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MATHS SYLLABUS – YEAR 6 (**SCIENCE SYLLABUS – BELOW MATHS**)

Ma6/2.1 Number & Place Value

Ma6/2.1a read, write, order and compare numbers up to 10 000 000 and determine the value of each digit

Ma6/2.1b round any whole number to a required degree of accuracy

Ma6/2.1c use negative numbers in context, and calculate intervals across 0

Ma6/2.1d solve number and practical problems that involve all of the above.

Ma6/2.2 Addition, Subtraction, Multiplication & Division

Ma6/2.2a multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

Ma6/2.2b divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

Ma6/2.2c divide numbers up to 4 digits by a two-digit number using the formal written method of short division where

appropriate, interpreting remainders according to the context

Ma6/2.2d perform mental calculations, including with mixed operations and large numbers.

Ma6/2.2e identify common factors, common multiples and prime numbers

Ma6/2.2f use their knowledge of the order of operations to carry out calculations involving the 4 operations

Ma6/2.2g solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Ma6/2.2h solve problems involving addition, subtraction, multiplication and division

Ma6/2.2i use estimation to check answers to calculations and determine, in the context of a problem, an appropriate

degree of accuracy.

Ma6/2.3 Fractions (decimals & percentages)

Ma6/2.3a use common factors to simplify fractions; use common multiples to express fractions in the same denomination

Ma6/2.3b compare and order fractions, including fractions >1

Ma6/2.3c add and subtract fractions with different denominators and mixed numbers, using the concept of

equivalent fractions

Ma6/2.3d multiply simple pairs of proper fractions, writing the answer in its simplest form

Ma6/2.3e divide proper fractions by whole numbers

Ma6/2.3f associate a fraction with division and calculate decimal fraction equivalents for a simple fraction.

Ma6/2.3g identify the value of each digit in numbers given to three decimal places and multiply and divide

numbers by 10, 100 and 1,000 giving answers are up to three decimal places

Ma6/2.3h multiply one-digit numbers with up to 2 decimal places by whole numbers

Ma6/2.3i use written division methods in cases where the answer has up to 2 decimal places

Ma6/2.3j solve problems which require answers to be rounded to specified degrees of accuracy

Ma6/2.3k recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Ma6/2.4 Ratio & Proportion

Ma6/2.4a solve problems involving the relative sizes of two quantities where missing values can be found by

using integer multiplication and division facts

Ma6/2.4b solve problems involving the calculation of percentages and the use of percentages for comparison

Ma6/2.4c solve problems involving similar shapes where the scale factor is known or can be found

Ma6/2.4d solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Ma6/2.5 Algebra

Ma6/2.5a use simple formulae

Ma6/2.5b generate and describe linear number sequences

Ma6/2.5c express missing number problems algebraically

Ma6/2.5d find pairs of numbers that satisfy an equation with two unknowns

Ma6/2.5e enumerate possibilities of combinations of 2 variables.

Ma6/3.1 Measurement

Ma6/3.1a solve problems involving the calculation and conversion of units of measure, using decimal notation

up to 2 decimal places where appropriate

Ma6/3.1b use, read, write and convert between standard units, converting measurements of length, mass, volume

and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places

Ma6/3.1c convert between miles and kilometres

Ma6/3.1d recognise that shapes with the same areas can have different perimeters and vice versa

Ma6/3.1e recognise when it is possible to use formulae for area and volume of shapes

Ma6/3.1f calculate the area of parallelograms and triangles

Ma6/3.1g calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic

centimetres (cm3) and cubic metres (m3), and extending to other units

Ma6/3.2 Properties of Shape

Ma6/3.2a draw 2-D shapes using given dimensions and angles

Ma6/3.2b recognise, describe and build simple 3-D shapes, including making nets

Ma6/3.2c compare and classify geometric shapes based on their properties and sizes and find unknown angles in

any triangles, quadrilaterals, and regular polygons

Ma6/3.2d illustrate and name parts of circles, including radius, diameter and circumference and know that the

diameter is twice the radius

Ma6/3.2e recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Ma6/3.3 Position & Direction

Ma6/3.3a describe positions on the full coordinate grid (all 4 quadrants)

Ma6/3.3b draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Ma6/4.1 Statistics

Ma6/4.1a interpret and construct pie charts and line graphs and use these to solve problems

Ma6/4.1b calculate and interpret the mean as an average.

YEAR 6 – SCIENCE SYLLABUS

Sc6/1 Working Scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills

through the teaching of the programme of study content:

Sc6/1.1 planning different types of scientific enquiries to answer questions, including recognising and controlling

variables where necessary

Sc6/1.2 taking measurements, using a range of scientific equipment, with increasing accuracy and precision

Sc6/1.3 recording data and results of increasing complexity using scientific diagrams and labels, classification keys,

tables, and bar and line graphs

Sc6/1.4 using test results to make predictions to set up further comparative and fair tests

Sc6/1.5 using simple models to describe scientific ideas

Sc6/1.6 reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations

Sc6/1.7 identifying scientific evidence that has been used to support or refute ideas or arguments.

Sc6/2.1 Living Things and their habitats

Sc6/2.1a describe how living things are classified into broad groups according to common observable characteristics

and based on similarities and differences, including micro-organisms, plants and animals

Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics.

Sc6/2.2 Animals including humans

Sc6/2.2a identify and name the main parts of the human circulatory system, and describe the functions of the heart,

blood vessels and blood

Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Sc6/2.2c describe the ways in which nutrients and water are transported within animals, including humans.

Sc6/2.3 Evolution

Sc6/2.3a recognise that living things have changed over time and that fossils provide information about living things

that inhabited the Earth millions of years ago

Sc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary and are not

identical to their parents

Sc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation

may lead to evolution.

Sc6/4.1 Light

Sc6/4.1a recognise that light appears to travel in straight lines

Sc6/4.1b use the idea that light travels in straight lines to explain that objects are seen because they give out or

reflect light into the eye

Sc6/4.1c explain that we see things because light travels from light sources to our eyes or from light sources to

objects and then to our eyes

Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the

objects that cast them

Sc6/4.2 Electricity

Sc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells

used in the circuit

Sc6/4.2b compare and give reasons for variations in how components function, including the brightness of bulbs,

the loudness of buzzers and the on/off position of switches

Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram.