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Year 5

Year Five English Statements for the Year

Spoken Language I can listen to, read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Spoken Language I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume
Spoken Language I can discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
Spoken Language I can ask questions to improve my understanding
Spoken Language I can identify and discuss themes and conventions in and across a wide range of writing
Spoken Language I can participate in discussions about books that are read to me and those that I can read, building on my own and others’ ideas and challenging views courteously
Spoken Language I can explain and discuss my understanding of what I have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
Spoken Language I can perform my own compositions, using appropriate intonation, volume, and movement so that the meaning is clear
Comprehension I can read, enjoy, understand and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Comprehension I can read, enjoy and understand a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from the past and books from other cultures or traditions
Comprehension I can write or give a detailed book review including reasons why I would recommend the book
Comprehension I can discuss and compare events, structures, issues, characters and plots of stories, poems and information texts
Comprehension I can discuss and compare events, issues and characters within a book
Comprehension I can prepare poems and plays to read aloud and perform. I can change my voice to make them sound more interesting to listen to and make the meaning clear
Comprehension I can understand what I am reading by checking the book makes sense and finding the meaning of new words
Comprehension I can ask sensible and interesting questions about the texts to help me understand them more
Comprehension I can explain characters’ feelings, thoughts or reasons for their actions. I can explain my thoughts with evidence from the text
Comprehension I can predict what might happen in increasingly complex texts by using evidence from the text
Comprehension I can talk about why authors use language, including figurative language, and the impact it has on the reader
Comprehension I can tell the difference between statements of fact and opinion
Comprehension I can find and write down facts and information from non-fiction texts
Spelling I can spell word endings which sound like ‘shus’ spelt -cious or -tious <eg>vicious, delicious, ambitious, cautious</eg>
Spelling I can spell word endings which sound like ‘shil’ spelt -cial or -tial <eg>official, partial</eg>
Spelling I can spell words ending in -ant, -ance/-ancy, -ent, -ence/-ency <eg>transparent/transparency, tolerant/tolerance</eg>
Spelling I can spell words ending in -able and -ible also -ably and -ibly <eg>adorable, possible, adorably, possibly</eg>
Spelling I can spell words containing the letter-string ‘ough’ <eg>bought, rough, through, bough</eg>
Spelling I can spell some words with ‘silent’ letters <eg>knight, psalm, solemn</eg>
Spelling I can use knowledge of root words, prefixes and suffixes in spelling and understand that the spelling of some words needs to be learnt specifically
Spelling I can use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
Spelling I can use a thesaurus
Composition I can plan my writing by identifying the audience for and purpose of the writing, using other similar writing as models for my own work
Composition I can plan my writing by noting down and developing my initial ideas, drawing on reading other writing where necessary
Composition I can plan my writing of narratives by considering how authors have developed characters and settings in what the class have read, heard and seen in other stories, plays or films
Composition I can draft and write by selecting the correct grammar in my writing. I can use the following punctuation correctly in my work. A . ? ! , ‘ ( ) –
Composition I can write pieces describing settings, characters and atmosphere and include speech that helps picture the character and their personality or mood
Composition I can draft and write by summarising longer passages
Composition I can draft and write by using words such as then, after that, this, firstly, to build connections in a paragraph
Composition I can draft and write by linking ideas across paragraphs using adverbials of time <eg>later</eg>, place,<eg> nearby</eg> and number,<eg> secondly</eg> or tense choices <eg>he had seen her before</eg>
Composition I can set out my work correctly and use headings, bullet points, underlining depending on the purpose of my writing <eg> letter, leaflet, information text, instructions</eg>
Composition I can give feedback on and improve my own writing and my classmates’ writing
Composition I can give feedback on and edit vocabulary, grammar and punctuation to make writing clearer
Composition I can mark and edit work to have the correct tense throughout
Composition I can mark and edit work to have the correct subject and verb agreement
Composition I can read work looking for spelling errors and correct them using a dictionary
Composition I can proof read for punctuation errors including the use of brackets and other devices such as commas or hyphens used for the same purpose
Composition I can perform my own work to a group with some confidence changing the tone and volume of my voice to make the meaning clear
SPaG I can change nouns or adjectives into verbs by adding suffixes such as -ate, -ise, -ify <eg> elasticate, standardise, solidify</eg>
SPaG I can understand verb prefixes e.g. dis-, de-, mis-, over-, and re-
SPaG I can add information to my sentences using relative clauses starting with: who, which, where, when, whose, that or by missing out the pronoun
SPaG I can indicate degrees of possibility using adverbs <eg>perhaps, surely</eg> or modal verbs <eg>might, should, will, must</eg>
SPaG I can use devices to build cohesion within a paragraph <eg>then, after that, this, firstly</eg>
SPaG I can link ideas across paragraphs using adverbials of time <eg>later</eg>, place <eg>nearby</eg> and number <eg>secondly</eg> or tense choices <eg>he had seen her before</eg>
SPaG I can use brackets and can also use dashes or commas for the same purpose
SPaG I can use commas to make my writing clear to the reader
SPaG I can understand the following terms: Modal verb, relative pronoun. Relative clause. Parenthesis, bracket, dash. Cohesion, ambiguity
Handwriting I can write increasingly legibly, fluently and with increasing speed through improving choices of which shape of a letter to use when given choices and deciding whether or not to join specific letters
Handwriting I can write increasingly legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task

