Important Information

PE days and kit needed:

  • Kits will be needed on Wednesdays and Fridays but should be in school all week in the event that sessions have to be altered.
  • The PE focus this term is dance.
  • The games focus this term is Tag Ruby and Hockey.


  • Homework will be given out on a Friday and should be handed in by the following Wednesday at the latest in order that we have time to mark it.

Class Mascot:

  • Our class mascot is Blazer. Every weekend he will be able to visit the home of one of our class team. He will bring with him a diary, in which we would really like you to encourage your child to write. Blazer needs to return to school with his diary on the following Monday.

Any questions or queries?
Please contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Friday 17th November 2017 CHILDREN IN NEED 50p Non-School Uniform day

Year 5

Welcome to the Year Five Hub page.

We are well into the new academic year and are working hard in the run up to Christmas. We have a wide range of activities planned including Children in Need, a Christmas Carol Concert and a 100 word Myth Competition.

Homework is still sent home on a Friday Night and we ask that you return your child’s completed homework book to school on the following Wednesday.

Please look at the information below to find out what a child is expected to know by the end of Year Five. This Year is crucial in us starting to get your child ready for the transition to Year Six and then secondary school.

If you have any questions about how your child is doing at school, please don’t hesitate to contact me.

Thank you,

Mrs Harris

Click on the links to the right to see our latest newsletters

End of year goals

  • Mathematics

    • I can read and write numbers to at least 1000000
    • I can order numbers up to at least 1000000.
    • I know the value of each digit of numbers up to 1000000
    • I can count in steps of powers of 10 for any given number up to 1000000
    • I can understand negative numbers in context and count forwards and backwards with positive and negative whole numbers. Including through zero
    • I can round any number to 10, 100, 1000, 10000 or 100000
    • I can solve missing number problems involving ordering, partitioning and negative numbers.
    • I can add whole 4 digit and 5 digit numbers using a written method.
    • I can subtract whole 4 digit and 5 digit numbers using a written method
    • I can add and subtract mentally using larger numbers
    • I can solve multi-step word problems in context, deciding on the operation to use and why
    • I know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
    • I know whether a number up to 100 is prime and recall prime numbers up to 19
    • I can multiply numbers up to 4 digits by a one- or two-digit number using a written method, including long multiplication for two-digit numbers.
    • I can multiply and divide numbers mentally using the facts that I already know
    • I can divide numbers up to 4 digits by a one-digit number using a written method of short division
    • I can understand remainders depending on the context I am given
    • I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
    • I can recognise and use square numbers and cube numbers, and use the sign for squared (2) and cubed (3) numbers.
    • I can solve problems multi-step problems involving addition, subtraction, multiplication and division.
    • I can solve problems involving multiplication and division, including scaling by simple fractions.
    • I can compare and order fractions whose denominators are all multiples of the same number.
    • I can name and write equivalent fractions of a given fraction, including tenths and hundredths
    • I can 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 1/5]
    • I can add and subtract fractions with the same denominator and denominators that are multiples of the same number
    • I can multiply proper fractions and mixed numbers by whole numbers, with materials and diagrams to help me
    • I can read and write decimal numbers as fractions [for example, 0.71 = 71/100]
    • I can use thousandths and relate them to tenths, hundredths and decimal equivalents
    • I can round decimals with two decimal places to the nearest whole number and to one decimal place
    • I can read, write, order and compare numbers with up to three decimal places
    • I can solve problems involving number up to three decimal places
    • I know what this symbol means %
    • I know that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.
    • I can solve problems which require knowing percentage and decimal equivalents of ½ ,1/4 ,1/5 , 2/5 ,4/5 and those fractions with a denominator of a multiple of 10 or 25.
    • I can convert between different units of measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
    • I know how to use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
    • I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
    • I can calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2)
    • I can estimate the area of irregular shapes
    • I can estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]
    • I can solve problems involving converting between units of time
    • I can use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling
    • I can name 3-D shapes, including cubes and other cuboids, from 2-D representations
    • I know angles are measured in degrees
    • I can estimate and compare acute, obtuse and reflex angles
    • I can draw given angles, and measure them in degrees
    • I can identify angles at a point and one whole turn (total 360o)
    • and angles at a point on a straight line and 2
    • I can use the properties of rectangles to deduce related facts and find missing lengths and angles.
    • I can distinguish between regular and irregular polygons
  • Reading

