paragraphs in different ways.
Distinguish between fact and opinion in a range of texts.*
Begin to consider how readers might react differently to the same text, depending on where or when they are reading it.
Writing
Use effective strategies, including spelling rules and exceptions, and using known spellings to work out the spelling of related words, to spell a range of words
correctly.
Evaluate own and others’ writing, suggesting improvements for sense, accuracy and content, including to enhance the effect.*

66

Key vocabulary:
persuasive
audience
argument
opinion
presentation
campaign
67

6Ri.12 Distinguish between Show learners some examples of persuasive texts and ask them: Examples of persuasive texts,
fact and opinion in a range of • What is the purpose of a persuasive text? such as leaflets, advertisements,
texts.* magazine articles.
Elicit learners’ prior understanding of the difference between fact and opinion. Refer to a
6Wc.06 Develop writing for a persuasive text that the class has looked at as a modelled class example and ask learners to Copies of a persuasive text cut
purpose using language and highlight the facts and opinions, explaining what the differences are. up into paragraphs.
features appropriate for a
range of text types.* Organise learners into small groups and ask them to do the same with a different persuasive
text, discussing what they believe is true and what they believe is the writer’s opinion, and
6Rs.02 Explore and recognise giving reasons for their decisions. Take feedback from learners, guiding them to a shared
the key features of text understanding of fact and opinion in persuasive texts.
structure in a range of different
fiction and non-fiction texts, Ask groups of learners to write a list of features for persuasive texts, using ideas from the
including poems and texts that they have read both in and out of school. Their list could include:
playscripts.* • grammatical features such as:
- present tense
6Ws.02 Use paragraphs, - personal pronouns
sections and chapters to • language features such as:
organise ideas and support - rhetorical questions
overall cohesion of a text, e.g. - emotive language
new chapters to manage - facts and opinions
flashbacks or events which are • structural features such as:
presented out of chronological - connectives
sequence. - starting with your strongest point
- paragraphs.
Gather feedback from learners and display ideas on the board.
Give learners a persuasive text, cut up into different paragraphs. Ask learners to work in pairs
to reorder the text, considering the effect of their structural choices. Once learners have an
order, ask them to compare with another pair, discuss any differences and update their order
so both pairs are in agreement. This group of four should then join with another group of four
and repeat the process. This could continue until there is one agreed order. Compare this
order against the original order, discussing the impact of the writer’s choice of structure and
the impact any differences in learners’ order would have on a reader.
Ask learners to identify in the persuasive text examples of the features they identified earlier.
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Ask learners to use the displayed list of features as success criteria for writing an
advertisement to persuade children to eat a food item they think tastes horrible. As learners
plan their advertisement, ask them to consider how they will use paragraphs and sections to
structure their ideas effectively. Give learners time to plan, write, review and edit their
persuasive writing.
When completed, ask each learner to read aloud their persuasive writing to the rest of the
class, or within smaller groups, and receive feedback from their audience. Peer feedback
should reference the identified success criteria, including:
• Did the text succeed in persuading you?
• Did the writer use features of persuasive texts?
• Did the writer use paragraphs and sections to make the writing clearer and the text
more persuasive?
6Ri.04 Read and explore a Instruct learners to make a list of things they read every day. Learners may need prompting A video advert and written advert
range of non-fiction text to include items such as text messages, tweets, advertisements, food packaging and bus that are advertising the same or
types.* timetables as well as storybooks. Ask learners to divide everything they thought of into two similar products.
lists under the headings Reading for enjoyment and Reading for information.
6Ra.04 Comment on how
readers might react differently Ask learners in which list they placed advertisements, or anything else they read that
to the same text, depending on persuades them to buy or do something. Discuss with learners any persuasive advertising or
where or when they are arguments they have seen on posters and billboards, on television or online, and ask:
reading it. • What is the purpose of advertising texts?
• Have you ever done or bought anything as a result of seeing or reading an advert?
6SLp.01 Read aloud with • If so, what persuaded you to do it?
accuracy, and increasing • What was particularly persuasive about it?
confidence and style.* • Can you give an example of a persuasive advert convincing you to do something you
did not intend to do or buy something you did not need?
Watch a persuasive video advert with learners and ask:

• What was the advert persuading you to buy?
• What features did the advert have to help persuade you?
• Do you think the advert was successful?
Give learners a written advert for the same or a similar product. Read the advert together with
learners, making sure that learners follow at the same pace by using either a marker or your
finger to point to the words in the displayed text as you read. Another strategy would be to
read the text while learners follow the text, reading the same words silently. Tell learners that
69

every few sentences you are going to omit a word and that they should read that word aloud
as a class.
Discuss the advert with learners, explaining that it is persuading the customer to buy the
same product as the one you saw in the video advert. Ask learners:
• Was this written advert more or less persuasive than the one we watched? Why?
• In what ways were the persuasive features different between the two texts?
• Do you think an intended audience would react differently to the two texts? Why?
Ask learners to vote on which version of the advert they enjoyed more and why.
6Ww.06 Use effective Support learners as they continue developing and using personal strategies to help them with
strategies to spell a wide hard-to-remember spellings, such as:
range of words correctly. • segmenting words (breaking them down into smaller chunks) – pers + ua + de
• writing just the consonants in the word – prsd
• making a pyramid
p
pe
per
pers
persu
persua
persuad
persuade
Put together a list of words that learners might have difficulty spelling in a shared persuasive
text so that they can practise the above techniques to see which works well for them. Test
learners’ knowledge of the spellings to discover how effective the techniques are.
Learners should continue to add words that they have trouble spelling in their spelling logs,
along with strategies to help them remember the correct spelling.
6Rs.03 Explore and recognise Organise learners into small groups and tell them that they are going to prepare a persuasive Examples of persuasive texts,
how ideas are organised and advertising campaign. Ask learners to choose a topic and decide who their intended audience such as leaflets, advertisements,
linked cohesively across a will be. Tell learners that they will be preparing their writing specifically for that audience. magazine articles.
text, e.g. new chapters to
manage flashbacks or events Thesauruses.
which are presented out of
70

chronological order; use of Ask learners to read through the persuasive texts they looked at previously, challenging them
however and on the other to find all the persuasive connectives (e.g. as a result, consequently) used in each text and
hand to introduce a new share them with the class. Ask learners:
paragraph in a balanced • What purpose do these connectives have in the text?
argument.
6Ws.03 Use a range of Ask learners to write two paragraphs about the topic of their persuasive campaign and their
connectives to link paragraphs reasons for choosing their intended audience. During feedback, ask questions to guide all
and sections clearly and groups to a clear understanding of what their campaign is and who their intended target
cohesively, e.g. use of audience is.
however and on the other
hand to introduce counter- Display success criteria for this task before work begins, for example:
arguments in a balanced • It should be clear what your position on your chosen topic is.
argument. • It should be clear who the target audience is.
• You should use appropriate persuasive language.
6SLg.01 Take different
assigned roles within groups, Give learners time to talk about their chosen topic within their small group. Learners should
and begin to assign roles allocate roles within their group, such as:
within a group.* • researching information and facts using available resources
• researching the needs and wants of the target audience
• preparing the mode of presentation
• researching where to advertise
• looking at advertisements for examples of slogans, exaggeration, tempting
adjectives, powerful verbs and adverbs
• using a thesaurus to identify appropriate synonyms.
Support learners to ensure that no important issues are missed. One way of ensuring this
would be to list all the features that they will include with examples of the persuasive
language that they will use.
6SLp.04 Begin to make Using their planning from the previous row, ask learners to allocate the various parts for their Learners’ plans for their
choices about the most campaign, deciding who will deliver what within their group. advertising campaign from the
appropriate media for a previous row.
particular presentation.* Show learners a selection of video adverts. For each advert, ask learners to identify positives
and areas for improvement. After watching all the adverts, gather feedback from learners and Examples of persuasive video
6Wc.07 Develop writing of a discuss how they could apply this information to their own advertising campaign. Encourage adverts, illustrating a variety of
range of text types for a learners to use this information to inform their choice of the most appropriate media to use. approaches, e.g. someone
specified audience, using talking to camera, actors acting
Before writing begins, remind learners to: out a scenario, voiceover only.
71

appropriate content and • include persuasive connectives so that one idea flows into the next
language.* • organise their writing into paragraphs or sections as appropriate Materials and resources for
• make sure that each group member knows their role learners to create their
• use language that is appropriate for their target audience. advertising campaigns, e.g.
computers, video equipment,
Model for learners how to make notes from sources, including how to turn their notes into a photographs, props.
piece of persuasive writing that is supported with a visual aid such as a chart or photograph.
Learners will have to prepare their own visual aids (e.g. photographs, charts), either by hand
or on-screen, set up any videos, and bring in any props they want to use to emphasise their
statements.
Ensure that all groups have a prepared persuasive campaign, giving guidance to any learners
that need it.
6SLm.04 Adapt non-verbal Display an extract from a persuasive text on the board and read it without any animation or An extract from a persuasive text
communication techniques for enthusiasm. Then re-read it, using facial expressions and body language to show an that can be displayed on the
different purposes and enthusiasm for the subject matter in the text. Ask learners to comment on the differences board.
contexts.* between the two readings.
Learners will need to have
6SLm.03 Use language to Allow each group time to practise presenting their advertising campaign and then to deliver it prepared a persuasive
convey ideas and opinions, to the rest of the class. advertising campaign.
with increasing clarity and
detail. After learners have seen each group present their advertising campaign, ask:
• How clearly has the persuasive argument been put across?
6Wp.04 Evaluate own and • Do you think the language used was suitable? Why / why not? Give examples.
others’ writing, suggesting • Who do you think it was trying to persuade?
improvements for sense, • Is it likely to get the attention of the intended audience? Why / why not?
accuracy and content, • How do you think this advertising campaign could be improved?
including to enhance for • What would make it even more persuasive?
effect.*
Give each group the chance to comment on the feedback they received and add their own
comments on their performance, including how well they co-operated with each other.
72
Sample lesson 1
CLASS:
DATE:
Learning objectives 6Rv.01 Deduce the meanings of unfamiliar phrases from their context, including
phrases which are no longer common in modern times.
6SLg.03 Extend a discussion by building on own and others’ ideas.
Lesson focus Learners should be able to predict the meaning of unfamiliar words and phrases in
sentences by using clues from the rest of the sentence to help understand the
meaning of the whole sentence and text.
Learners should be able to discuss each other’s ideas and add further ideas as a
result of listening to others.
Previous learning Deduce the meanings of unfamiliar words, including using context and knowledge of
root words, prefixes and suffixes.
Plan
Lesson Planned activities Notes
Beginning Display some examples of sentences with words missing and ask Prepared sample
learners to suggest the missing word from the context, for example: sentences.
Could you shut the ________ on your way out please? Prepared key
questions.
The goalkeeper stopped the ________ from being kicked into
the net.
Board or screen to
Explain that meeting a blank is similar to encountering a word you do not show sample
understand. Ask learners: sentences to
learners.
• When you are reading, what do you do when you come across a
word or phrase you don’t understand?
• Do you need to know the exact meaning of all the words in a
sentence to understand it?
Explain to learners that a word may have more than one meaning and
you need to read it in context to understand it. Ask learner for a definition
to a word that has multiple meanings, for example:
• What is a trap?
Wait for answers then show the following sentence, where learners may
not be familiar with this use of the word trap:
The man climbed into the trap and flicked his whip at the horse,
setting her off at once. As the animal trotted along the road, the
wheels clattered on the uneven stones.
Explain to learners that in this lesson they will see that it is not
necessary to understand the meaning of every word to work out the
meaning of the whole sentence, and that you can often work out the
general meaning of unfamiliar phrases by looking at the whole sentence.
Main activities Display an extract from The Time Machine by H.G. Wells on a board and An extract from
ask learners what they know about the story. Explain that it was The Time Machine
published in 1895, well over a hundred years ago. Ask for volunteers to by H.G. Wells that
read the extract. contains a lot of
language not
normally used
today.
73

Ask learners to come to the board and circle any words and phrases that
they are unfamiliar with. Dictionaries.
Give out copies of the extract and, in small groups, ask learners to
discuss how much more of the sentence they need to understand to get
a good idea of the meaning of the circled words and phrases. Tell
learners to underline this information for each unfamiliar word or phrase
that has been circled.
Go around each group, asking them to say what they think the circled
words/phrases mean, referring to the underlined words as evidence for
their ideas. Ask other groups to make comments if they disagree.
Ask learners to comment on the style of language used in the story,
whether they like it or not, and whether old-fashioned or modern
language would work better in the story. Ask learners why they think
this.
Ask learners to suggest how writers could help readers to know the
meaning of difficult words (e.g. adding this information to the sentence,
as in Philatelists (people who collect stamps) have a very interesting
hobby!)
When all the unfamiliar words/phrases have been discussed, ask
learners to try to find the correct meanings of them, either in a dictionary
or by using an online tool.
Ask learners to rewrite the extract (or part of it if it is too long), replacing
all the unfamiliar phrases with more common ones that everyone should
understand, but without changing the original meaning.
End/Close/ When the rewriting is complete, bring the class back together so that
Reflection/ learners can compare their versions and make comments about how
Summary understandable the new versions are.
Reflection
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
74
Sample lesson 2
CLASS:
DATE:
Learning objectives 6Wg.01 Use commas, dashes and brackets parenthetically.
Lesson focus After looking at examples of each punctuation mark, learners will correctly identify
where to place extra information in a simple sentence and use commas, dashes or
brackets appropriately, depending on the type of information to be added. Learners will
decide whether to use commas, dashes or brackets around the extra information.
Previous learning In a previous lesson, learners have read texts containing examples of commas, dashes
and brackets. Learners have identified parenthetic commas, dashes and brackets and
know that they are used in these texts to present extra information. Learners have also
looked at these texts in order to decide whether the extra information requires commas,
dashes or brackets.
Plan
Beginning Organise learners into three groups and ask them to prepare a short Key question: Why
recap on how to use do we use
• parenthetic commas parenthetic
• dashes commas, dashes
and brackets in
• brackets.
our writing?
Ask each group to share their recap with the rest of the class.
Invite learners to recall why parentheses are used. Responses may
include:
• to explain what a difficult or unknown word means
• to add extra information for the reader
• to emphasise something.
Ask learners to recall the different uses of commas, dashes and

brackets, and when they should use each one. Prompt if necessary.
Ideas may include:
• Commas are used when the writing is more formal and when the
extra information is a sentence or a clause, e.g. to separate the
dependent and independent clauses.
• Dashes are used in informal writing, e.g. emails, everyday
writing, but they also give extra detail in a more emphatic way.
• Brackets are used to add a small amount of information, e.g.
names, dates, one word.
Main activities Practise using parenthetic commas, dashes and brackets by asking Sentences with
learners to add extra information to sentences, deciding which is the missing
most suitable of the three techniques. Either write these on the board or parenthetic
supply handouts. Go through an example first: punctuation marks
missing (you could
write these
1. Identify the sentence you want to add information to:
yourself or find
I saw the elephants go down to the river.
some on the
2. Add the following information to your sentence: internet). Display
There were fourteen of them in total → on the board or
A herd of elephants fourteen in total went down to the river. hand out individual
3. Use parenthetic punctuation to separate the additional copies.
information from the main information:
A herd of elephants – fourteen in total – went down to the river.
75

Provide sentences that require each of the punctuation marks, for
example:
• Be there early to get good seats.
Add the following information: Get there by 6.30 pm at the latest.
• William Shakespeare was a playwright and poet.
Add the following information: He was born in 1556 and died in
1616.
• The two boys had eaten all the biscuits.
Add the following information: They were brothers.
• Hamleys is on Regent Street in London.
Add the following information: It is the most famous toy shop in
the world.
Ask learners to share their answers with a partner and discuss any
differences between responses, allowing them to explain why they
chose a particular punctuation mark and receive immediate feedback.
See if any learners want to change their choice as a result of hearing
another idea.
Ask learners to review their use of punctuation in their last piece of
writing and decide whether any additional details would be relevant.
Learners should use parenthetic commas, dashes and brackets, as
appropriate, to add any extra information to their writing.
End/Close/ Ask learners to swap their writing with a partner and comment on how Remind learners
Reflection/ accurately the parenthetic punctuation marks are used. They should set to use parenthetic
Summary their own target for including parenthetic commas, dashes and brackets commas, dashes
to develop their writing. and brackets,
whenever
appropriate, in
their writing.
Reflection
Next steps
76
Scheme of Work
Cambridge Primary
Mathematics 0096
Stage 6
This Cambridge Scheme of Work is for use with the Cambridge Primary
Mathematics Curriculum Framework published in September
2020 for first teaching in September 2021.
Version 2.0
Cambridge Primary Mathematics (0096) Stage 6 Scheme of Work
Contents
Contents ................................................................................................................................................................................................................................................... 78
Introduction .............................................................................................................................................................................................................................................. 80
Unit 6.1 Number ....................................................................................................................................................................................................................................... 84
Unit 6.1 Topic 1 The number system .................................................................................................................................................................................................... 85
Unit 6.1 Topic 2 Number patterns ......................................................................................................................................................................................................... 94
Unit 6.2 2D and 3D shape ........................................................................................................................................................................................................................ 97
Unit 6.2 Topic 1 Quadrilaterals, circles and area .................................................................................................................................................................................. 98
Unit 6.2 Topic 2 Angles ....................................................................................................................................................................................................................... 103
Unit 6.2 Topic 3 3D shapes, volume and capacity .............................................................................................................................................................................. 106
Unit 6.3 Calculation ............................................................................................................................................................................................................................... 110
Unit 6.3 Topic 1 Addition and subtraction ........................................................................................................................................................................................... 111
Unit 6.3 Topic 2 Multiplication and division ......................................................................................................................................................................................... 114
Unit 6.4 Statistical methods .................................................................................................................................................................................................................. 120
Unit 6.4 Topic 1 Designing the enquiry ............................................................................................................................................................................................... 121
Unit 6.4 Topic 2 Presenting and explaining results ............................................................................................................................................................................. 123
Unit 6.4 Topic 3 Using statistical measures ........................................................................................................................................................................................ 127
Unit 6.4 Topic 4 The statistical cycle ................................................................................................................................................................................................... 129
Unit 6.5 Fractions, percentages, decimals and proportion ............................................................................................................................................................... 133
Unit 6.5 Topic 1 Comparing fractions .................................................................................................................................................................................................. 134
Unit 6.5 Topic 2 Calculating with fractions .......................................................................................................................................................................................... 137
Unit 6.5 Topic 3 Understanding percentage and equivalence ............................................................................................................................................................ 140
Unit 6.5 Topic 4 Ratio and proportion ................................................................................................................................................................................................. 143
Unit 6.6 The coordinate grid ................................................................................................................................................................................................................. 146
Unit 6.6 Topic 1 Using coordinates ..................................................................................................................................................................................................... 147
Unit 6.6 Topic 2 Reflection and rotation .............................................................................................................................................................................................. 150
Version 2.0
Unit 6.7 Probability ................................................................................................................................................................................................................................ 153

Unit 6.7 Topic 1 Describing possibilities .............................................................................................................................................................................................. 154
Unit 6.7 Topic 2 Conducting tests ....................................................................................................................................................................................................... 157
Sample lesson 1..................................................................................................................................................................................................................................... 159
Sample lesson 2..................................................................................................................................................................................................................................... 162
Changes to this Scheme of Work ........................................................................................................................................................................................................ 164
Changes to this Scheme of Work

For information about changes to this Scheme of Work, go to page 89.
The latest Scheme of Work is version 2.0, published January 2021.
Version 2.0
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Mathematics Stage 6.
It contains:
o suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
o at least one suggested teaching activity for each learning objective
o a list of subject-specific language that will be useful for your learners
o common misconceptions
o sample lesson plans
o links to relevant NRICH activities to enrich learners’ mathematical experiences, https://nrich.maths.org/
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Mathematics Stage 6. Instead use them as a starting point for your planning
and adapt them to suit the requirements of your school and the needs of your learners. The schemes of work are designed to indicate the types of activities you
might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all the teaching time for this stage. You should use
other activities with a similar level of difficulty, for example, those from endorsed resources.
The accompanying teacher guide for Cambridge Primary Mathematics suggests effective teaching and learning approaches. You can use this scheme of work as a
starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on
learners having about 4 to 5 hours of Mathematics per week (about 120 to 150 hours per stage). The actual number of teaching hours may vary according to your
context.
Unit and suggested order Suggested teaching time
Unit 6.1 Number 13% (20 hours)
Unit 6.2 2D and 3D shape 20% (30 hours)
Unit 6.3 Calculation 17% (25 hours)
Unit 6.4 Statistical methods 13% (20 hours)
Unit 6.5 Fractions, percentages, decimals and proportion 20% (30 hours)
Unit 6.6 The coordinate grid 10% (15 hours)
Unit 6.7 Probability 7% (10 hours)
Total 150 hours
Sample lesson plans
Version 2.0
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Mathematics Teacher Guide has information on
Other support for teaching Cambridge Primary Mathematics Stage 6

programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.

o the Cambridge Primary Mathematics Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
o grids showing the progression of learning objectives across stages
o the Cambridge Primary Mathematics Teacher Guide, which will help you to implement Cambridge Primary Mathematics in your school
o templates for planning
o worksheets for short teacher training activities that link to the teacher guide
o assessments provided by Cambridge
o a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge
Primary Mathematics worldwide
o links to online communities of Cambridge Primary teachers.

o paper, pens and pencils for learners to use
o rulers, set squares, protractors and calculators.
in your school.
Websites
We recommend NRICH to support Cambridge Primary Mathematics at https://nrich.maths.org/
NRICH publishes free and challenging mathematics activities for learners of all ages. The resources assist teachers to embed thinking and working mathematically
with mathematics content. NRICH is based in both the University of Cambridge's Faculty of Education and the Centre for Mathematical Sciences.
There are many excellent online resources suitable for teaching Cambridge Primary Mathematics. Since these are updated frequently, and many are only available
in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Version 2.0
Approaches to teaching Cambridge Primary Mathematics Stage 6
Thinking and Working Mathematically

Thinking and Working Mathematically supports the mathematical concepts and skills in all strands of the Cambridge
Primary Mathematics curriculum. When learners think and work mathematically, they actively engage with their learning
of mathematics. They try to make sense of ideas and build connections between different facts, procedures and
concepts. Learners who do not think and work mathematically can carry out processes that their teacher has shown
them, but they may not understand why the processes work or what the results mean. Noticing inconsistencies, patterns
and particular representations encourages learners to think and work mathematically. Practice, reflection and
questioning will help them to improve.
Thinking and Working Mathematically has eight characteristics that are presented in four pairs:
o Specialising and Generalising o Characterising and Classifying

o Conjecturing and Convincing o Critiquing and Improving.
The eight Thinking and Working Mathematically characteristics are all closely connected and interdependent. A high-
quality mathematics task may include one or more of them. The characteristics provide learners with the language they need to think and work mathematically.
Learners can then decide what mathematical knowledge, procedures and strategies to use in order to gain a deeper understanding of mathematical questions.
Throughout this scheme of work, there are examples of classroom activities that link the Thinking and Working Mathematically characteristics with content learning
objectives. We recommend you use the ideas in these examples to create further classroom activities.
Unit Unit Unit Unit Unit Unit Unit

Thinking and Working Mathematically characteristics: 6.1 6.2 6.3 6.4 6.5 6.6 6.7
Specialising – Choosing an example and checking to see if it satisfies or does
TWM.01 ✓ ✓ ✓
not satisfy specific mathematical criteria
Generalising – Recognising an underlying pattern by identifying many examples
TWM.02 ✓ ✓ ✓ ✓
that satisfy the same mathematical criteria
TWM.03 Conjecturing – Forming mathematical questions or ideas ✓ ✓
Convincing – Presenting evidence to justify or challenge a mathematical idea or
TWM.04 ✓ ✓ ✓ ✓ ✓ ✓
solution
Characterising – Identifying and describing the mathematical properties of an
TWM.05 ✓ ✓ ✓
object
Classifying – Organising objects into groups according to their mathematical
TWM.06 ✓ ✓
properties
Critiquing – Comparing and evaluating mathematical ideas, representations or
TWM.07 ✓ ✓ ✓ ✓
solutions to identify advantages and disadvantages
Improving – Refining mathematical ideas or representations to develop a more
TWM.08 ✓ ✓
effective approach or solution
Version 2.0
Misconceptions
Mathematical misconceptions are usually incorrect generalisations made by learners. Misconceptions should not be avoided, but instead used for teaching purposes
to reveal learners’ thinking. Research suggests that asking learners open-ended questions about mathematical concepts is the most appropriate way to uncover
misconceptions. Once a learner’s misconceptions have been identified, the next step is to know how to correct them. One approach is to give learners a variety of
mathematical strategies to draw upon when finding solutions so that they can gain a deeper understanding of each mathematical concept.
Mental strategies and calculators

Mental calculation is a skill needed for everyday life, especially when paper or calculators are not available. Mental calculation relies on working memory, the
organisation of thoughts and the use of efficient mathematical strategies when solving mathematical computations. It is important for learners to practise mental
calculations and have a range of strategies as this improves understanding and recall as well as increasing confidence and proficiency.
Calculators are useful teaching aides. Although learners need to practise doing mental and written calculations, calculators can help them to notice patterns. They
are also useful when learners are solving problems where non-calculator calculations would take the focus away from strategies. When well used, calculators can
help learners to learn about numbers and the number system. Use calculators as a teaching aid to promote mental calculation and mental strategies and to explore
mathematical patterns. Learners should understand when it is best to use calculators to help them calculate, and when to calculate mentally or using written
methods.
As Cambridge International includes calculator-based assessments at Stages 5, 6, 7, 8, and 9, we recommend that learners begin to use calculators for performing
and checking calculations from Stage 4. At Stages 5 and 6, learners should be developing effective use of calculators so that they are familiar with the buttons and
functions of a basic calculator.
Version 2.0
Unit 6.1 Number
6.1 Topic 1 6.1 Topic 2

Thinking and Working
Learning objectives covered in Unit 6.1 and topic summary: The number Number Mathematically
system patterns
Count on and count back in steps of constant size, including fractions and decimals,
6Nc.01 ✓ TWM.02 Generalising
and extend beyond zero to include negative numbers.
Use the relationship between repeated addition of a constant and multiplication to TWM.01 Specialising
6Nc.03 ✓
find and use a position-to-term rule. TWM.02 Generalising
Use knowledge of square numbers to generate terms in a sequence, given its

6Nc.04 ✓ TWM.05 Characterising
position.
TWM.04 Convincing
6Ni.02 Use knowledge of laws of arithmetic and order of operations to simplify calculations. ✓
TWM.08 Improving
6Ni.03 Understand that brackets can be used to alter the order of operations. ✓ TWM.01 Specialising
Understand and explain the value of each digit in decimals (tenths, hundredths and
6Np.01 ✓
thousandths).
Use knowledge of place value to multiply and divide whole numbers and decimals
6Np.02 ✓
by 10, 100 and 1000.
Compose, decompose and regroup numbers, including decimals (tenths,

6Np.03 ✓
hundredths and thousandths).
6Np.04 Round numbers with 2 decimal places to the nearest tenth or whole number. ✓ TWM.04 Convincing
TWM.07 Critiquing
6Gt.01 Convert between time intervals expressed as a decimal and in mixed units. ✓
TWM.08 Improving
Version 2.0
Unit 6.1 Topic 1 The number system

Outline of topic:
Learners will explore counting on and counting back with integers and decimals and develop their understanding of the laws of arithmetic and use of brackets.
They will use the order of operations to find the answer to calculations that include one pair of brackets, one multiplication/division and one addition/subtraction.
Learners will understand the value of each digit in numbers with up to three decimal places. They will be able to use this knowledge of place value to compose,
decompose and regroup integers and decimals and to multiply and divide integers and decimals by 10, 100 and 1000.
Learners will round numbers with two decimal places and develop confidence in converting between time expressed as a decimal and in mixed units.
Language:
Key vocabulary:
place value, digit, position
decimals, tenths, hundredths, thousandths
commutative, associative, distributive, inverse
negative, positive, zero
operation, round, estimate
Key phrases:
Round … to the nearest …
Write … to the nearest …
Estimate the value of …
An example of the commutative law is …

o 1-10 times tables
o Place value (integers and decimals)
o Counting forwards and backwards in steps of constant size for integers
o Recognise that time can be expressed as a decimal or in mixed units
o Understand that operations follow a particular order
o Round integers and numbers with one decimal place
Version 2.0
Mental strategies, possible misconceptions

