Email: office@grimleyholt.worcs.sch.uk | Telephone: 01905 640325

Year 5 and 6

Welcome to Year 5/6 

Year 5/6 consists of 31 children: there are 17 pupils in Year 6 and 14 in Year 5. Mrs Watkins is our class teacher and teaches us every day except Thursday when Mrs Patterson joins the class to teach Science and Computing. Mr Carpenter and Miss Welch are our teaching assistants and support us every day. In our class, we all work together to do the best we can and be the best we can be. 

Our Day

Our mornings always start with the core subjects English and Maths. Lessons that follow include Mantle of the Expert where we learn about Art and Design, PSHEC, Design and Technology, Geography and History through the role of being a company which receives various commissions from clients to carry out in set time frames. In addition, we learn French.

In the Summer term our Mantle is History-based though lends itself wonderfully to cross curricular coverage. will form part of a team that will assist in the escape of children from Prague.  The have been commissioned by Christopher Winton to help: prepare the children travel across western Europe; organise places of safety and equipment that will help them on their journey.  They will also prepare a booklet of materials, welcoming the evacuees to Britain and to give them important information about Britain in the 1940s. Clients’ commissions, tensions and our own questions will be the driving force of our learning.

On Thursdays, our day consists of Science and Computing. Mrs Patterson ensures our science lessons also build on English and Maths skills. Sometimes our computing lessons will be linked to Mantle because our company has to learn to deal with E-Safety tensions. Feeling safe in our workplace is crucial.

In our class we experience lots of different learning. We have independent learning; paired learning; small, focussed group learning; and learning as a whole class. This helps us to achieve our best and enjoy our learning experience.

We enjoy P4C (Philosophy for Children) sessions where we discuss BIG questions. In addition, we enjoy opportunities that involve outdoor learning which can also be linked to our Mantle.

As you can see, our days are very busy.

Things to Remember

PE

PE days are Wednesday and Friday but it is important that we have our PE kits in school at all times during the week.

 

READING

In Year 5/6, we choose an Oxford level reading book to read at home and also a Bug Club eBook. By visiting the website www.activelearnprimary.co.uk we can use our Bug Club login to access eBooks. We are able to choose which book we read from the level we are currently working at. It is our responsibility to read these books to the best of our ability and then answer a small number of questions on them before moving onto a new text from the same level or next reading level.

In addition, we are encouraged to read our own choice books from home or loaned from our class, or school library.

These different books help us to achieve our Reading Rocket weekly.

 

READING ROCKETS

A Reading Rocket achievement is when we have read at least FOUR times at home each week. We then aim to achieve FIVE weeks of Reading Rockets each half term.

For achieving our Reading Rocket each week, we will be awarded 4 dojo points. These points will be added to a weekly total for our class.

If we achieve our Reading Rocket for five weeks within a half term, then we are awarded a certificate and can celebrate our achievement during an extra play alongside friends throughout the school.

PUPIL PLANNERS

We are expected to bring our Pupil Planners into school daily. These books are expected to be used by us, our teachers and our parents/carers. All of us can record messages about the day or messages about our achievements at home and at school. Our parents/carers can also sign our books to help show that we have either read at home independently, read to them or shared a book with them.

HOMEWORK

Our homework expectations are:

  • Practising spellings daily and focusing on the rule being learnt.
  • Practising times tables so that we can confidently and rapidly recall multiplication and division facts. We use Times Table Rockstars (TTRS) to support this learning.
  • Reading for pleasure and working towards our weekly Reading Rocket.
  • Carry out Maths or English non-negotiable homework set by our teacher on alternate weeks. For example, this might be work set on MyMaths or grammar work set on Bug Club.
  • Every half term, a list of Mantle related activities is outlined on a homework topic web. These tasks are negotiable. This means we can choose which we do, when we do them and in whatever order we would like.

All of our homework is set up for us on TEAMs and our teacher gives us feedback online. We are also awarded class dojo points for every piece of homework we complete.

We are a class who WANT to learn and LOVE to learn. We are looking forward to an exciting year ahead of us full of questions, challenges and excitement.

The Kindertransport Committee

Year 5 Expectations

Reading Targets

A Year 5 Reader

 

Page 1

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I can read further exception words, noting the unusual correspondences between spelling and sound.
I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
I can re-read and read ahead to check for meaning.
 