    • I can distinguish between fact and opinion.
    • I can learn a wide range of poetry by heart.
    • I can use text marking to support retrieval of information from text (E.g. highlighting, notes, in margins)
    • I can apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words that they read.
    • I can read and discuss a wide range of poetry, plays, non-fiction and reference books and fiction including: Myths, Legends, traditional stories, modern fiction, fiction from our Literary Heritage and books from other cultures and traditions.
    • I can skim and scan to identify key ideas in a text.
    • I can quote directly from a text to answer questions.
    • I can vary my voice for direct or indirect speech.
    • I can recommend books that I have read to my peers, giving reasons for my choices.
    • I can ask questions to improve my understanding.
    • I can appreciate how a set of sentences have been arranged to create effect in a text.
    • I can clarify the meanings of ambitious words and/or phrase in context.
    • I can compare the structure of different stories to discover how they differ in pace, build up, sequence, complication and resolution.
    • I appreciate how two people may have a different view on the same argument
    • I can retrieve and collate, key ideas and information from two different sources.
    • I am beginning to talk about the author’s choice of language and structure and its effect on the reader to create images or atmosphere, e.g. powerful, verbs, descriptive adjectives and adverbs.
    • I am beginning to discuss messages, moods, feelings and attitudes using the clues from the text, using inference and deduction skills.
    • I can predict what might happen from details stated and implied.
    • I can summarise the main ideas drawn from one or more paragraph, identifying key details that support the main ideas.
    • I can retrieve record and present information from non-fiction texts, through formal presentations, debates, using notes where necessary.
    • I can recognise the different text features, within a variety of mixed genre texts.
    • I can talk about the authors’ choice of language and its effect on the reader in non-fiction texts.
    • I am beginning to discuss the work of some established authors and know what is special about their work.
  • Writing

    • I can plan my writing to ensure that I have clear, logically sequenced ideas across a range of genres.
    • I can write for a range of purposes (stories, plays, recounts, newspaper reports, information texts, persuasive texts, explanation texts and poems).
    • I can use interesting language to sustain and develop ideas (can sometimes be inaccurate).
    • I can use more sophisticated connectives. (although, however, nevertheless)
    • I can produce thoughtful and considered writing (uses simple explanation, opinion, justification and deduction).
    • I can use nouns, pronouns and tenses accurately and consistently throughout.
    • I can add phrases to make sentences more precise and detailed.
    • I can use a range of sentence openers – judging the impact or effect needed.
    • I can accurately adapt sentence structure to text type.
    • I can use pronouns to avoid repetition.
    • I can recognise vocabulary and structures that are appropriate for formal writing.
    • I can use brackets, dashes and commas accurately.
    • I can use commas to clarify meaning or avoid ambiguity.
    • I can link clauses in sentence using a range of subordinating and coordinating conjunctions.
    • I can consistently organise my work into paragraphs in a range of text types.
    • I can link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby), number (e.g. secondly).
    • I can develop characters and describe settings, feelings and emotions.
    • I can use personification to make my writing more interesting.
    • I can select from a range of known adventurous vocabulary for purpose, some words are particularly well chosen.
    • I can use connectives to give order or emphasis. (e.g. if, then, we, so as to).
    • I can select interesting strategies to move a story forward (e.g. characterisation, dialogue with the audience, dialogue and negotiation within contexts etcetera).
    • I can develop ideas in creative and interesting ways.
    • I can indicate degrees of possibility using adverbs (for example, perhaps, surely) or modal verbs (for example, might, should, will, must).
    • I can write for a range of purposes (myths, legends, stories, play-scripts, instructions, recounts, persuasive writing, letters, leaflets, articles, debates and poetry).

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