Number and Place Value

  • read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
  • count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 
  • interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero 
  • round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 
  • solve number problems and practical problems that involve all of the above 
  • read Roman numerals to 1000 (M) and recognise years written in Roman numerals

Addition and Subtraction

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

     

Multiplication and Division

  • Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
  • know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
  • Establish whether a number up to 100 is prime and recall prime numbers p to 19
  • multiply numbers up to 4 digits by one - or two-digit number using a formal written method, including long multiplication for two-digit numbers
  • multiply and divice 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 those involving decimals by 10, 100 and 1000
  • recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3) 
  • solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes 
  • solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign 
  • solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates 

     

Fractions, Decimals and Percentages

  • compare and order fractions whose denominators are all multiples of the same number 
  • identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths 
  • recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 and 1/5]
  • 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, supported by materials and diagrams 
  • read and write decimal numbers as fractions [for example, 0.71 = 71/100] 
  • recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents 
  • round decimals with two decimal places to the nearest whole number and to one decimal place 
  • read, write, order and compare numbers with up to three decimal places 
  • solve problems involving number up to three decimal places 
  • recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal 
  • 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

     

Measurement

  • 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 centimetres and metres
  • calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
  • 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
     

Geometry - Properties of a shape

  • Identify:
    • 3D shapes, including cubes and other cuboids, from 2D 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 at a point and one whole turn (total 360°)
    • angles at a point on a straight line and 1/2 a turn (total 180°)
    • other multiples of 90°
    • use the properties of rectangles to deduce related facts and find missing lengths and angles
  • distinguish between regular and irregular polygons based on reasoning about equal sides and angles

 

Geometry - Position and Direction

  • identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed 

 

Statistics

  • solve comparison, sum and difference problems using information presented in a line graph
  • complete, read and interpret information in tables, including timetables
     

Spoken Language

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge 
  • use relevant strategies to build their vocabulary 
  • articulate and justify answers, arguments and opinions 
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings 
  • maintain attention and participate actively in collaborative conversations, staying on 
  • topic and initiating and responding to comments 
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas 
  • speak audibly and fluently with an increasing command of Standard English 
  • participate in discussions, presentations, performances, role play, improvisations and 
  • debates 
  • gain, maintain and monitor the interest of the listener(s) 
  • consider and evaluate different viewpoints, attending to and building on the 
  • contributions of others 
  • select and use appropriate registers for effective communication

Reading

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet
     

Reading Comprehension

  • maintain positive attitudes to reading and understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • 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
    • recommending books that they have read to their peers, giving reasons for their choices
    • identifying and discussing themes and conventions in and across a wide range of writing
    • making comparisons within and across books
    • learning a wider range of poetry by heart
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    • asking questions to improve their understanding
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
    • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • 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
  • 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
  • provide reasoned justifications for their views
     

Writing - Transcription

Spelling

  • use further prefixes and suffixes and understand the guidance for adding them
  • spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • continue to distinguish between homophones and other words which are often confused
  • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically,
  • use dictionaries to check the spelling and meaning of words
  • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus.
     

Writing - Handwriting

  • write legibly, fluently and with increasing speed by:
    • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
    • choosing the writing implement that is best suited for a task
       

Writing - Composition

  • plan their writing by:
    • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
    • noting and developing initial ideas, drawing on reading and research where necessary
    • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • draft and write by:
    • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
    • précising longer passages
    • using a wide range of devices to build cohesion within and across paragraphs
    • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • evaluate and edit by:
    • assessing the effectiveness of their own and others’ writing
    • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
    • ensuring the consistent and correct use of tense throughout a piece of writing
    • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Writing - Vocabulary, Grammar and Punctuation

  • develop their understanding of the concepts by:
    • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
    • using passive verbs to affect the presentation of information in a sentence
    • using the perfect form of verbs to mark relationships of time and cause
    • using expanded noun phrases to convey complicated information concisely
    • using modal verbs or adverbs to indicate degrees of possibility
    • using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie, omitted) relative pronoun
    • learning the grammar for years 5 and 6
  • indicate grammatical and other features by:
    • using commas to clarify meaning or avoid ambiguity in writing
    • using hyphens to avoid ambiguity
    • using brackets, dashes or commas to indicate parenthesis
    • using semi-colons, colons or dashes to mark boundaries between independent clauses
    • using a colon to introduce a list
    • punctuating bullet points consistently
  • use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading
     

 

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