Comprehension
I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
I can read non-fiction texts and identify the purpose, structure and grammatical features, evaluating how effective they are.
I can identify significant ideas, events and characters; and discuss their significance.
I can recite poems by heart, e.g. narrative verse, haiku.
I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone,  volume and action.

Reading Targets

A Year 5 Reader

 

Page 2

Comprehension (continued)
I can use meaning-seeking strategies to explore the meaning of words in context.
I can use meaning-seeking strategies to explore the meaning of idiomatic and figurative language.
I can identify and comment on a writer’s use of language for effect. for example, precisely chosen adjectives, similes and personification.
I can identify grammatical features used by the writer (rhetorical questions, varied sentence lengths,  varied sentence  starters, empty  words) to impact on the reader.
I can draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
I can justify inferences with evidence from the text.
I can make predictions from what has been read.
I can summarise the main ideas drawn from a text.
I can identify  the effect of the context on a text; for example, historical context or other cultures.
I can identify how language, structure and presentation contribute to the meaning of a text.
I can express a personal point of view about a text, giving reasons.
I can make connections between other similar texts, prior knowledge and experience.
I can compare different versions of texts and talk about their differences and similarities.
I can listen to and build on others’ ideas and opinions about a text.
I can present an oral overview  or summary of a text.
I can present the author’s viewpoint of a text.
I can present a personal point of view based on what has been read.
I can listen to others’ personal point of view.
I can explain a personal point of view and give reasons.
I know the difference between fact and opinion.
I can use my knowledge of structure of text type to find key information.
I can use text marking to identify key information in a text.
I can make notes from text marking.

Reading Targets – Comprehension

Year 5: Reading at Greater Depth

I can read a range of material and show that I can sustain the reading of longer and more demanding books and poetry.
I choose to read widely for pleasure and for different purposes and do so outside lesson time because I want to.
I can express my own ideas about a text, supporting my ideas with evidence from the text and explaining why the evidence justifies my opinion.
I can compare texts by the same writer, drawing out the similarities and differences and compare and evaluate different books.
I can compare texts by different authors and talk authoritatively about their different styles and techniques.
I can explain why a writer has chosen to use specific organisation and structure within their text and say why it supports its purpose.
I am aware that different narratives and non narrative texts have different levels of formality of language and I can explain the reasons for this.
I make use of effective scanning and text marking to aid succinct summaries of key ideas so that information is identified.
I adapt my own opinion in the light of further reading or others’ ideas.

I infer meaning using evidence from the text I am studying, wider reading and personal experience.

Writing Targets – A Year 5 Writer

Transcription
Spelling
I can form verbs with prefixes.
I can convert nouns or adjectives into verbs by adding a suffix.
I understand the rules for adding prefixes and suffixes.
I can spell words with silent letters.
I can distinguish between homophones and other words which are often confused.
I can spell the commonly mis-spelt words from the Y5/6 word list.
I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.
I can use a thesaurus.
I can use a range of spelling strategies.
Handwriting
I can choose the style of handwriting to use when given a choice.
I can choose the handwriting that is best suited for a specific task.
Composition
I can discuss the audience and purpose of the writing.
I can start sentences in different ways.
I can use the correct features and sentence structure matched to the text type we are working on.
I can develop characters through action and dialogue.
I can establish a viewpoint as the writer through commenting on characters and events.
I can use grammar and vocabulary to create an impact on the reader.
I can use stylistic devices to create effects in writing.
I can add well-chosen detail to interest the reader.
I can summarise a paragraph.
I can organise my writing into paragraphs to show different information or events.
Grammar and punctuation
Sentence structure
I can use relative clauses.
I can use adverbs or modal verbs to indicate a degree of possibility.
Text structure
I can build cohesion between paragraphs.
I can use adverbials to link paragraphs.
Punctuation
I can use brackets, dashes and commas to indicate parenthesis.
I can use commas to clarify meaning or avoid ambiguity.

Writing Targets

Year 5: Writing at Greater Depth

My writing is clearly structured and organised according to the text type.
I attempt to write hybrid texts to show an alternative point of view or to engage the reader with an unexpected approach.
My use of Standard English is consistent and the level of formality appropriate for the register of the text.
My paragraphs are clearly constructed and help to guide the reader through the text.
In narrative writing, my paragraphs support the plot structure and clearly signal changes in time, place and events.
In all my writing I try to ensure that the closing of the text refers to the opening.
I adapt my sentence structures by re-ordering or embedding clauses and use different sentence lengths to create effects.
Detail is often added to my writing by expanding noun phrases and sentence starters with effective word choices.
My editing process may involve taking out or simplifying rather than just adding.
During the editing process I will sometimes re-order sentences if I feel it impacts on the reader.
I sometimes use changes in time and place to guide the reader through my text.

