St Luke's C of E Primary School

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Year 6

Year 6 Curriculum 


Please see below assessment criteria for Reading, Writing and Mathematics. 

If you have any questions, concerns or complaints regarding the curriculum please contact the Head Teacher, Mr Delves, via the school email address -


A downloadable document is available for all areas. 


G Targets

Comprehension Targets:





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.





  1. Reading books that are structured in different ways and reading for a range of purposes.





  1. Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.





  1. Recommending books that they have read to their peers, giving reasons for their choices.





  1. Identifying and discussing themes and conventions in and across a wide range of writing.





  1. Making comparisons within and across books.





  1. Learning a wider range of poetry by heart.





  1. Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.





  1. Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.





  1. Asking questions to improve their understanding.





  1. Drawing inferences such as inferring characters’ feelings, thoughts and motives form their actions, and justifying inferences with evidence.





  1. Predicting what might happen from details stated and implied.





  1. Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.





  1. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.





  1. Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.





  1. Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.





  1. Provide reasoned justifications for their views.






G Targets





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I am able to identify the audience and my writing shows an awareness of it.





  1. I can choose the appropriate form of writing to suit the purpose.





  1. I can use the main features of a type of writing.





  1. I can use techniques which authors have used to create characters, settings and plots.





  1. My writing demonstrates a lively imagination, including successful use of alliteration, similes, metaphors and personification.





  1. I can interweave descriptions of characters, settings and atmosphere with dialogue.





  1. I can use organisational and presentational devices to structure text and guide the reader e.g. headings, bullet points, underlining.





  1. Effective grammar and punctuation are often used, to both change and enhance writing.





  1. Tenses are used correctly throughout my writing.





  1. My paragraphs show a clear purpose and logical sequence.





  1. My writing, including longer pieces, are written cohesively.





  1. Most of the features listed are evident: relative clauses / mixture of active and passive voice / modal verbs / relative pronouns / clear subject and object / brackets / hyphens, colons and semi colons / Parenthesis / bullet points.

Writing: Composition Target

Writing: Transcription Targets





  1. My writing is fluent and legible, with some evidence of a personal style.





  1. I can use prefixes and suffixes with accuracy.





  1. I can spell some words with silent letters e.g. knight, psalm, solemn.





  1. I can spell the vast majority of words correctly, including those listed in appendix 1.





  1. I can distinguish between homophones and other words which are often confused.





  1. Most of the features listed are evident: Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity / hyphens / brackets, dashes or commas to indicate parenthesis / semi-colons, colons or dashes to mark clauses / a colon to introduce a list / punctuating bullet points consistently.

Writing: Analysis and Presentation Targets





  1. I can use and understand grammatical terminology when discussing reading and writing including:

active and passive voice





  1. colon





  1. hyphen





  1. subject and object





  1. semi-colon





  1. bullet points





  1. synonym





  1. My performances show confidence, appropriate intonation and good pace and volume.

Number & Calculations

G Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To Know and Use Numbers





  1. I can read and write numbers up to 10,000,000.
  2. I can use negative numbers in context and calculate intervals across zero.





  1. I can determine the value of each digit in any number.
  2. I can order and compare numbers up to 10,000,000.
  3. I can round any number to a required degree of accuracy.
  4. I understand the Roman numeral system, including recognising years written in Roman numerals.





  1. I can solve a wide variety of number and practical problems using all four operations.
  2. I can use negative numbers in context and calculate intervals across zero.
  3. I review my approaches to problem solving and make improvements for next time.

To Add and Subtract





  1. I can add and subtract negative integers in context.
  2. I can add and subtract whole numbers with more than five digits.
  3. I can add and subtract numbers mentally with increasingly large numbers.





  1. I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
  2. I use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

To Multiply and Divide





  1. I can identify common factors, common multiples and prime numbers.
  2. I can perform mental calculations, including with mixed operations and large numbers.





