➤ Year 5 English Progression of Skills
Writing:
● Select the correct genre for audience and purpose, and use it accurately
● Use a range of narrative techniques with confidence, interweaving elements when appropriate (action, quotation, aside, suspense, formal/informal)
● Use a range of devices to adapt writing to engage/affect the reader in a different way (subheadings, headings, footnotes, bibliography, bullet points, parenthesis, underlining etc)
● Select from a wide range of known imaginative and ambitious vocabulary, e.g. vocabulary and display an understanding of how to use them precisely
● Use paragraphs consistently and appropriately
● Use all simple and most advanced grammar accurately (except when consciously using dialect or colloquialism)
● Use complex sentence structures appropriately
● Vary sentence length and word order confidently to sustain interest
● Use a wider range of punctuation, almost always accurately, to include three or more of the following: comma, apostrophe, bullets, inverted commas, hyphen, brackets, colon or semi-colon
● Use punctuation appropriately to create effect
● Use punctuation to show division between clauses, to vary pace, to create atmosphere or to subdivide
● Use different techniques to open or conclude work appropriately
● Group things appropriately before or after a main verb
● Use literary features to create effect
● Use the passive voice for variety and to shift focus
● Spell accurately most of of the Year 5 High Frequency Words and the Year 5 Words in the National Curriculum Appendix 1
● Write neatly, legibly and accurately in a flowing, joined style Adapt handwriting for a range of tasks and purposes
● Develop style for speed: joining from t, looping from g,j and y, joining from f, joining from s
● Develop style for speed: writing v,w x and z at speed
● Develop their own personal style of handwriting
PunctuationandGrammar:
Sentence:
● Use relative clauses beginning with who, which, that, where, when, whose or an omitted relative pronoun
● Use simple / embellished simple sentences securely
● Use compound sentences securely Develop complex sentences: (subordination)
● Use main and subordinate clauses with full range of conjunctions: Expanded –ed clauses as starters
● Elaborate starters using adverbial phrases
● Drop in –‘ed’ clause
● Use sentence reshaping techniques e.g. lengthening or shortening sentence for meaning and /or effect
● Move sentence chunks (how, when, where) around for different effects
● Use rhetorical questions
● Create stage directions in speech (speech + verb + action)
● Indicate degrees of possibility using modal verbs (e g might, should, will, must) or adverbs (perhaps, surely)
Word:
● Use metaphors
● Use personification
● Use onomatopoeia
● Use empty words e.g. someone, somewhere was out to get him
● Develop use of technical language
● Convert nouns or adjectives into verbs using suffixes
● Use verb prefixes (e g. dis–, de–, mis–, over– and re–)
Punctuation:
● Use rhetorical questions
● Use dashes
● Use brackets/dashes/commas for parenthesis
● Use colons
● Use commas to clarify meaning or avoid ambiguity
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
● Make comparisons within and across books
● 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
● Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
● Ask questions to improve their understanding
● Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions Justify inferences with evidence
● Predict what might happen from details stated and implied
● Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
SpeakingandListening:
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● Listen and respond appropriately to adults and their peers
● Ask relevant questions to extend their understanding and knowledge
● Ask 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
➤ Year 5 Maths Progression of Skills
Numberandplacevalue:
● 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, Subtraction, MultiplicationandDivision:
● 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
MultiplicationandDivision:
● 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 factors)
● Establish whether a number up to 100 is prime and recall prime numbers up to 19
● 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
● 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:
● 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 percent 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 (cm2 ) 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:
● 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 at a point and one whole turn (total 360°)
● Identify angles at a point on a straight line (total 180°)
● Identify 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
PositionandDirection:
● 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
Topic
At Dusit, we believe in a creative curriculum where the skills below are interwoven between subjects Each term children's learning will be framed by a theme or topic and they will then get to apply the skills below through cross curricular activities where the child is at the centre of their own learning journey.
➤ Year 5 Topic - Progression of Skills
Have a chronological awareness of dates throughout history
Make comparisons about different times in the past
Describe characteristic features of past societies and periods. (Study different aspects of different people - eg the differences between men and women )
Remember significant people from a range of backgrounds from throughout history.
Examine causes and effects of great events and the immediate impact they have on people.
Create questions for investigation and suggest how they could complete an investigation
Collect and record evidence unaided.
Analyse a variety of evidence and draw conclusions and explain how this could affect people. (eg. temperature/climate has an effect on everyday life)
Begin to use fieldwork to observe, measure and record human and physical features in the local area.
Identify geographical similarities and differences through the study of human and physical geography
Describe the type of settlement in an area and start to think about the land use
Understand how identified change can both improve and damage the environment and how changes in the past impact on our daily lives and choices made today will affect the future
Analyse how culture, religion and belief affect the lives of people and influence social decisions and development
Show awareness of inequality and difference throughout history and the world.
Independently plan for exploration of local areas and natural places followed by reflection and observations
Identify and understand how eco-wellbeing forsters human well-being
Skills Coverage - History Skills Coverage – Geography Environmental Education Coverage
Understand that aspects of the past have been represented and interpreted in different ways.
Offer reasons for different interpretations of events.
Make effective use of a range of sources during research. Begin to identify primary and secondary sources.
Compare differing historical civilizations and identify differences and similarities.
Communicate knowledge and understanding through; discussion, ICT, drama, pictures, models and writing.
Locate countries, capital cities, and human and physical landmarks using globes, atlases and other media.
Begin to draw a variety of thematic maps to scale using my own data.
Use 8-point compass directions when discussing directions from A to B.
Begin to use 4 figure coordinates to locate or position features on a map.
Begin to use an atlas to find out other information (the wettest/hottest part of the world).
Use a variety of information to respond to geographical questions and explain how they came to that conclusion (point, evidence, explanation)
Take on leadership roles during an outdoor experience and accept that the decision of a group may not be the same as their own.
Plan for and participate in long term clean-up and conservation activities and begin to monitor the impact they have
Show respect for flora and fauna by caring for or cultivating a living thing themselves
Use scientific vocabulary when discussing the natural world and be able to do this with confidence and understanding.
Develop an understanding of responsibility for their world and start to think of ways to make things better on a personal and global scale e.g. personal food packaging choices vs campaigning to global industry
Plan for and deliver presentations to peers, parents and the wider community to pass on their knowledge.