Learning objectives Suggested teaching activities and resources
and comments
6Nc.01 Count on and count Use a counting stick, divided by lines into 10 sections, as a model for counting Purposeful counting is an essential skill in
back in steps of constant size, on and back. Decide what the start and end numbers will be, and ask learners mathematics as it provides key building blocks
including fractions and to work out what each line in-between represents. Point to each line and ask to support calculation and other mathematical
decimals, and extend beyond learners to say the number out loud in unison. Repeat this several times, content.
zero to include negative sometimes counting on and sometimes counting back. Use this to count in
numbers. fractions, decimals and negative numbers. Include some examples where zero Possible misconceptions:
is in the middle of the counting stick. Listen out for learners using integers when
counting in decimals, e.g. 1.8, 1.9, 1.10.
Individually ask learners to draw an empty number line. Give them a starting
number and a constant size to count in, then ask them to annotate each step
on the number line. In further similar examples, vary the placement of the
number you give them, sometimes at the beginning of the number line (so they
will count on), at the end (so they will count back) or in the middle (so they
have to count on and count back). Use a variety of integers, fractions, decimals
and negative numbers.
Resources:
Counting stick, empty number line
6Nc.01 Count on and count Ask learners to start at 7.5 and count back in 0.4s: Possible misconceptions:
back in steps of constant size, 7.5, 7.1, 6.7, … Learners may think that the sequence cannot
including fractions and continue below zero. For example: 1.1, 0.7,
decimals, and extend beyond Ask learners questions about the sequence such as: 0.3, 0.
zero to include negative o Will one of the numbers in this sequence be 1? How do you know?
numbers. o Will one of the numbers in this sequence be 0? How do you know?
o Will one of the numbers this sequence be -1.8? How do you know?
TWM.02 Generalising Learners will show they are generalising (TWM.02) when they notice
Recognising an underlying pattern certain properties of the sequence and use these to answer the
by identifying many examples that questions above.
satisfy the same mathematical
criteria For example:
o All of the numbers in this sequence are decimals (with one decimal place),
so neither 1 nor 0 can be in the sequence.
o The digit in the tenths column are all odd numbers so -1.8 cannot be in the
sequence.
Ask learners to make their own sequences by starting with other numbers and
counting up or down in a step size of their choice.
Ask learners, Can you find any generalisations about your sequence?
Version 2.0

and comments
6Ni.02 Use knowledge of laws Ask learners, How many possible answers can you find by combining 3, 4 and Learners could use a table to systematically list
of arithmetic and order of 5 with + and  ? all possible solutions:
operations to simplify 3 4 5 with + 
calculations. 3 + 4 + 5 = 12 3 + 4 × 5 = 23
Learners should use each number exactly once for each calculation but can 3 + 5 + 4 = 12 3 + 5 × 4 = 23
use + or x as many or as few times as they wish. (Concatenation, i.e. putting 3
and 4 together to make 34, is not allowed.) 4 + 3 + 5 = 12 4 + 3 × 5 = 19
4 + 5 + 3 = 12 4 + 5 × 3 = 19
How can you be certain that you have found all the possible solutions?
5 + 3 + 4 = 12 5 + 3 × 4 = 17
Learners need to be systematic in varying the order of the three numbers, as 5 + 4 + 3 = 12 5 + 4 × 3 = 17
well as varying the operations used. They need to apply the operations in the
3 × 4 + 5 = 17 3 × 4 × 5 = 60
conventional order to obtain the correct answers.
3 × 5 + 4 = 19 3 × 5 × 4 = 60
TWM.04 Convincing Learners will show they are convincing (TWM.04) when they can
Presenting evidence to justify or 4 × 3 + 5 = 17 4 × 3 × 5 = 60
justify why they think they have found all the possible solutions.
challenge a mathematical idea or 4 × 5 + 3 = 23 4 × 5 × 3 = 60
solution
This activity can be extended by asking learners: 5 × 3 + 4 = 19 5 × 3 × 4 = 60
Can any other solutions be found if you also use one pair of brackets?
5 × 4 + 3 = 23 5 × 4 × 3 = 60
The only possible solutions are 12, 17, 19, 23

and 60.
With brackets three more solutions are

possible:
(3 + 4) × 5 = 35
(3 + 5) × 4 = 32
(4 + 5) × 3 = 27
Possible misconception:
Learners may apply the order of operations
incorrectly. For example, learners may think
that 3 + 4 × 5 = 35.
6Ni.02 Use knowledge of laws Ask learners: Commutative:

of arithmetic and order of How might the commutative law, the associative law and the distributive law 67 x 72 = 72 x 67
operations to simplify help simplify calculations? Associative:
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calculations. For example, it may be simpler to conceptualise 26 x 4 as 4 groups of 26, (i.e. 34 x 60 = 34 x (6 x 10)
4 x 26) rather than 26 groups of 4. or
34 x 60 = (34 x 10) x 6
Show learners the following calculations and ask them to find answers using Distributive:
the laws of arithmetic to simplify: 23 x 38 = 23 x (40 – 2) = (23 x 40) – (23 x 2)
o 7 x 301 Answer: distributive law, 7 x 300 + 7 x 1 = 2100 + 7
o 19 x 7 + 19 x 3 Answer: distributive law, 19 x 10 Possible misconceptions:
o 5 x 39 x 2 Answer: commutative law, 5 x 2 x 39 = 10 x 39 Learners may apply the laws incorrectly and
o 21 x 13 – 20 x 13 Answer: distributive law, 1 x 13 think they apply to all operations,
o 17 + 46 + 4 Answer: associative law 17 + (46 + 4) = 17 + 50 e.g. 56 – 5 – 4 = 56 – 1.
Addition and multiplication follow the
TWM.08 Improving Learners will show they are improving (TWM.08) when they consider commutative and associative laws but
Refining mathematical ideas or how they can perform the calculations differently to refine and simplify subtraction and division do not (except in a few
representations to develop a more the method. special cases).
6Ni.03 Understand that Write the same sequence of numbers but with brackets in different places and Learners need to understand that calculations
brackets can be used to alter ask learners to calculate the solutions. with mixed operations follow mathematical
the order of operations. Use examples with one multiplication/division and one addition/subtraction. rules, which can be referred to as BIDMAS
o 20 – 5 ÷ 5 Answer: 19 (Brackets, Indices, Division, Multiplication,
o (20 – 5) ÷ 5 Answer: 3 Addition and Subtraction).
Repeat this, except this time include the answer but do not include the Only include examples with one pair of
brackets and ask learners if the calculation needs brackets, and if so, to place brackets, one multiplication/division and one
the brackets in the correct place. addition/subtraction. For example, avoid
o 1 + 9 x 5 = 50 Answer: (1 + 9) x 5 = 50 questions such as 9 – 3 + 4.
o 9–6÷3=7 Answer: this calculation does not need brackets
Possible misconceptions:
Use the NRICH task: Become Maths Detectives (https://nrich.maths.org/6928) Learners may calculate from left to right
to explore the use of mixed operations further. ignoring the significance of the brackets.
Resources:
NRICH task
6Ni.03 Understand that Write this calculation on the board: When following the correct order of operations,
brackets can be used to alter 3 + 1 + 2  6 + 4  2 = 44 the answer to the original question should be
the order of operations. 24.
Ask learners to copy the calculation into their books and discuss with other 3 + 1 + 2  6 + 4  2 = 24
learners whether they think it is correct or incorrect. Make sure all learners
understand why the calculation is incorrect. Multiplication is performed before
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addition when following the correct order of operations, unless there are By placing a pair of brackets as shown below,
brackets, in which case these need to be calculated first. the answer is 44.
TWM.01 Specialising Ask learners to make the calculation they have written in their book 3 + 1 + 2  (6 + 4)  2 = 44
Choosing an example and correct, by placing one pair of brackets in various positions until the
checking to see if it satisfies or answer is 44. Learners will show they are specialising (TWM.01) by Possible misconceptions:
does not satisfy specific choosing where to place the brackets and testing their examples, Some learners may think that the answer
mathematical criteria using the order of operations, to see whether each calculation they try should be 80 as they have calculated from left
gives the correct solution. to right rather than follow the correct order of
operations.
This activity can be extended by asking learners to devise similar problems for
other learners to solve.
6Np.01 Understand and Learners work in pairs for this activity. Give each learner a set of 0–9 digit Possible misconceptions:
explain the value of each digit cards. Each pair of learners take turns to make a 4-, 5- or 6-digit number that Learners may confuse the language associated
in decimals (tenths, has 3 decimal places, for example 27.819. Ask learners to tell their partner the with integers and decimals.
hundredths and thousandths). value of each digit to see if they agree. For example, for 0.99 saying zero point ninety-
nine rather than zero point nine nine.
Ask learners questions such as: Learners may not realise that 4.1 is the same
o In 226.831 which digit is in the tenths place? as 4.10. Both numbers have 4 units, 1 tenth
o In 19.053 the digit in the hundredths place is …? and 0 hundredths.
o In 1.943 what does the digit 3 represent?
Then ask learners to use their cards to try and make a number based on
information about each place value. For example:
My number has 4 tens, 5 tenths, 6 thousandths, 2 ones and 1 hundredth. What
is my number?
Learners continue to take turns and make numbers using the digit cards, but
this time they hide the number from their partner and give clues about each
place value, similarly to the example given above.
Resources:
Set of 0–9 digit cards per learner
6Np.02 Use knowledge of Write a number on the board, e.g. 541, and ask one third of the class to Multiplying and dividing by 10, 100 and 1000
place value to multiply and multiply it by 10, another third to multiply it by 100 and the remaining third to are important skills. They enable learners to
divide whole numbers and multiply it by 1000. Record the answers and ask learners: convert between standard units of
decimals by 10, 100 and 1000. What is the same and what is different about these answers?
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measurement and are also key skills in many
Repeat this activity but this time use division of 10,100 and 1000. calculation questions.
Repeat this activity again but start with a decimal instead of an integer.
Possible misconceptions
Ask learners to choose their own 3-digit number with 2 decimal places, for Learners may be adding zeros when
example 3.45, and to record what it would be after it is multiplied by 10, 100 multiplying by 10,100 or 1000. This is a
and 1000 and divided by 10, 100 and 1000. misconception that will lead to difficulties when
the question or answer involves decimals,
e.g. 4.5 x 10 = 4.50.
Learners sometimes try to remember how to
multiply and divide numbers by trying to
remember if they move to the left or the right.
Try to encourage learners to think if the
numbers are getting ten times larger (if
multiplying by 10) or ten times smaller (if
dividing by 10) to emphasise the conceptual
understanding involved.
6Np.03 Compose, decompose Learners work in pairs, each pair has three different place value dice (0–9, Understanding how to compose, decompose
and regroup numbers, 0.1–0.9 and 0.01–0.09) and a set of decimal place value cards (tenths, and regroup numbers in many different ways is
including decimals (tenths, hundredths and thousandths). Roll each dice once and then find the essential for learners to become effective at
hundredths and thousandths). corresponding place value card. Encourage learners to read the number that calculating.
has been generated and to describe the separate parts that make up the
number. Also ask learners to record the number additively, e.g. 3.61 = 3 + 0.6 Possible misconceptions:
+ 0.01. Learners may think numbers can only be
regrouped by splitting them into tenths,
Reverse this activity so that learners now choose a decimal and then find the hundredths and thousandths rather than 0.56
place value cards to match it. could be regrouped into 0.55 and 0.01.
How could you decompose this number?
Resources:
0-9 dice
0.1-0.9 dice
0.01-0.09 dice
Decimal place value cards (sometimes called arrow cards)
6Np.04 Round numbers with 2 Learners work in pairs and each pair has a 0-9 dice. Taking turns, one learner Rounding helps learners to make useful
decimal places to the nearest rolls the dice 3 times to generate 3 digits. Ask learners to use the digits to estimates.
tenth or whole number. make a number with 2 decimal places, e.g. 5, 2, 8 could become 5.28 or 8.25.
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Learners then round their number to the nearest tenth (5.28 to 5.3) and the Rounding 3.57 to 3 because it starts with a 3.
nearest whole number (5.28 to 5). Giving an answer of 9.375 pencils rather than
Ask learners: rounding to 9 as it is impractical to break a
o How do you know whether to round up or down? pencil into parts.
o How can you be sure that you have rounded the numbers correctly?
o Convince your partner that you are right.
TWM.04 Convincing
Presenting evidence to justify or Learners will show they are convincing (TWM.04) when they can
challenge a mathematical idea or justify why their rounding is correct. Using a number line is helpful to
solution show spatially how near numbers are to each other. For example,
23.61 is nearer to 24 than to 23, and nearer to 23.6 than to 23.7.
This activity can be extended by asking learners:

When might I need to round numbers?
Ask learners to write division questions which result in a decimal answer. Then
practise rounding the number to the nearest tenth or whole number or rounding
down as appropriate.
For example:
o I share 150 pencils equally between 16 people. How many pencils do they
each get? Answer: 9 (as 9.375 rounds to 9 to the nearest whole number)
o I share 150 pencils equally between 17 people. How many pencils do they
each get? Answer: 8 (even though 8.82 rounds to 9 to the nearest whole
number, there would not be enough pencils to give everyone 9 each)
Resources:
0-9 dice
Number line
6Gt.01 Convert between time Ask learners how they would write one and a half hours. Compare and discuss Possible misconceptions:
intervals expressed as a the different responses. Explain that we can write time as a decimal and in Learners forget that time recorded as a decimal
decimal and in mixed units. mixed units. One and a half hours could be written as 1 hour and 30 minutes, is base 60, so they read 1.5 as 1 hour and 5
as 90 minutes, as 1.5 hours etc. minutes or 1 hour and 50 minutes.
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Use a pie chart with a total value of 60 (to represent minutes in an hour) to
show how 0.5 of the pie is equivalent to 30 minutes.
Ensure that learners understand that it is the tenths and hundredths that
represent the minutes, while the ones and tens represent the hours.
Set the following examples for learners to practice. Ask them to draw a pie
chart for each decimal to show the fraction of minutes.
o 0.75 (45 minutes)
o 0.25 (15 minutes)
o 0.1 (6 minutes)
o 1.25 (1 hour and 15 minutes)
o 1.75 (1 hour and 45 minutes)
o 2.5 (2 hours and 30 minutes)
o 5.5 (5 hours and 30 minutes)
Then challenge learners to set questions for each other to solve.
6Gt.01 Convert between time Give learners the following problem: Mental strategies:
intervals expressed as a Chris was asked to convert a time expressed as a decimal, 1.25 hours to hours Chris’ method used is accurate and could be
decimal and in mixed units. and minutes: 1.25 × 60 = 75 minutes. He then subtracts 60 minutes (1 hour) easily performed on a calculator. However, this
from 75 minutes which equals 15 minutes. So his answer is 1 hour 15 minutes. method would not be as easy to perform
mentally. A more efficient mental strategy could
Ask learners what they think of this method: be to recall that 0.25 hours is 15 minutes, so
• Does Chris’ method give the correct answer? 1.25 hours is 1 hour and 15 minutes. This
• How easy is it to understand Chris’ method? method can be more easily applied when the
• What are the advantages and disadvantages of this method? time expressed as a decimal is larger, such as
• Would Chris be able to use this method to convert 29.25 hours into hours 29.25 hours.
and minutes?
• Would you recommend a different method to Chris? Why / why not?
Learners will show they are critiquing (TWM.07) when they can
TWM.07 Critiquing identify possible advantages and disadvantages of Chris’ method and
Comparing and evaluating
are improving (TWM.08) when they are able to refine the method to
mathematical ideas,
representations or solutions to
calculate the answer more efficiently.
identify advantages and
disadvantages
TWM.08 Improving
Refining mathematical ideas or
representations to develop a more
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Unit 6.1 Topic 2 Number patterns

Outline of topic:
Learners will explore the relationship between repeated addition and multiplication to understand how to help predict numbers in a sequence. They will understand
how to find and use a position-to-term rule.
Learners will use knowledge of square numbers to be able to identify and continue the sequence of square numbers. They will further develop their knowledge of
square numbers to begin generating terms in number sequences when given its position.
Language:
Key vocabulary:
predict, term, position, rule, sequence
addition, repeated addition, multiplication, square numbers
Key phrases:
The pattern of this sequence is …
The next number in the sequence will be …
The rule for this sequence is …
… will / will not be in this sequence because …

o Make and describe number sequences
o Identify the term-to-term rule for a sequence
o Extend sequences
o Find a missing term of a linear sequence
o Knowledge of square numbers
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6Nc.03 Use the relationship Write the equation 3 + 3 + 3 + 3 on the board and ask learners what the total Possible misconceptions:
between repeated addition of a is. Ask learners how else we could solve this equation using multiplication (4 x Learners think that the constant can change
constant and multiplication to 3). Establish that the first method uses repeated addition of the constant 3, value.
find and use a position-to-term while the second method is using multiplicative reasoning and that 3 is being e.g. for the sequence 1, 3, 6, 10, 15, …
rule. multiplied four times. Both generate the same answer of 12. the differences are +2, +3, +4, +5, …
Ask learners:
o If this equation (4 x 3) is the 4th term, what would be the 1st, 2nd and 3rd
terms? (1 x 3), (2 x 3), (3 x 3). Do you notice a pattern?
o Can you predict what the 10th, 20th, 100th term would be? (10 x 3), (20 x 3),
(100 x 3).
o What about the nth term? (n x 3 or 3n)
Ask learners questions about the sequence such as:

o Will one of the numbers in this sequence be 21? How do you know?
In pairs, ask learners to generate other number sequences, beginning with

repeated addition and then linking it to multiplication. With another pair, give
them your list of numbers and ask them to find the term rule.
TWM.01 Specialising
Choosing an example and
checking to see if it satisfies or
Learners will show they are specialising (TWM.01) when they create
does not satisfy specific their own number sequences from specific numbers.
mathematical criteria
Learners will show they are generalising (TWM.02) when they notice
TWM.02 Generalising certain properties of the sequence.
Recognising an underlying pattern
by identifying many examples that
criteria
6Nc.04 Use knowledge of Ask learners to make the first 4 square numbers using cubes so they can Possible misconceptions:
square numbers to generate refresh knowledge of the spatial pattern of square numbers. Record as a class Not understanding the mathematical
terms in a sequence, given its using mathematical language. relationship between the visual appearance of
position. the sequence and the rule.
For example:
First term is 1 (1 squared)
Second term is 4 (2 squared)
Third term is 9 (3 squared)
Fourth term is 16 (4 squared)
What is the fifth term?
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Can you suggest what the nth term would be? (n x n)
Then look at the differences between the terms:

First term to second term +3
Second term to third term +5
Third term to fourth term +7
What is the difference between the fourth term to the fifth term? (+9)
Ask learners what they notice about the pattern. Observe how the difference
between each term increases (or decreases) at a constant rate.
Ask learners questions such as:

TWM.05 Characterising Learners will show they are characterising (TWM.05) when they
Identifying and describing the
mathematical properties of an
identify the features of square numbers.
object
For another challenge involving square numbers try the NRICH task: Filling the
Gaps (https://nrich.maths.org/7547).
Resources:
Cubes
NRICH task
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Unit 6.2 2D and 3D shape
6.2 Topic 3
6.2 Topic 1
Learning objectives covered in Unit 6.2 and topic 6.2 Topic 2 3D shapes, Thinking and Working
Quadrilaterals, Angles Mathematically
summary: circles and area
volume and
capacity
Identify, describe, classify and sketch quadrilaterals, including TWM.01 Specialising
6Gg.01 reference to angles, symmetrical properties, parallel sides and ✓ ✓ TWM.02 Generalising
diagonals. TWM.05 Characterising
Know the parts of a circle:

- centre
TWM.03 Conjecturing
6Gg.02 - radius ✓
TWM.04 Convincing
- diameter
- circumference.
Use knowledge of area of rectangles to estimate and calculate TWM.02 Generalising

6Gg.03 ✓
the area of right-angled triangles. TWM.03 Conjecturing
6Gg.04 Identify, describe and sketch compound 3D shapes. ✓ TWM.05 Characterising
TWM.03 Conjecturing
6Gg.05 Understand the difference between capacity and volume. ✓
TWM.08 Improving
Identify and sketch different nets for cubes, cuboids, prisms and
6Gg.06 ✓
pyramids.
Understand the relationship between area of 2D shapes and

6Gg.07 ✓
surface area of 3D shapes.
Identify rotational symmetry in familiar shapes, patterns or
6Gg.08 images with maximum order 4. Describe rotational symmetry as ✓
‘order 𝑥’.
6Gg.09 Classify, estimate, measure and draw angles. ✓ TWM.04 Convincing
Know that the sum of the angles in a triangle is 180º, and use
6Gg.10 ✓ TWM.04 Convincing
this to calculate missing angles in a triangle.
6Gg.11 Construct circles of a specified radius or diameter. ✓
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Unit 6.2 Topic 1 Quadrilaterals, circles and area

Outline of topic:
Learners will develop their understanding of 2D shapes, specifically quadrilaterals and circles. They will construct circles using given properties and be able to
describe the different parts of a circle. They will also extend their knowledge of symmetry by exploring rotational symmetry.
Learners will use and apply knowledge of area of rectangles to understand how to work out the area of right-angled triangles.
Language:
Key vocabulary:
quadrilaterals, parallelogram, rhombus, rectangle, square, trapezium, kite
properties, symmetry, angles, sides, edges, vertex, vertices, adjacent
centre, radius, diameter, circumference
formula, equation
perimeter, area, rectangles, right-angled triangles
centimetres, metres, square centimetres, square metres
Key phrases:
A …. has … sides/vertices
Properties of a shape
The area of the rectangle is …
The area of the triangle is …

o Draw 2-D shapes using given dimensions and angles
o Compare and classify 2-D shapes based on their properties and sizes
o Distinguish between regular and irregular polygons
o Find the area of rectangles
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6Gg.01 Identify, describe, Ask learners to sketch the following quadrilaterals: Possible misconceptions:
classify and sketch Parallelogram, rhombus, rectangle, square, trapezium, kite. Ask them to label Learners forget that some shapes are a special
quadrilaterals, including each sketch with information about angles, symmetrical properties, parallel type of others. For example, squares are a
reference to angles, sides and diagonals. special type of parallelograms, which are a
symmetrical properties, special type of quadrilaterals, which are a
parallel sides and diagonals. Next, ask them to complete the following statements: special type of polygons.
A square is a … (rectangle) with …. (four) equal sides.
A ….. (rectangle) has four right angles and its opposite sides are equal. Some learners only see the prototypical
A parallelogram has opposite …… (sides) equal and …. (parallel) images of shapes so do not necessarily
A kite has … (two) pairs of equal-length adjacent sides. remember that a shape can be in any
A …. (rhombus) is a parallelogram with four equal sides. orientation. For example, a square is still a
A trapezium has … (one) pair of opposite parallel sides. square even if it is resting on a corner.
The diagonals of any square, rhombus or kite intersect at …(right) angles.
In pairs, ask learners to devise more statements using properties including

angles, symmetrical properties, parallel sides and diagonals. Swap with
another pair and solve.
Ask learners:
What is the same and what is different between a square and a rectangle?
What is the same and different between a square and a kite?
TWM.02 Generalising Ask learners to choose other shapes to compare.
Recognising an underlying pattern
by identifying many examples that Learners will show they are generalising (TWM.02) when they
satisfy the same mathematical recognise the common features that belong to all quadrilaterals.
criteria Learners will show they are specialising (TWM.01) when they are
TWM.01 Specialising able to use specific features to describe a specific quadrilateral.
Choosing an example and
checking to see if it satisfies or This activity can be extended by asking learners to draw examples of “less
does not satisfy specific obvious” and “obvious” shapes. For example, less obvious and obvious
mathematical criteria examples of a rectangle.
’Less obvious’ rectangle: ’Obvious’ rectangle:
Ask learners to explain their reasoning and challenge conceptions of

orientation.
6Gg.08 Identify rotational Find a square and draw around it on the whiteboard. Count how many times A rotation is specified by a centre of rotation
symmetry in familiar shapes, the square can be turned to fit on to itself until it comes back to its original and an angle of rotation.
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patterns or images with position (4). This demonstrates that a square has a rotational symmetry with
maximum order 4. Describe order of 4. Show learners that the centre of symmetry (the point about which a A shape has rotational symmetry if it can be
rotational symmetry as ‘order shape is turned) is in the middle of the square. rotated to give an identical shape.
𝑥’.
Remind learners that all shapes have an order of rotational symmetry of at
least 1. Possible misconceptions:
Learners may think that all triangles have an
Ask learners to investigate other shapes, patterns or images and explore their order of rotation of 3 (not just equilateral
order of rotational symmetry. Ask learners to predict a shape’s order of triangles).
rotational symmetry before they test it.
Resources:
2D shapes, patterns and images (with maximum order 4)
6Gg.03 Use knowledge of Check that learners understand what area means and that it is a measure of Possible misconceptions:
area of rectangles to estimate the space inside a 2D shape. Learners may attempt to find the area of the
and calculate the area of right- Ask learners to draw any rectangle on a sheet of squared paper and to rectangles or triangles by measuring the side
angled triangles. calculate and write the area of their rectangle. Then ask learners to pick any lengths and adding them up. This would
three corners of their rectangle, draw lines between them and colour in the calculate perimeter rather than area.
triangle formed. Ask learners to estimate the area of their triangle by counting
the squares inside and to write this down.
Ask learners to compare and discuss their answers with a group of other
learners.
What do you notice about the rectangles and triangles you have drawn and the
areas you have written down?
TWM.02 Generalising Learners will show they are generalising (TWM.02) when they
Recognising an underlying pattern recognise similarities and differences between each other’s examples.
by identifying many examples that For example:
satisfy the same mathematical o all the triangles are right-angled triangles
criteria o the triangles cut the rectangles in half
o some areas are whole numbers, but some are not
o the area of the triangle is always smaller than the area of the rectangle
o the area of the triangle is (approximately) half of the area of the rectangle.
Show learners a picture of a right-angled triangle drawn on plain paper. Ask

learners: How could you find the area of this triangle?
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TWM.03 Conjecturing Learners will show they are conjecturing (TWM.03) when they offer
Forming mathematical questions ideas of how they might find the area of the triangle.
or ideas
For example:
• draw a square grid onto the picture and count the squares inside the
triangle
• draw a rectangle around the triangle and halve the area of the rectangle
• multiply the length and width of the rectangle and halve the answer.
Resources:
Squared paper
6Gg.02 Know the parts of a Ask learners to draw a circle using a compass and identify and label all the Remember a circle is not a polygon because it
circle: different parts of a circle: centre, radius, diameter, and circumference. As an does not have straight edges. As the number of
− centre alternative, you can provide circles drawn on A4 paper. sides on a polygon increases towards infinity
− radius the polygon becomes closer and closer to the
− diameter Ask learners to draw different sizes of circles. Ask them to investigate the shape of a circle.
− circumference. relationship between the radius and the diameter.
Ask learners to suggest some conjectures. For example, the diameter is Possible misconceptions:
always twice the radius. Then ask learners to explain how they came to their Learners may not correctly draw their diameter
conjecture and how they are convinced it is true. and radius lines through the centre of the
TWM.03 Conjecturing circle.
Forming mathematical questions Learners will show they are conjecturing (TWM.03) when they offer
or ideas ideas towards the mathematical relationship between the radius and
diameter of a circle.
TWM.04 Convincing
Presenting evidence to justify or Learners will show they are convincing (TWM.04) when they offer
challenge a mathematical idea or reasoning to convince why their conjecture is true.
solution
Confirm that d = 2r.
Resources:
Compasses
Circles (drawn on A4 paper)
6Gg.11 Construct circles of a Ask learners to use a compass to draw a circle using given information.
specified radius or diameter.
Radius Diameter
9cm ?
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? 24cm
4cm ?
? 0.1m
Remind them that d = 2r.

Ask them to fill in the missing information in the table.
Check understanding:
If d = 4cm what is the radius?
If r = 12cm what is the diameter?
If d = 9cm what is the radius?
Resources:
Compasses
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Unit 6.2 Topic 2 Angles

Outline of topic:
Learners will be able to recognise, classify and draw angles in 2D shapes and they will be able to find unknown angles in triangles.
Language:
Key vocabulary:
acute, obtuse, reflex
opposite angles, perpendicular
protractor, intersect, intersection
Key phrases:
Intersecting lines
Point of intersection

o Estimate, compare and classify angles
o Understand that the sum of angles on a straight line is 180°
o Know that an angle is a description of a turn
o Find unknown angles in any triangles, quadrilaterals and regular polygons
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6Gg.01 Identify, describe, For this activity, learners work in pairs. Give each learner one piece of paper Possible misconceptions:
classify and sketch and ask them to fold it in half. On one side ask them to draw any quadrilateral Learners forget that some shapes are a special
quadrilaterals, including using a ruler and pencil and on the other half they should write as many type of others. For example, squares are a
reference to angles, properties as they can to describe their quadrilateral. special type of parallelograms, which are a
symmetrical properties, special type of quadrilaterals, which are a
parallel sides and diagonals. Ask learners to tear their pieces of paper in half. Learners should keep the half special type of polygons.
with their drawing on hidden and give the half with the list of properties on to
their partner. Learners then attempt to draw their partner’s quadrilateral, by
using only the list of properties they have been given.
When they have finished, ask each pair of learners to work together to
compare the new drawings with the original drawings. Ask them to discuss the
accuracy of the list of properties and why the drawings are or are not the same.
Identifying and describing the identify several properties such as parallel sides, symmetry, diagonal
mathematical properties of an and angle properties to describe various quadrilaterals.
object
6Gg.09 Classify, estimate, Using paper or mini whiteboards ask learners to draw an example of an acute, Remind learners that an angle is a
measure and draw angles. an obtuse and a reflex angle. Ask for explanations for each one. measurement of the space between two
Using drinking straws, ask learners to estimate different angle sizes (e.g. 67°, intersecting lines and is useful for describing
150°). Ask learners to provide reasons to a partner of how close their estimate geometric shapes. Angles are also used to
is, without measuring. describe rotations as they are a measure of the
amount of turn.
TWM.04 Convincing Learners will show they are convincing (TWM.04) when they explain
Presenting evidence to justify or to their partners that their angles are a good estimation. For example, Possible misconceptions:
challenge a mathematical idea or learners might compare the angles to right angles, or use the fact that Learners may think that it is not possible to
solution half a right angle is 45°. have an angle greater than 360°
Give learners two thin strips of card, fastened in the centre with a paper
fastener. Ask them to notice what happens to the opposite angles as they
move the strips to increase and decrease the angle size. Ask learners to use
their protractors to measure these angles to confirm that the opposite angles
change size but are still equal. Ask learners to draw their own two intersecting
lines on paper and then use a protractor to find the missing angles.
Ask learners to use a protractor draw angles such as 67°, 150°, 312° etc. This
activity can be extended by challenging learners to draw an angle bigger than
360°. Ask learners what happens when we try to draw this angle and how we
could represent something that is bigger than a whole turn.
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Resources:
Drinking straws
Strips of card and paper fasteners
Protractors
Mini whiteboards
6Gg.10 Know that the sum of Ask learners to draw any triangle, then tear off the corners and put the angles Possible misconceptions:
the angles in a triangle is together. Learners sometimes apply the rule of angles
180ºand use this to calculate What do you notice? without understanding it.
missing angles in a triangle. The angles will always make 180° and learners can prove this by placing the
angles on a straight line.
Presenting evidence to justify or justify why angles in a triangle always add up to 180°
challenge a mathematical idea or
solution Ask learners:
What else do we know about angles in triangles?
For example:
o a right-angled triangle will have one angle of 90°
o equilateral triangles have three angles of 60°
Give learners different triangles with one or two angles given and ask them to
calculate the missing angles, using the above information.
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Unit 6.2 Topic 3 3D shapes, volume and capacity

Outline of topic:
Learners will develop their knowledge of 3D shapes by using their properties to identify, describe and sketch shapes, including their nets. They will explore the
relationship between the area of 2D shapes and the surface area of 3D shapes.
Learners will revisit their knowledge for converting between different metrics units for length, mass and capacity. They will explore the difference between capacity
and volume.
Language:
Key vocabulary:
net, cube, cuboid, prism, pyramid
face, vertex, vertices, edge
kilometres, metres and centimetres, kilograms and grams, litres and millilitres, cubic centimetres and cubic metres
capacity, volume, measure,
Key phrases:
Properties of a shape
Net of a 3D shape
A … has … faces, ... edges and ….vertices
The capacity of the container is …
The volume of the liquid is …

o Recognise, describe and build simple 3D shapes, including making simple nets
o Identify 2D faces on 3D objects
o Match nets to their corresponding 3D shapes
o Understand that capacity is the measure of an object’s ability to hold a substance
o To be able to use capacity in context
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6Gg.04 Identify, describe and Ask learners to work in pairs. Each learner should think of a 3D shape (e.g. Possible misconceptions:
sketch compound 3D shapes. cube, square based pyramid, etc.) and draw a sketch of their shape. Learners may refer to faces of a shape as
Learners show their partner their sketch and see if their partner can name the sides.
shape they have drawn.
Then ask each pair to combine their two 3D shapes to create a compound 3D
shape and to draw a sketch of the shape.
For example, a cube and a square based pyramid could create the compound
3D shape below.
If available, learners could combine plastic or wooden 3D shapes to create

compound 3D shapes.
Ask learners to describe the compound 3D shape, using its properties.

