Welcome to Year 5

In Derwent class, we will explore new subject knowledge, develop our skills, and discover the joy of learning both inside and outside the classroom. Through teamwork, resilience, and exploration, our classroom is a supportive environment for every child to thrive with lots of enrichment opportunities throughout the year.

End of Year Expectations for Year 5

On this page you'll find information on the end of year expectations for children in Year Five of our school. The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress. 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 children with maths, reading and writing will be greatly beneficial and valued. Please speak to your child's class teacher for further information.

 Mathematics

By the end of Year Five, your child will be able to:

• Count forwards and backward with positive and negative numbers through zero.

• Count forwards/backwards in steps of powers of 10 for any given number up to 1,000,000.

• Compare and order numbers up to 1,000,000.

• Compare and order numbers with 3 decimal places. 

• Read Roman numerals to 1,000.

• Identify all multiples and factors, including finding all factor pairs. 

• Use known tables to derive other number facts.

• Recall prime numbers up to 19.

• Recognise and use square numbers and cube numbers.

• Recognise place value of any number up to 1,000,000. 

• Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 or 100,000.

• Round decimals with 2 decimal places to nearest whole number and 1 decimal place.

• Add and subtract numbers with more than 4-digits using formal written method.

• Use rounding to check answers.

• Multiply 4-digits by 1-digit/ 2-digit

• Divide up to 4-digits by 1-digit

• Multiply & divide whole numbers & decimals by 10, 100 and 1,000

• Recognise and use thousandths.

• Recognise mixed numbers and improper fractions and convert from one to another.

• Multiply proper fractions and mixed numbers by whole numbers.

• Identify and write equivalent fractions. 

• Solve time problems using timetables and converting between different units of time. 

Reading

By the end of Year Five, your child will be able to:

• Maintain a positive attitude to reading and an 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.

• Read books that are structured in different ways and reading for a range of purposes.

• Increase 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.

• Recommend books that they have read to their peers, giving reasons for their choices.

• Identify and discuss themes and conventions in and across a wide range of writing.

• Make comparisons within and across books.

• Learn a wider range of poetry by heart.

• Prepare 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.

• Identify how language, structure and presentation contribute to meaning.

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

• Predict what might happen from details stated and implied.

• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

• Ask questions to improve their understanding.

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

• 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

• 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 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary.

• Use a thesaurus.

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.

Composition

• Plan, draft, write, evaluate and edit their writing.
• Proofread for spelling and punctuation errors
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Vocabulary, Grammar and Punctuation

• Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

• Use passive verbs to affect the presentation of information in a sentence.

• Use the perfect form of verbs to mark relationships of time and cause.

• Use expanded noun phrases to convey complicated information concisely.

• Use modal verbs or adverbs to indicate degrees of possibility.

• Use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun.

• Use commas to clarify meaning or avoid ambiguity in writing.

• Use hyphens to avoid ambiguity.

• Use brackets, dashes or commas to indicate parenthesis.

• Use semicolons, colons or dashes to mark boundaries between independent clauses.

• Use a colon to introduce a list.

• Punctuate bullet points consistently.