  1. I can multiply multi-digit numbers up to 4 digits by a two digit whole number using formal methods.
  2. I can divide numbers up to 4 digits by a two-digit whole number using formal methods.
  3. I can interpret remainders as whole number remainders, fractions, or by rounding as appropriate to the context.





  1. I can use my knowledge of the order of operations to calculate with all four operations. E.g. 2+1 x 3 =5 whereas (2+1) x 3 = 9.





  1. I can solve multi-step problems, using all operations, in contexts.
  2. I use estimation to check answers to calculations and problems and determine an appropriate degree of accuracy.






  1. I can use the notation a: b to record my work.
  2. I can solve problems comparing quantities and sizes through my understanding of ratio.
  3. I can solve problems involving the relative sizes of two quantities where missing values can be found by using multiplication and division facts.
  4. I can solve problems involving the calculation of percentages and the use of percentages for comparison.
  5. I can solve problems involving similar shapes where the scale factor is known or can be found.
  6. I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

To Use Fractions





  1. I can compare and order fractions, including fractions > 1.
  2. I can identify the value of each digit in numbers given to 3dp.





  1. I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
  2. I can multiply simple pairs of proper fractions, writing the answer in its simplest form.
  3. I can divide proper fractions by whole numbers.





  1. I can multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.
  2. I can multiply and divide numbers with up to 2dp by one and two digit whole numbers.
  3. I can multiply decimals by whole numbers, including in the context of money and measures.
  4. I am beginning to divide decimal numbers by a one digit whole number, in practical contexts.





  1. I can reduce fractions to their simplest form by cancelling common factors and form fractions by expressing fractions in the same denomination.
  2. I can associate a fraction with division and calculate decimal fraction equivalents. e.g. 3/8 = 3÷8= 0.375





  1. *I can solve problems that involve using my knowledge of the relationship between unit fractions and division. e.g. ¼ of a length = 36cm so the whole length is 36x4 =144cm.



Shape, Space & Measures


G Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To understand the properties of shapes





  1. I can recognise angles where they meet at a point, are on a straight line or are vertically opposite, and find missing angles.
  2. I can draw 2-D shapes using given dimensions and angles.
  3. I can recognise, describe and build simple 3- D shapes, including making nets.
  4. I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons.
  5. I can classify different types of triangles (isosceles, right-angled, scalene and equilateral) using their properties.
  6. I can illustrate and name parts of circles, including radius, diameter and circumference, and I know that the diameter is twice the radius.

To describe position, direction and movement





  1. I can draw reflections of shapes where the mirror line is at 45° and whether the shape is touching the line or not.
  2. I can rotate a shape around its centre or vertex.
  3. I can describe positions on the full coordinate grid (all four quadrants).
  4. I can predict missing coordinates, using my knowledge of properties of shapes.
  5. I can draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

To use measures





  1. I can 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 3dp.
  2. I can convert between miles and kilometres.
  3. I can calculate, estimate and compare the volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units.
  4. I can calculate the perimeters of composite rectilinear shapes.
  5. I can recognise that shapes with the same area can have different perimeters and vice versa.
  6. I recognise when it is possible to use formulae for area and volume of shapes.
  7. I can calculate the area of parallelograms and triangles.
  8. I can solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3dp.
  9. I can calculate time durations that are over the hour and interpret timetables.

To use statistics





  1. I can interpret and construct pie charts and line graphs and use these to solve problems.
  2. I can use frequency tables to record discrete data.
  3. I can calculate and interpret the mean as an average.
  4. I understand the mode and range and use them to describe a set of data.
  5. I can describe and predict the outcomes from data, using the language of chance and likelihood.

To use algebra





  1. I can generate and describe linear number sequences, including those involving fractions and decimals.
  2. I can find the term to term rule in a number sequence.
  3. I understand how to solve balancing equations, such as: 20 +? = 40 – 10.
  4. I am beginning to express simple formulae E.g. missing measures in perimeters: 4+2b = 20, where one side of the rectangle is 2cm and the perimeter 20cm).








Awards we have recieved so far.