Encourage the correct use of vocabulary (e.g. face, vertex, vertices, edge,
pyramid, prism, etc.).
Identifying and describing the identify several properties such as faces, vertices, edges to describe
mathematical properties of an various 3D shapes and compound 3D shapes.
object
Resources:
3D shapes
6Gg.06 Identify and sketch Remind learners that a net is an outline made when a 3D shape is opened out Possible misconceptions:
different nets for cubes, flat. Learners may think that all nets make 3D
cuboids, prisms and pyramids. shapes.
Show learners pictures of a variety of nets and ask them what 3D shapes they
will make. Make sure to include nets for cubes, cuboids, prisms and pyramids.
Include some pictures that cannot be made into a 3D shape (e.g. a net with 6
squares that cannot be folded into a cube).
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Collect a range of boxes which are in the shape of cubes, cuboids, prisms and
pyramids. Ask learners to take them apart and sketch their nets.
As a revision exercise, ask learners to sketch different types of nets for a cube
(there are 35 different combinations of 6 squares but only 11 of them create
unique nets for a cube).
Resources:
Pictures of a variety of nets of cubes, cuboids, prisms and pyramids
A range of different shaped boxes
6Gg.07 Understand the Hold up a cube and ask learners what the relationship is between a square and Possible misconceptions:
relationship between area of a cube. Check learners know that area is the amount of space in a 2D shape Learners may refer to curved surfaces as faces
2D shapes and surface area of and that they know how to calculate the area of a square. when describing 3D objects. Faces of objects
3D shapes. are always flat. Cylinders have curved surfaces
Challenge learners to use this information to work out the surface area of a and cubes have faces.
cube (provide dimensions for one side of the square on the cube, e.g. 4cm).
Check that if the area of a square is 16cm squared, then a cube which uses
these squares would have a surface area of 16 x 6 = 96cm².
Ask learners to choose other 3D shapes and calculate the surface area using
their knowledge of 2D shapes and area.
Resources:
3D shapes
6Gg.05 Understand the Ask learners to explain the difference between capacity and volume (capacity Possible misconceptions:
difference between capacity is a property of a container and is the amount the container can hold, volume is Learners mistakenly refer to capacity instead of
and volume. the measure of the space an object occupies). volume and refer to volume when they mean
capacity.
Give learners a statement that exemplifies the difference between capacity and
volume and then ask them to write other examples.
For example:
I have a 1 litre bottle of water that is half full. The capacity of the bottle is 1 litre
and the volume of water in the bottle is 0.5 litre or 500 cm3.
Now ask learners to work in groups of four. Give each group a different
container and some plastic glasses or cups. Ask them to estimate how many
glasses or cups of water the container could hold (capacity).
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TWM.03 Conjecturing Ask the groups to swap their containers and repeat the activity.
Forming mathematical questions
or ideas Learners will show they are conjecturing (TWM.03) when they
suggest the possible capacity of a container and then demonstrate
TWM.08 Improving they are improving (TWM.08) when they test this out and offer a more
Refining mathematical ideas or
representations to develop a more
accurate conjecture for a different container.
Then give each group a container partly filled with water. Ask them to estimate
how many glasses or cups of water (volume of the water) they need to fill the
container (capacity).
Ask the groups to swap their containers and repeat the activity.
Resources:
Containers such as jugs or buckets
Glasses
Water
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Unit 6.3 Calculation

Learning objectives covered in Unit 6.3 and topic summary: Addition and Multiplication
Mathematically
subtraction and division
Recognise the use of letters to represent quantities that vary in addition and
6Nc.02 ✓ TWM.01 Specialising
subtraction calculations.
6Ni.01 Estimate, add and subtract integers. ✓
6Ni.02 Use knowledge of laws of arithmetic and order of operations to simplify calculations. ✓ ✓ TWM.07 Critiquing
Estimate and multiply whole numbers up to 10 000 by 1-digit or 2-digit whole

6Ni.04 ✓ TWM.07 Critiquing
numbers.
6Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit or 2-digit whole numbers. ✓
6Ni.06 Understand common multiples and common factors. ✓
Use knowledge of factors and multiples to understand tests of divisibility by 3, 6 and

6Ni.07 ✓ TWM.04 Convincing
9.
Use knowledge of multiplication and square numbers to recognise cube numbers

6Ni.08 ✓ TWM.02 Generalising
(from 1 to 125).
Estimate, add and subtract numbers with the same or different number of decimal
6Nf.09 ✓
places.
Estimate and multiply numbers with one or two decimal places by 1-digit and 2-digit
6Nf.10 ✓
whole numbers.
6Nf.11 Estimate and divide numbers with one or two decimal places by whole numbers. ✓
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Unit 6.3 Topic 1 Addition and subtraction

Outline of topic:
Learners will continue to practice counting on and counting back with integers and decimals. They will further develop their understanding of the laws of arithmetic
and use of brackets, and become confident in using letters to represent quantities in addition and subtraction calculations.
Learners will practice adding and subtracting integers and numbers with the same or different number of decimal places. They should be able to find the difference
between positive and negative integers, and between two negative integers.
In this topic learners should be given sufficient time to complete practice questions, in order to secure their written methods and mental strategies for addition and
subtraction.
Language:
Key vocabulary:
addition, total, sum
subtraction, difference
estimate
negative, positive, zero
algebra, equation, formula, formulae, variables
Key phrases:
An estimate for the answer is …
The sum of the numbers … and … is …
The difference between the numbers … and … is …

o Counting forwards and backwards in steps of constant size for integers
o Add and subtract whole numbers mentally and using a written method
o Add and subtract decimals with the same number of decimal places
o Solve missing number problems
o Recognise that letters represent an unknown
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6Nc.02 Recognise the use of Write a + b = c on the board. Ask learners: A variable is a quantity that can vary in value.
letters to represent quantities If a is equal to 5 and b is equal to 7, then what is the value of c?
that vary in addition and Possible misconceptions:
subtraction calculations. Then tell learners that c now stands for 100. Draw a bar model to reinforce that Learners can sometimes think that if ‘a’
a + b is equivalent to c. represents 5 in one calculation, it will always
represent 5 in any calculation.
a b
Record the different calculations possible using letter notation,

e.g. b + a = c, c – a = b etc.
Ask learners:
What are the possible values of a and b if c is equivalent to 100?
TWM.01 Specialising
Choosing an example and Learners will show they are specialising (TWM.01) by testing
checking to see if it satisfies or examples for a and b to see if they satisfy the mathematical equation
does not satisfy specific with a total of 100.
mathematical criteria
Repeat this task with other formulae e.g. a = c + d + d + d.
Vary which letter you reveal the value of and ask learners to find as many
examples as they can for the other letters.
6Ni.01 Estimate, add and Write an addition or subtraction calculation on the board, for example 122 – 92, Using the language of augend + addend = total
subtract integers. and ask learners to estimate rather than calculate the answer. and minuend – subtrahend = difference will
Ask learners: enable learners to explain their thinking
6Ni.02 Use knowledge of laws What is your estimate? because they can name the different parts of
of arithmetic and order of Why would certain answers not be appropriate? the calculation.
operations to simplify
calculations. Then ask learners to solve the calculation in as many different ways as they
can. Compare learners’ solutions. Possible misconceptions:
For example: Learners often try to work out the answer
122 – 92 = ? (using a written method of subtraction or number line) immediately rather than offer an estimate first.
92 + ? = 122 (finding the difference or counting on)
120 – 90 = ? (constant difference)
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Ask learners:
What are the advantages and disadvantages of each strategy?
TWM.07 Critiquing
Comparing and evaluating Learners will show they are critiquing (TWM.07) by comparing and
mathematical ideas, evaluating different approaches to calculations, based on their
representations or solutions to arithmetic knowledge.
disadvantages
Repeat this activity but with calculations using negative numbers or resulting in
a negative number, for example: 12 – 15, -4 + 10, -9 – 2.
Then write a 3-, 4- or 5-digit number, for example 8723, on the board or piece
of paper. Ask learners to create as many different addition and subtraction
calculations as they can that result in this number. Remind learners they could
use their knowledge of the laws of arithmetic to help.
For example:
8723 = 8701 + 19 + 3
8723 = 8701 + 3 + 19
Repeat this activity with negative numbers, for example -18.
6Nf.09 Estimate, add and Learners choose two decimals (using decimal dice or decimal digit cards) and Encourage learners to use mental calculation
subtract numbers with the use them to write both an addition and a subtraction calculation question. strategies to add and subtract decimals where
same or different number of possible. Remind them to regroup numbers to
decimal places. Then in pairs, give learners a specific number. Ask them to write an addition help with adding or subtracting different parts
calculation and a subtraction calculation that would result in this number. of the number.
For example, if the specific number is 17.11, an addition calculation might be
17.11 = 16.03 + 1.08. Possible misconceptions:
Learners may line up their numbers in
Encourage learners to generate some calculations where the numbers have columns, but they may not pay attention to the
different numbers of decimal places. lining up of the same type of digit they so may
For example, a subtraction calculation could be 17.11 = 20.51 – 3.4. include both decimal points in the answer, e.g.
1.23 + 4.5 = 1.6.8.
Resources:
Decimal dice or decimal digit cards
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Unit 6.3 Topic 2 Multiplication and division

Outline of topic:
Learners will develop their understanding of the laws of arithmetic and use of brackets within a multiplication and division context.
Learners will practice solving multiplication and division calculations involving large numbers and decimals as well as exploring common multiples, common
factors, square and cube numbers. Learners will also connect their knowledge of tests of divisibility to solve factor questions.
In this topic, learners should be given sufficient time to complete practice questions, in order to secure their written methods and mental strategies for multiplication
and division.
Language:
Key vocabulary:
multiplication, product
multiples, common multiples, factors, common factors, square numbers, cube numbers
decimals, tenths, hundredths, thousandths
Key phrases:
The product of the numbers … and … is …
The common multiples of the numbers … and … are …

o 1-10 times tables
o Multiply and divide by 10, 100, 1000
o Multiply and divide whole numbers and using a written method
o Multiply decimals with the same number of decimal places
o Knowledge of multiples and factors
o Know the square numbers between 0-100
o Knowledge of the tests of divisibility for 2, 4, 5, 8, 10, 25, 50 and 100
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6Ni.05 Estimate and divide Give learners some division questions to complete, but challenge them to use Encourage learners to use mental strategies
whole numbers up to 1000 by at least two different ways to solve each calculation. where possible, including knowledge of
1-digit or 2-digit whole For example, to solve 925 ÷ 25 learners could: multiplication facts.
numbers. • decompose 925 into 900 + 25 and divide each part by 25, or
• calculate how many 25’s are in 100, 900 and 25, or Using the language of dividend ÷ divisor =
6Ni.02 Use knowledge of laws • divide by 5 and divide by 5 again. quotient will enable learners to explain their
of arithmetic and order of thinking because they can name the different
operations to simplify Then ask learners to explain their different strategies to the class and ask parts of the calculation.
calculations. questions such as:
What are the advantages or disadvantages of this strategy?
Which strategy was the most effective way for you to solve this question?
TWM.07 Critiquing
Comparing and evaluating Learners will show they are critiquing (TWM.07) when they compare
mathematical ideas, and evaluate different approaches to solving division calculations.
representations or solutions to
disadvantages
6Ni.04 Estimate and multiply Ask learners: Encourage learners to use mental strategies
whole numbers up to 10 000 Eva calculated 426 x 24 and got the answer 2337. Without calculating the where possible, including knowledge of
by 1-digit or 2-digit whole exact answer, how do you know whether the answer is correct or incorrect? multiplication facts.
numbers. Answer: using estimation we know 400 x 20 = 8000 so the answer is too small.
Or 6 x 4 = 24 so we know it should end in a 4. Using the language of multiplicand x multiplier
= product will enable learners to explain their
Ask learners to complete some multiplication questions, but challenge them to thinking because they can name the different
estimate the answer first and then use at least two different ways to solve each parts of the calculation.
calculation.
For example, to solve 245 x 5, learners could: Possible misconceptions:
• decompose 245 into 200 + 40 + 5 and multiply each part by 5, or Learners decompose numbers but forget to
• first calculate 245 x 10, then divide by 2, or multiply all the partial products.
• round 245 to 250, multiply by 5, then adjust (subtract 5 x 5), or
• use a grid or array method, or
• use a column method.
Then ask learners to explain their different strategies to the class and ask
questions such as:
What are the advantages or disadvantages of this strategy?
Which strategy was the most effective way for you to solve this question?
TWM.07 Critiquing
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Comparing and evaluating Learners will show they are critiquing (TWM.07) when they compare
mathematical ideas, and evaluate different approaches to solving multiplication
representations or solutions to calculations.
disadvantages
6Ni.06 Understand common Choose two numbers (e.g. 40 and 64) and ask learners to write all the factors When recording factors of numbers, it is useful
multiples and common factors. of these individual numbers. Then ask learners to find the common factors of to record in factor pairs to ensure learners have
these two numbers. found them all. For example, factor pairs of 40
are 1 and 40, 2 and 20, 4 and 10 and, 5 and 8.
Now choose two more numbers (e.g. 4 and 6) and ask learners to write as Factor pairs of 64 are 1 and 64, 2 and 32, 4
many multiples of these individual numbers as they can in 30 seconds. Then and 16, 8 and 8. So the common factors of 40
ask learners to find the common multiples of these two numbers. and 64 are 1, 2, 4 and 8.
Repeat this activity so that learners practice finding common factors and In mathematics common means ‘belonging to
multiples of numbers. each one’ so 4 is a common factor of 8 and 12,
which means 4 is a factor of both 8 and 12.
This activity can be extended by playing ‘I am thinking of a number’.
I am thinking of 2 different numbers. They have 6 as a common factor and 180 Multiples of 4 are 4, 8, 12, 16, 20, 24, …
as a common multiple. What are the numbers? (One answer could be 6 and Multiples of 6 are 6, 12, 18, 24, …
30). So, 12 and 24 are common multiples of 4 and
6.
Ask learners to think of 3 more problems like this and then challenge the rest of
the class to find their numbers. Possible misconceptions:
Learners confuse definitions for multiples and
factors so be clear about the difference.
6Ni.07 Use knowledge of Write these numbers on the board and ask learners: Numbers are divisible by 3 if the sum of the
factors and multiples to What do you notice about the numbers 36, 72, 90, 144? digits add up to 3, 6 or 9. For example, 723 is
understand tests of divisibility (Some possible answers could be that the numbers are all even and they are divisible by 3 because 7+2+3=12 and 1+2=3.
by 3, 6 and 9. also all divisible by 3, 6 and 9).
If a number is divisible by 2 and 3, then it is
Then ask learners to find more examples of 3-digit numbers that are divisible divisible by 6, e.g. 1332 is even and 1 + 3 + 3 +
by 3, 6 and 9. 2 = 9 which is divisible by 3. So, 1332 is
Introduce learners to the tests of divisibility for 3, 6 and 9 and ask them to use divisible by 6.
these to check their answers.
This NRICH article may help: Divisibility Tests (https://nrich.maths.org/1308).
Then give learners the following statements and ask them to explain whether
they are true or false: Possible misconceptions:
o All numbers that are divisible by 3 are also divisible by 9
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o All numbers that are divisible by 9 are also divisible by 3 Learners apply tests of divisibility to different
o All numbers that are divisible by 3 are also divisible by 6 groups of numbers. For example, they apply
o All numbers that are divisible by 6 are also divisible by 3 the test of divisibility for 10 (numbers end in a
0) and use this as a test of divisibility for 3,
Learners will show they are convincing (TWM.04) when they can give incorrectly thinking that numbers which end in
TWM.04 Convincing reasons or examples (using multiples and factors) as evidence for why a 3 must be divisible by 3.
Presenting evidence to justify or they think the statements about tests of divisibility are true or false.
solution This activity can be extended by using the NRICH task: Dozens
(https://nrich.maths.org/559).
Resources:
NRICH tasks
6Ni.08 Use knowledge of Review square numbers. Ask learners to draw at least one square number. Learners might draw a square that has 4 equal
multiplication and square Ask learners: sized squares within it (2 x 2 = 22 = 4) or 9
numbers to recognise cube If a square number is a number multiplied by itself (e.g. to square 6 work out equal sized squares (3 x 3 = 32 = 9)
numbers (from 1 to 125). 6 x 6 = 36) what do you think a cube number could be?
Then ask learners to try to build a cube number from cubes.

How could you calculate cube numbers if do not have enough cubes?
Ask learners to systematically record the first 3 square numbers and the first 3 Possible misconceptions:
cube numbers. Learners often confuse square numbers and
For example: cube numbers. This is because they do not
1 squared = 1 and 1 cubed = 1 have a conceptual understanding of what these
2 squared = 4 and 2 cubed = 8 numbers look like. If this happens, encourage
3 squared = 9 and 3 cubed = 27 them to build or draw square and cube
numbers so they can see the similarities and
Ask learners: differences.
What do you notice?
Can you see a pattern or connection between the square and cube numbers?
TWM.02 Generalising
Recognising an underlying pattern Learners will show they are generalising (TWM.02) when they
by identifying many examples that recognise the wider pattern of how to calculate cube numbers and how
satisfy the same mathematical they are related to square numbers.
criteria
Resources:
Cubes
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6Nf.10 Estimate and multiply Start with the calculation 6 x 0.3. Give learners counters and tell them each Encourage learners to use reasoning about
numbers with one or two counter represents 0.1. Ask them to show an array for this calculation. In total known facts when multiplying with decimals.
decimal places by 1-digit and there are 18 tenths in the array which totals 1.8. For example, 6 x 3 = 18 so 6 x 0.3 = 1.8.
2-digit whole numbers. This highlights the idea that many areas of
0.1 0.1 0.1 0.1 0.1 0.1 mathematics are connected.
0.1 0.1 0.1 0.1 0.1 0.1 Ensure that learners are reading and saying
0.1 0.1 0.1 0.1 0.1 0.1 decimals correctly, e.g. 3.45 is three point four
five, not three point forty-five.
What do you notice about the answers to 6 x 0.3 and 6 x 3? What explanations
can you give? Possible misconceptions:
Ignoring the decimal point and treating
Then, in pairs ask learners to roll a dice 3 times to generate 3 digits. Use them decimals as integers.
to make a 3-digit number (with either 1 or 2 decimal places) e.g. 2.45 or 24.5 or Incorrectly thinking that 3.4 x 10 = 3.40.
0.45. Ask learners to roll the dice once or twice more. Multiply this number by
the first number, e.g. 2.45 x 8 or 24.5 x 8 or 0.45 x 58. The aim is to make the
largest possible answer (product). Repeat several times.
Look at patterns of numbers and calculations that use the same digits but in
different place value positions.
For example: 24 x 5 = 120, 2.4 x 5 = 12, 0.24 x 5 = 1.2. Ask learners to
generate similar patterns.
Resources:
Counters
0-9 dice
6Nf.11 Estimate and divide Write a few decimal division calculations on the board. For example: Encourage learners to use reasoning about
numbers with one or two 45.5 ÷ 5 = 9.1, 3.69 ÷ 3 = 1.23, 0.84 ÷ 4 = 0.21. known facts when dividing with decimals. This
decimal places by whole Ask learners: highlights the idea that many areas of
numbers. What do you notice about the answers to 45.5 ÷ 5 and 455 ÷ 5? What mathematics are connected.
explanations can you give?
Make sure that learners are reading and saying
In pairs, ask learners to roll a dice 3 times to generate 3 digits. Use them to decimals correctly, e.g. 3.45 is three point four
make a 3-digit number (with either 1 or 2 decimal places) e.g. 78.4 or 7.84. Ask five, not three point forty-five.
learners to roll the dice once more. Divide the first number by this number, e.g.
78.4 ÷ 2 or 7.84 ÷ 2. The aim is to make the largest possible answer (quotient). The quotient of a number is the result of
Repeat several times. dividing one number by another. Dividend ÷
divisor = quotient, e.g. 12 ÷ 3 = 4, so 4 is the
Look at patterns of numbers and calculations that use the same digits but in quotient.
different place value positions.
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For example, 56 ÷ 8 = 7, 5.6 ÷ 8 = 0.7, 0.56 ÷ 8 = 0.07. Ask learners to Possible misconceptions:
generate similar patterns. Incorrectly thinking that you move the decimal
point, and not the digits.
Resources: Writing that 6 ÷ 0.3 = 2 because the decimal
0-9 dice point has been ignored.
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Unit 6.4 Statistical methods
6.4 Topic 2
6.4 Topic 1 6.4 Topic 3 6.4 Topic 4
Presenting
Learning objectives covered in Unit 6.4 and and
Using The Thinking and Working
Designing statistical statistical Mathematically
topic summary: the enquiry explaining
measures cycle
results
Plan and conduct an investigation and make

predictions for a set of related statistical questions,
6Ss.01 ✓ ✓ ✓ TWM.07 Critiquing
considering what data to collect (categorical, discrete
and continuous data).
Record, organise and represent categorical, discrete

and continuous data. Choose and explain which
representation to use in a given situation:
- Venn and Carroll diagrams
- tally charts and frequency tables
6Ss.02 - bar charts ✓ ✓ TWM.07 Critiquing
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- dot plots.
Understand that the mode, median, mean and range

are ways to describe and summarise data sets. Find
6Ss.03 and interpret the mode (including bimodal data), ✓ ✓
median, mean and range, and consider their
appropriateness for the context.
Interpret data, identifying patterns within and between

data sets, to answer statistical questions. Discuss TWM.03 Conjecturing
6Ss.04 ✓ ✓
conclusions, considering the sources of variation, and TWM.04 Convincing
check predictions.
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Unit 6.4 Topic 1 Designing the enquiry

Outline of topic:
Learners will decide on a problem or question that can be addressed using statistical methods and identify related questions to explore.
Language:
Key vocabulary:
interpret, calculate, construct
survey, questionnaire, experiment
data, statistics
tally, table, frequency, data collection, database
Key phrases:
Data collection method

o Knowledge of different data collection methods
o Categorical and discrete data
o Specifying a problem, planning and collecting data
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6Ss.01 Plan and conduct an Ask learners to work in pairs and choose a question to pursue. Examples could Categorical data refers to characteristics such
investigation and make include: as colour, names, personal preferences, etc.
predictions for a set of related o What is the height of your peers?
statistical questions, o What method of transport do learners use to travel to school? Discrete data refers to data that can be
considering what data to o Do different types of newspapers use words (or sentences) of different counted and has a finite number of possible
collect (categorical, discrete lengths? values in a given range, such as number of
and continuous data). siblings, how many books they have read this
Learners must first agree the data they need to collect and an appropriate month etc.
format to collect and record the results, so they are able to answer the question
they chose. Before they begin, ask learners to think of three questions they Continuous data refers to data that can be
want to find out from the data (e.g. What is the mean height of my peers? Do measured and has an infinite number of
learners who walk to school have less distance to travel? Do certain possible values within a selected range, e.g.
newspapers use words that appeal to a wider audience?). Also, ask them to weight, height, temperature.
make predictions for each question.
Learners conduct simple statistics
Collection methods could include a questionnaire, an interview or an investigations as part of a four-part statistical
experiment, for example. Ask learners to collect, interpret and present their enquiry cycle:
findings to the class.
TWM.07 Critiquing
Comparing and evaluating Learners will show they are critiquing (TWM.07) when they can
mathematical ideas, identify possible advantages and disadvantages for using one data
representations or solutions to collection method over another.
disadvantages
Resources:
Resources will depend on the questions learners choose to pursue, but may
include tape measures, newspapers etc.
Learners may not gather sufficient data.
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Unit 6.4 Topic 2 Presenting and explaining results

Outline of topic:
Learners will explore different methods of data collection and justify the choice of statistical representation. They will critique the advantages and disadvantages of
different ways to present data and explain their results.
Language:
Key vocabulary:
Venn and Carroll diagrams, tally charts, frequency tables, bar charts, waffle diagrams, pie charts, frequency diagrams, line graphs, scatter graphs, dot plots
continuous data, discrete data
Key phrases:
Appropriate presentation of data

o Present conclusions made by self and others
o Consideration of the validity of different sources
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6Ss.02 Record, organise and Divide the class into 8 groups and allocate them a different graph or chart. Ask Possible misconceptions:
represent categorical, discrete them to research their graph or chart and prepare a poster to present back to Sometimes graphs or charts have incomplete
and continuous data. Choose the class. The poster should explain which will explain the advantages and information, or the scales used are
and explain which disadvantages of their graph or chart, e.g. a pie chart is a useful way of inappropriate.
representation to use in a showing proportion, but it is difficult to read exact values from a pie chart.
given situation: Learners conduct simple statistics
- Venn and Carroll diagrams Now choose a piece of data (categorical, discrete or continuous) to represent investigations as part of a four-part statistical
- tally charts and frequency in three different ways. For example, used car prices represented as a bar enquiry cycle. The second part of the cycle is
tables chart, a pie chart and a line graph. recording, organising and representing data.
- bar charts
- waffle diagrams and pie
charts
- frequency diagrams for
continuous data
- line graphs
- scatter graphs
- dot plots.
Discuss how different representations may be more or less useful depending

on the question asked about the data.
For example:
What is the % of used cars costing between $1000 and $1999? (Pie charts are
best for comparing proportions.)
How many more used cars cost between $1000 -$1999 than cost $4000+? (It
is easy to read values from a bar chart to answer this question.)
The line graph is not an appropriate representation as joining the dots does not
accurately describe grouped data. The line graph would better represent
continuous data.
TWM.07 Critiquing
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and comments
Comparing and evaluating Learners will show they are critiquing (TWM.07) when they can
mathematical ideas, identify possible advantages and disadvantages for using one data
representations or solutions to presentation method over another.
disadvantages
Resources:
Examples of graphs, diagrams and charts of different types.
6Ss.04 Interpret data, Give learners a line graph but with no title or explanation about the graph. Here Learners conduct simple statistics
identifying patterns within and is an example: investigations as part of a four-part statistical
between data sets, to answer enquiry cycle:
statistical questions. Discuss
conclusions, considering the
sources of variation, and
check predictions.
This activity focuses on interpreting secondary

data (data collected by others). Learners
should be given opportunities to interpret and
identify patterns in primary data (data collected
by them). As a class discuss why using
secondary data can be more economical and
In pairs ask them to write the story of the graph.
less time consuming but is also more open to
What patterns in the data can you see?
different interpretations.
What do you think the numbers represent?
Find another pair and compare your stories. Whose story is more plausible?
TWM.03 Conjecturing Possible misconceptions:
Forming mathematical questions Learners think that all data is valid and
or ideas Learners will show they are conjecturing (TWM.03) when they
accurate.
suggest ideas of what data is being represented by the line graph.
TWM.04 Convincing They will show they are convincing (TWM.04) when they explain the
Presenting evidence to justify or patterns they have noticed and how these support their stories for the
challenge a mathematical idea or graph.
solution
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and comments
Now give learners a line graph for another set of data, for example:
Ask learners:
What are the similarities and differences between these two sets of data? (In
general the blue line is above the orange line so the data for Year 2017 is
higher than the data for Year 2018.)
Do you notice any patterns? (Both lines follow a similar pattern, higher in
January-February and November-December, lowest during May-August.)
What might be the reason for the difference between the data for year 2017
and year 2018?
Resources:
Example line graphs
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Unit 6.4 Topic 3 Using statistical measures

Outline of topic:
Learners will use the mode, median, mean and range to communicate methods and results. They will consider when each are appropriate to use for real life
contexts.
Language:
Key vocabulary:
mode, median, mean, range
Key phrases:
The mean. mode, median or range of the data is …

o Knowledge of the mode, median and range
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and comments
6Ss.03 Understand that the Give learners a set of related statistical questions about the class, for which the Categorical data refers to characteristics such
mode, median, mean and learners could collect data. For example: as colour, names, personal preferences, etc
range are ways to describe How far do learners in this class travel to school?
and summarise data sets. Find How long does it take them? Learners conduct simple statistics
and interpret the mode What is their method of transport? (categorical) investigations as part of a four-part statistical
(including bimodal data), enquiry cycle:
median, mean and range, and Ask learners to work in small groups to consider what data to collect and how
consider their appropriateness they plan to do this.
for the context.
Once they have collected the data, elicit from the learners how they could
analyse the data. Recap on the definitions of ‘median’ and ‘mode’. Explain the
6Ss.01 Plan and conduct an definitions of ‘mean’ and ‘range’ and how to calculate them. Ask learners to
investigation and make find the mode, median, mean and range for their sets of data, where possible.
predictions for a set of related
statistical questions, Ask learners to discuss which of mode, median, mean and range is most
considering what data to appropriate for each set of data. For example, learners may notice it is not
collect (categorical, discrete possible to find the mean, median or range of categorical data, so the mode is
and continuous data). most appropriate. However, it might not be appropriate to find the mode
journey distance if a few learners catch the same bus but the rest walk.
For example, Possible misconceptions:
Learners confuse the meanings of mode,
0.3km, 0.4km, 0.6km, 0.6km, 0.8km, 0.9km, 1km, 8.2km, 8.2km, 8.2km, 8.2km median, mean and range.
Four learners have the same journey distance of 8.2km, but the majority of the
class travel less than 1km. In this case the mode would not be representative
of the whole class.
6Ss.03 Understand that the Give learners the following set of data:
mode, median, mean and
range are ways to describe Shoe sizes of a group of maths teachers in Europe:
and summarise data sets. Find 35, 37, 37, 37, 38, 38, 38, 38, 39, 39, 40, 41, 41, 43, 43, 44, 44, 44, 44, 46
and interpret the mode
(including bimodal data), Ask learners to find the mode for this data. Learners should notice that sizes
median, mean and range, and 38 and 44 both occur the most (four times each).
consider their appropriateness Explain to learners that this is an example of bimodal data (there are two
for the context. modes).
This activity can be extended by asking learners to interpret the mode:

Why might there be two modes for this data? A possible answer: 38 is the
mode female shoe size and 44 is the mode male shoe size.
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Unit 6.4 Topic 4 The statistical cycle

Outline of topic:
In order for learners to understand the statistical cycle, they will apply all elements of the cycle to conduct a statistical investigation by:
o specifying the problem, planning the investigation and making predictions
o collecting, recording and organising the data
o considering how to appropriately represent the data
o interpreting the data and discussing conclusions.
Language:
Key vocabulary:
interpret, calculate, construct
survey, questionnaire, experiment
data, statistics
tally, table, frequency, data collection, database
Venn and Carroll diagrams, tally charts, frequency tables, bar charts, waffle diagrams, pie charts, frequency diagrams, line graphs, scatter graphs, dot plots
continuous data, discrete data
mode, median, mean, range
Key phrases:
Data collection method
Appropriate presentation of data
The mean, mode, median or range of the data is …

o Knowledge of different data collection methods
o Categorical and discrete data
o Specifying a problem, planning and collecting data
o Present conclusions made by self and others
o Consideration of the validity of different sources
o Knowledge of the mode, median and range
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Mental strategies,
Learning objectives Suggested teaching activities and resources possible misconceptions
and comments
6Ss.01 Plan and conduct This activity is based on the NRICH task: Estimating Time (https://nrich.maths.org/10629). Continuous data refers to
an investigation and make data that can be measured
predictions for a set of Pose the questions: and has an infinite number
related statistical questions, How well can you estimate time? of possible values within a
considering what data to How could you measure how well someone can estimate time? selected range, e.g. weight,
collect (categorical, discrete What might make someone better at estimating time? height, temperature.
and continuous data).
Learners should discuss their ideas and consider which data they might collect and how they should Grouped data is data
collect it. They should think about who they are going to ask, how they will record their data and how represented by a range of
they will make their investigation fair. numbers e.g. 3-5 seconds
Learners should also suggest some predictions, for example: rather than by one number
o people are better at estimating time if they have their eyes shut e.g. 3 seconds.
o females are better than males at estimating time
o people are better at estimating time if they count aloud.
Learners conduct simple
Learners should create a data collection sheet or tally table to record their data. Based on their statistics investigations as
6Ss.02 Record, organise predictions, learners may choose to collect more than two variables. For example: part of a four-part statistical
and represent categorical, enquiry cycle:
discrete and continuous Gender Estimate for 10 seconds Estimate for 10 seconds
data. Choose and explain (eyes open) (eyes shut)
which representation to use
in a given situation:
- Venn and Carroll
diagrams Learners should then organise and create representations of the data e.g. frequency tables,
- tally charts and frequency diagrams for continuous data, pie charts etc.
frequency tables For grouped data, learners should consider where values that fall exactly on the boundary are
- bar charts recorded e.g. exactly 5 seconds.
- waffle diagrams and pie
charts Estimate with eyes shut Frequency
- frequency diagrams for 3–5secs 2
continuous data
5–7secs 0
- line graphs
- scatter graphs 7–9secs 13
- dot plots. 9–11secs 22
11–13secs 19
13–15secs 4
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Mental strategies,
and comments
The frequency table is a good way of organising the data instead of a list, but does not give a very
good visual picture of the data. The bar chart shows the pattern clearly (goes up, peaks in the middle
and then goes down) and it is easy to read exact frequencies. The pie chart shows proportions of the
1
data clearly (you can see 9-11 seconds is approximately of the data), but there is not enough
3
information to read exact frequencies from the pie chart.
Learners should calculate the mean, median and mode for their data and consider which of these
three averages are the most appropriate for the data.
6Ss.03 Understand that the
mode, median, mean and
For example, data collected on a person’s estimate for 10 seconds with their eyes open:
range are ways to describe
3.5, 9.3, 9.3, 9.6, 9.7, 9.9, 10.0, 10.1, 10.3, 10.5, 10.5
and summarise data sets.
Find and interpret the mode
Mode: 9.3 and 10.5
(including bimodal data),
Median: 9.9
median, mean and range,
Mean: 9.3
and consider their
appropriateness for the
In this case the median represents the data well as the majority of the estimates were very close to
context.
the median (most were between 9.3 seconds and 10.5 seconds). The data is bimodal data (there are
two modes). These modes do not represent the data as well as the median, because the modes are
the highest estimates (10.5 seconds) and almost the lowest estimates (9.3 seconds). The mean is
also at the lower end of the estimates (9.3 seconds). The mean has been affected by one estimate of
3.5 seconds, which is much lower than all the other estimates.
Learners should also calculate and interpret the range. In the example above, the range is 10.5-3.5 =
7. The range is large as there is a big difference between the highest estimate and the lowest
estimate.
6Ss.04 Interpret data,
identifying patterns within
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Mental strategies,
and comments
and between data sets, to Learners should then interpret their data and identify patterns within. They might also decide to
answer statistical explore patterns further and compare sub-groups, identifying patterns between the graphs.
questions. Discuss
conclusions, considering For example, for the graphs below learners may identify that the graph for females has a bump in the
the sources of variation, middle and is symmetric, whereas the male data is uneven towards the higher estimates. They may
and check predictions. notice more females guessed between 9 and 11 seconds than males, and the male data is less
spread out as no males guessed below 7 seconds or above 13 seconds.
Learners should discuss conclusions and consider whether their predictions were correct. They
should also consider reasons for these and possible sources of variation (addressing why the data
shows variations and giving reasons for the differences in the data they collected). For example,
learners might have found that people were better at estimating 10 seconds with their eyes shut and
propose that this was because they could concentrate more, but this also could have been because it
was a person’s second attempt, as they had practiced it once already with their eyes open.
Resources:
NRICH task
Stopwatches
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Unit 6.5 Fractions, percentages, decimals and proportion

Learning objectives covered in Unit 6.5 Calculating
Understanding
Ratio and
Comparing percentage and Mathematically
and topic summary: fractions with fractions proportion
equivalence
Understand that a fraction can be represented as

6Nf.01 a division of the numerator by the denominator ✓
(proper and improper fractions).
Understand that proper and improper fractions
6Nf.02 ✓ TWM.04 Convincing
can act as operators.
Use knowledge of equivalence to write fractions TWM.04 Convincing

6Nf.03 ✓ ✓
in their simplest form. TWM.05 Characterising
Recognise that fractions, decimals (one or two

6Nf.04 decimal places) and percentages can have ✓ TWM.06 Classifying
equivalent values.
Estimate, add and subtract fractions with different TWM.04 Convincing

6Nf.05 ✓
denominators. TWM.05 Characterising
Estimate, multiply and divide proper fractions by

6Nf.06 ✓
whole numbers.
Recognise percentages (1%, and multiples of 5%

6Nf.07 ✓
up to 100%) of shapes and whole numbers.
Understand the relative size of quantities to
compare and order numbers with one or two
6Nf.08 decimal places, proper fractions with different ✓ ✓ TWM.04 Convincing
denominators and percentages, using the
symbols =, > and <.
Understand the relationship between two
6Nf.12 ✓
quantities when they are in direct proportion.
Use knowledge of equivalence to understand and

6Nf.13 ✓
use equivalent ratios.
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Unit 6.5 Topic 1 Comparing fractions

Outline of topic:
Learners will develop their understanding of the relationship between fractions and division and consider how fractions can be written in their simplest form. They
will explore equivalent values between fractions, decimals and percentages and use mathematical symbols to order and compare fractions, decimals and
percentages.
Language:
Key vocabulary:
order, compare
numerator, denominator, unit fraction, non-unit fraction
decimal, percentage
simplify, simplest form, equivalent
Key phrases:
Fraction in its simplest form
The fraction/decimal/percentage … and … are equivalent

o Recall and use equivalence between simple fractions, decimals and percentages
o Recognise the link between fractions and division
o Understand that a fraction can be represented as a division of the numerator by the denominator
o Compare and order fractions
o Understand that for something to be equivalent it does not have to look the same
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and comments
1
6Nf.01 Understand that a Write the fraction on the board. Ask learners to discuss what this means. It is important when working with fractions to
2
fraction can be represented as remind learners about the whole-part
Ask learners to read the fraction as one divided by two. Ask learners to draw a
a division of the numerator by relationships. You may like to introduce the
picture to show what this looks like (e.g. one circle divided equally into two
the denominator (proper and term ‘vinculum’ to describe the line between
parts).
improper fractions). the numerator and denominator.
Ask learners:
How much is one divided by two? (half)
Learners may not realise that the numerator
Now ask learners to type into their calculator 1 ÷ 2. 3
What do you notice? can be larger than the denominator (e.g. ).
2
1
Learners may notice that is equivalent to the decimal 0.5.
2
Ask learners to draw a number line, then choose fractions (proper and
improper) and divide the numerator by the denominator using their calculator
and place the answers on their number line.
Resources:
Calculators
6Nf.03 Use knowledge of Remind learners that equivalent fractions do not need to look the same to be A fraction is in simplest form when the
equivalence to write fractions equivalent. Give learners fractions and ask them to write three equivalent denominator and numerator cannot be any
in their simplest form. 1 3 5 3 smaller, while still being whole numbers.
fractions for each : , , ,
4 8 10 6
An understanding of equivalent fractions is

For each fraction, ask learners:
important, for example, in the context of
Which fraction is in its simplest form?
statistics.
Then ask learners:
What do you notice about the denominators when fractions are equivalent?
Learners can overlook some common factors
What about the numerators?
and not simplify to the simplest form
18 9
In pairs, learners use digit cards 0-9. They turn over two cards and make a e.g. They might say simplifies to rather
36 18
1
fraction with them. Ask learners whether they can simplify the fraction or than
2
whether it is already in its simplest form. Learners continue to turn two cards
until they are confident in writing the simplest form.
Now challenge learners to choose a fraction and write 10 equivalent fractions.

