- Early Years Foundation Stage
- Our EYFS Mission
- EYFS Charter for Quality
- Expectations of a EYFS child.
- EYFS Half Term Curriculum Summaries
- Parent / Carer Information
- How can I help my child be ready for school?
- Prospective New Starters for September 2019
- Year 1
- Y1 Half Term Curriculum Summaries
- Expectations of a Year 1 child
- Year 2
- Y2 Half Term Curriculum Summaries
- Expectations of a Year 2 Pupil
- SATs Resources
- Year 3 / 4
- Y3/4 Half Term Curriculum Summaries
- Expectations of a Year 3 Pupil
- Expectations of a Year 4 pupil
- Swimming Information
- Year 5 / 6
- Y5/6 Half Term Curriculum Summaries
- Expectations of a Year 5 / 6 Pupil
- SATs Resources
- Y5/6 Spelling Rules
- Y6 Homework Timetable

# Expectations of a Year 5 / 6 Pupil

This page provides information for parents and carers about the end of year expectations for children in our school. These expectations have been identified as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.

All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.

If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's teacher.

** **

**Reading **

*(Both verbal and written evidence required)*

- Read a broad range of genres and texts
- Discuss and recommend books to others
- Compare two texts
- Learn a wide range of poetry by heart showing understanding through intonation, volume and tone
- Support inference with evidence
- Skim and scan to aide note-taking
- Create a set of notes to summarise what has been read
- Provide reasoned justifications for their view
- Distinguish between statements of fact and opinion
- Summarise main points of an argument or discussion within their reading and make up own mind about issue/s
- Appreciates how two people may have a different view on the same event
- Draw inferences and justify with evidence from the text
- Vary voice for direct or indirect speech
- Predict what might happen next in the text
- Discuss and evaluate how authors use language and how it impacts the reader
- Identify and discuss how language, structure and ideas contribute to meaning
- Appreciate how a set of sentences has been arranged to create maximum effect

** **

**Speaking and Listening**

- Use questions to build knowledge
- Articulate arguments and opinions
- Use spoken language to speculate, hypothesize and explore
- Use appropriate register and language

**Writing**

- Plan, draft and write for a range of purposes
- Use organisational and presentational features
- Begin to adapt sentence structure to text type
- Develop character, setting and atmosphere in narrative
- Add phrases to make sentences and atmosphere in narrative
- Use range of sentence openers – judging the impact or effect needed
- Evaluate and edit by proposing changes to vocabulary, grammar and punctuation
- Ensure correct use of tenses
- Proof-read for spelling and punctuation errors
- Use pronouns to avoid repetition
- Use commas to clarify meaning or avoid ambiguity
- Link clauses in sentences using a range of subordinating and coordinating conjunctions
- Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)
- Use subordinate clauses to write complex sentences
- Use passive voice where appropriate
- Use expanded noun phrases to convey complicated information concisely (e.g.
__The fact that it was raining__meant the end of sports day.) - Evidence of sentence structure and layout matched to requirements of text type
- Use wide range of devices to build cohesion within and across paragraphs
- Use paragraphs to signal change in time, scene, action, mood or person
- Legible, fluent and personal handwriting style

**Punctuation and Grammar**

• Use and understand relative clauses beginning with the relative pronouns • Indicating degrees of possibility using adverbs [for example, |

• Use and understand devices to build cohesion within a paragraph [for example, • Understand how to link ideas across paragraphs using adverbials of time [for example, |

• Use brackets, dashes or commas to indicate parenthesis • Use of commas to make meaning clear or avoid ambiguity |

• Know and explain the meaning of: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity |

**Mathematics**

- read, write, order, compare and round up or down numbers to at least 1,000,000
- solve number problems and practical problems that involve all of the above
- interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0
- read Roman numerals to 1,000 (M) and recognise years written in Roman numerals
- add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
- add and subtract numbers mentally with increasingly large numbers
- solve addition and subtraction multi-step problems in contexts
- identify multiples and factors, with factor pairs and common factors
- know and use terms: prime numbers, prime factors and composite (non-prime) numbers
- multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
- multiply and divide numbers mentally, drawing upon known facts
- divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
- multiply and divide whole numbers and some decimals by 10, 100 and 1,000
- use square numbers and cube numbers, and terms ‘squared’ (²) and cubed (³)
- solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
- identify, name, compare and order fractions - including finding equivalents
- recognise mixed numbers and improper fractions and convert between them to use in a mathematical statements, also add and subtract fractions with the same denominator, and denominators that are multiples of the same number