 

Year Five Maths Statements for the Year

Spoken Language I can pronounce mathematical vocabulary correctly
Spoken Language I can know and use the vocabulary of prime numbers, prime factors and composite numbers
Spoken Language I can use and understand the terms factor, multiple and prime, square and cube numbers
Spoken Language I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language
Number and Place Value I can read, write, order and compare numbers to at least 1,000,000 (one million) and say the value of each digit
Number and Place Value I can keep multiplying a number by 10 or 100 up to 1,000,000 and count back
Number and Place Value I can use negative numbers in context when looking at temperature or money; counting forwards and backwards through 0
Number and Place Value I can round numbers up to 1,000,000 to the nearest 10, 100, 1000, 10,000 or 100,000
Number and Place Value I can solve number and practical problems that involve ordering and comparing numbers to 1 000 000, counting forwards or backwards in steps, negative numbers and rounding
Number and Place Value I can read Roman numerals to 1000 and recognise years written in these
Addition and Subtraction I can add and subtract numbers with more than 4 digits using written methods
Addition and Subtraction I can add and subtract 2 and 3 digit numbers in my head
Addition and Subtraction I can use rounding to check answers to calculations and determine levels of accuracy
Addition and Subtraction I can solve addition and subtraction problems needing more than one step and can work out which operation and method is the most suitable
Multiplication and Division I can find multiples and factors of a number and can identify factors common to 2 different numbers
Multiplication and Division I can use vocabulary relating to prime numbers, prime factors and composite numbers
Multiplication and Division I can work out if any given number up to 100 is a prime number and can recall prime numbers up to 19
Multiplication and Division I can multiply numbers with up to 4 digits by a one or two digit number using formal written methods
Multiplication and Division I can mentally multiply and divide numbers using the times tables
Multiplication and Division I can divide numbers with up to 4 digits by a one digit number using formal written methods and can explain remainders
Multiplication and Division I can multiply and divide whole and decimal numbers by 10, 100 and 1000
Multiplication and Division I can solve problems involving multiplication and division including using factors and multiples, squares and cubes
Multiplication and Division I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
Multiplication and Division I can solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates
Multiplication and Division I can identify and use square numbers and their notation
Multiplication and Division I can identify and use cube numbers and their notation
Fractions I can compare and order fractions whose denominators are all multiples of the same number
Fractions I can identify mixed numbers and improper fractions and convert from one to another such as 2/5 + 4/5 = 6/5 = 1 1/6
Fractions I can add and subtract fractions whose denominators are all multiples of the same number
Fractions I can multiply fractions by whole numbers using objects and pictures
Fractions I can read and write decimal numbers as fractions such as 0.71 = 71/100
Fractions I can identify and use thousandths and can explain how they relate to tenths and hundredths and their decimal equivalents
Fractions I can round numbers with two decimal places
Fractions I can read, write, order and compare numbers with up to three decimal places
Fractions I can solve problems involving numbers with up to three decimal places
Fractions I can identify the percent symbol % and how it relates to parts per hundred, hundredths and decimals
Fractions I can solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25
Fractions I can find and name equivalent fractions of a given fraction including tenths and hundredths
Fractions I can write equivalent fractions of a given fraction including tenths and hundredths
Measurement I can convert between different forms of metric measurement <eg> Kilometre and metre; centimetre and metre; centimetre and millimetre, gram and kilogram, Litre and millilitre</eg>
Measurement I can understand and compare equivalences between metric units and common imperial units. These might include: inches, pounds or pints
Measurement I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
Measurement I can calculate and compare the area of rectangles ( including squares), and including using standard units, square centimetres (cm²), square metres (m²) and estimate the area of irregular shapes
Measurement I can estimate volume by using 1cm³ blocks to build cuboids (including cubes) and capacity by using water and different containers
Measurement I can solve problems where I need to convert between units of time
Measurement I can use all four operations to solve problems involving measure such as length, mass, volume, money, using decimal notation, including scaling
Properties of Shape I can identify 3-D shapes, including cubes and other cuboids, from 2-D representations
Properties of Shape I can estimate and compare acute, obtuse and reflex angles. I know that angles are measured in degrees
Properties of Shape I can draw given angles and measure them in degrees
Properties of Shape I can identify angles at a point and one whole turn
Properties of Shape I can identify angles at a point on a straight line and 1/2 a turn (total 180°)
Properties of Shape I can identify other multiples of 90°
Properties of Shape I can use the properties of rectangles to find related facts, missing lengths and missing angles
Properties of Shape I can tell the difference between regular and irregular polygons. I can do this using reasoning about equal sides and angles
Position and Direction I can identify, describe and represent the position of a shape following a reflection or translation. I can use mathematical vocabulary to explain this and I know that the shape has not changed
Statistics I can solve comparison, sum and difference problems using information presented in a line graph
Statistics I can complete, read and interpret information in tables, including timetables