Once complete, circle the fraction in its simplest form. If the simplest form is
not among the 10 fractions, ask learners to find it.
Give learners this problem:
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and comments
2 8 2 8
of 40 and of 20 are both 16 so and are equivalent fractions. Do you
5 10 5 10
2 8
agree? (No) Explain why. ( of 40 is 16 but of 40 is 32 so they are not
5 10
equivalent)
Resources:
0-9 digit cards
6Nf.04 Recognise that Give learners a blank 1-100 square. Tell learners that we can express each It is important that learners can think flexibly
1
fractions, decimals (one or two individual square either as a fraction ( ) a decimal (0.01) or as a percentage and convert easily between fractions, decimals
100
decimal places) and and percentages.
(1%). Ask learners:
percentages can have 25
equivalent values. If 25 of the squares were shaded what is the fraction? ( ) Possible misconceptions:
100
How would we express this as a decimal and as a percentage? Learners can confuse digit notation, so they
1
think that is equivalent to 1.2.
In pairs, ask learners to cover (with small cubes) different sections of the 2
hundred square and then decide what the equivalent fraction, decimal and
percentage would be.
TWM.06 Classifying Learners will show they are classifying (TWM.06) when they group
Organising objects into groups
together fractions, decimals and percentages that are equivalent.
according to their mathematical
properties
Resources:
blank 1-100 squares
small cubes
6Nf.08 Understand the relative Write three sets of numbers on the board: Possible misconceptions:
size of quantities to compare 3 2 7 1 Learners may ignore the place value of the
Set 1: , , ,
5 5 10 4
and order numbers with one or digits and just read the quantities as whole
two decimal places, proper Set 2: 0.04, 0.6, 0.5, 0.75 numbers e.g. 0.75 < 15%.
fractions with different
Set 3: 35%, 8%, 60%, 12%
denominators and
percentages, using the
symbols =, > and <. Ask learners to choose a number from each set, and then relate all three
2
numbers using the symbols =, > and <. For example, 8% < < 0.6.
5
Then ask learners to repeat this several times to compare three other numbers
from the sets above.
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Unit 6.5 Topic 2 Calculating with fractions

Outline of topic:
Learners will solve problems which require adding and subtracting fractions with different denominators. They will explore how fractions can act as operators and
solve problems involving simple multiplication and division of proper fractions by whole numbers.
Language:
Key vocabulary:
order, compare
fractions, numerator, denominator, common denominator, vinculum
add, subtract, multiply, divide
equivalent, simplify, simplest form
order, compare
Key phrases:
The fractions … and … are equivalent
The fractions … and … have a common denominator
multiplicand x multiplier = product
dividend ÷ divisor = quotient

o Recall and use equivalence of fractions
o Adding and subtracting fractions with the same denominators
o Recognise the link between fractions and division
o Understand the part-whole relationship of fractions
o Multiply and divide unit fractions by whole numbers
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and comments
1 1
6Nf.05 Estimate, add and Write + = ? Learners should be given sufficient time to
2 3
subtract fractions with different complete practice examples, in order to secure
denominators. their understanding.
Ask learners to draw a rectangle and divide it horizontally into 2 equal parts to
1
6Nf.03 Use knowledge of show (shade). When denominators are different learners can
2
equivalence to write fractions sometimes multiply the denominator to find a
in their simplest form. common one, without checking whether they
are both already multiples of the same number.
Now ask learners to draw another identical rectangle, but this time to divide it
1 Knowing about equivalent fractions is important
vertically into 3 equal parts to show (shade).
3
when adding or subtracting fractions with
different denominators. In the extended activity
learners will also need to be able to write their
answer in its simplest form.
Finally ask learners to draw another identical rectangle and this time divide it Possible misconceptions:
both horizontally (2 parts) and vertically (3 parts) to show how both fractions Sometimes learners add the numerators and
relate to the whole. the denominators together:
1 1 2
e.g. + = .
2 3 5
How many sections is the original rectangle now divided into? (6)
1 1
Shade and shade .
2 3
1 1 3 2
How many parts out of the 6 represent and ? ( and )
2 3 6 6
3 2 5 1 1 5
So, + = or + = .
6 6 6 2 3 6
Ask learners to do more examples with different fractions, which include both
subtraction and addition.
Explain that to add and subtract fractions with different denominators, we have
to change the denominators to a common denominator.
Ask learners to try to find a method to do this without drawing rectangles.
TWM.05 Characterising
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and comments
Identifying and describing the Learners will show they are characterising (TWM.05) when they
mathematical properties of an identify that to add or subtract fractions that have different
object denominators, the fractions need to be changed so that the
denominators are the same.
1 1 1
TWM.04 Convincing This activity can be extended by asking learners to prove that = + .
2 3 6
Presenting evidence to justify or
challenge a mathematical idea or Learners will show they are convincing (TWM.04) when they can
solution
justify why they think this equation is correct.
6Nf.02 Understand that proper Remind learners that fractions relate to division. For example, finding one third Possible misconceptions:
1
and improper fractions can act is equivalent to dividing by 3, so of 15 is equivalent to 15 ÷ 3. Learners only see fractions as numbers and
3 3 3
as operators. not operators, e.g. is only seen as of a
4 4
3 3
Ask learners to write the following fractions in a different way (e.g. 3 ÷ 4 = or whole (3 parts out of four), but not operating
4 4
2 3
= 2 ÷ 5): on a number ( of 20 = 15).
5 4
12 6
, 4 ÷ 14, , 5 ÷ 2.
3 3
Give learners the following questions to solve:

What is three tenths of 80, 10, 100?
What is nine hundredths of 100, 400, 1000?
4
What is of 50, 35, 100, 2 litres, 5 km?
5
1 1
What fraction of one year is one week or one day? ( or )
365 52
To understand the multiplicative nature of fractions as operators ask questions

such as:
3 2
Which is greater: of 24 or of 21?
4 3
TWM.04 Convincing
Presenting evidence to justify or Learners will show you they are convincing (TWM.04) when they can
prove how different size fractions act as operators.
solution
6Nf.06 Estimate, multiply and There are two different components to this objective. Using the language of dividend ÷ divisor =
divide proper fractions by quotient or multiplicand x multiplier = product
whole numbers. Dividing proper fractions by whole numbers will enable learners to explain their thinking
1
Set the question ÷ 2. because they can name the different parts of
2
the calculation.
Ask learners to draw a rectangle and divide horizontally into 2 equal parts to
1
show . Shade one part.
2
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and comments
Learners sometimes incorrectly think that the
denominator does not change when two
fractions with the same denominator are
1 multiplied together.
Remind learners that is the dividend and the divisor is 2. 1 1 2 1 1 1 1
2
Now divide the rectangle vertically into 2 equal parts. e.g. x = instead of x = whereas +
3 3 3 3 3 9 3
1 2
=
3 3
Rather than giving learners rote methods (e.g.

4 1 1
4 = then invert) to calculate ÷ 4 = ,
How many parts in total is the rectangle split into? (4) 1 3 12
1 1 instead use diagrams to assist understanding.
So, ÷ 2 = .
2 4
Repeat with several different questions.

1 1 2 1
For example: ÷ 4, ÷ 2, ÷ 3, ÷ 4.
3 5 3 2
Multiplying proper fractions by whole numbers

Give learners the following example: Farmer Ali has one bale of hay for his
cows and he has three hungry cows. Each cow eats a fifth of a bale a day. So
farmer Ali cuts his bale of hay into five pieces. He gives one fifth to each of his
three cows.
Ask learners:
How much hay has farmer Ali used and how much does he have left?
Show learners that this is like a bar divided into five parts.
1 3
He gives one part out of five to each cow, so three lots of one fifth is 3 x = .
5 5
1 1 1
Show learners that this is the same as + + .
5 5 5
Repeat with several different examples and ask the learners to also think of a
contextual story to go with each one.
Unit 6.5 Topic 3 Understanding percentage and equivalence

Version 2.0
Outline of topic:
Learners will deepen their understanding of percentage by recognising percentages of shapes and numbers. They will further develop their ability to compare
fractions, decimals and percentages.
Language:
Key vocabulary:
percentage
parts, whole
compare
Key phrases:
The percentage of … is …

o Find and use simple fraction, decimal and percentage equivalents
o Compare and order fractions
o Recall and use equivalence between fractions, decimals and percentages
o Understand that fractions and decimals are not different concepts
o Understand percentage as the number of parts in each hundred
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and comments
6Nf.07 Recognise In pairs, give learners 100 cubes or counters of different colours.
percentages (1%, and Ask them to work out what fraction and what percentage of the cubes are red,
multiples of 5% up to 100%) of yellow, blue and so on.
shapes and whole numbers.
Set questions such as:
What is 30% of 5km?
What is 70% of 300cm?
What is 40% of 3m?
What is 1% of 50?
Chen got 40 marks out of 80 in his maths test. Rajiv got 45%. Who did better?
What percentage of each shape is shaded?
Resources:
Coloured cubes or counters
6Nf.08 Understand the relative Give learners the following statement:

1
size of quantities to compare Naomi thinks that is the same as 0.4 which is the same as 4%.
4
and order numbers with one or
two decimal places, proper
Who agrees with Naomi? Who does not? Why?
fractions with different
denominators and
You can then ask learners to convince each other of the correct answer.
percentages, using the
symbols =, > and <.
Learners will show they are convincing (TWM.04) when they give
reasons why the statement is incorrect (or correct). They may use
TWM.04 Convincing
knowledge of equivalence or they may use diagrams to show 4% of a
Presenting evidence to justify or 1
challenge a mathematical idea or shape is not equal to of a shape.
4
solution
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Unit 6.5 Topic 4 Ratio and proportion

Outline of topic:
Learners will understand how to find missing values in the context of problems involving direct proportion. They will explore the concept of equivalence in the
context of equivalent ratios.
Language:
Key vocabulary:
ratio, proportion, direct proportion, parts, whole
equivalent, simplify
Key phrases:
The ratios … and … are equivalent

o Understand the part-whole relationship of fractions
o Understand the difference between ratio and proportion
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and comments
6Nf.12 Understand the Remind learners that proportion is used to show how quantities and amounts Possible misconceptions:
relationship between two are related to each other. Ratio and proportion are also connected to the part- Learners use additive rather than multiplicative
quantities when they are in part and part-whole concepts. Remind learners that ratio is a part-part reasoning.
direct proportion. relationship with the whole. Proportion is a part-whole relationship and is
therefore also connected to the fraction of a whole.
Two quantities are in direct proportion when they increase or decrease in the
same ratio. For example, 1cm = 10mm. To convert cm to mm the multiplier is
always 10.
Provide a context to exemplify this. For example, when making a drink you mix
one part orange with four parts water. The ratio of orange to water is 1:4.
For every 1 litre of orange, use 4 litres of water (1:4).

For every 2 litres of orange, use 8 litres of water (2:8).
For every 10 litres of orange, use 40 litres of water (10:40).
These ratios are all equivalent and in direct proportion to each other. Tell
learners that the parts in each ratio are still connected to the whole. The mixed
drink in the example has a whole of 5 which is scaled up in direct proportion. In
the first example above, you have a total of 5 litres of which 1 is orange and 4
are water. In the second you have a total of 10 litres and so on.
Can learners work out the following missing values:
How many litres of water would I need for 5 litres of orange? 50 litres of
orange? 30 litres of orange?
How many litres of orange would I need if I used 100 litres of water?
Set a different context for learners to find missing values and explore the
relationship between quantities.
6Nf.13 Use knowledge of Give learners the following problem to solve: Recipes are a useful context for understanding
equivalence to understand and I have two fish. One fish is 4 times as long as the other. If the small fish is 3cm equivalent ratios.
use equivalent ratios. long, how long is the other fish?
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and comments
Encourage learners to represent the problem using manipulatives such as Learners add or subtract rather than multiply or
cubes or coloured rods. Record answers on the board. Establish that the other divide to find equivalent ratios.
fish is 12cm as it is 4 times longer than the small fish. Establish the ratio is 1:4
3cm
Ask learners to create more problems involving equivalent ratios, swap with a
partner and solve.
Ask learners to simplify ratios such as 2:10 and 4:40
This activity can be extended by using the NRICH task: Little Man
(https://nrich.maths.org/4789).
Resources:
Cubes or coloured rods (optional)
NRICH task
Version 2.0
Unit 6.6 The coordinate grid

Learning objectives covered in Unit 6.6 and topic summary: Using Reflection and
Mathematically
coordinates rotation
Read and plot coordinates including integers, fractions and decimals, in

6Gp.01 ✓
all four quadrants (with the aid of a grid).
Use knowledge of 2D shapes and coordinates to plot points to form lines

6Gp.02 ✓ TWM.07 Critiquing
and shapes in all four quadrants.
Translate 2D shapes, identifying the corresponding points between the

6Gp.03 ✓
original and the translated image, on coordinate grids.
Reflect 2D shapes in a given mirror line (vertical, horizontal and

6Gp.04 ✓ TWM.02 Generalising
diagonal), on square grids.
6Gp.05 Rotate shapes 90º around a vertex (clockwise or anticlockwise). ✓
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Unit 6.6 Topic 1 Using coordinates

Outline of topic:
Learners will use coordinates to describe and plot positions accurately in all four quadrants and draw and translate simple shapes on the coordinate plane.
Language:
Key vocabulary:
origin, x-coordinate, y-coordinate, x-axis, y-axis, coordinate pairs, plot, intersection, quadrant
Key phrases:
Plot the coordinate …
Point of intersection

o Understand that position can be described using coordinates
o Read and plot coordinates in the first quadrant
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and comments
6Gp.01 Read and plot Using squared paper, ask learners to draw a horizontal line from -5 to +5. Ask Practice addition and subtraction of numbers
coordinates including integers, learners: beyond zero to revisit negative numbers.
fractions and decimals, in all How can we show the line continues in both directions? (By including arrows at
four quadrants (with the aid of each end). Include coordinates that are decimals and
a grid). Agree this is the x-axis and add in the y-axis, again from +5 to -5, crossing at 0. fractions to prevent learners developing the
Check learners have scaled and marked the line equally. misconception that coordinates are integers
only.
Now ask learners to practise plotting the position of coordinate pairs in all four
quadrants. Tell learners it is good practice to plot points using a small cross at Possible misconceptions:
the intersection. Learners may not realise the order of the
coordinates is significant or may confuse the x-
Then ask learners to think of a coordinate and plot it on a set of axes. Ask coordinate and y-coordinate.
learners to swap their plotted coordinate with another learner. Learners should
write the coordinates of the point plotted by their partner and then check they
agree.
Resources:
Squared paper
6Gp.02 Use knowledge of 2D Ask learners to draw a four-quadrant grid with an x-axis from -8 to +8 and a y- Remind learners that -3 is called negative three
shapes and coordinates to plot axis from -8 to +8, crossing at 0. Ask learners to draw a triangle, star, rectangle not minus three.
points to form lines and and hexagon each in a different quadrant. Record the coordinates of each 2D
shapes in all four quadrants. shape on a different piece of paper. Possible misconceptions:
Learners may think that a coordinate is a
Learners give the coordinates to a partner and ask them to plot the shapes. number and not a location in two dimensions.
Compare grids and check they have identical shapes drawn in the same place.
If they do not, discuss what might have gone wrong.
TWM.07 Critiquing Learners will show they are critiquing (TWM.07) when they comment
Comparing and evaluating on the accuracy of each other’s work as well as their own.
mathematical ideas,
representations or solutions to Resources:
identify advantages and Squared paper
disadvantages
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and comments
6Gp.03 Translate 2D shapes, Ask learners to draw a four-quadrant grid with an x-axis from -10 to +10 and a
identifying the corresponding y-axis, crossing at 0. Ask them to draw a square in the third quadrant and write
points between the original the coordinates. Make an identical paper square and place the paper square in
and the translated image, on a new position in a different quadrant.
coordinate grids. What are the new coordinates?
Ask learners to repeat individually with different shapes.
Now ask learners to work in pairs. They should each draw a 2D shape and
translate it somewhere on their grid. They can now challenge their partner to
describe how the shape has been translated, e.g. it has moved left 3 and up 9.
This activity can be extended asking the partner to specify the coordinates
which the 2D shape should be translated to.
Resources:
Squared paper
Plain paper
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Unit 6.6 Topic 2 Reflection and rotation

Outline of topic:
Learners will understand and be able to reflect 2D shapes in vertical, horizontal or diagonal lines. They will investigate rotating objects around a vertex by 90°.
Language:
Key vocabulary:
reflection, mirror line, line of symmetry, line symmetry
rotate, rotation, rotational symmetry
Key phrases:
Reflect a shape in a mirror line
Rotate a shape around a vertex

o Knowledge of 2D shapes
o Knowledge of reflecting 2D shapes in a given mirror line
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and comments
6Gp.04 Reflect 2D shapes in a Ask learners to draw a mirror line on a piece of paper. Mark point P on one Possible misconceptions:
given mirror line (vertical, side of the line. Fold the paper along the line and pierce the paper at point P. Learners may only recognise horizontal and
horizontal and diagonal), on Label the new point P’. Open out the paper and join P to P’ by a straight line. vertical mirror lines.
square grids. Check that PP’ is at right angles to the mirror line and that P and P’ are the
same distance from it. Repeat for other points. Experiment with different lines
(e.g. vertical, horizontal, diagonal).
P P’
Now ask learners to sketch a 2D shape on a square grid where only one vertex
of the shape is touching the mirror line and where the edges of the shape are
not necessarily parallel or perpendicular to the mirror line. Swap with a partner
and ask them to sketch the reflection.
In pairs ask learners to list the properties for reflecting 2D shapes in a given
mirror line.
Look for properties such as:
• Points on the mirror line do not change their position after the reflection;
• A reflection which maps A to A’ also maps A’ to A
TWM.02 Generalising
Recognising an underlying pattern Learners will show they are generalising (TWM.02) when they notice
by identifying many examples that certain properties for line symmetry.
criteria
Resources:
Paper
Square grids
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and comments
6Gp.05 Rotate shapes 90º Provide learners with pictures of 2D shapes or ask them to cut out a 2D shape Possible misconceptions:
around a vertex (clockwise or of their choice. Ask learners to draw around the shape on a piece of paper, Learners do not fix one vertex when rotating
anticlockwise). then rotate the shape 90° anticlockwise and then clockwise around a vertex. the shape.
Practise with different shapes.
Resources:
Pictures of 2D shapes
Paper
Scissors
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Unit 6.7 Probability
6.7 Topic 1
6.7 Topic 2 Thinking and Working
Learning objectives covered in Unit 6.7 and topic summary: Describing
Conducting tests Mathematically
possibilities
Use the language associated with probability and proportion to describe

6Sp.01 ✓ TWM.06 Classifying
and compare possible outcomes.
Identify when two events can happen at the same time and when they
6Sp.02 ✓ TWM.04 Convincing
cannot, and know that the latter are called 'mutually exclusive'.
Recognise that some probabilities can only be modelled through

6Sp.03 ✓
experiments using a large number of trials.
Conduct chance experiments or simulations, using small and large
6Sp.04 numbers of trials. Predict, analyse and describe the frequency of ✓
outcomes using the language of probability.
Version 2.0
Unit 6.7 Topic 1 Describing possibilities

Outline of topic:
Learners will understand and use the probability scale.
Language:
Key vocabulary:
fair, unfair, likely, unlikely, equally likely, certain, uncertain, probable, possible, impossible
chance, good chance, poor chance, no chance, fifty-fifty chance, even chance
likelihood, probability, risk, doubt, random
Key phrases:
The probability of … is …
The events … and … are mutually exclusive

o Knowledge of language of probability
o Recognise that some outcomes are equally likely to happen and some are more likely to happen
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and comments
6Sp.01 Use the language Give each pair of learners a set of cards describing events and possible Possible misconceptions:
associated with probability and outcomes. For example: Learners may incorrectly think each outcome of
proportion to describe and o I roll a 1-6 dice and get a ’3’ every event is equally likely, e.g. if I drop a
compare possible outcomes. o I flip a standard coin and it shows ’tails’ glass on a hard surface it either breaks or does
o I throw a ball in the air and it comes back down not break. Learners may incorrectly think that
o It will be Saturday tomorrow the chance the glass breaks is exactly 50%,
o I roll a 1-6 dice and it shows an even number whereas, in reality, the chance of it breaking
o I drop a glass and it breaks would be much higher.
o I roll a 1-6 dice and it shows ’7’
o It will rain tomorrow
Ask learners to discuss these events in their pairs and to sort or group them.
Each pair should decide how they do this.
TWM.06 Classifying Learners will show they are classifying (TWM.06) by deciding which
Organising objects into groups events and outcomes are similar in some way. For example, learners
according to their mathematical could group the events by:
properties
o ’certain’, ‘likely’, ‘unlikely’, and ‘impossible’, or they may order them from
least to most likely
o probabilities that are ‘exactly 50%’, ‘less than 50%’ and ‘more than 50%’
o probabilities that can be tested by an experiment and those that cannot
Now give learners events with two or more equally likely outcomes and ask
them to discuss each one using the language associated with probability.
For example:
Consider a 1-6 dice. What is the probability of:
o rolling a 4?
o rolling an even number?
o rolling a number greater than 2?
o rolling zero?
Resources:
Sets of cards, each with an outcome of an event (one set per pair).
6Sp.02 Identify when two Give learners a 1-6 dice and ask them to test the probability of rolling an even Possible misconceptions:
events can happen at the and odd number at the same time. Establish that this is impossible and discuss Incorrectly predicting the outcome of the next
same time and when they that these are an example of mutually exclusive events. trial in an experiment based on a previous
Version 2.0

and comments
cannot, and know that the Can you think of any more mutually exclusive events? pattern rather than what is likely to occur based
latter are called 'mutually on probability.
exclusive'. In pairs, give learners a set of 1-30 number cards. Ask learners to take turns to
turn over one card at random, then notice and record if their number is:
o even
o prime
o a number between 1 and 10
o a number between 24 and 28
Which events are not mutually exclusive? Explain why.

(For example, ‘a number between 1 and 10’ and ‘even’ are not mutually
exclusive, because we recorded that card 4 was both of these.)
Which events are mutually exclusive? Explain why.

(‘Prime’ and ‘a number between 24 and 28’ are mutually exclusive because
there are no prime numbers between 24 and 28.)
Presenting evidence to justify or explain why a pair of events is or is not mutually exclusive.
solution Resources:
1-6 dice
1-30 number cards
Version 2.0
Unit 6.7 Topic 2 Conducting tests

Outline of topic:
Learners will collect and record experimental data and estimate probabilities based on the data.
Language:
Key vocabulary:
frequency table, probability, experiment, estimate
Key phrases:
Frequency of outcomes

o Knowledge of language of probability
o Plan and conduct experiments using small and large numbers of trials to explain results
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and comments
6Sp.03 Recognise that some Ask learners to roll two 1-6 dice and record the total score. Represent the Possible misconceptions:
probabilities can only be different outcomes in a frequency table. Ask learners to observe: Learners may think that any amount of data is
modelled through experiments o the pattern of results sufficient to answer a question (i.e. insufficient
using a large number of trials. o that increasing the number of trials generates better estimates of data).
probability
Resources:
1-6 dice
6Sp.04 Conduct chance In groups of four, give learners four different coloured cubes in a bag. Without Possible misconceptions:
experiments or simulations, looking, ask learners to take a cube from the bag, but before they do, they Learners do not always understand the
using small and large numbers must guess the colour. If they are right they put a tick in the first column, if they difference between theoretical and practical
of trials. Predict, analyse and are wrong they put a cross. Put the cube on the table. Carry on until you have experiments.
describe the frequency of taken out all four cubes.
outcomes using the language
of probability. Repeat this experiment 10 times and record the results in a table, similar to the
one below:
Experiment Guesses
number 1st 2nd 3rd 4th
1
2
3
4
5
6
7
8
9
10
Ask learners questions such as:

o What is the chance of being right on the first guess?
o What is the chance of being right on the 4th guess?
o Why do you think this?
Resources:
Bags with four different coloured cubes
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Sample lesson 1
5
CLASS:
DATE:
Learning objectives 6Np.01 Understand and explain the value of each digit in decimals (tenths,
hundredths and thousandths).
6Nf.08 Understand the relative size of quantities to compare and order numbers
with one or two decimal places, proper fractions with different denominators and
percentages, using the symbols =, > and <.
Lesson focus / Learners can explain and demonstrate place value for decimal numbers.
success criteria
o I can read and write numbers up to 1000 and explain the value of each digit.
o I can read and write numbers with three decimal places and explain the value of
each digit.
o I can explain why one decimal number is larger than another.
Prior knowledge / previous Knowledge of place value for integers.

learning Learners covered the concept of tenths and hundredths in Stage 5.
Plan

Introduction Show learners the learning objectives and lesson focus and agree the
success criteria:
o I can read and write numbers up to 1000 and explain the value of each
digit.
o I can read and write numbers with three decimal places and explain the
value of each digit.
o I can explain why one decimal number is larger than another.
Revisit the concept of tenths and hundredths first to ensure learners

remember the relative size of these values. Show them 3.33 using a
diagrammatic representation and explain what each digit represents (whole
number, tenths and hundredths).
ones tenths hundredths
3 3 3
Then ask learners how they could add to the diagrammatic representation to
make the number 3.333. They would need to split each square representing
one hundreth into ten again. Explain that the place value after hundredths is
called thousandths.
Main Ask learners: Possible

activities What is wrong with reading this number (23.45) as twenty three point forty misconceptions:
five? Learners
How would you read the number 3.418? sometimes think
How would you read the number 203.203? that 0.12 is larger
than 0.2 because
they read these
159

Learners work in pairs for this activity. Give each learner a set of 0–9 digit numbers as “zero
cards. Each pair of learners take turns to make a 4-, 5- or 6-digit number that point twelve” and
has 3 decimal places, for example 27.819. Ask learners to tell their partner “zero point two”.
the value of each digit to see if they agree.
Resources:
Ask learners questions such as: 0–9 digit cards
o In 226.831 which digit is in the tenths place? Mini whiteboards
o What value does the 8 represent (8 tenths or 80 hundredths or 800
thousandths)
o In 19.053 the digit in the hundredths place is …?
o In 1.943 what does the digit 3 represent?
Then ask learners to use their cards to try to make a number based on
information about each place value. For example:
My number has 4 tens, 5 tenths, 6 thousandths, 2 ones and 1 hundredth.
What is my number?
Learners continue to take turns and make numbers using the digit cards, but
this time they hide the number from their partner and give clues about each
place value, similar to the example given above.
Check learners’ understanding by asking learners which is the larger number

0.12, 0.2 or 0.02? Then show them a representation of these values on a
100 grid.
This activity can be extended by giving learners different numbers and

asking them to compare and sort numbers from the smallest to largest e.g.
0.35, 0.125, 0.3 or 23.123, 23.5, 23.012.
End/Close/ Show learners some numbers and ask them to write the place and the value
Reflection/ of the digit that is underlined.
Summary e.g. 5012.622
What place is the underlined digit? (tenths)
What is the value of the underlined digit? (6 tenths, or 60 hundredths or 600
thousandths)
Revisit the learning objectives and success criteria. Ask learners to explain
whether they have met the success criteria and if they have any questions or
comments.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
What two things really went well (consider both teaching and learning)?
Next steps
160
161
Sample lesson 2
6
CLASS:
DATE:
Learning objectives 6Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form lines
and shapes in all four quadrants.
TWM.07 Critiquing
Lesson focus / Learners can draw, generate and plot coordinates on the full coordinate grid.
success criteria
o I can draw an x and y axis that shows the four quadrants
o I can read and plot coordinates in all four quadrants
o I can plot points to form lines and 2D shapes
Prior knowledge / previous Knowledge of plotting coordinates in the first quadrant.

learning In Stage 5, learners covered the concept of coordinates in the first quadrant where
positive numbers only were used.
Plan

Introduction Show learners the learning objectives and lesson focus and agree the success
criteria:
o I can draw an x and y axis that shows the four quadrants
o I can read and plot coordinates in all four quadrants
o I can plot points to form lines and 2D shapes
Revisit plotting and reading coordinates in the first quadrant and drawing a set
of axes. Remind learners that coordinates are read in a specific order, x then
y. Show them an example e.g. where (4, 8) is located.
Then, show learners all four quadrants and how to add negative values to the
x and y axis.
Read out some coordinates and ask for a volunteer to show you where that point
is located e.g. (3, 4). Repeat this ensuring that you give coordinates for all four
quadrants.
Main Ask learners to draw a four-quadrant grid with an x-axis from -8 to +8 and a y- Resources:
activities axis from -8 to +8, crossing at 0. Ask learners to draw a triangle, star, Squared paper
rectangle and hexagon each in a different quadrant, making sure the vertices
of the shapes lie on points where the grid lines cross. Ask them to record the
coordinates of each 2D shape on a different piece of paper.
Possible
misconceptions:
162

Give the coordinates to a partner and ask them to plot the shapes. Compare Learners may
grids. Do they have identical shapes drawn in the same place? If not, discuss think that a
what might have gone wrong. coordinate is a
number and not a
This activity can be extended by asking learners to plot these points: (1,3), location in two
(-2, 2), (-1, 4) and show where they would need to add a fourth point to make: dimensions.
a) a kite b) a parallelogram c) an arrowhead
Is it possible to make a rectangle? Explain why or why not.
Learners will show they are critiquing (TWM.07) when they can comment on
the accuracy of each other’s work as well as their own.
End/Close/ To formatively assess if learners have understood how to plot coordinates in

Reflection/ the four quadrants, ask learners to plot these points: (5,3), (-7, 7), (4, -6), then
Summary ask them to plot a point in the quadrant that does not have a point and to write
the coordinate next to the point.
Revisit the learning objectives and success criteria. Ask learners to explain
whether they have met the success criteria and if they have any questions or
comments.
Reflection
What two things really went well (consider both teaching and learning)?
Next steps
163
Changes to this Scheme of Work
This Scheme of Work has been amended. The latest Scheme of Work is version 2.0, published January 2021.
• The definition of the Thinking and Working Mathematically characteristic TWM.03 Conjecturing has been changed to: Forming mathematical questions or
ideas.
• The definition of the Thinking and Working Mathematically characteristic TWM 04 Convincing has been changed to: Presenting evidence to justify or
challenge a mathematical idea or solution.
There may be other minor changes that do not affect teaching and learning.
164
Scheme of Work
Cambridge Primary
Science 0097
Stage 6
This Cambridge Scheme of Work is for use with the Cambridge
Primary Science Curriculum Framework published in September
2020 for first teaching in September 2021.
Version 1.0
Contents
Contents ................................................................................................................................................................................................................................................. 166