- multiply proper fractions and mixed numbers by whole numbers
- read and write decimal numbers as fractions [for example, 0.71 = ]
- recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
- round decimals with 2 decimal places to the nearest whole number and to 1 decimal place
- read, write, order and compare numbers with up to 3 decimal places
- recognise the per cent symbol (%) and understand that it relates to ‘number of parts per 100’, and write percentages as a fraction with denominator 100, and as a decimal fraction
- solve problems which require knowing percentage and decimal equivalents of fractions
- convert between different units of metric measure [for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre]
- understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
- measure and calculate the perimeter of composite rectilinear shapes in cms and metres
- calculate and compare the area of rectangles (including squares),
- estimate volume [for example, using 1 cm³ blocks to build cuboids (including cubes)] and capacity [for example, using water]
- solve problems involving converting between units of time
- use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling
- identify 3-D shapes, including cubes and other cuboids, from 2-D representations
- know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
- draw given angles, and measure them in degrees (°), identify angles of turn
- solve comparison, sum and difference problems using information in a line graph
- complete, read and interpret information in tables, including timetables
- identify, describe and represent the position of a shape following a reflection or translation

**These words and the spelling patterns on the next page are those which Y5s and 6s**__are expected to be able to spell__- some will almost**certainly appear in their SATs spelling test -****how many can your child spell?****Year 5 and 6 common exception words**

accommodate

curiosity

immediately

restaurant

accompany

definite

individual

rhyme

according

desperate

interfere

sacrifice

**Year 5 and 6 Spelling rules**when the root word ends in ‘e’ we usually use ‘cious’ e.g. grac__‘cious’ and ‘tious’ endings:____e__à gracious, vic__e__à vicious but when there isn’t a root word ending in ‘e’, we usually use ‘tious’ eg ambitious, cautiouswe usually use 'cial' after a vowel and 'tial' after a consonant, eg off__‘cial’ and ‘tial’ endings:____i__cial, sp__e__cial, confide__n__tial, esse__n__tial: eg We usually use –ant and –ance/–ancy if there is a related word with an –ation endings eg observ__Words ending in ‘ant’/’ance’/’ancy’____ation__à observant/ance, hesit__ation__à hesitant/ancyWe usually use –ent and –ence/–ency after a soft c, soft g or qu, e.g. inno

__c__ent/inno__c__ence, ur__g__ent/ur__g__ency, fre__qu__ent/fre__qu__ency. There are many words, however, where this guidance does not help. These words just have to be learnt, eg assistant, obedient:__Words ending in ‘able’/’ably’ or ’ible’/’ibly’__**-**able/ably endings are used if there is a root word ending in –ation eg adoration à adorable/ably, but if –able is added to a word ending in –ce or –ge, the e after the c or g must be kept, eg changeable (change + able) noticeable (notice + able)If there’s a complete word before the suffix, then use ‘able’ not ‘ible’, eg dependable (depend + able), comfortable (comfort + able). The –ible ending is common if a complete root word can’t be heard before it (eg possible,horrible) but it also sometimes occurs when a complete word

*can*be heard (e.g.*sensible*).Adding suffixes beginning with vowels to words ending in ‘fer’: The

**r**is doubled if the**–fer**is still stressed when ending is added eg re__ferr__ing, pre__ferr__ed but the**r**is not doubled if the**–fer**is no longer stressed, eg re__fer__ee, pre__fer__encere-enter, co-ordinate__Words with hyphens, eg__the ‘I’ before ‘e’ except after ‘c’ eg receive, deceive - exceptions are protein, caffeine and seize__Words with ‘ei’ making an ‘ee’ sound, eg__eg ought, though, through, rough, cough, thorough, plough__The many different sounds made by ‘ough’__eg__Words using silent letters____k__night, plum__b__er, this__t__leHomophones (eg words with different meanings that sound the same eg guessed/guest or cereal/serial

such as advice/advise or device/devise - We use the word ending ‘ce’ for nouns (some advice), ‘se’ for verbs (I can advise you)__‘ce’ and ‘se’ words:__