Introduction ............................................................................................................................................................................................................................................ 167
Unit 6.1 Forces ....................................................................................................................................................................................................................................... 172
Unit 6.2 The Human Body ..................................................................................................................................................................................................................... 184
Unit 6.3 Materials and Physical Change .............................................................................................................................................................................................. 193
Unit 6.4 Electricity and Light ................................................................................................................................................................................................................ 206
Unit 6.5 Chemical Change and Mixtures ............................................................................................................................................................................................. 219
Unit 6.6 Ecosystems .............................................................................................................................................................................................................................. 229
Unit 6.7 Human Reproduction .............................................................................................................................................................................................................. 235
Sample Lesson 1 ................................................................................................................................................................................................................................... 241
Sample Lesson 2 ................................................................................................................................................................................................................................... 244
166
Cambridge Primary Science (0097) Stage 6 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Science Stage 6.
It contains:
suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
at least one suggested teaching activity for each learning objective
a list of subject-specific language that will be useful for your learners
some possible models and representations that are relevant to the learning objectives
some possible misconceptions learners may have, or develop
sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Science Stage 6. This scheme of work is designed to indicate the types of
activities you might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage.
You should use other activities with a similar level of difficulty, including those from endorsed resources.
The accompanying teacher guide for Cambridge Primary Science will support you to plan and deliver lessons using effective teaching and learning approaches. You
can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 75
total hours of teaching for Science Stage 6 at 2.5 hours a week. The actual number of teaching hours may vary according to your context.
Unit 6.1 Forces and movement, on Earth and beyond 16% (12 hours)
Unit 6.2 Human health and disease 17% (13 hours)
Unit 6.3 Materials, including rocks, and physical change 17% (13 hours)
Unit 6.4 Electricity, conductors and light 15% (11 hours)
Unit 6.5 Chemical changes and mixtures 17% (13 hours)
Unit 6.6 Ecosystems 10% (7 hours)
Unit 6.7 Puberty 8% (6 hours)
Total 75 hours
167
Sample lesson plans

into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Science Teacher Guide has information on
Other support for teaching Cambridge Primary Science Stage 6

programme. Ask the Cambridge coordinator or exams officer in your school if you do not already have a log-in for this support site.

the Cambridge Primary Science Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
grids showing the progression of learning objectives across stages
the Cambridge Primary Science Teacher Guide, which will help you to implement Cambridge Primary Science in your school
templates for planning
worksheets for short teacher training activities that link to the teacher guide
assessments provided by Cambridge
a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge Primary
Science worldwide
links to online communities of Cambridge Primary teachers.

paper, graph paper, pens, pencils, rulers and calculators for learners to use
clean water
the internet.
in your school.
The Cambridge Primary Science Equipment List provides a list of recommended scientific equipment that your school should have access to in order to teach all
stages of Cambridge Primary Science. It is available on the support site.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary Science. Since these are updated frequently, and many are only available in
some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
168
Approaches to teaching Cambridge Primary Science Stage 6

There are three components to the Cambridge Primary Science Curriculum:
four content strands (Biology, Chemistry, Physics, and Earth and Space)
one skills strand (Thinking and Working Scientifically)
one context strand (Science in Context).
When planning lessons, the three components should work together to enable you to provide deep, and rich, learning experiences for your learners.
We recommend you start your planning with a learning objective from one of the four content strands. This determine the focus of the lesson. Once there is a
content learning objective lesson focus you can consider what Thinking and Working Scientifically learning objectives can be integrated into your teaching so
learners are developing their scientific skills alongside their knowledge and understanding of science.
This approach is exemplified in this scheme of work by providing activities that cover the content learning objectives while also developing selected Thinking and
Working Scientifically learning objectives. Some Thinking and Working Scientifically learning objectives are covered multiple times over the scheme of work which
reflects the need for learners to have several opportunities to develop skills.
The selection, and frequency, of Thinking and Working Scientifically learning objectives in this scheme of work may match the needs of your learners. However, the
selection of Thinking and Working Scientifically learning objectives needs suit the requirements of your school and needs of your learners. Any changes to what
Thinking and Working Scientifically learning objectives are selected to be developed when teaching the content learning objectives will require activities to be
reviewed and edited.
Once you are confident with the combination of content and Thinking and Working Scientifically learning objectives, you then have the option to integrate context into
your lessons to show how the learning objectives and/or skills relate to the world the learners know and experience. The Science in Context learning objectives
provide guidance on doing this. As including context is dependent on your learners and your context, the scheme of work does not give contextual links to an
activity. Possible ways to contextualise units are provided in the unit introductions, aligned to the relevant Science in Context objectives.
Further support about integrating Thinking and Working Scientifically and Science in Context into lessons can be found in the Cambridge Primary Science Teacher
Guide.
Models and representations

Scientists use models and representations to represent objects, systems and processes. They help scientists explain and think about scientific ideas that are not
visible or are abstract. Scientists can then use their models and representations to make predictions or to explain observations. Cambridge Primary Science includes
learning objectives about models and representations because they are central to learners’ understanding of science. They also prepare learners for the science
they will encounter later in their education.
To support the integration of models and representations into your teaching, for each learning objective we have suggested possible models you may wish to use.
Misconceptions
Scientific misconceptions are commonly held beliefs, or preconceived ideas, which are not supported by available scientific evidence. Scientific misconceptions
usually arise from a learner’s current understanding of the world. These ideas will informed by their own experiences rather than evidence. To support you in
addressing misconceptions, for each learning objective in each unit we have suggested, where relevant, possible misconceptions to be aware of.
169
Due to the range of misconceptions that learners can hold not all misconceptions have been provided and you may encounter learners with misconceptions not
presented in this scheme of work.
Misconceptions may be brought to the lesson by the learners, reinforced in the lesson, or created during a lesson. It is important that you are aware of
misconceptions that learners may exhibit so that you can address them appropriately.
It is important to note that not all misconceptions are inappropriate based on the conceptual understanding learners are expected to have at different stages of their
education. Therefore, some misconceptions may be validly held by learners at certain stages of their learning. A misconception of this type is known as an age-
appropriate concept. Trying to move learners away from age-appropriate concepts too soon may give rise to other, more significant, misconceptions or barriers to
their understanding of science. Over time age-appropriate concepts can become misconceptions when they start to interfere with the expected level of
understanding learners need to have.
The misconceptions flagged in this scheme of work are considered to be either inappropriate concepts for a learner at this stage of understanding science or
important age-appropriate concepts to be aware of so they are not challenged too early.
Health and safety

An essential part of this curriculum is that learners develop skills in scientific enquiry. This includes collecting primary data by experiment. Scientific experiments are
engaging and provide opportunities for first-hand exploration of phenomena. However, they must, at all times, be conducted with the utmost respect for safety,
specifically:
• It is the responsibility of the teacher in charge to adhere and conform to any national, regional and school regulation in place with respect to safety of
scientific experimentation.
• It is the responsibility of the teacher in charge to make a risk assessment of the hazards involved with any particular class or individual when undertaking a
scientific experiment that conforms to these regulations.
Cambridge International takes no responsibility for the management of safety for individual published experiments or for the management of safety for the
undertaking of practical experiments in any given location. Cambridge International only endorses support material in relation to curriculum content and is not
responsible for the safety of activities contained within it. The responsibility for the safety of all activities and experiments remains with the school.
The welfare of living things

Throughout biology, learners study a variety of living things, including animals. As part of the University of Cambridge, Cambridge International shares the approach
that good animal welfare and good science work together.
Learners should have opportunities to observe animals in their natural environment. This should be done responsibly and not in a way that could cause distress or
harm to the animals or damage to the environment.
If living animals are brought into schools then the teacher must ensure that any national, regional and school regulations are followed regarding animal welfare. In all
circumstances, the teacher responsible must ensure all animals have:
• a suitable environment, including being housed with, or apart from, other animals (as required for the species)
• a suitable diet
• the opportunity to exhibit normal behaviour patterns
• protection from pain, injury, suffering and disease.
170
There is no requirement for learners to participate in, or observe, animal dissections for Cambridge Primary. Although dissection can provide a valuable learning
opportunity, some learners decide not to continue studying biology because they dislike animal dissection. Several alternatives are available to dissection (such as
models and diagrams) which you should consider during your planning.
If you decide to include animal dissection then animal material should be obtained from premises licensed to sell them for human or pet consumption, or from a
reputable biological supplier. This approach helps to ensure animal welfare standards and also decreases the risk from pathogens being present in the material.
Neither you nor your learners should kill animals for dissection.
When used, fresh material should be kept at 5 °C or below until just before use. Frozen material should be defrosted slowly (at 5 °C) without direct heat. All fresh or
defrosted material should be used within 2 days. Preserved animal materials should only be handled when wearing gloves and in a well-ventilated room.
The responsibility for ensuring the welfare of all animals studied in science remains with the school.
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Unit 6.1 Forces and movement, on Earth and beyond
Unit 6.1 Forces and movement, on Earth and beyond

Outline of unit:
In this unit learners will understand the difference between mass and weight, they will have opportunities to use the terms correctly. They will build on their
knowledge of force diagrams and how to use them to show the forces acting on an object. They will also learn to describe, in detail, the forces acting on an object
and how forces affect whether objects float or sink.
Learners will then consider the movement of objects in the Solar System and that the movement is caused by the forces that exist between them. (Stage 6 learners
are expected to know forces affect the movement of objects in the Solar System and are not required to describe or explain how the forces create movement)
Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experience of:
knowing that gravity is a force that acts on all objects on Earth
knowing gravity pulls objects down towards the centre of Earth
identifying that forces are responsible for making objects move
using force diagrams
knowing the names the planets in the Solar System and knowing their order from the Sun
describing the orbit of the Earth around the Sun.
Suggested examples for teaching Science in Context:

6SIC.01 Describe how scientific knowledge and understanding changes over time through the use of evidence gained by enquiry.
Our understanding of the Solar System changed from geocentric (i.e. Earth at the centre) to heliocentric (i.e. Sun at the centre). This was first proposed by Nicolaus
Copernicus in 1543 and then supported by astronomical observations from Galileo (i.e. the phases of Venus, the orbit of the four Galilean moons of Jupiter).
Learners could explore how the evidence gathered by Galileo was used to bring about this change in understanding.
6SIC.02 Describe how science is used in their local area.

Forces are all around us and nothing would function if they did not exist. Learners can identify forces in the world around them and consider what effect they are
having, for example any object will move, speed up or slow down due to the forces applied to them.
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Learning objective Key vocabulary Possible models and representations Possible misconceptions
6Pf.01 Describe the weight, mass, Learners can use plates of different sizes, Learners often use the term ‘weight’ when they
difference between mass, kilograms, grams, representing different gravitational strengths, to mean ‘mass’ because ‘weight’ is used incorrectly in
measured in kilograms (kg), newtons, gravity create models to show their understanding of mass, everyday life. It is important that learners
and weight, measured in weight and gravity. For example, an object is placed understand the difference between mass and
newtons (N). on a plate marked ‘Earth’; it has both mass and weight and the units associated with each. This will
6Pf.02 Describe the effect of gravity, weight, mass, weight. If the object is moved to a different planet be resolved during the teaching of this unit.
gravity and know that when pull (or moon) with lower gravity the mass stays the
gravity changes, the weight same (i.e. the object has not changed) but the
of an object changes but the weight is lower.
mass does not.
6Pf.03 Use force diagrams to push, pull, gravity, Force diagrams are representations themselves. As Some learners may make force diagrams where the
show the name, size and normal force, applied learners use and create force diagrams they will be arrows showing the size and direction of the force
direction of forces acting on force, friction using and creating scientific models. do not follow the standard conventions. Stage 6
an object. learners should be encouraged to use the standard
conventions when drawing force diagrams; however
they will meet the learning objective as long as the
size and direction of the force is clear and can be
explained by the learners.
6Pf.04 Describe the effect of push, pull, accelerate, The effect of forces on objects can be described Some learners may believe that when an object is
different forces on an object decelerate, change, through the creation of force diagrams. at rest there are no forces acting on it. It is
at rest and in motion. balanced, unbalanced important that learners understand that there are
always forces acting on all objects, whether they
are stationary or moving.
6Pf.05 Recognise that the buoyant force, mass, Learners can demonstrate their understanding Some learners may believe that objects sink
mass and shape of an object volume, displacement, about floating and sinking through creating force because they are heavy and float because they are
can affect if it floats or sinks. float, sink diagrams showing the how the shape and mass of light. It is important that learners understand that
an object affects the forces being applied to an the mass of an object is not the only factor that
object. determines whether it floats or sinks. The role of
shape will be considered during this unit but there is
no requirement to cover density at this stage.
6ESs.01 Describe the gravity, orbit, Solar Learners can act out a physical model of the Solar Some learners may believe that the Earth stays still
relative position and System, Sun, Moon, System to help their understanding of the relative and all other objects in the Solar System orbit
movement of the planets, the planets, satellite position and movement of the planets, Moon and around the Earth.
Moon and the Sun in the Sun.
Solar System. It is important that learners understand that all
objects in the Solar System are constantly in
motion; planets orbit the Sun and moons orbit the
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Interactive Solar System models can be used to planets. Learners need to recognise that the
consolidate learning such as online simulations or movement of planets and moons are affected by
by making and using an orrery. forces but, at this stage, they do not need to
understand how.
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Unit 6.1 Suggested activities

Learning objective Suggested teaching activities and resources
Scientifically opportunities
6Pf.01 Describe the 6TWSc.01 Sort, group and Mass and weight
difference between classify objects, materials
mass, measured in and living things through Give pairs of learners an object and ask them to estimate the weight of the object. Now ask them to
kilograms (kg), and testing, observation and estimate the mass of the same object. Compare their answers. Some learners may become confused by
weight, measured in using secondary information. the question as they will not know what mass is. If this is the case, discuss what they think mass is.
newtons (N). What units have you used for mass?
6TWSc.04 Decide when What units have you used for weight?
observations and What is the difference between mass and weight?
measurements need to be
repeated to give more Explain that mass is a measure of how much matter an object is made of and it is measured in kilograms
reliable data. (kg).
6TWSc.05 Take The weight of an object is a measure of the effect of gravity on that object. Weight is measured in
appropriately accurate newtons; the unit was named after Sir Isaac Newton.
measurements.
Give each pair four objects of different mass; they sort them from the smallest mass to the largest mass.
6TWSa.05 Present and How did you know which object had the smallest mass?
interpret results using tables,
bar charts, dot plots, line Ask them to measure the mass of each object (in kilograms) using a weight scales and record the
graphs and scatter graphs. measurements in a table. The results can then be presented in a bar chart.
Ask learners to measure each mass several times. Discuss how they need to ensure their measurements
are accurate as inaccuracies can occur during measurement. If they find inaccuracies in their
measurements, discuss where they may have come from (e.g. different position on the weighing scales,
other material being measured by accident).
Explain that we often use the term ‘weight’ to describe how ‘heavy’ something is; this ‘everyday’
convention is incorrect but based on the fact that the force of gravity on Earth is constant. The correct
scientific term is ‘mass’.
Resources: Weighing scales, everyday objects of different masses

6Pf.02 Describe the 6TWSm.01 Describe how a Changing weight
effect of gravity and model can help us
know that when gravity understand and describe Hold an object (that will not break) up in front of the class and drop it.
changes, the weight of Why did the object fall down?
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an object changes but scientific phenomena and How strong is the pull force?
the mass does not. ideas.
Gravity on Earth has a value of 9.8 newtons/kg of mass, which is a measure of how strong it is. So, to
6TWSa.05 Present and calculate the weight (in newtons) of an object you multiply its mass (in kg) by 9.8.
bar charts, dot plots, line Provide learners with a range of objects (of different masses) and labels with their masses. Ask learners to
graphs and scatter graphs put the objects in order of increasing mass. Ask learners to calculate the weight of the objects they have
and record their weight next to the mass.
Does the order of the objects change if you use weight instead of mass?
The order of the objects stays the same; this is because the gravity on Earth is constant regardless of
where you are and so pulls down on all objects to the same extent.
Show learners an image of a car.

What do you think the mass of the car is?
What units would you use for the mass of the car?
Explain that an average-sized car has a mass of about 1000 kg.

What is the weight of the car if it is on Earth?
What units would you use for the weight?
To calculate the weight of the car on Earth learners multiply the mass (1000 kg) by the strength of gravity
on Earth (i.e. 9.8 newtons/kg) to get a weight of 9800 newtons.
What would happen to the mass of the car if we took it to the Moon?
What would happen to the weight of the car if we took it to the Moon?
The mass of the car would stay the same (i.e. 1000 kg) as no matter has been added to it or taken away.
1
The weight of the car would change. The gravity of the Moon on its surface is approximately the gravity
6
1
of Earth, so the car’s weight would be of what it was on Earth (i.e. approximately 1633 newtons).
6
Explain that gravity is a property of anything that has mass, and the strength of gravity varies by the mass
producing it. The greater the mass, the greater the strength of gravity. This means gravity has different
strengths on different planets in the Solar System, as summarised in the table below:
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Planet Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

Mass of 0.330 4.87 5.97 0.642 1898 568 86.8 102
planet
(1024 kg)
Gravity
3.7 8.9 9.8 3.7 23.1 9.0 8.7 11.0
(N/kg)
Provide learners with the data table. Ask learners to create a scatter graph using the data (mass of planet
on the x-axis and gravity on the y-axis) and ask learners to calculate what the weight of the car would be
on each planet. Remind them that the mass of the car is always 1000 kg.
Explain to learners that we cannot take a car to the different planets to measure their weight. However,
this thought exercise acts as a model for us to consider how weight can change if the strength of gravity
changes.
Resources: Table listing the gravity of different planets, image of a car, objects with mass labels
6Pf.03 Use force 6TWSc.08 Collect and Ball force diagrams
diagrams to show the record observations and/or
name, size and measurements in tables and Place a ball on a flat surface. Elicit learners’ prior understanding of how to describe the forces acting on
direction of forces diagrams appropriate to the the ball and how to represent this with force diagrams.
acting on an object. type of scientific enquiry. What forces are acting on the ball?
How can you show those forces in a diagram?
Draw a force diagram for the ball on the flat surface showing an arrow representing a pull force pulling the
ball down (i.e. gravity) and an arrow, the same size, showing the particles in the table pushing the ball up
(i.e. normal force) against the force of gravity.
Remind learners that the size of the force is represented by the size of the arrow. In the case of the ball,
as it is not moving, the forces are the same size.
Ask learners to draw the forces acting on the ball if it is pushed gently across the surface.
What forces are needed to make the ball move?
What other forces start acting on the ball as soon as it starts moving?
Is gravity, or the normal force, changing?
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To get the ball to move a force needs to be applied to it. An arrow can be shown for applied force on the
left side of the ball. As soon as the ball starts moving, a friction force begins to act between the ball and
the surface. An arrow can be shown for friction on the right side of the ball.
When the applied force is only just larger than the friction force the ball does not move very far.
Ask learners to draw the forces acting on the ball if it is pushed harder across the surface.
What force is needed to make the ball move
What other forces start acting when the ball starts moving?
If we apply a larger force how will the ball move in relation to before?
How do the arrows change?
Is gravity, or the normal force, changing?
When the applied force is much larger than the friction force, the ball moves faster and further than before.
Ask learners to think of other simple situations and draw force diagrams for them showing the direction,
size and type of forces acting.
Resources: Ball, flat surface

6Pf.04 Describe the 6TWSp.03 Make predictions, Effect of forces
effect of different referring to relevant scientific
forces on an object at knowledge and Place an object on a table. Push the object so it moves but then stops either when the applied force is
rest and in motion. understanding within familiar taken away or shortly after due to friction.
and unfamiliar contexts.
What does it mean if an object is at rest?
6TWSa.01 Describe the What forces are always acting on an object when it is at rest?
accuracy of predictions, How do you describe the forces acting on an object at rest?
based on results.
If an object is at rest it is stationary. It will always have gravity pulling it down and the normal force, from
the surface it is on, pushing it up. The forces will be ‘balanced’.
Ask learners to think about things they can do when they apply a force (e.g. change the shape of an
object, make an object move); give learners an opportunity to demonstrate some of them.
What can a force do to an object?
Perform the following demonstrations to show the four things that a force can do. Ask learners to consider
how the forces are acting in each demonstration. Alternatively, if resources allow, ask learners to try each
activity for themselves.
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Before each demonstration ask learners to predict what they expect to happen based on their prior
knowledge and wider experience. You might need to scaffold the discussion about learners’ predictions,
For example, provide learners with –er –er sentences such as “the greater the force I apply the faster the
object moves”
After each demonstration, discuss the results and how accurate their initial predictions were.
Accelerate (i.e. cause an object to start moving or speed up)

Place a ball (or toy car) on a flat surface.
What forces are acting on the object?

How can I make the ball speed up/accelerate?
What is going to happen when I push the object?
The object, at rest, has gravity pulling it down and the normal force pushing it up – the forces are
balanced. To make the object move you need to apply a force (push or pull it).
You can also cause a moving object to accelerate. Push the object gently, and then give it another push,
in the same direction, to make it move faster.
Learners can draw force diagrams of the ‘unbalanced’ forces acting on the object that cause it to
accelerate.
Decelerate (i.e. cause a moving object to slow down)

Does an object, once moving, keep moving for ever?
What happens to the moving object?
Why does the object slow down and stop?
The object you pushed across the surface will slow down and stop, as long as no more force is applied to
it. The force of friction, between the moving object and the surface, starts slowing the object down as soon
as it starts moving. Demonstrate applying a force opposite to the movement which, combined with friction,
slows an object down quicker.
Learners can draw force diagrams of the ‘unbalanced’ forces acting on the object that cause it to
decelerate.
Change direction
Roll a ball along a flat surface. Show learners how the ball stays in a straight line in the direction in which it
was pushed.
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How could you get the ball to change direction?
Can you think of any situations where objects change direction?
What will happen if I apply a force to the moving object in a different direction?
You can change the direction of the ball by applying a force to it at an angle.
Roll the ball along the surface and ask one of the learners to push it from the side to change the direction
it is moving in.
This occurs in sports where a moving ball is struck and changes direction (e.g. football, hockey, cricket,
tennis).
It also happens when two cars crash, and the force of the impact causes them to change direction.
Conclude that a force can cause an object to change direction.
Change shape
Hold a flat piece of paper up.
How can I change the shape of the paper?
What is going to happen when I apply a force to the paper?
Demonstrate folding, tearing and crumpling up the paper; ask learners:

How are the forces acting in each situation?
Explain that ‘folding’ uses pushes, ‘tearing’ uses pulls in opposite directions and ‘crumpling’ uses pushes
in towards a centre point.
Alternatively, demonstrate other examples of forces changing the shape of an object (e.g. stretching an
elastic band/spring, inflating a balloon, crushing a tin can, bending a piece of metal wire). Ask learners to
describe how the forces are acting in each situation.
Conclude that a force can change the shape of an object.
Summarise that anything which happens by the action of a force can be put into one of these four
categories, or a combination of them.
Learners may think that a ‘twist’ is another thing that a force can do. Show learners removing a screw cap
from a jar (or bottle); explain that a twist is simply a combination of a pull (accelerating an object in one
direction) and a second pull (accelerating it in another direction).
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Discuss with learners how they can apply their new understanding gained from looking at these scenarios
to help them make more accurate predictions going forward. Ask learners to make predictions for new
objects in scenarios they have already explored; highlight how scientific practice involves developing
knowledge/understanding and using it to support scientific thinking.
Resources: Ball, jar or bottle with screw cap

6Pf.05 Recognise that 6TWSa.03 Make a Floating, sinking and boats
the mass and shape of conclusion from results
an object can affect if it informed by scientific Present a range of everyday objects to the learners; include at least one very heavy object, one very light
floats or sinks. understanding. object and one object that is made of metal. Ask learners to predict what will happen when the objects are
placed in a container of water.
6TWSa.04 Suggest how an Why do some objects float in water, while others sink?
investigation could be Can you think of other objects that float and objects that sink?
improved and explain any What do objects that float have in common?
proposed changes. What do objects that sink have in common?
6TWSc.06 Carry out Show learners an image of a boat made of metal.

practical work safely. How does the boat float if it is made of metal? Why does it not sink?
Give each pair of learners a small ball of aluminium foil and ask them to try and get it to sink in a small
container of water.
How are you going to get the foil to sink?
What can you do to the foil to change it?
Learners need to make the foil as small as possible by folding it and squashing it. Eventually it will sink.
Have you changed the mass of the foil?
What has changed about the foil that has made it sink?
Explain to learners that they have not changed the mass of the foil, but they have changed its shape to the
point where it sinks.
Before the aluminium is folded and squashed it floats because a lot of the ball is in contact with the water;
the buoyant force from the water is equal to gravity.
After being folded and squashed, the aluminium foil is much smaller so there is a lot less contact with the
surface of the water; the buoyant force is now less than gravity and so the ball sinks. By changing the
shape of the aluminium foil we are changing the surface area that the buoyant force can push against.
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Show learners an image of a boat made of metal (e.g. a cruise ship) and explain how the shape of the
boat helps explain why it can float even though it is made of metal.
Give pairs of learners a small square of aluminium foil (8 cm x 8 cm) and ask them to make a boat that will
hold 5 marbles without sinking. Let them experiment with different shapes and see what is most effective.
Test each boat by carefully loading five marbles onto it and seeing if it floats for one minute.
What conclusions can you draw from the success of the different shaped boats?
Which shapes of boats are the most effective?
Why are some shapes more effective than others?
Discuss how making clear conclusions helps scientists to refine thinking and consider what else to
investigate. Sometimes conclusions raise new questions, sometimes conclusions identify where things
went wrong and sometimes conclusions give a chance to describe new understanding.
Discuss with learners if based on their conclusion, or observations, there is anything that could be
improved and suggest changes.
From their work, learners see the shape of the boat is important. The shape also needs to give the boat
stability, so it does not tip over.
Resources: Containers, aluminium foil, marbles, a range of everyday objects

6ESs.01 Describe the 6TWSm.02 Use models, The Solar System
relative position and including diagrams, to
movement of the represent and describe Ask learners to draw a diagram, with arrows and labels, to show how they think the objects in the Solar
planets, the Moon and scientific phenomena and System move relative to each other. This is an opportunity to revise previous learning, remind them of the
the Sun in the Solar ideas. names and order of the planets, if appropriate.
System.
6TWSc.07 Use a range of Explain that the planets are orbiting the Sun at different distances and at different speeds.
secondary information
sources to research and In a large outdoor space, create a giant physical model of the Solar System to show the scientific
select relevant evidence to understanding of the relative position and movement of the planets. (Note: This cannot be a ‘scale model’
answer questions. due to the size of the real objects being modelled but it can act as a useful model to show our
understanding of relative position and movement of the planets. One learner stands in the centre
6TWSa.05 Present and representing the Sun. Eight learners, representing the planets, stand at different distances from the Sun
interpret results using tables, and walk around the Sun, keeping the same distance away.
bar charts, dot plots, line
graphs and scatter graphs If there is not space to do the human Solar System activity, show learners an interactive model that
illustrates the movement of the planets.
182

Learners use secondary information sources to research the distance of each planet from the Sun and the
time it takes each planet to orbit the Sun (e.g. Earth – 1 year). They collect their findings in a planetary
data table and then they create a bar chart with time on the y-axis and planet on the x-axis.
Explain to learners, that as well as orbiting the Sun, every planet spins around its own axis; a single
rotation of a planet gives one day (including the night). Each planet spins at a different speed so their days
are not the same length (e.g. on Earth a day is 24 hours, on Mercury a day is 1407.5 hours).
Learners research how long each planet takes to spin on its axis and add their findings to their planetary
data table. They can represent their data using a bar chart.
What do you notice about the time it takes a planet to orbit the Sun and the distance it is away from the
Sun?
Which planet do you think is orbiting fastest, why?
Which planet is spinning around its own axis slowest?
Which planet stands out as having surprising data when comparing the length of 1 orbit (i.e. a year) to the
length of 1 spin (i.e. a day)?
Learners can identify patterns and/or unexpected findings in their data (e.g. the further away the planets
are from the Sun the longer it takes them to orbit).
Discuss with learners that, so far, we have not included moons in our model or data collection. Clarify that
a moon is an object that orbits a planet. Both are natural satellites. Highlight that the Earth is a natural
satellite to the Sun as it orbits the Sun.
How long does the Moon take to orbit the Earth?
The Moon takes a total of 28 days to orbit the Earth; this time period is called a lunar month. The lunar
month is used in the calendars of many ancient civilisations and in some religious calendars.
Reform the human model of the Solar System; add in the Moon and as many other moons as possible, the
moons orbiting their respective plants as the planets orbit the Sun. For planets with many moons (such as
Jupiter and Saturn), discuss how the human model of the Solar System may not be the most effective way
to show them as there is not much physical space and there are not enough learners to be individual
moons.
Resources: Secondary information sources
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Unit 6.2 Human health and disease
Unit 6.2 Human health and disease

Outline of unit:
In this unit learners will develop an understanding of two of the major body systems of humans, and most vertebrates; the respiratory system and the circulatory
system. They will understand that these two systems are fundamental for human life and many of the processes of the human body.
They will also develop their understanding about disease and how many diseases are caused by a variety of pathogens. Learners will consider how diseases
spread through a population in a variety of ways and how the spread of disease can be controlled by good hygiene and other preventative measures. They will also
learn about the human body’s physical defences against disease.
This unit provides many opportunities for learners to use and develop models alongside using a range of secondary information sources.

knowing that humans need oxygen to survive, and we breathe it in
knowing that blood is essential for humans and it is moved round the body by the heart
understanding that humans catch diseases that make them ill
explaining that hygiene is important for preventing the spread of disease.

6SIC.03 Use science to support points when discussing issues, situations or actions.
The knowledge of pathogens and how they spread is important in all communities. Learners can discuss local health issues (e.g. any local outbreaks of diseases
and how they were managed, any specific measures in place to prevent outbreaks).
6SIC.04 Identify people who use science, including professionally, in their area and describe how they use science.
The science in this unit is used by healthcare workers to diagnose and treat people who are ill. If possible, local healthcare workers can come in and talk to learners
about their roles and why they need to have a good understanding of the science of the human body.
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6Bs.02 Describe the human inhale, exhale, Learners can demonstrate their understanding of the Some learners may think air is just breathed in and
respiratory system in terms trachea, lungs, human respiratory system by drawing a diagram of out. Learners do not need to know the full
of oxygen from the air bronchi, bronchioles, the organs. composition of air but they should know air contains
moving into the blood in the alveoli, red blood cells oxygen. It is important that learners understand that
lungs and know that many Learners can construct a physical model of the oxygen from the air is essential to humans (and
vertebrates have a similar respiratory system with a cardboard sheet, tube and many animals) so their respiratory systems are
respiratory system. balloons. Use the tube to model the trachea; ensure designed to obtain oxygen. This misconception will
it is sealed at one end and make two holes (opposite be addressed through coverage of the learning
each other). Attach the balloons to the tube so the objective.
opening of one balloon is secure against one hole.
Attach the balloons to two pieces of card so the Learners may develop during this unit the
balloons are sandwiched between them. Learners misconception that lungs are empty sacs rather
holding the model securely can model muscles than a complex tree/sponge like structure to
moving by pulling the cards apart, inflating the maximise surface area. To address this
balloons in the process. (Similar to how bellows misconception, diagrams and images of the lungs
work) showing their structure can be shown to learners. If
appropriate, you could also demonstrate the
Oxygen moving from the lungs into the blood can be dissection of a lung to learners (following your
modelled by learners: Some learners wear schools health and safety guidance)
something red (i.e. blood); others form a line and link
arms (i.e. the lining of the lungs) and others hold
balls of the same colour (i.e. oxygen). As the ‘blood’
learners, move in a circle past the ‘lungs’ the
learners with the ‘oxygen’ balls pass the oxygen over
the learners being the lining of the lungs to the blood.
6Bs.01 Describe the human blood, heart, arteries, Learners can demonstrate their understanding of Some learners may think that the heart is the shape
circulatory system in terms of veins, capillaries, circulatory systems by drawing (or using) the of a ‘love heart’ and sits on the left side of the chest.
the heart pumping blood circulation, vertebrates circulatory systems of a range of different animals They may also believe the heart ‘thinks’. Learners
through arteries, capillaries (e.g. mouse, cat, bat, fish). need to understand that the heart sits behind the
and veins, describe its centre of the breastbone and is not ‘love heart’
function (limited to Simple pumps can be used to model the heart. The shaped. Its size is roughly the same as one fist. It is
transporting oxygen, pump can be attached to pipes with different connected to the rest of the circulatory system.
nutrients and waste) and diameters to model the flow of blood through Learners also need to understand the heart is a
know that many vertebrates different types of blood vessel. muscle with the function of pumping blood around
have a similar circulatory the body. Our thoughts are determined by the brain
system. A large diagram of the circulatory system (including not the heart. These misconceptions will be
capillaries) could be drawn with chalk on a large addressed through coverage of the learning
outdoor surface. Learners then move around the objective.
diagram, following the arteries, capillaries and veins
185
like a one-way road system. Balls of different colours
can be used to represent nutrients, oxygen and
carbon dioxide. Learners pick up nutrients at the
intestine, swap carbon dioxide for oxygen at the
lungs, and swap oxygen and nutrients for carbon
dioxide at the muscles.
6Bp.02 Know that some pathogen, infection, Diagrams of the source of each infection and how Some learners may think that all diseases are
diseases can be caused by virus, bacteria, they are transmitted, can be used by learners to caused by the same infection or source of infection.
infection with viruses, parasite, fungi, host demonstrate their understanding.
bacteria, parasites or fungi It is important that learners understand that there
that can be passed from one The transmission of infectious diseases can be are a wide range of pathogens that can cause
host to another. physically modelled using objects (or flour); the different diseases. This misconception will be
objects can be passed between learners and left in addressed through coverage of the learning
their environment for others to be ‘infected’ by. objective.
6Bp.03 Describe how good hygiene, transmitted, Learners can cover their hands in a mixture of flour Learners may believe having close contact with
hygiene can control the transmission, insect (or similar) in vegetable oil. This models pathogens someone with an infectious disease means you
spread of diseases vector, disease on their skin. They can then learn effective ways to automatically catch that disease. Transmission of a
transmitted in water, food clean their hands. disease depends on the vector of transmission. For
and body fluids, and describe example, malaria is transmitted through insect bites
ways to avoid being bitten by To model insect vectors, have some learners role rather than contact.
insect vectors. play being an insect. The insects have a straw which
they have to try to get to touch the skin of a non- Learners may also believe that many infections are
insect. Learners who are not insects can role play airborne when most are transmitted through
covering themselves with materials, making the air physical contact.
colder so insect stay away or spraying repellent
around. These misconceptions will be addressed through
coverage of the learning objective.
6Bp.04 Know that humans pathogen, secretion, A diagram of the human body showing physical Some learners may not have considered the role of
have defence mechanisms barrier, mucus, barriers to pathogen infections can be used by skin, stomach acid, or mucus in defending the body
against infectious diseases, infectious disease learners to demonstrate their understanding. from disease. It is important learners understand
including skin, stomach acid some parts of the body only exist to defend the
and mucus. Physical models can be made from salt (i.e. a body from disease and other parts can have
pathogen), plastic food wrap (i.e. human skin), multiple purposes which include defending the body
vinegar (i.e. stomach acid) and glue (i.e. ‘mucus’). from disease.
They can be used to represent each defence
mechanism where: This misconception will be addressed through
the pathogen cannot get through skin coverage of the learning objective.
the pathogen is dissolved in stomach acid
the pathogen cannot move when it is bound by
mucus
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6Bs.02 Describe the 6TWSc.07 Use a range of Respiratory system
human respiratory secondary information
system in terms of sources to research and Discuss with learners that all animals, including humans, need to eat, drink water, move, excrete and
oxygen from the air select relevant evidence to breathe.
moving into the blood answer questions.
in the lungs and know Why is breathing so important?
that many vertebrates What do animals (including humans) need from the air?
have a similar Explain to learners that animals need oxygen, in air, to survive. The oxygen is used by the bodies of
respiratory system. animals to release energy from the food that the animal has eaten. However, the oxygen needs to get to
the different parts of the body. The function of the respiratory system is to get oxygen into the blood so it
can be transported around the body.
Give learners a blank diagram of the human respiratory system to label. Alternatively, they can draw and
label their own.
Watch an animation which show how the respiratory system works; learners make notes and label their
diagrams as they watch the animation. The animation can be shown multiple times over the lesson and
the diagram completed gradually.
Discuss how a human breathes in through their mouth and nose; the air passes down the trachea through
the bronchi into the lungs. There are two lungs within the chest cavity. Once in the lungs, the oxygen can
then move from the lungs into the blood as the lungs are covered in blood vessels. If possible, show an
image of lungs that reveals the blood vessel network.
Ask learners to close their mouths and breathe through their noses only; then instruct them to breathe
through their mouths only. Explain that their noses and mouths are connected and they can breathe in
through their nose and out through their mouth.
Do all animals have a similar respiratory system to humans?

What are the similarities and differences of the respiratory systems between different vertebrates?
Learners, working in pairs, use secondary information sources to research how other animals’ respiratory
systems work. They can draw labelled diagrams of the respiratory systems and highlight similarities and
differences to the human system.
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Learners then share their diagrams and understanding with each other. During this any misconceptions or
errors can be corrected.
Resources: Blank diagrams of the human respiratory system, secondary information sources
6Bs.01 Describe the 6TWSp.01 Ask scientific Circulatory system
human circulatory questions and select
system in terms of the appropriate scientific Watch a video (or animation) of the human circulatory system and ask learners to note the main parts of
heart pumping blood enquiries to use. the system and what they do.
through arteries, What does the heart do?
capillaries and veins, 6TWSp.02 Know the What are the different types of blood vessels and what do they do?
describe its function features of the five main
(limited to transporting types of scientific enquiry. Learners, using secondary information sources, research answers to these questions and others they
oxygen, nutrients and have. Discuss with learners that research is one of the five types of scientific enquiry. Some learners may
waste) and know that 6TWSc.07 Use a range of be able to identify blood vessels close the surface of their skin to support their research through
many vertebrates have secondary information observation.
a similar circulatory sources to research and
system. select relevant evidence to Once research is completed, clarify with the learners:
answer questions. The heart is a pump that pushes blood around the body.
Arteries are thick blood vessels that carry high-pressure blood away from the heart.
Veins are thinner vessels that carry blood back to the heart.
Capillaries are very fine, thin-walled vessels that allow the transfer of materials in and out of the blood.
Learners show their understanding by labelling a blank diagram of the human circulatory system.
Blood has many functions including transporting oxygen, nutrients and waste (e.g. carbon dioxide) to all
organs. Ask groups of learners to research one of these functions answering questions like:
Where does the blood transport oxygen from?
Where does the blood transport nutrients to?
Does this happen in a blood cell or in the liquid part of blood?
Why are these functions important?
Each group can present their research to the rest of the class in a form of their choosing, for example a
poster or a news report. Ensure that all learners have an opportunity to learn about all three functions.
Many vertebrates have an almost identical circulatory system. If you can acquire an animal heart which is
approved in your school and country for use in science lessons, you could demonstrate a dissection of it to
show the different parts of the heart. If doing a dissection, please refer to the notes in the introduction to
this scheme of work relating to the safe use of biological materials.
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There are videos online that show you what to do. If the activity is unsuitable in your setting, learners can
research the circulatory systems of other vertebrates, using secondary information sources, and compare
them to the human system.
Ask learners to propose questions about the human circulatory system that they would like to answer and,
having considered the different types of scientific enquiry, suggest how they would answer them. Discuss
how each scientific enquiry type could be used, summarising their key features, and identifying which
method is the most appropriate enquiry for the questions. For example:
How does the heart rate change during exercise? A fair test may be the best enquiry type that focusses on
what happens to one variable (i.e. heart rate) while controlling the others.
How long does it take for the heart rate to return to normal after exercise? This variable could be observed
over time.
Learners link their questions to an enquiry. If time permits in the unit provide opportunities for learners to
investigate their questions and extend their learning through self-study.
Resources: Video of human circulatory system, secondary information sources, blank human circulatory
system diagram, animal heart for dissection (optional)
6Bp.02 Know that 6TWSc.07 Use a range of Infection and spread of disease
some diseases can be secondary information
caused by infection sources to research and Discuss with learners that a disease is something that has a negative affect on a living thing; it can make a
with viruses, bacteria, select relevant evidence to living thing uncomfortable, cause illness or cause death.
parasites or fungi that answer questions. What diseases do you know?
can be passed from What causes them?
one host to another. How they are spread?
Learners carry out research, using secondary information sources, to produce fact cards for some
common diseases, including what causes them and how they are spread. Include diseases that are
caused by a variety of infectious agent; viruses (e.g. common cold, influenza, measles, Ebola); bacteria
(e.g. cholera, tuberculosis); parasites (e.g. malaria, toxoplasmosis, schistosomiasis) and fungi (e.g.
athletes’ foot, histoplasmosis).
Learners share the information they have researched. They can group the diseases in various ways (e.g.
what causes them, how dangerous they are, how they are transmitted, how they can they be treated or
prevented, where they occur most commonly).
Discuss how diseases caused by viruses, bacteria, parasites and fungi are passed by human-to-human
contact, in water, air or by insect bites.
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6Bp.03 Describe how 6TWSm.02 Use models, Hygiene
good hygiene can including diagrams, to
control the spread of represent and describe Show learners pictures of different ways diseases can be passed from one host to another (e.g. a
diseases transmitted in scientific phenomena and mosquito biting a human, hand shaking, sneezing, feet in a pool of water) and elicit prior understanding.
water, food and body ideas. Can you think of any other ways diseases can spread?
fluids and describe
ways to avoid being 6TWSc.07 Use a range of Diseases can be spread through contact with saliva, blood, urine or faeces. They can also be spread by
bitten by insect secondary information contaminated food and water or by insect vectors (e.g. mosquitoes can spread malaria and other
vectors. sources to research and diseases).
select relevant evidence to What can you do to avoid spreading diseases?
answer questions. Is it always possible to prevent a disease from spreading?
What might be the barriers to preventing the spread of disease?
6TWSp.01 Ask scientific
questions and select Explain that the most important factor in stopping the spread of disease is hygiene.
appropriate scientific
enquiries to use. Handwashing
Explain that the proper washing of hands can stop many diseases. This should be done after going to the
toilet, handling animals, cleaning, playing outside, gardening, taking the rubbish out, etc. Hands should
also be washed before preparing and eating food.
Use a model to show learners how important is to wash their hands properly:
Mix flour (or similar) in vegetable oil.
Learners put the mixture on their hands; they make sure that there is some flour all over their hands,
including between their fingers, on the front and back of their hands and under their fingernails.
Learners then try to wash off the flour/oil mixture using cold water.
Even after washing their hands, it is likely that learners will still have some flour between their fingers and
under their nails.
Discuss the results with learners. Elicit that if each bit of flour was a bacteria (for example) then they could
still transmit diseases by touching things.
Repeat the activity but this time learners wash their hands with warm, soapy, water. They identify the
difference those changes make.
Demonstrate how to do a proper handwash (similar to those used by medical professionals). Information
on how to do this can be found online.
Avoiding insect bites

What diseases are spread by insect bites?
Where are these diseases most common?
What can be done to avoid being bitten?
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Explain that malaria is the most well known disease that is spread by insects; it is spread when
mosquitoes carrying the malaria parasite bite an uninfected person.
Using secondary information sources, learners can research what can be done to reduce the likelihood of
being bitten by mosquitoes; they create information leaflets (or a drama) to explain how to stay safe in
areas where malaria is common. These can include:
Approaches to decrease the number of mosquitos:

avoid standing water
use insecticides to kill mosquitos.
Approaches to decrease the number of bites:

fit mosquito screens over windows
sleep under a mosquito net
wear light colours so it is easier to identify if mosquitos land on you
wear long sleeves and long trousers
stay indoors at dawn and dusk
wear insect repellent.
Discuss with learners other aspects of hygiene that are important for the local context (e.g. safe disposal
of sewage, making sure water is safe to drink, methods for storing food correctly).
Resources: Pictures of how diseases are transmitted, secondary information sources, vegetable oil, flour
6Bp.04 Know that 6TWSp.01 Ask scientific The human body’s defences
humans have defence questions and select
mechanisms against appropriate scientific Explain that our bodies are constantly under attack from a variety of organisms that cause disease (e.g.
infectious diseases, enquiries to use. bacteria, viruses, parasites and fungi). Our bodies have physical defence systems to prevent us getting ill
including skin, all the time.
stomach acid and
mucus. Give groups of learners a set of cards with different body parts and secretions (e.g. skin, stomach acid,
mucus, nasal hair, saliva, blood clot, sweat, ear wax, fingernails, freckles, hair, earlobes, urine, muscles
and kneecaps). Ask them to group their cards into those that are part of the body’s physical defence
system and those that don’t have a defensive role; they have to justify their selections with at least two
reasons. (Note: skin, stomach acid, mucus, nasal hair, saliva, blood clot, sweat are involved in defending
the body).
What questions can you ask to help you decide?
Which type of enquiry would help you find out the answers?
How do you think each of the physical defence mechanisms works to stop pathogens invading our
bodies?
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Explain to learners that they will not be able to carry out the enquiries they suggest as research into
human diseases is very tightly controlled by robust, ethical rules.
Most of the defence mechanisms are physical barriers that stop pathogens entering the body in the first
place (e.g. skin). Others kill the pathogens (e.g. stomach acid, chemicals in sweat).
Learners label a blank outline of a human with all the physical barriers to infection.
Resources: Defence mechanism card sets, blank outline of a human, secondary information sources
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Unit 6.3 Materials, including rocks, and physical change

Outline of unit:
This unit covers a range of properties of materials and substances and how they change under specific conditions. Learners will continue to develop their
understanding of the particle model in the context of boiling and evaporation; they will understand that different substances change state at different temperatures
and that many physical changes of substances are reversible.
Learners will apply their knowledge of substances and physical change within the context of rocks. Learners develop their understanding of how different types of
rock are formed, and how each type of rock is part of the rock cycle.
Finally learners will consider how fossils are formed and why fossils are important to help us understand Earth’s past.

identifying that substances can change state between solid, liquid and gas
knowing some common gasses (i.e. oxygen, carbon dioxide, hydrogen)
understanding that some changes to substances can be reversed (e.g. mixing)
knowing that there are different types of rocks
knowing fossils are impressions, or remains, of things that were once alive.

Much of what we know about the prehistoric Earth has come from the fossil records collected around the world. Fossils provide valuable evidence that can help
understanding of the past. Our understanding of fossils has changed over time. Learners can look at what early scientists thought about fossils, and their
understanding of what dinosaurs looked like, and compare those views to those of modern scientists.
6SIC.02 Describe how science is used in their local area.

The knowledge of thermal conductivity is applied when designing and building houses in all environments in order to keep them warm or cool. Learners can
consider how insulation is used in their local environment, for example in insulating buildings or cold storage units.
The study of geology is very important in developing our knowledge of different environments, finding mineral deposits and other resources and selecting
appropriate building materials. Learners can consider the importance of geology to their area/region; if possible, a geologist can visit the class and discuss their job.
6SIC.05 Discuss how the use of science and technology can have positive and negative environmental effects on their local area.
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Rocks are often studied to find deposits of natural resources which are then mined. Learners can consider the impact of mining in general and more specifically if it
has impacted their local environment.
194
6Cp.02 Know that gases gas, mass, oxygen, The particle model can be used to help learners Some learners may think that an invisible gas does
have properties including carbon dioxide, understand substances in the gas phase can have not have any mass.
mass. nitrogen, helium, properties including mass.
properties It is important that learners understand that gas is a
substance, like anything else, and it has mass
among other properties. This misconception will be
addressed through coverage of the learning
objective.
6Cp.01 Know that the boiling, melting, The particle model can be used to explain how the Some learners may think that all substances have
temperature at which a freezing, solidifying, change of state of a substance is related to the the same melting points and boiling points.
substance changes state is a solid, liquid, behaviour of particles. Learners can create a
property of the substance. temperature, property, human particle model, where each learner It is important that learners understand that all
substance, state represents a single particle, and model the link substances have different properties, including
between the movement of particles and the different melting points and boiling points. This
temperature. misconception will be addressed through coverage
of the learning objective.
6Cc.03 Describe the boiling, evaporation, The particle model can be used by learners to show Some learners may think that evaporation involves
difference between boiling heat, energy their understanding of boiling and evaporation and water on a surface ‘boiling’.
and evaporation. support them in describing the difference.
It is important that learners understand that
molecules of water do not need to be at 100 oC to
evaporate from a surface. They should also
understand that boiling occurs when gas bubbles
form throughout the whole volume of a liquid; the
substance changes from the liquid to the gas state
throughout its volume not just at the surface.
These misconception will be addressed through

coverage of the learning objective.
6Cc.01 Identify and describe substance, state of Learners can draw diagrams connected by arrows Some learners may believe that some materials do
physical changes that are matter, solid, liquid, to demonstrate their understanding of physical not undergo physical changes that are reversible
reversible. gas, shape, reversible, changes; they use two arrows (or a double-headed because the conditions for change are outside of
irreversible, boiling, arrow) to show a reversible change. standard conditions learners are regularly exposed
melting, freezing, to. For example metals will melt under very high
solidifying, temperature.
condensation
It is important learners understand that all
substances can undergo physical change and
some of these physical changes are often
195
reversible. This misconception will be addressed
through coverage of the learning objective.
6ESp.01 Know that rocks rock, metamorphic, Learners can draw diagrams showing their Some learners will believe that rock is a material
can be classified as igneous, sedimentary understanding of the different classification of rocks and there is only one type of rock.
metamorphic, igneous and and label the identifying features.
sedimentary and describe It is important that learners understand that there
the identifying features of are many different types of rock, with different
each type of rock. properties and formed in different ways. This
misconception will be addressed through coverage
6ESc.01 Describe the rock rock cycle, A physical model (e.g. wax crayons, chocolate) of Some learners may think that all rocks are formed
cycle and the formation of metamorphic, igneous, the rock cycle can be used to reinforce or by molten rock from volcanos, and that rock lasts
metamorphic, igneous and sedimentary, magma, demonstrate learning. forever once made.
sedimentary rocks, in terms solidification, erosion,
of solidification, erosion, sedimentation, burial, Learners can draw a diagram of a cross section of It is important that learners understand that different
sedimentation, burial, metamorphism, the Earth’s crust to illustrate the rock cycle. rock types are made in different ways and that rock
metamorphism and melting. melting, pressure is cycled through a number of processes. This
misconception will be addressed through coverage
6ESp.02 Describe the way fossil, sedimentary, Learners can use a series of diagrams (or create a Some learners may think that fossils are the actual
fossils can form in geological time timeline) to represent fossil formation. bones of dead animals.
sedimentary rocks.
The process of fossilisation can be physically It is important that learners understand that fossils
modelled by making impressions of a toy animal in can include biological material but often refer to
dough then pouring quick setting plaster into the impressions that skin, feet and bone have left in
impression. earth. This clarification can be discussed when
teaching this objective if required.
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6Cp.02 Know that 6TWSp.03 Make predictions, Gas properties
gases have properties, referring to relevant scientific
including mass. knowledge and Explain to learners some of the essential and everyday uses of gases (e.g. humans need oxygen to live,
understanding within familiar for plants to grow, to fly, to parachute, for fuel, in light bulbs). We are surrounded by air, which is a mixture
and unfamiliar contexts. of different gases, but we can’t see it, so
How do we know air is there?
6TWSc.06 Carry out
practical work safely. Air resistance
Ask learners to predict what will happen if you drop a sheet of paper. Ask them to explain their predictions.
When you drop the sheet of paper, elicit that it floats down slowly. Help learners to explain that this is due
to air resistance caused by gases in the air. Similarly, learners can move their hand through the air quickly
and feel the air resistance.
Explain the impact of air resistance on a falling object can be represented with a particle model diagram
showing particles in the gas phase hitting the object as it falls and exerting a force. Draw the particle
model diagram and discuss with learners what it shows.
Conclude that some of the ways we know there are gases present is that we can feel them and observe
the effects of them.
Gases have properties that we can test

Start by demonstrating the properties of oxygen. Animals need oxygen to survive and it is also necessary
for combustion (i.e. burning). Light a candle and let it burn for a minute; explain that it is only burning
because oxygen is present. Then, place a glass over the candle and allow learners to observe what
happens. Alternatively, show learners a video of this experiment.
Why does the candle go out after a short while?
What is happening to the gasses contained within the glass?
The candle goes out quite quickly as the oxygen in the glass is used up. Once all the oxygen is go the
flame can no longer burn.
Conclude that one of the ways we know there are gases present is that we can observe the effects of
them and the effect of not having them.
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Gases have mass
Give learners the statement: ‘air has mass’
Do you think this is true or false?
How could we find out?
Discuss their ideas for finding out if air has mass. If appropriate, suggest that they can identify that air has
mass by using a metre ruler as a balance, suspended from a piece of string, and two balloons. Put a small
amount of air into one of the balloons, and fully inflate another identical balloon. Attach each balloon to
opposite ends of the balance and observe what happens. This activity can be done as a class
demonstration or, if resources allow, learners can conduct the experiment themselves.
The fully-inflated balloon moves down as the air inside it has much greater mass than the partially-inflated
balloon. Show learners videos of this demonstration, to start the discussion about whether air has mass.
Resources: A glass, candle, metre rulers, string, balloons

6Cp.01 Know that the 6TWSc.03 Choose Changes of state
temperature at which a equipment to carry out an
substance changes investigation and use it Present a range of substances (i.e. solids, liquids and, if possible, gases) to learners. Discuss if
state is a property of appropriately. substances only exist in one state:
the substance. Why does a substance change state?
6TWSc.07 Use a range of Why does water freeze and melt?
secondary information Can all substances change state?
sources to research and
select relevant evidence to Place learners in groups. Explain to learners they are going to investigate what conditions will melt an ice
answer questions. cube the fastest. Let them choose the equipment to melt their ice cube, making a selection from a range of
possible equipment (e.g. magnifying glasses, torches, candles, cloths, warm water, and hammer). Ensure
6TWSc.06 Carry out different groups use different equipment. Once all groups have their equipment, give each group an ice
practical work safely. cube and a container then start a time.
Who can melt the ice cube the fastest with the equipment you have?
6TWSa.05 Present and
interpret results using tables, Encourage learners to take care when they are using heat sources or a hammer. Remind them that water
bar charts, dot plots, line and electricity are potentially dangerous together; the torch should never be in contact with the ice cube or
graphs and scatter graphs melting water.
What do you need to do to melt the ice cube?
Can you remember what temperature ice starts to melt at?
As the groups complete their experiment collect note their equipment set ups and time it takes to melt their
ice cubes into a class table. Once all the results are in, discuss what the results tell us. Learners create
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bar charts of the class findings and identify that the equipment that heated up the ice cube the most
melted the ice cube the fastest.
Ask learners:
How would you turn the water back into a solid?
To solidify the water, the temperature needs to be lowered below 0 oC. Learners could place the container
in a freezer, if available, and look at it again later.
Do all substances melt/freeze at the same temperature?
If learners say ‘yes’, then ask them to spot substances that are solids, liquids or gases at room
temperature in the class room. Elicit the idea that these substances must have different melting and
freezing points to water. Then explain that all substances have a different melting/freezing point (i.e. this is
a unique property of each substance).
Show learners videos of different substances being melted and/or frozen; discuss the differences and why
they might be important. There are some interesting substances that you can look at as examples:
Aluminium must be melted in a container with a higher melting point so the container stays solid.
Gallium is a metal that is solid at room temperature, but melts at human body temperature (i.e. 37 oC).
Mercury is a metal that is liquid at room temperature.
Carbon Dioxide, when heated up, goes straight from a solid to a gas. (This is called sublimation but
learners do not need to know this term at this stage)
Nitrogen becomes a liquid at -195 oC.
Learners, using secondary sources of information, can research the melting/freezing points of a variety of
substances and display their data on a line graph to show the differences.
Resources: Ice cubes, containers, torches, candles, cloths, warm water, hammers, freezer, secondary
sources of information
6Cc.03 Describe the 6TWSc.03 Choose Boiling and evaporation
difference between equipment to carry out an
boiling and investigation and use it Show learners a container where steam is visibly rising from hot water contained within it. Ensure learners
evaporation. appropriately. maintain a safe distance from the container and do not touch the hot water. Learners discuss the following
questions with a partner before sharing with the wider class:
6TWSc.06 Carry out What is happening here?
practical work safely. Is the water evaporating or boiling? Why?
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If possible, using a thermometer, take the temperature of the water and note that it is under 100 oC.
Explain to learners that they are seeing steam which is condensation of water droplets in the air. As the
droplets in the steam disperse then the steam disappears.
The aim of the following activities is for learners to identify that evaporation and boiling are two separate
processes.
Evaporation
What is evaporation?
Where do we see evaporation happening?
What factors affect how quickly evaporation happens?
Explain how we feel evaporation of sweat from our skin, can see puddles that dry up and can see washing
that dries. The speed of evaporation is affected by the temperature, wind, humidity and surface area.
Use a particle model to show evaporation is a phenomenon that occurs at (or near) the surface of a liquid.
Explain to learners they are going to do an investigation; what conditions will evaporation happen quickest
under? Provide them with the freedom to select any available equipment you are able to provide, including
equipment that would not be appropriate to use. Review the equipment they suggest and ensure learners
have considered how to be safe with any equipment they select. Ensure the learners use a thermometer
(or data logger) to record temperatures.
What did you do to it?
What equipment did you choose to carry out their investigation?
Why that equipment?
What temperature did evaporation take place at?
Boiling
Where do you see boiling happening?
What do you see when water is boiling that you do not see when it’s evaporating?
What is boiling?
If possible, demonstrate practically by boiling water in a transparent kettle (or pan of water). Follow the
Health and Safety guidance for your school for using boiling water in class, and keep learners at a safe
distance for this demonstration. Alternatively, show learners a video of boiling water.
Explain how boiling occurs when a liquid reaches a temperature where the change of state from liquid to
gas happens throughout the body of the liquid not just at the surface. For this to happen the liquid must be
heated up to the boiling point; this requires a lot of energy (i.e. heat) to be put into the liquid.
200

The boiling point of water is approximately 100 oC. (Note: impurities in a liquid can affect its boiling point.)
When water boils the liquid water enters the gaseous state within the body of the liquid which creates
bubbles of water gas; as the gas cools it becomes water vapour in the atmosphere. In contrast,
evaporation happens at temperatures well below the boiling point of the liquid; it only happens at the
surface of the liquid where liquid particles have enough energy to become water vapour.
Use a particle model to show what happens in the body of the liquid when boiling occurs. Learners they
create their own diagrams, with labels, to show their understanding.
Resources: Cloths, kettle, heat source, range of equipment for learners to choose from
6Cc.01 Identify and 6TWSc.08 Collect and Reversible physical changes
describe physical record observations and/or
changes that are measurements in tables and Define for the learners that a physical change can be a change in state or a change in shape of a
reversible. diagrams appropriate to the substance (e.g. melting ice, rolling a sheet of paper into a ball, crushing a tin can). Explain that a physical
type of scientific enquiry. change does not produce a new substance and is usually reversible.
Can you think of an example of a physical change?
Can it be reversed?
Are there physical changes that you encounter in your day to day life?
For the series of observations ensure learners keep notes about each physical change.
Demonstrate safely breaking some glass (e.g. a glass bottle) as an example of physical change. This can
be done by wrapping the glass in a towel and with learners standing back dropping a heavy item on the
wrapped glass, or hitting the wrapped glass with a hammer. The form of the bottle has changed in a way
that is hard to reverse, but the glass has not changed at all as it is still glass. Ensure the glass is disposed
of safely. Show learners a video of glass being melted and reformed into new objects so they can see the
glass being physical changed.
Give each learner a sheet of paper.

Can you physically change the sheet of paper you have?
Learners can change roll the paper into a ball or fold it to change its shape. Explain that rolling and folding
changes the shape (or form) of the paper; there has been a physical change but not a chemical change.
Is the change reversible?
Can you change the paper back into its original shape?
If they have folded the paper it is quite easy to unfold it and flatten it out again. If they have rolled it into a
ball it is harder to unroll it and get back to the original sheet but can still be reversed. Explain that some
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physical changes are easier to reverse than others but a physical change does not change what a
substance is. Paper is still paper even after a change of shape.
Give the learners, working in pairs, small containers of dry sand and let them feel it:
What does the sand feel like?
Can you make a tower with the sand?
Provide the learners containers with water. Tell them to add a small amount of water until the sand is wet.
Now the sand is wet, how is the sand different to when it was dry?
Can you make a tower now that the sand is wet?
Explain to learners that the mixing of the sand and water is a physical change; they have mixed together
and the physical properties of the mixture are different to its components. Ensure that learners understand
that the sand and water have not reacted with each other so there is no chemical change.
Learners can record the physical properties of the sand before (and after) the water was added by writing
descriptions of dry sand and wet sand.
Is this change reversible? How can we get back the original sand sample?
The change to the physical nature of the sand can be reversed by warming it up and evaporating the
water. Learners place their wet sand sample in a warm place (e.g. on a windowsill in sunshine) and leave
it until the water has evaporated; the process might take a day.
What do you observe about the sand now?
What are its physical properties?
Can you make a tower?
The sand is now dry again; it has gone back to how it was before the water was added. The physical
change has been reversed.
Learners summarise their observations by drawing a series of diagrams showing the physical changes
and how they are reversible.
Resources: Glass, heavy item/hammer, a video of glass being melted, sheets of paper, containers, sand
6ESp.01 Know that 6TWSc.02 Complete a key Types of rock
rocks can be classified based on easily observed
as metamorphic, differences. Gather a range of visually-different rocks from the three types of metamorphic, igneous and sedimentary.
igneous and Present the rocks to learners, introducing the concept that there is more than one type of rock.
sedimentary, and 6TWSc.01 Sort, group and Can you sort them?
describe the identifying classify objects, materials How did you decide this?
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features of each type and living things through Can you group any of them together?
of rock. testing, observation and What made you group those rocks together?
using secondary information.
Explain that there are three different types of rocks (i.e. metamorphic, igneous and sedimentary). Discuss
how they are made by different processes in different conditions which leads to their own distinguishing
features.
Learners write descriptions for the different rocks they have; they focus on appearance and texture.
Learners then use a rock classification key to identify a variety of rocks as metamorphic, igneous and
sedimentary.
Note: If time allows, learners can test the rocks for other properties (e.g. hardness, permeability) to help
sort them.
Do the different rock types have specific features and properties that can be clearly identified?
Learners, in groups, summarise the findings by producing key facts about each type of rock.
Resources: A range of rocks, a rock classification key

6ESc.01 Describe the 6TWSm.01 Describe how a Rock cycle
rock cycle and the model can help us
formation of understand and describe Present an example of a metamorphic rock, igneous rock and sedimentary rock and describe them to the
metamorphic, igneous scientific phenomena and learners.
and sedimentary ideas. Where do rocks come from?
rocks, in terms of Why are there three main types?
solidification, erosion, 6TWSm.02 Use models, Are the three types linked in any way?
sedimentation, burial, including diagrams, to
metamorphism and represent and describe After gathering responses, introduce the concept of the rock cycle. Show learners a diagram of the rock
melting. scientific phenomena and cycle and discuss each part. Explain that the rock cycle takes place over a very long period of time (i.e.
ideas. tens of millions of years) and this means rocks can change from one type to another. This is often used as
an example of our dynamic Earth.
6TWSc.06 Carry out
practical work safely. Explain that you are going to use a wax crayon model to show how the rock cycle works as we cannot
observe the real rock cycle due to the timescales involved. Discuss how this model will help us think about
something that is very hard to observe. At each stage of the process learners should keep a small sample
of their ‘rock’ to one side so they can compare the different types at the end.
Firstly, show learners a variety of colours of wax crayons and explain that they represent different rocks.
Grate the wax crayons explaining that rocks undergo constant erosion by rain. The eroded rock is carried
by water and deposited on river beds and the sea bed, this process is called ‘sedimentation’. Learners
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then make layers of grated wax on a piece of aluminium foil. Encourage learners to use the relevant
vocabulary (i.e., ‘rocks’, ‘erosion’, ‘sedimentation’) to describe what they have done.
Then explain that, over millions of years, layers of sediment are buried and compressed by the sediment
above it. The layered material resulting from this process is called ‘sedimentary rock’. Learners model
‘burial’ by placing another piece of foil, and then some heavy books, on top of their layers of wax crayon;
they press down hard for 2 to 3 minutes. Learners use the vocabulary ‘burial’ and ‘sedimentary rock’ to
describe what they are doing and the outcome.
Sedimentary rock can then become further squashed and heated; the chemical and/or physical changes
to the rock creates ‘metamorphic rock’. Learners take their sedimentary rock sample and wrap it up in the
aluminium foil. They submerge it in hot water for a few minutes and then put it back under the books and
press down; they repeat these steps several times. The resulting material represents metamorphic rock
which is formed when heat and pressure are applied.
Metamorphic or sedimentary rock can move lower into the crust and eventually melt into molten rock (i.e.
‘magma’). When molten rock cools and solidifies, usually after the magma emerges from the Earth’s crust
as ‘lava’, it becomes ‘igneous rock’. To model this, collect the ‘metamorphic rock’ from all the learners onto
a piece of aluminium foil and heat them until they melt. The heating can be done by using a cooker, candle
heater, hairdryer or another heat source. You will need to do this step for learners to minimise the risk to
them. Ensure this is done safely according to your schools Health and Safety policies. Mix the sample
while it is in a liquid state, representing magma, and then let it cool. The wax crayon now represents
igneous rock.
Igneous rock can also be further squashed and heated to become metamorphic rock. Divide the wax
representing igneous rock between the learners. Learners take their igneous rock sample and wrap it up in
the aluminium foil. As before, if they repeatedly submerge their sample in hot water for a few minutes and
then put it back under the books and press down, they resulting material will represent metamorphic rock,
which is formed when heat and pressure are applied.
Show the rock cycle as a diagram to the learners and discuss how we have modelled each step. Discuss if
the model that was helpful. Learners can draw and label their own rock cycle.
Resources: Rock samples, wax crayons, grater, aluminium foil, heat source, hot water,
6ESp.02 Describe the 6TWSm.02 Use models, Fossil formation in sedimentary rocks
way fossils can form in including diagrams, to
sedimentary rocks. represent and describe Show learners images of a range of fossils including the impressions of bones, skin, footprints and the
scientific phenomena and remains of Ice Age animals (e.g. mammoth).
ideas. What is a fossil?
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Where do we find fossils?
How do you think fossils are formed?
Where do they come from?
What does where we find fossils tell us about how they formed?
Explain that a fossil is the preserved remains, impression or trace of bones, shells, skin, and other
features of living thing from a past geological age. They are usually found in sedimentary rock.
Fossils have taken many years, sometimes millions of years, to form so they are our best source of
information about the pre-historic past of the Earth.
Many fossils are found underground which tells us that, in general, they form when a living thing, or
something that used to be alive, gets buried. They are also found on the Earth’s surface which tells us that
the Earth is still evolving and changing in various ways (e.g. tectonic plates, erosion and volcanic activity)
Learners watch a video (or animation) of fossil formation to help them understand the process. Learners
take notes from the video and then draw a labelled timeline of the steps of fossil formation. Alternatively,
show learners a series of diagrams illustrating the steps can be used.
Learners can then physically model the process. Provide learners with some soft material (e.g. dough) to
make an impression in. They make an impression of a toy dinosaur (or a piece of material with a textured
pattern to represent skin) in the dough, remove the toy and make a cast of the impression using clay (or
quick setting plaster). Once the clay is set , the cast of the impression can be removed from the dough.
Discuss with learners how accurate this physical model is of the process of fossil formation:
In what way does this model help our understanding?
What are the key differences between the model and what really happens?
Discuss how the model may help us but it is important to know it is not what really happens. If useful show
the video (or animation) from earlier again.
Resources: Images of fossils, video of fossil formation, dough, toy dinosaurs, clay
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Unit 6.4 Electricity, conductors and light
Unit 6.4 Electricity, conductors and light

Outline of unit:
In this unit learners will continue to develop their understanding about phenomena that are abstract and difficult to conceptualise.
Learners will consider aspects of electrical circuits: they need to be closed to work, they need an energy source and there are international conventions on how
circuit diagrams are drawn. They will also learn the difference between series and parallel circuits.
Learners will then investigate electrical conductivity and the related concept of thermal conductivity.
Learners will end the unit by considering light by investigating how light travels and how it can be manipulated using mirrors. They will explore the phenomena of
reflection and refraction. They will then apply their understanding of light to investigating why the Moon appears to change shape over a lunar month.

knowing that electrical energy comes from a cell (battery)
understanding that components (e.g. a lamp) require electricity to function
understanding the role of a switch in opening and closing a circuit
observing how changing the number or type of components in a series circuit can affect a lamp
knowing some materials are good electrical conductors and others are good electrical insulators
understanding that there are many different materials and they have very different properties
being aware that the Moon is a natural satellite of Earth and it is not a light source.

People have studied the Moon and its phases for thousands of years; the first calendars were all lunar based and the Moon has been, and is, an important part of
many cultures around the world. This led humans to want to investigate the Moon further and deepen their understanding of its relationship with Earth. When
learning about how the Moon appears to change over a lunar month, learners can consider previous theories/beliefs about the Moon and how scientific enquiry
provided evidence to explain the phenomenon that has been observed throughout human history.
Knowledge of electricity (and electrical circuits) is fundamental in a wide range of jobs, such as engineering and electronics. If possible, invite some people who
work with electricity (e.g. electricians, circuit designers) to speak to the learners about their work.
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6Pe.01 Use diagrams and cell, component, circuit Circuit diagrams using conventional symbols are Learners can make mistakes identifying and
conventional symbols to diagram, circuit, scientific models. By covering this learning drawing symbols especially the difference between
represent, make and buzzer, switch, lamp objective, learners will use and apply models and a single cell and a battery.
compare circuits that include representations.
cells, switches, lamps and Incorrect use of symbols can lead to
buzzers. misconceptions about how circuits and circuit
components work. Learners require significant
practice in using and drawing circuit diagrams to
ensure they develop understanding and fluency to
minimise the risk of misconceptions arising.
6Pe.02 Make simple circuits series, parallel, circuit, Learners can draw circuit diagrams, using Learners can confuse series and parallel circuits.
and compare the brightness lamp conventional symbols, of the circuits they have Provide learners will opportunities to read circuit
of lamps in series and made. They can highlight the difference between diagrams of both series and parallel circuits.
parallel circuits. series and parallel circuits.
Learners may believe the colour of the wires affects
how the circuit works. Provide learners with wires
that only differ by colour (i.e. the metal within them
is the same) and demonstrate the colour of the wire
has no effect.
6Cp.03 Understand that conductor, Learners can participate in a role play to represent Learners may believe a material being a conductor
electrical conductivity and conductivity, insulator, electrical conductivity. Learners link arms in a circle or insulator is an either or situation when in reality it
thermal conductivity are insulation, electricity (representing a wire), with each learner is a scale. This can be discussed and shown by
properties of a substance. representing a wire particle. Two learners within the comparing different conductors and showing how a
circuit, representing cells that provide the energy, materials is a better or worse conductor than
Note: The objective here move side to side. If the wire is a conductor then another.
focuses on electrical the learners pass on the movement all the way
conductivity. around. If the wire is an insulator the learners resist
the movement (i.e. prevent the energy flowing
around the circuit) or reduce the movement.
6Cp.03 Understand that conduct, insulate, Learners can participate in a role play to represent ‘Some learners may believe that a coat ‘actively
electrical conductivity and conductor, thermal conductivity. Learners form two lines and at warms you up’ rather than understanding that a
thermal conductivity are conductivity, insulator, each end there are buckets; one of the buckets is coat prevents heat moving from the body into the
properties of a substance. insulation, thermal, filled with balls that represent energy. environment. The clarification that an insulator
heat, energy inhibits the transfer of energy and a conductor
Note: The objective here Learners can represent a thermal conductor by enables the transfer of energy will be addressed
focuses on thermal picking up balls and moving them down the line to through coverage of the learning objective.
conductivity. the bucket at the other end.
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Learners can represent a thermal insulator by
slowly picking up and moving balls; many of the
learners being very slow or refusing to take the
balls.
6Ps.01 Describe how a ray ray, light, reflected, Diagrams showing how light travels in straight lines Learners may believe all objects emit light (i.e. are
of light changes direction reflect and reflects off a plane mirror can be used to sources of light) which is why objects can be seen.
when it is reflected from a support learning.
plane mirror. This misconception can be addressed by placing
objects in a dark places and showing learners they
cannot be sources of light as they cannot be seen.
6Ps.02 Describe how a ray ray, light, refraction, Diagrams illustrating how light refracts in different Learners can see light refracted by some mediums
of light changes direction refract, medium mediums can be used to support understanding. (e.g. water) but may struggle to understand that
when it travels through light also changes direction when it travels through
different mediums and know transparent and opaque mediums, changing
that this is called refraction. direction as it goes. This misconception can be
addressed by learners placing a pencil into a cup of
water and observing how the pencil appears to
change shape.
6ESs.02 Observe and Moon, Sun, Earth, The phases of the Moon can be physically modelled Some learners may still think that the Moon is a
describe the changes in the orbit, phase, in the class by moving a painted ball (half white and light source, or that the phases of the Moon are
appearance of the Moon over terminator half black) around a learner (representing the caused by the shadow of the Earth. It is important
its monthly cycle. Earth), similar to the orbit of the Moon around the that learners understand that the Moon is not a light
Earth. source, it reflects light from the Sun, and that the
phases are caused by its relative position to Earth
Learners can draw a series of diagrams showing and not by the Earth’s shadow. This misconception
the phases of the Moon to represent their will be addressed through coverage of the learning
understanding. objective.
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Learning objective Scientifically Suggested teaching activities and resources
opportunities
6Pe.01 Use diagrams 6TWSc.03 Choose Circuits
and conventional equipment to carry out
symbols to represent, an investigation and use Discuss with learners what they currently know about electricity and circuits. Collect their ideas together as
make and compare it appropriately. a class list and if required note any misconceptions that need to addressed over the unit.
circuits that include
cells, switches, lamps 6TWSc.06 Carry out Present learners with an investigative questions: How many different circuits can we make from the same
and buzzers. practical work safely. set of equipment?
Give groups of learner’s time to choose different electrical components (i.e. wires, cells, switches, lamp,
motors and buzzers). Ask them to construct a range of circuits. Before they start, discuss how to be safe
with electricity:
What should we do and not do with electricity?
What are the risks when working with electricity?
How can we be safe when building circuits?
Once learners have made some circuits, ask them to share their first. Discuss if anyone recorded the first
circuit they made. Ask all groups to record their circuits so there is a record of them.
They will often draw something like this:
Compare the drawings of different groups and identify if they have drawn the same components different.
Is this useful?
If Group A was shown Group B’s drawing would they know what it means?
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opportunities
Explain that there is an international convention for drawing circuits that means anyone in the world can
understand them.
Show learners how to draw a circuit diagram for the simple circuit (containing the lamp) according to the
international convention. They then draw the diagram for themselves.
Provide the learners with a range of circuit diagrams that include electrical components available for them to
use, such as:
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opportunities
Learners build the circuits represented by the diagrams. Ensure that they can explain why they are choosing
each component. Learners then continue to investigate how many circuits they can build using the
equipment available, this time recording their circuits using appropriate circuit symbols.
Note: For the circuit symbols used and assessed as part of Cambridge Primary Science programme please
refer to the appendix in the Cambridge Primary Science Curriculum Framework.
Resources: Circuit components, circuit diagrams

6Pe.02 Make simple 6TWSp.03 Make Series and parallel circuits
circuits and compare the predictions, referring to
brightness of lamps in relevant scientific Give learners circuit cards of the following two diagrams:
series and parallel knowledge and How bright will the lamps be in each circuit?
circuits. understanding within Why do you think the lamps will be that bright?
familiar and unfamiliar What prediction will you make?
contexts. Why is that your prediction?
What knowledge is helping you with that prediction?
6TWSc.06 Carry out
practical work safely. 1 - Series
2 - Parallel
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opportunities
Explain to learners that they will build the two circuits and observe what happens. Before they start building
their circuits, discuss how to be safe with electricity.
What are the risks when working with electricity?
How can we be safe when building circuits?
Provide the learners with electrical components to build the two circuits. In pairs the learners build the
circuits and record their observations.
Discuss with learners how their observations compare to their predictions.
What is the difference between the series and parallel circuits?

How is the brightness of the lamps affected by the way the circuits are arranged?
In the first circuit the lamps are in series; the two lamps follow on from each other and share the energy as it
flows round the circuit. This means each lamp will be half as bright as a single lamp would have been.
In the second circuit the lamps are in parallel. The two lamps are in two different circuits and so both receive
the same amount of energy from the cell. This explains why both lamps will be as bright as a single lamp
would have been. (Note: In parallel circuits the cell will run out of energy twice as quickly).
Resources: Circuit components, circuit diagram cards

6Cp.03 Understand that 6TWSp.03 Make Electrical conductivity
electrical conductivity predictions, referring to
and thermal conductivity relevant scientific Describe to the concept of electrical conductivity as one of the physical properties of substances. Electrical
are properties of a knowledge and conductivity is a measure of how good the substance is at supporting the transfer of electricity. Electrical
substance. understanding within conductors are good at conducting electricity and electrical insulators inhibit the transfer of electricity
familiar and unfamiliar
contexts.
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opportunities
Note: for this activity the Give learners a variety of substances (e.g. paper, rubber, steel nail, copper nail, brass drawing pin, coins of
focus is on electrical 6TWSa.01 Describe the known metals, cotton, polyester, leather, plastic, wood). Ask them to predict which will be good conductors
conductivity accuracy of predictions, and which will be good insulators:
based on results. Which substances do you think will be good electrical conductors? Why?
Which do you think will be good insulators? Why?
6TWSa.02 Describe Ensure learners make predictions referring to their existing scientific understanding.
patterns in results,
including identifying Learners sort the substances into two groups (i.e. conductors and insulators) based on their predictions.
anomalous results. Before they start testing their substances, discuss how to be safe with electricity.
6TWSc.06 Carry out What are the risks when working with electricity?
practical work safely. How can we be safe when building circuits, especially with the substances being tested?
Ask learners to build the following circuit to test their predictions, explaining that they will complete the gap
in the circuit by attaching wires to each substance being tested in turn:
How will you know if the substance is a good conductor or if it is an insulator?

If the lamps lights up then the substance is a conductor, if it does not light up (or is very weak) then the
substance is an insulator.
Learners record their results in a table and check whether their predictions were correct.
What conclusions can you draw from your results?

What similarities do all the conducting substances have?
Were there any substances that surprised you?
How accurate were your results compared to your predictions?
Resources: Circuit components, a range of substances to test
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opportunities
6Cp.03 Understand that 6TWSc.08 Collect and Thermal conductivity
electrical conductivity record observations
and thermal conductivity and/or measurements in Explain that all materials are made of different substances; some substances are good at insulating against
are properties of a tables and diagrams heat loss and other materials are good at conducting heat. The ability of a material to conduct heat well or
substance. appropriate to the type poorly is a physical property.
of scientific enquiry.
Note: for this activity the Show learners an image of something cooking in a pot. Present them with a metal spoon and a wooden
focus is on thermal 6TWSc.05 Take spoon.
conductivity appropriately accurate Which spoon should you use to stir the food? Why?
measurements.
Discuss with learners that metal is a good thermal conductor so the thermal energy being applied to the
6TWSc.06 Carry out cooking pot will transfer through the metal to your hand which may burn you.
practical work safely. However, the wooden spoon is a poor thermal conductor (i.e. it is an insulator) as the material inhibits the
transfer of heat energy.
Where else do you see examples of different substances being used because they are good thermal
conductors or insulators?
Many kitchen utensils have both metal and plastic/rubber parts. The metal part is strong and rigid but,
because metal is also a very good thermal conductor, the handles are made from a very good thermal
insulator (e.g. plastic, rubber) which stops us burning ourselves when using it.
Air is a very good thermal insulator; it is used between the two panes of glass within double-glazed windows
to stop heat transfer in/out of a building.
In general, metals are much better thermal conductors than non-metals. Diamond is a notable exception; it
is an excellent thermal conductor even though it is not a metal.
Explain to learners that they will be given an ice cube and their challenge will be to stop the ice cube from
melting. Explain they will be investigating what substances are thermal insulators and what ones are
thermal conductors. Provide learners with a range of materials (e.g. newspaper, aluminium foil, plastic food
wrap, plastic sheeting, different fabrics, bubble wrap). They choose materials to wrap their ice cube in; they
can use two layers of the same material if they want.
Give pairs of learners an ice cube. Using scales, they measure the mass of their ice cube before they start
and record it as the starting mass.
Learners then wrap their ice cube in their chosen material and secure it with an elastic band. Leave one ice
cube unwrapped as a control.
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opportunities
When the control ice cube has melted, learners unwrap their ice cubes and measure the mass again to see
how good their choices of insulating material were. They record the new mass of the solid ice, as final mass,
and calculate how much mass has been lost as liquid water.
Why did wrapping the ice cubes stop them from melting?
Which materials were the most effective thermal insulators?
Learners share their results with each other and create a class ranking of the best insulator to the worst.
Explain that wrapping up the ice cubes slowed down the speed of melting as the material layer inhibits the
transfer of thermal energy from the surrounding air to the ice cube. Some materials are better thermal
insulators than others, such as thicker materials, those with air trapped within them (e.g. bubble wrap);
these materials are more able to limit the thermal energy that gets to the ice cube.
Explain that insulators can keep warm things warm, e.g. we wear thick coats in cold weather to slow down
the transfer of our body heat into the environment. Insulators can also keep cold things cold, e.g. we use
cool boxes made of insulating material to prevent the heat on a warm day from getting to cool food items.
Resources: Metal and wooden spoon, a range of materials to be tested, ice cubes, scales, elastic bands
6Ps.01 Describe how a 6TWSm.02 Use models, Reflections
ray of light changes including diagrams, to
direction when it is represent and describe Show a mirror to the class.
reflected from a plane scientific phenomena What can you see in the mirror?
mirror. and ideas. How is that image being seen?
What is a mirror made of? Can we see that material?
Remind learners that light travels in straight lines. Demonstrate that light cannot travel around a corner by
continuing to talk to learners while you walk around a corner; they will no longer be able to see you.
Show learners a diagram of light traveling in a straight line from a light source, reflecting off a plane mirror
and then entering the eye. Explain that light is not changed when it is reflected by a plane mirror so we see
an object as if a mirror was not involved (no change in colour or shape).
Present learners with another model of the process of light being reflected off a plane mirror. Show them a
ball, explaining that it represents light, and roll it over a smooth floor towards a wall at an angle; it will
bounce away from the wall at an angle. If necessary place a smooth surface on the floor to roll the ball over.
Learners, working in groups of four, can role play the reflection by representing the light source, the mirror’s
surface, an eye/person and one learner using string to represent the light ray. The ‘string’ learner starts at
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opportunities
the ‘light source’ who takes hold of the end of the string, then moves as the light ray would move drawing
the string out in straight lines as they move.
In a dark room, provide learners with the opportunity to see the reflection of a light ray from a light source
(ideally a ray box with a thin slit to produce a beam) off a plane mirror at an angle. This activity can be
extended by measuring the angles of incidence and reflection to identify whether there is a pattern in how
the light changes direction when it reflects from a plane mirror surface.
Alternatively, if ray boxes are not available, torches can be used to provide a beam of light; cover the torch
with card and make a small pin hole in the centre.
Resources: Ball, string, mirrors, light source,

6Ps.02 Describe how a 6TWSc.08 Collect and Arrows that change direction
ray of light changes record observations
direction when it travels and/or measurements in Show learners a large, clear container of water; place a pen (or pencil) half in and half out of the water. Ask
through different tables and diagrams learners to look at the object from different positions.
mediums and know that appropriate to the type What do you observe about the object?
this is called refraction. of scientific enquiry. In addition, a coin can be dropped in a glass of water which, if done in the right way, can look as if the coin
disappears.
Explain how light travels through many different mediums (i.e. materials or mixtures) such as air, glass,
plastic and water. Discuss everyday examples that learners may have experienced without realising it, such
as light passes through glass (when they look out of a window); through water (so they can see the bottom
of a glass of water) and through the lenses of glasses/sunglasses allowing them to see.
Demonstrate what happens to light when it travels through water. Draw an arrow pointing to the left on a
piece of paper. Move the arrow behind the container of water; ask learners to observe what happens:
What happened to the arrow?
Why do you think it changed direction?
What is happening to the light as it travels through the water?
The direction of the arrow was reversed (i.e. it now points to the right). As light moves from the air to the
water it slows down slightly causing it to bend. This process is called ‘refraction’ and it causes the light
beams to cross over and the image appear to be reversed. Draw a diagram to help explain to learners what
is happening.
In a dark room, learners direct a light ray from a light source (ideally a ray box with a thin slit to produce a
beam) into a range of different mediums (e.g. water in a container, vegetable oil in a container, a glass
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opportunities
block, a clear plastic block). They observe if the light beam changes in any way as it passes through the
different medium. Learners can note their observations as diagrams and/or in a table where they write
descriptions of their observations.
Alternatively, if ray boxes are not available, torches can be used to provide a beam of light; cover the torch
with card and make a small pin hole in the centre.
Resources: Clear container, arrow drawn on paper, a range of different mediums, light source (ray box or
alternative)
6ESs.02 Observe and 6TWSm.02 Use models, Moon phases
describe the changes in including diagrams, to
the appearance of the represent and describe Show learners an image of the full Moon, a half Moon, and a crescent Moon.
Moon over its monthly scientific phenomena What do you notice about these images of the Moon?
cycle. and ideas. Why does the Moon appear to change shape?
Why does it seem to disappear at certain times of the month?
What is the Moon?
Why do we see the Moon?
The moon is a natural satellite of Earth (i.e. it orbits the Earth); it is made of rock.
How do we see any object?
We can see the Moon from Earth because light from the Sun reflects off the Moon down to the surface of
the Earth.
However, from our position on Earth the Moon appears to change shape from day to day; this phenomenon
is called the ‘phases of the Moon’. The phases of the Moon are caused by different amounts of the Moon
reflecting the light from the Sun because the position of the Moon, relative to the Earth, changes day to day.
Show, and explain, a physical model of the phases of the Moon. Give one learner a painted ball (half white
and half black) which represents the Moon. They walk around another learner (representing the Earth) in a
circular route, modelling the lunar orbit around the Earth, ensuring the white side of the Moon always faces
the direction designated as the Sun. The ‘Moon’ learner pauses at key points, and the ‘Earth’ learner
describes what they can see of the Moon; this should happen when a full Moon can be seen (i.e. all of the
side of the Moon that faces the Sun is facing the Earth) and when the Moon cannot be seen (i.e. only the
dark side of the Moon is facing us). Between these two events, different amounts of the side of the Moon
that faces the Sun can be seen on Earth.
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Explain how this is a helpful model of what really happens; scientists would need to be far away from Earth
and the Moon in order to make observations of the phenomenon.
Resources: Images of the Moon, painted ball
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Unit 6.5 Chemical changes and mixtures
Unit 6.5 Chemical changes and mixtures

Outline of unit:
In this unit learners will understand how chemical reactions result in the formation of new substances and how to recognise when a chemical reaction has occurred.
They will then consider mixtures including dissolving by investigating how dissolving is affected by temperature. Learners will then expand their understanding of
mixtures to looking at soils which are different mixtures of many different substances.
By considering chemical change and mixtures together there is the opportunity to ensure learners have clarity between the two concepts and do not mistake
mixtures for chemical change or think adding two substances together always results in a chemical change.
This unit provides opportunities for learners to observe and carry out experiments involving chemical reactions and dissolving.

understanding that substances can physically change and these changes can be reversible
knowing some substances will react to form new substances
using the particle model to explain how a solid dissolves in a solvent

Soil quality is essential to growing crops successfully. Discuss with learners which crops are grown locally and whether the types of crops grown has changed over
time due to a change in the soil quality. Discuss the actions local farmers take to try and keep the soil quality suitable for growing their crops. Learners could
complete a project on which human activities have an effect on the soil and how that affects the ability of farmers to grow successful crops.
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6Cc.04 Understand that reactants, products, It may be appropriate to introduce basic word Some learners may think that chemical reactions
chemical reactions involve chemical reaction, equations for chemical reactions, such as: always form one product. It is important that
substances, called reactants, burning learners understand that chemical reactions usually
interacting to form new Reactant A + Reactant B → Product C and Product D have more than one product. This misconception
substances, called products. can be addressed during the teaching of this unit.
There is no requirement at this stage to introduce
symbol equations or to balance symbol equations.
6Cc.05 Observe and gas, colour change, Learners can use diagrams to record their Some learners may believe that every time they see
describe the evidence that a odour, temperature observations of a chemical reaction has taken one of the characteristics of a chemical reaction
chemical reaction has taken place. that a chemical reaction is happening. Provide
place (limited to a gas being examples where a chemical reaction is not
produced, colour change and happening (e.g. the presence of gas bubbles in a
change in temperature). fizzy drink, the colour change when paints are
mixed).
Ensure learners understand that they are looking

for signs of a change, and the products are different
substances to the reactants. It is also important to
address specific misconceptions as they arise.
6Cc.02 Describe how solid, liquid, As learners apply the particle model in this unit, Learners may believe cold liquids do not dissolve
temperature affects solids temperature, particles, they will be using and applying a scientific model. anything as they are cold. They may also believe
dissolving in liquids and energy that any amount of substance can dissolve in a
relate it to the particle model. liquid if the liquid is heated enough. Show learners
that dissolving can occur in liquids at a wide range
of temperatures (including cold liquids) so they can
understand the full effect temperature has on
dissolving solids.
6ESp.03 Know that there are soil, clay, sand, Learners can use diagrams to represent their Some learners may think that all soil is the same
different types of soils and geological, mineral, understanding of the different types of soil. especially if there is limited variation of soil in their
they can be classified based organic local area.
on their clay, sand and Learners can create physical models that represent Learners may also believe that soil does not contain
organic content. soil mixtures and/or the variation and change within living things, some of which are not visible to the
6ESp.04 Know that soil organic, environment a soil type; they combine different coloured balls eye and can be harmful if ingested or inhaled.
composition can change, (representing different components of soil, e.g.
which can support, or hinder, organic material, sand) in different ratios. For It is important that learners understand that soils
plant growth. example, one set of balls represents a soil that are mixtures, including living things, and there are a
contains a lot of organic material and a second set variety of soil types with different features and
of balls represents a soil that has lots of sand. properties. This misconception will be addressed
through coverage of the learning objective.
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6Cc.04 Understand 6TWSp.01 Ask scientific Chemical reactions
that chemical reactions questions and select
involve substances, appropriate scientific Show learners a candle and explain that you are going to light it.
called reactants, enquiries to use. What do you think will happen when the candle is lit?
interacting to form new What questions do we have about burning candle?
substances, called 6TWSc.06 Carry out How could we answer your questions? What scientific enquiry could we use?
products. practical work safely.
There are many questions that the learners might suggest (e.g. why does the wax melt? what is the
smoke? where does the wax go?) Discuss the scientific enquiry types we could use and support learners
in identify observing over time is the most practical one to use as it will give us information using first hand
observations with no need to manage variables.
Light the candle with a match and let it burn at the front of the class.
What is happening as the candle burns?
What evidence can you see?
Explain that as the candle burns, there is a both a physical change to the wax (i.e. it melts) and a chemical
reaction of the wax with oxygen (i.e. it burns in the air). In this chemical reaction there are two reactants
(i.e. wax and oxygen) and two products are formed (i.e. carbon dioxide and water); the water is in the gas
phase (i.e. water vapour) due to the heat from the candle).
This can be written as a simple word equation:
Wax + Oxygen → Carbon Dioxide + Water
Show learners a piece of paper and then scrunch it up into a ball. Ask them:
What has happened to the piece of paper?
Is this a chemical reaction?
Explain that the piece of paper has changed shape due to a physical force acting on it; this is a physical
change. It is not a chemical reaction as no new products have been made (i.e. the paper is still paper).
As a demonstration, go into an open outdoor area, roll the paper into a tube and set fire to it using a
match. Ensure the learners remain at a safe distance, use fireproof gloves and have a bucket of sand (or
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soil) to place the burning paper into. Always ensure you carry out a full risk assessment and meet the
health and safety requirements of your school.
How do you know a chemical reaction has occurred?
As the paper burns, smoke is produced and the paper goes black. Once the flame is put out you can show
that the black remains are very brittle and break off easily. The production of smoke and the fact that the
paper has changed irreversibly prove that a chemical reaction has taken place.
What chemical reactions do you encounter daily?
Discuss with learners everyday examples of chemical reactions (e.g. cooking and baking; burning;
combustion within a car engine; reactions inside the catalytic converter to reduce the polluting gasses
produced by a car engine).
Resources: Candle, paper, matches

6Cc.05 Observe and 6TWSc.08 Collect and The evidence of chemical reaction
describe the evidence record observations and/or
that a chemical measurements in tables and Show learners a video of a chemical reaction taking place.
reaction has taken diagrams appropriate to the What do you notice about what is happening?
place (limited to a gas type of scientific enquiry. How do we know a chemical reaction is taking place?
being produced, colour
change and change in 6TWSp.05 Describe risks Show several videos to ensure learners have the opportunity to observe examples of the following
temperature). when planning practical work indicators that a chemical reaction has taken place:
and consider how to change in temperature
minimise them. change in color
change in odour
6TWSc.06 Carry out formation of bubbles as a gas is produced.
practical work safely.
Ensure learners understand these four indicators do not all occur at the same time. Also explain that these
indicators can sometimes be seen when a chemical reaction is not taking place (i.e. no new products are
being formed). For example, a fizzy drink has gas bubbles in it but the gas is not a product of a chemical
reaction; gas was added, during production, and has dissolved in the drink. When paints are mixed the
colour changes but no chemical reaction has occurred; the colour change due to a difference in the light
absorbed by the paint mixture compared to the individual paints.
Explain to learners that they will carry out their own chemical reaction which they will observe to see if
there is any evidence that a chemical reaction is taking place. Learners must wear safety glasses in case
there are any splashes from the reaction.
What are the potential risks from doing a chemical reaction?
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What steps do we have to take to be safe carrying out a chemical reaction?
Demonstrate to learners how to smell chemical reactions in a safe way (i.e. by wafting the smell towards
the nose with a hand rather than smelling the reaction by moving towards the container).
Working in pairs, learners put one teaspoon of sodium bicarbonate (i.e. baking powder) into a container
(e.g. a plastic bottle, beaker or yogurt pot). Ensure the container is in a tray in case the reaction overflows.
The learners then add 10 cm3 of vinegar (i.e. acetic acid) and observe what happens.
What can you observe happening?
Are there any signs that a chemical reaction is happening?
What is causing the bubbles?
As the sodium bicarbonate and vinegar mix, learners will observe bubbles being produced and a distinct
change in the odour. If they hold the container in their hands, they will also feel that it is cold.
These are signs that a chemical reaction is happening, the bubbles are caused by the formation of gas
which rises through the liquid.
Learners can write the equation for the reaction:
Sodium Bicarbonate + Acetic Acid → Carbon Dioxide + Sodium Acetate
The general equation for a chemical reaction is: Reactant A + Reactant B → Product C + Product D
Give learners a wide range of household chemicals, such as:

water
baking powder (i.e. sodium bicarbonate)
lemon juice (i.e. liquid citric acid)
solid citric acid (if available)
vinegar (i.e. acetic acid)
flour (i.e. starch)
effervescent tablets.
Do not use any chemicals which will pose a risk to yourself or others e.g. do not use household cleaning
products such as bleach.
Explain to learners that they can choose two chemicals to mix together to see if a chemical reaction
occurs.
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Discuss with learners the need to be safe during all experimental work. Ask learners to consider the risks
and what can be done to reduce the risks.
Learners mix a small amount of the two chemicals they have chosen and observe what happens. If there
is a chemical reaction, they make a note of the evidence and try writing an equation for it. If there is no
chemical reaction between the chemicals, they can choose two other chemicals to try.
Once learners have completed their experiments, collate their results as a class and identify what
combinations of chemicals result in a mixture. From the class data learners create a dot plot (evidence of
a chemical reaction and dots for each observation) and identify which feature of a chemical reaction was
most common in the reactions they observed and which the least.
Resources: Containers, sodium bicarbonate, vinegar, teaspoons, safety glasses, a range of household
chemicals to be tested
6Cc.02 Describe how 6TWSp.03 Make predictions, Rates of dissolving
temperature affects referring to relevant scientific
solids dissolving in knowledge and Discuss with learners how there isn’t always a chemical reaction when adding chemicals together;
liquids and relate it to understanding within familiar sometimes a mixture forms. Demonstrate the dissolving of a sugar cube (i.e. the solute) in water (i.e. the
the particle model. and unfamiliar contexts. solvent) at room temperature. If a sugar cube if not available a teaspoon of sugar can be used.
What is dissolving?
6TWSp.04 Plan fair test What factors do you think might affect how quickly a solid dissolves in a liquid?
investigations, identifying the How could you investigate the effect of temperature on a solid dissolving?
independent, dependent and
control variables. ‘Dissolving’ is the process by which a solute is added to a solvent and their particles mix together. Clearly
explain that no reaction is taking place although, as the solute is ‘disappearing’, it can look like there is a
6TWSc.05 Take chemical change.
appropriately accurate
measurements. Learners plan a fair test enquiry to investigate how the temperature of water affects the amount of sugar
that will dissolve in it.
6TWSp.05 Describe risks What variables are you going to keep constant (control) in the investigation?
when planning practical work What is the independent variable going to be?
and consider how to How are you going to measure the amount of solid that dissolves? What is the dependent variable?
minimise them.
Ask learners to predict the effect the temperature might have on the amount of solid that will dissolve;
6TWSa.05 Present and encourage learners to use the particle model to help explain their predictions.
bar charts, dot plots, line Provide learners with three different temperatures of water (i.e. cold water from the fridge, water at room
graphs and scatter graphs temperature, and warm water from the hot tap)
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6TWSc.06 Carry out Learners keep the volume of water and the amount of stirring the same; they add sugar cubes, one at a
practical work safely. time, to the water at different temperatures and see if it dissolves. They need to ensure each sugar cube is
fully dissolved before adding the next one.
It is important that they work quickly as the water will change temperature quite quickly. If thermometers
are available, they can monitor the temperature themselves.
Learners judge when they think no more sugar is dissolving in the water. They record the number of sugar
cubes that fully dissolved at each temperature of water; they plot a graph of the number of sugar cubes
that dissolved against water temperature.
Learners can now investigate if temperature affects how quickly a solute dissolves in a solvent. This time
learners add one sugar cube to each water sample and time how long it takes for one sugar cube to
dissolve. They record their data in a table and then create a dot-to-dot graph, line graph (or scatter graph
through which they can draw a line of best fit). .
What have you found from your investigations?
Was your original hypothesis correct?
Help learners to draw conclusions based on the graphs of their results (e.g. significantly more sugar
dissolves in hot water than in cold water; sugar dissolves quicker in hot water than cold water).
Why do you think more sugar dissolves in hot water than in cold water?
Why do you think sugar dissolves quicker in hot water than in cold water?
Can you explain it in terms of the particle model?
Explain that the liquid particles in a warm solvent move faster than in a cold solvent; they are more able to
break up the solid particles of the solute into the body of the liquid. Learners can draw a series of
diagrams showing the particles of the solute and solvent during the process of dissolving; they can also
take part in a role play where learners act as solvent and solute particles colliding under different
temperatures.
Resources: Sugar cubes, water at different temperatures, heatproof containers, stirrers, stopwatches,
graph paper, thermometers
6ESp.03 Know that 6TWSc.08 Collect and Soils
there are different record observations and/or
types of soils and they measurements in tables and Show learners some soil samples in the classroom (or collect samples together from the school grounds).
can be classified diagrams appropriate to the What is soil?
based on their clay, type of scientific enquiry. Why is soil important?
sand and organic What do you know about soil?
content.
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6TWSc.06 Carry out Soil can be defined as the top 1.2 metres of the Earth’s crust (although this definition is flexible depending
practical work safely. on where you are in the world). It is loose geological material, such as rocks, and organic material and it
has huge importance as it is where crops grow. Soil is often classified by how much clay, sand and
organic content a sample contains. Soil is therefore a mixture made of distinct components.
Give pairs of learners’ samples of different types of soil from the local area: they will investigate the
samples by looking closely with a magnifying glass or hand lens (or a microscope) and touching them.
Each learner should make a table and use it to record their observations and compare the types of soil
they have.
If learners are touching them ensure you complete a risk assessment and follow your school’s health and
safety guidance. It may be appropriate for learners to wear gloves when handling soil. Encourage them to
use scientific vocabulary when describing the soil samples:
Consistency
Loose - soil breaks apart easily when held.
Friable - soil breaks apart with a small amount of pressure.
Firm - soil breaks apart with a lot of pressure.
Texture
Grainy - soil consists of large pieces and feels gritty.
Silky - soil consists of medium pieces and feels powdery.
Sticky - soil consists of small pieces and feels gummy.
Learners can also describe the colour of the soil sample and which materials (e.g. pieces of organic
material, decaying leaves) are present in the sample.
Provide learners with containers of water. Learners add some water to a small portion of each soil sample
and try to mould it into a ball. They discuss the differences between the samples.
Do they feel sticky?
Can you make a ball?
Does the ball break easily?
Learners put a small amount of each soil sample into a clear container with a lid (such as a plastic bottle
or jar). They add water and shake the container; they leave the contents to settle until the following lesson.
Distinct layers will form: the bottom layer will consist of pebbles and sand and the top layer will be silt, clay
and water (discoloured by soluble organic material) and there will be floating organic material on the top.
Learners measure the heights of the layers using a ruler and use this to inform is the soil is mostly clay,
sand or organic material.
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Support learners in classifying soils based on their observations and by considering the clay, sand and
organic material content.
Resources: Magnifying glasses or hand lenses, soil samples from the local area, containers
6ESp.04 Know that 6TWSm.02 Use models, Soil composition and plant growth
soil composition can including diagrams, to
change, which can represent and describe Discuss the differences in appearance and texture of the soils from the local area.
support, or hinder, scientific phenomena and In what ways are soils different?
plant growth. ideas. Why do you think soils are different?
What different components make up different soils?
6TWSp.04 Plan fair test
investigations, identifying the Explain that soil composition varies hugely in terms of its mineral content and the amount of organic
independent, dependent and materials. Environmental conditions (e.g. the weather) affect soil formation and therefore soil composition.
control variables. The use of the soil also changes soil composition (e.g. repeated growth of the same crops can quickly use
up organic material and minerals within the soil).
What is the main way humans use soil?
Why is soil composition so important to humans?
Can the composition of soil be altered?
Explain that soil is very important to humans all over the world as it is what crops are grown in to provide
food for humans directly (i.e. plants) or indirectly by feeding animals. The composition of some soils is not
so good at supporting healthy plant growth; it can be improved by adding fertiliser (i.e. organic materials or
specific minerals) or by rotating the crops that are grown.
Show learners two different types of soil: a soil rich in organic content (e.g. a topsoil full of nutrients and
organic material) and a very sandy soil (or a very clay-based soil). If necessary, these samples can be
created by adding components (e.g. sand) to the soil that is available.
Tell learners they are going to carry out an investigation to find out which soil sample is best for plant
growth. Have a class discussion about planning the investigation.
What enquiry type will we need to use to get an accurate answer?
How will we set up the investigation?
What variables will we need to control?
What will our independent variable be?
How will we collect data from our experiment?
Explain to learners that they will need to set up a fair test investigation to accurately compare plant growth
in two soil samples. They will need to keep many things constant (e.g. the amount of soil, the temperature
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and amount of water, the seeds, the depth at which the seeds are planted, the placement of the
containers). The variable will be the type of soil used. Data will be collected by daily observations and,
when the shoot appears, measuring the height of the shoot.
Working in groups, learners put soil rich in organic material in one container and the same amount of
sandy soil in another; they label the containers with the soil type. They plant one seed in each container,
pushing it down to the same depth in both soil samples. (Note: Use any seed that grows reasonably fast
so it can be observed within this unit of teaching such as tomato. Learners give each seed the same
amount of water and place the containers side by side.
They monitor the growth of their plants over the course of two weeks, recording observations and taking
measurements of shoot height when they appear above the soil. If the plants need watering both
containers should have the same amount of water added.
Which soil type was best for plant growth?
Why do you think that was?
What implications does this have for people growing crops for food?
Explain that, the organic rich topsoil should be the best for plant growth as it is rich in minerals and organic
material and it is good at holding the water for the plant to use. Sandy soils contain very little organic
material; they dry out very quickly as water runs through them. It is hard for roots and shoots to push
through heavy and sticky clay-based soils and this can limit plant growth.
Reinforce to learners that fertiliser can be added to a soil that is low in organic material; this can make the
soil more suitable for growing crops.
Discuss how changing the composition of the soil can make growing crops easier or harder.
Resources: Soil samples, seeds, containers
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Unit 6.6 Ecosystems
Unit 6.6 Ecosystems

Outline of unit:
In this unit, learners will extend their understanding of food chains into more complex food webs. They will explore different food webs that are found in different
ecosystems and how each food web is made up of interacting food chains.
They will explore how energy moves through a food web and how producers are able to make their own food by using energy from the Sun.
Finally, learners will understand how some substances are toxic and can effect a whole food web. They will be introduced to the concept of bioaccumulation and
how some toxic substances may not affect organisms high in a food web until it builds up to a toxic level.

understanding what a food chain is
identifying and describing animals and plants as producers, consumers, predators and prey
being able to describe some different ecosystems
knowing that energy comes from the sun (in the form of heat and light) and plants use this energy to survive and grow.

6SIC.03 Use science to support points when discussing issues, situations or actions.
An understanding of food webs and food chains is important for considering the balance of ecosystems and how human intervention, however well intentioned,
often upsets that balance. Thinking about their local area, learners can consider if there are examples of humans interacting with ecosystems that produce positive
and/or negative effects, such as the introduction of a new species to an area, the reintroduction of a species to an area or the hunting of a species.
Considering the interaction of animals and plants and how an ecosystem functions is part of many peoples’ jobs; if possible, invite in a local professional (e.g.
ecologist, professional gardener, forestry worker to talk to learners about ecosystems.
The waste produced by humans can often have an impact on the environment. Learners can investigate if any waste produced in their local areas impacts on the
local ecosystem(s) and if there are any current (or historic) instances of bioaccumulation in their local area (e.g. the use of DDT as a pesticide).
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6Be.01 Interpret food webs food chain, food web, Food chains/webs are models and representations Some learners may think that the arrow in a food
and identify food chains producer, primary of the feeding relationships between organisms. By web simply points from one organism to another.
within them. consumer, secondary analysing food chains/webs learners are interacting
consumer, tertiary with a scientific model. It is important that learners understand that, within a
consumer, predator, food chain/web, the arrow represents energy being
prey, herbivore, Learners can participate in a role play as a physical transferred from one organism to another; the arrow
carnivore, omnivore model to demonstrate their understanding of points from the organism that is eaten to the
feeding relationships between organisms. Learners organism that has eaten it.
are allocated roles as different plants and animals;
ensure more learners represent plants and animals
lower down the food chain/web. Provide plants with
balls to represent energy. Learners representing
herbivores ‘eat’ the plants by taking their energy,
learners representing carnivores then ‘eat’ the
herbivores and carnivores higher up the food
chain/web ‘eat’ herbivores or lower tier carnivores,
as appropriate.
6Be.03 Identify the energy energy source, Sun, Learners can use (or draw) diagrams of food Some learners may think that plants get their food
source of a food chain/web, producer, consumer, chains/webs and add in arrows showing the energy from the soil that they grow in.
and describe how energy is energy flow flow. This creates an energy flow diagram.
transferred through a food It is important that learners understand that plants
chain/web. Learners can participate in a role play as a physical are the food producers (i.e. they make their own
model to demonstrate their understanding that the food using energy from light). Soils contain
Sun is the energy source of a food chain/web. They substances that a plant requires e.g. a source of
can repeat the role-play above except this time a water, a mixture to anchor in (so they remain
learner, representing the Sun, starts with all the upright or will not be blown away) and a source of
balls which they give to the learners representing minerals and nutrients. Learners can be shown
plants. videos of hydroponics to prove soil is not required
for plant growth but light and air is essential.
6Be.02 Know that some bioaccumulation, toxic, Learners can participate in a role play as a physical Learners may think that toxic substances only affect
substances can be toxic and concentration, model to demonstrate the impact of toxic the plants and animals lower in the food chain as
damage living things, and ingestion, substance, substances on a food chain. Blocks can be used to the toxic substance will not reach the top (e.g.
that these substances can food chain, food web represent a toxic pesticide; this provides clear humans). It is important learners recognise that
move through a food differentiation from the balls that were used to most living things have some resistance to toxicity
chain/web. represent energy in previous role plays. Some and small levels of toxic substances can be
learners are given blocks to model plants being tolerated, or even required.
sprayed with toxic pesticides. Other learners,
representing herbivores (e.g. insects), take the There are many examples of toxic substances that
blocks and then sit on the floor to model ‘eating’ the are required in small doses for plants and animals
230
plant now containing the toxic substance and (including humans) to be healthy. One example
‘dying’. Finally, other learners, representing animals includes arsenic.
and plants, take the blocks and also sit on the floor
to model ‘eating’ the dead herbivores containing the There are some substances which are toxic
toxic substance and ‘dying’. regardless of dosage and these include mercury
and cadmium.
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6Be.01 Interpret food 6TWSm.01 Describe how a Food webs
webs and identify food model can help us
chains within them. understand and describe Show learners a simple food chain (e.g. grass → rabbit → fox). Then, by asking questions, identify what
scientific phenomena and they already know about food chains:
ideas. What is a predator?
What is a prey?
What is a producer?
What is a consumer?
What is a primary consumer?
What is a secondary consumer?
What is a herbivore?
What is a carnivore?
What is a omnivore?
Clarify any terms that learners seem unfamiliar with or confused by.
Explain that food chains are part of much more complex ‘food webs’ that exist in every ecosystem.
Select a food chain with a common plant (e.g. grass) and animals that the learners are familiar with.
Designate one group of learners as the common plant and other learners as the animals in the food chain.
Learners could be given animal masks (or name labels) to help them remember which animal they are.
Connect the producer (on one side) to the final consumer (on the other side) by each holding one end of a
piece of string. Other consumers find their appropriate place along the food chain and hold the string
there.
The following process can be used to extend this food chain into a food web using organisms that the
learners are familiar with:
Explain how many creatures eat the same food. Ask learners to name another animal that eats the
producer.
Designate a learner as that animal and place them off the food chain as a new ‘branch’.
Ask learners to name an animal that eats the newly-placed animal. If learners suggest an animal that is
already in the model, then use string to connect the two food chains together. Alternatively, add a new
learner representing the new animal.
Keep adding animals and connections until the learners cannot provide any further suggestions.
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Discuss how this added complexity leads to a food web rather than a simple food chain. This is a scientific
model which shows all the known, interconnecting feeding relationships between the plants and
animals included.
Give learners some printed examples of food webs from different ecosystems; ask them to circle the food
chains they can see.
How do food chains and food webs help you understand the interactions in an ecosystem?
Resources: String, printed food webs

6Be.03 Identify the 6TWSm.02 Use models, Energy flow
energy source of a including diagrams, to
food chain/web, and represent and describe Ask questions to start a conversation with learners about where living things get the energy they need to
describe how energy is scientific phenomena and survive:
transferred through a ideas. Where do plants get their energy from?
food chain/web. Where do animals get their energy from?
Where does energy within food chain come from originally?
Most of the energy within living things comes from the Sun. Explain how the class will participate in a
physical model of the energy transfer within a food chain/web.
Designate a learner as the Sun who gives energy (represented by balls) to other plants (represented by
other learners). Explain that the ‘plant learners’ holding the balls use the energy to make food, and the
energy is then contained in the food.
When a consumer (i.e. a herbivore) eats the plant they consume the food and therefore get the energy
which they need to live. Designate some learners as herbivores that eat plants; ask them to ‘eat the plants’
by taking the balls from the ‘plant learners’.
Designate another group of learners to act as predators who eat the ‘herbivores’ and get the energy they
hold. As the consumers prey on each other, the energy can be passed up through the food chain.
Explain how the role-play of the energy transfer acts as a model which shows our understanding of how
energy is transferred through a food chain/web.
Learners record their understanding by creating a comic strip. Ensure they cover the key points (e.g. the
energy comes from the Sun, producers transfer that energy into food, consumers eat producers and
transfer the energy from the producer to themselves, consumers eat consumers).
This activity can be extended by asking learners to create a ‘What If’ story based on the question:
233

What will happen if the energy from the Sun could not reach the surface of the Earth?
Resources: balls, printed food webs/chains

6Be.02 Know that 6TWSc.07 Use a range of Toxic substances in food chains
some substances can secondary information
be toxic and damage sources to research and Introduce the word ‘toxic’ to the learners.
living things, and that select relevant evidence to What does the word ‘toxic’ mean?
these substances can answer questions. If a substance is ‘toxic’ what does that substance do?
move through a food Focus the discussion with learners on how toxic substances can damage living things leading to illness
chain/web. and even death.
Show learners some images of toxic substances (e.g. mercury, arsenic and lead). Discuss how each
example is toxic. Using secondary information sources, learners research one or more of the named toxic
substances to create ‘toxic substance profiles’; they identify the sources of a toxic substance, the impact
the toxic substance has on living things (including, but not limited to, humans). They may also find out the
history of how humans have used toxic substances in the past and how scientific discovery has, over time,
changed our understanding of which substances are toxic. Learners then share their toxic substance
profile with the class.
Explain that energy is not the only thing that can flow through a food web; sometimes toxic substances
that are introduced to an ecosystem can be passed through the food web and build up in consumers
higher up. Learners who research mercury and microplastics (in aquatic food chains) or DDT (an
insecticide which affects the shells of bird eggs) can explain how these toxic substances move through the
food chain/web. This is because toxic substances often stay in the organism that has eaten them meaning
the toxic substance is passed onto other organisms that eat them.
Learners can produce a comic strip to show how toxic substances move through a food chain/web.
234
Unit 6.7 Puberty
Unit 6.7 Puberty

Outline of unit:
This unit introduces the organs of the human reproductive system and the physical changes that occur during puberty. It does not cover human reproduction,
pregnancy or child birth.
The aim of this unit is to give learners scientific information about the changes that will happen to their bodies. Ideally this should be before they start puberty so it
may be helpful to schedule this unit earlier in the stage to better align to the needs of your learners. You may also wish to teach this content in separate groups for
boys and girls, although all learners should have the opportunity to fully meet all the learning objectives.
When teaching this unit, it is recommended that:

the use of scientific terms for the organs of the reproductive system (rather than colloquial terms) is modelled
diagrams (rather than photographs) are used to show the organs
ground rules for asking questions are set at the beginning of the unit (e.g. do not ask anyone about their individual experiences).
Learners often have many questions about this topic, and this is a good opportunity for them to get reliable information based on scientific understanding.

knowing humans are living things
identifying humans as part of the animal kingdom
knowing humans have offspring
understanding male and female humans have some key physical differences
understanding the reproductive system of flowering plants.

Learners can consider the important role that medical professionals (e.g. doctors, nurses and midwives) play in keeping them healthy. It may be beneficial to have a
local doctor, nurse or midwife come in and talk about their job and its links to human reproduction with the learners.
235
6Bs.03 Name the parts of reproductive system, Learners can label diagrams of male and female Some learners may use colloquial terms for the
the human reproductive penis, testes, sperm, reproductive systems using key vocabulary. reproductive parts, many of which are taboo, and
system. vagina, uterus, this can lead to them being unwilling to talk
oviduct, ovary, egg scientifically about the human reproductive system.
Some learners may think that all the reproductive

organs are external and visible. Ensure learners are
aware that there are also internal reproductive
organs, especially in the female system.
6Bp.01 Describe the physical puberty, hair growth, Learners can label diagrams showing where the Some learners may think that all physical changes
changes that take place voice breaks, oily skin, main physical changes happen for males and are restricted to either males or females.
during puberty in humans. hips widen, females during puberty.
menstruation, breasts, It is important that learners understand that most
muscles, hormones physical changes during puberty happen to both
males and females and only very specific changes
are gender specific. This misconception will be
addressed by coverage of the learning outcome.
236

6Bs.03 Name the 6TWSm.02 Use models, The human reproductive system
parts of the human including diagrams, to
reproductive system. represent and describe Recap the features of the organ systems covered so far in the Cambridge Primary Science Curriculum
scientific phenomena and (i.e. respiratory system, circulatory system, nervous system, musculoskeletal system).
ideas. Are there any differences between these organ systems in boys and girls?
Elicit that these organ systems are the same for boys and girls. Explain that this is not the case for the
reproductive system; the reproductive system of males and females are different and they have different
organs.
Give learners an unlabelled diagram of the male reproductive system with arrows pointing to the penis and
the testes.
Do you know the scientific names of the two organs indicated?
Tell learners that these parts are called the ‘testes’ and the ‘penis’. Learners label their blank diagrams.
It may be appropriate to give learners a simple explanation of the functions of these organs, such as:
Sperm cells are made in the testes where sperm cells in humans are similar to pollen grains in plants.
The penis is used for the excretion of urine and it is also part of the male reproductive system.
Give learners an unlabelled diagram of the female reproductive system with arrows pointing to the ovaries,
oviducts, uterus and vagina.
Do you know the scientific names of the organs indicated?
Tell learners the correct names for each of these organs and ask them to label their diagrams.
Again, it may be appropriate to give learners a simple explanation of the functions of these organs, such
as:
Egg cells mature in the ovaries; egg cells in humans have a similar function to egg cells in plants.
The Oviducts are tubes that carry the eggs from the ovaries to the uterus.
The uterus is where a baby develops in a pregnant woman.
The vagina is the opening to the female reproductive system.
Explain that the female reproductive system is mostly internal and therefore cannot be easily seen, unlike
the male reproductive system.
Resources: Blank diagrams of the human reproductive systems (male and female)
237

6Bp.01 Describe the 6TWSm.02 Use models, Puberty
physical changes that including diagrams, to
take place during represent and describe Explain that ‘puberty’ is the biological process which all humans go through to become biological adults
puberty in humans. scientific phenomena and with the ability to reproduce. The age puberty begins within humans varies from person to person; the
ideas. typical age ranges are 8 – 14 years old with girls often starting puberty before boys.
Find out what the class already know about the physical changes that happen as a human grows up by
asking questions:
What physical differences are there between the appearance of a human baby, a child, a teenager and an
adult?
Make a note of their responses. Their answers may include: grow taller and heavier, skin becomes oily,
spots appear on skin, hair grows on face, hair grows under arms, body produces hormones, body shape
changes, voice becomes deeper, body sweats more, may become physically attracted to other people,
start to think more about appearance.
Explain that, as we grow up, our bodies change because the level of hormones within our blood increase.
Puberty happens to every human and also to many animals.
Give learners a blank diagram of the human bodies of a male and a female. Learners label the diagrams
as you discuss the various physical changes that occur:
Happens to both males and females:

Hair growth: hair develops under the armpits and around the pubic area (i.e. where the reproductive
organs are). Males will develop substantial terminal hair on their arms, legs and chest. Hair change
and growth happens very differently to different individuals.
Grow taller: Puberty often involves a period of rapid growth.
Oily skin: The skin secretes an oily substance that can cause unpleasant odours if not washed off
regularly. It can also block skin pores and cause spots to develop.
Only happens in males (or most noticeable in males):
Facial hair: Hair develops on the jaw and above the mouth; this is most noticeable in males.
Muscles develop all over the body and strength increases; this is most noticeable in males.
Shoulders broaden.
Voice changes (i.e. breaks): The larynx grows and the voice deepens; it can happen very suddenly or over
a long period. (Note: Womens’ voices also deepen slightly, the process is much more gradual.)
Testes and penis: These organs become bigger; this is part of the way that boys become biological adults
who could be fathers.
Only happens in females
Hips widen.
Breasts develop: The breasts grow to be ready to provide milk for a baby.
238

Menstruation starts: This is part of the way that girls become adults who could become pregnant.
Learners may be nervous about going through the process of puberty themselves, so it can be useful for
them to make a book about the changes. For example:
Ask each learner to fold a piece of A4 paper in half to form a booklet.
They open the booklet and on the inside front cover (page 2) write the word ‘Me’ and their current age.
Ask them to write down any words they think describe them as they are now, such as:
o What they look like
o Interests
o Personalities
o Friends
o Favourite music
o Favourite TV
o Hobbies/interests.
Front Page (page 1) Learners write ‘Me’ and add the age they were 1 year ago. Ask them to repeat the
exercise and create a profile of themselves last year.
Inside back cover (page 3) Write the word ‘Me’ again and the age they will be in 1 year. They build a
profile of how they think they will be different by this time next year.
What physical and emotional changes might you have gone through?
How might your interests and lives change?
Back Page (page 4) – Write ‘Me’ again and aged 20. Ask the learners to imagine themselves aged 20
and write words to describe what they would like to be like as a young adult. Encourage them to be
positive and include what they would like to be doing too.
Ask the group to reflect on what they learned from the exercise and to discuss, in pairs, what they need to
do over the next few years to become the 20 year old they want to be.
What changes might happen?
What are they most excited about?
What issues might they face along the way?
Menstruation
Explain to the learners that they are going to find out about one of the changes that happens to a girl’s
body during puberty which means they will be capable of becoming pregnant. Remind them of previous
learning about the organs of the female reproductive system (i.e. ovaries, oviduct, uterus, egg, vagina).
Show learners an animation that explains the physical side of menstruation. Explain that everyone is
different and reassure them that there is no need to worry if they do not start to menstruate at the same
time as others.
239

Many girls are worried about the practicalities of menstruating and it might be useful to have a extra lesson
for the girls led by a female teacher (or nurse) to address their questions (e.g. Does it hurt? When will it
happen? What should I do when I start my period? Will everyone know that I have my period?).
Seek to address these questions in an open and positive way, encouraging girls to talk to their family if
they are worried about anything.
Resources: Blank diagrams of human reproductive systems (male and female), an animation of
menstruation
240
Sample Lesson 1
CLASS:
DATE:
Learning objectives 6Cp.03 Understand that electrical conductivity and thermal conductivity are
properties of a substance. (This lesson focuses on thermal conductivity)
6TWSc.08 Collect and record observations and/or measurements in tables and
diagrams appropriate to the type of scientific enquiry.
6TWSc.03 Choose equipment to carry out an investigation and use it appropriately.
Lesson focus / I can identify the properties of substances including thermal conductivity
success criteria I can make observations over time and record my observations in a table
I can choose equipment giving reasons for my choice
I can use equipment appropriately in an investigation
Prior knowledge / Learners will benefit from knowing some properties of substance and all substances
Previous learning have properties.
Learners will continue to develop their skills in carrying out an ‘observation over
time’ investigation.
Learners should know that ice is the solid state of water and that ice melts to liquid
water when it is heated up.
Plan
Timing Planned activities Notes

Introduction Have a saucepan in the room and fill it with boiling water; it will cool Ensure you write a
during the lesson. risk assessment
for this activity,
Show learners a metal stirring spoon and a wooden spoon. follow your
schools health and
Place the spoons into the hot water, ensuring that the handle is not in safety policies and
the water. Leave the spoons in the water for 1 minute. While the spoons ensure learners do
are in the water, ask learners: not get to close to
What is happening to the spoons? hot/boiling water.
Which spoon should I pick up?
Why that one? Resources:
Why not the other one? Saucepan,
wooden spoon,
Explain that all materials are made of different substances and some of metal spoon,
those substances are good at insulating against heat loss, and some boiling water
materials are good at conducting heat.
Explain that a thermal insulator is something that inhibits heat moving

through the substance from one place to another, a thermal conductor is
something that enables/supports heat moving through the material from
one place to another.
The metal spoon is a thermal conductor which is why it will be hot to pick
up; the heat is moving easily through the metal. The wooden spoon is a
thermal insulator which is why I can pick it up even through it has been
in the hot water for a while. (Note: the wooden spoon may be warmer
than when it started as insulators can still enable heat to move through
them it just happens slowly if at all).
Main activities Show learners a tray of ice cubes and explain that their challenge is to Resources:
stop their ice cube from melting. Introduce the investigation: What
substances are thermal insulators and what ones are thermal A range of
conductors? materials
How can you stop an ice cube melting?
Will you need substances that easily allow heat to move or substances ice cubes
that inhibit heat moving? Why?
241

Place learners into groups of three. Provide a range of scales
substances/materials to the learners and give them time to select the
substances/materials they want to test. elastic bands
Learners then select from a range of substances/materials available, as

many as possible, which can include newspaper, different fabrics, writing
paper, wool, bubblewrap, plastic food wrap (film), metal foil, plastic
wrapper, and other available ones.
Learners choose two materials to wrap their ice cube in it and secure the
two layers with an elastic band.
Which materials are the most appropriate?
Why are you making that choice?
What do you think is going to happen when the ice cube is wrapped up?
What difference will your material choices make?
Ask learners to write down their choice of equipment with a reason

based on their scientific understanding. Once learners have made a
choice with a reason they can collect their ice cube.
Keep one ice cube back, and announce this to the class, that one ice-
cube (you may want to name your ice-cube) will act as a control. If
needed explain a control is where we have one sample where we are
not making a change to compare our other samples against.
Learners measure the mass of their ice cube before they start as
accurately as possible. Learners then work to insulate their ice cube.
Once insulated the learners observe their ice cube, and those of other
groups, and discuss what is happening. Show the particle model of a
solid to the learners and ask them what will happen if the ice cube gets
heated up. Show how as the ice cube heats up the particles gain more
energy and move more to the point they move out of their fixed positions
and flow around each other as a liquid.
When the control ice cube has melted learners unwrap their ice cubes
and measure the mass of them (ensure they drain off any excess water
and do not measure any materials) to see how good their choices of
insulating material were.
End/Close/ What did you notice about your ice cube? How much of the ice cube has
Reflection/ melted? Why?
Summary
Collect the data in a class table (or graph) of ice cube mass against the
material combinations used.
What do you notice?
Which combinations worked well? Why?
Which materials are the most effective insulators?
Which materials are the most effective conductors?
Some materials are better thermal insulators than others as they are
better at limiting the thermal energy getting to the ice cube.
Thicker materials and materials with air trapped in them (e.g. bubble
wrap) tend to be better thermal insulators.
Reflection
242
Next steps
What will I teach next based on learners’ understanding of this lesson?
243
Sample Lesson 2
CLASS:
DATE:
Learning objectives 6ESp.04 Know that soil composition can change, which can support, or hinder,
plant growth.
6TWSp.04 Plan fair test investigations identifying the independent, dependent and
control variables.
Lesson focus / Learners will plan and carry out a fair test investigation to determine which type of
success criteria soil is best at supporting plant growth.
Prior knowledge / Learners will know what a plant needs to grow.
Previous learning Learners will know the characteristics of different types of soil.
Learners will have previous experience of a fair test investigation.
Plan

Introduction Take learners outside and provide them with small containers. Ask them to Note this learning
identify and collect soil samples from around the school grounds. will need to take
Can you find samples which look different? place over several
How is the soil different? lessons with time
What can you see in the soil? between lessons
Does it matter if the soil is different or not? for other teaching
and learning.
Ask learners to sort the soil samples into groups based on criteria they
choose. Learners share their criteria and how they have sorted their If you have no or
samples. limited outdoor
space, samples of
Recap that soils can contain organic material, clay, sand and debris soils can be
(including large stones). brought into the
classroom,
Soil is very important to humans all over the world as it is where crops are ensuring you
grown to provide food. The composition of the soil determines how good it is follow your
for growing plants in. Soil composition can be altered by adding fertiliser, or schools health and
by rotating the crops that are grown. safety policies.
If required
samples of
different soils.
Main activities What is the main human use for soil? Why is soil composition so important Resources:
for humans? Can soil composition be altered?
Containers with
Show learners an image of a plant. holes in the
Why does the plant need the soil? bottom
Ensure learners talk about minerals, nutrients, water and for anchoring.
Sand
Present learners with some dry sand. Plant fertiliser
Clay soil
Tell learners they are going to carry out an investigation to find out how
changing the soil affects the plant. Have a class discussion about Seedlings
planning the investigation.
Water
What enquiry type will we need to use to get an accurate answer?
How will we set up the investigation?
What will we need to keep constant?
What will our variable be?
How will we collect data from our experiment?
244

Learners will need to set up a fair test investigation to accurately identify
what happens to a plant when the composition of the soil it is in
changes.
What variable do we need to change?
What variables do we need to control?
What variable are we monitoring?
The amount of soil, water will need to be kept the same, the seedlings
used will need to be the same, and planted to the same depth, and the
position of the containers will need to be the same. The variable will be
the type of soil plants are planted in. Data will be collected by daily
observations and then measuring the height of the shoot when it is
possible to do so.
Groups of learners receive a planting containing, and a seedling. Set

one up as the ‘teacher pot’ which can act as the control. Using only a set
volume of sand learners plant their seedlings in the sand.
Do you think your plants are going to grow in that soil? Why? Why not?
All learners leave the seedlings until they begin to wilt. (Learners can
undertake other lessons while regularly observing the plants).
What is happening to the plant?
What can we do about this?
Providing groups with fertiliser and clay soil, learners unpot their
seedling and mix their sand, clay soil and fertiliser. Discuss how they are
changing the composition. Instruct different groups to mix in different
ratios, according to the table below, so a class set of data can be
produced that shows how changing the composition affects plant growth.
Learners give each seedling the same amount of water over the
investigation and place the containers side by side, so the conditions are
the same.
Continue to observe the seedlings over time, recording observations at

least twice a day (ideally at the same time each day). After several days,
learners repot the seedlings again with different ratios.
If possible, try to get the using different soil compositions set up with
seedlings planted in them:
Group 1st repotting 2nd repotting

% % clay % sand % % clay % sand
organic soil organic soil
material material
1 20 20 60 60 20 20
2 60 20 20 20 60 20
3 20 60 20 40 30 30
4 100 100
5 100 100
Teacher 100 100
If there are more than five groups, ensure you consider the soil
composition changes you want each group to investigate.
Continue to observe the seedlings and start to identify the impact

changing the soil composition has on plant health.
End/Close/ Draw together all the class data and discuss what the data shows.
Reflection/
Summary What happened when you changed the soil composition?
Which composition made the biggest difference to the plant? Which one
was best? Which one was worst?
245

The organic rich topsoil should be the best for plant growth as it is rich in
minerals and organic material and it hold the water well for the plant to
use. Sandy soils contain very little organic material and they dry out very
quickly as water runs through them. Clay-based soils are heavy and
sticky and can limit plant growth as it’s hard for the roots and shoots to
push through them.
Reflection
Next steps
What will I teach next based on learners’ understanding of this lesson?
246
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Unit Suggested teaching time

Unit 6.1 Stories with flashbacks 17 hours

Unit 6.2 Historical recounts 18 hours

Unit 6.3 Poetic language 15 hours

Unit 6.4 The environment 17 hours

Unit Suggested teaching time

Total 150 hours

Sample lesson plans

Other support for teaching Cambridge Primary English Stage 6

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Primary English Stage 6

Organisation of learning objectives into units

Unit 6.1 Stories with flashbacks

Unit 6.1 Stories with flashbacks

Recommended prior knowledge:

Speaking and Listening

Unit 6.1 Stories with flashbacks

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

The bird flew over the river. (past tense)

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

6Ws.02 Use paragraphs,

After learners have acted out their comic strip, ask:

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 6.2 Historical recounts

Unit 6.2 Historical recounts

Recommended prior knowledge:

Speaking and Listening

Unit 6.2 Historical recounts

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

VERBS CONNECTIVES NOUNS

walked fell but school Chen

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 6.3 Poetic language

Unit 6.3 Poetic language

Recommended prior knowledge:

Speaking and Listening

Unit 6.3 Poetic language

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Discuss these features with learners and ask:

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Give learners time to respond to the feedback.

Learning objectives Suggested teaching activities Resources

Their answers to the last question could include:

Learning objectives Suggested teaching activities Resources

It races up, dropping small crumbs.

Unit 6.4 The environment

Unit 6.4 The environment

Recommended prior knowledge:

Unit 6.4 The environment