Targets in Spoken Language

A Year 5 Speaker

I can engage the listener by varying my expression and vocabulary.
I adapt my spoken language depending on the audience, the purpose or the context.
I can develop my ideas and opinions, providing relevant detail.
I can express my point of view.
I show that I understand the main points, including implied meanings in a discussion.
I listen carefully in discussions. I make contributions and ask questions that are responsive to others’ ideas and views.
I use Standard English in formal situations.
I am beginning to use hypothetical language to consider more than one possible outcome or solution.
I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.
I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.
I am beginning to select the appropriate register according to the context.

Targets in Spoken Language

Exceeding Year 5 Expectations

I can organise and shape a talk, making connections between ideas and drawing on different points of view.
I can use Standard English appropriately.
I can use persuasive language and techniques to influence the listener.
I show an understanding of how and why language choices vary in my own and others’ talk in different contexts.
I can sustain listening to different sources, retaining or noting key information.
I can speak in extended turns to express ideas and opinions, with some relevant detail.
I can vary vocabulary, grammar, and non-verbal features to suit the audience, purpose, and context.
I can sustain listening to different sources, retaining or noting key information.
I can listen to others in discussion and link my own ideas clearly to others’ views .

Mathematics Targets – A Year 5 Mathematician

Number
I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.
I recognise and use thousandths and relate then to tenths, hundredths and decimals equivalents.
I recognise mixed numbers and improper fractions and can convert from one to the other.
I can read and write decimal numbers as fractions.
I recognise the % symbol and understand percent relates to a number of parts per hundred.
I can write percentages as a fraction with denominator hundred and as a decimal fraction.
I can compare and add fractions whose denominators are all multiples of the same number.
I can multiply and divide numbers mentally drawing on known facts up to 12 x 12.
I can round decimals with 2dp to the nearest whole number and to 1dp.
I recognise and use square numbers and cube numbers; and can use the notation 2 and 3.
I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
I can multiply numbers up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for a 2-digit number.
I can divide numbers up to 4-digits by a 1-digit number.
I can solve problems involving multiplication and division where large numbers are used by decomposing them into factors.
I can solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why.
I can solve problems involving numbers up to 3dp.
 
Measurement and geometry
I know that 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 convert between different units of metric measures and estimate volume and capacity.
I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.
I can calculate and compare the areas of squares and rectangles including using standards units (cm2 and m2).
I can solve comparison, sum and difference problems using information presented in a line graph.

Mathematics Targets

Year 5: Mathematics at Greater Depth

I deal confidently with all numbers up to 1,000,000 and apply this knowledge to scientific, historical and geographical learning when it is appropriate to do so.
I consistently use rounding as a strategy for quickly assessing what approximate answers ought to be before calculating.
I am confident when it comes to working across zero for positive and negative numbers to work time, eg, between BC and AD in history.
I use my knowledge of measurement to create plans of areas around school, such as classroom, field, outside play area, etc.
I use a range of timetables to work out journey times on a fictional journey around the world, eg, ‘How long would it take to reach the rainforests in the Amazon?’.
I confidently collect my own data on a personal project and present information in formats of my choosing, eg, charts, graphs and tables.
I enjoy being challenged with reasoning problems and show a good level of resilience if I find the problem difficult.
I can explain my workings to my peers and help them with their problems whilst at the same time deepen my own understanding.
I can return to most tasks after a break and will not need to be re-taught.
I am particularly quick at recognising which operation may be required to deal with specific problems and can apply this operation with confidence.



Year 6 Expectations

Reading Targets

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I use my combined knowledge of phonemes and word derivations to pronounce words correctly, e.g. arachnophobia.
I attempt the pronunciation of unfamiliar words drawing on my prior knowledge of similar looking words.
I can read fluently, using punctuation to inform meaning.
 
Comprehension
I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
I can read books that are structured in different ways.
I can recognise texts that contain features from more than one text type.
I can evaluate how effectively texts are structured and presented.
I can read non-fiction texts to help with my learning.
I read accurately and check that I understand.
I can recommend books to others and give reasons for my recommendation.
I can identify themes in texts.
I can identify and discuss the conventions in different text types.
I can identify the key points in a text.
I can recite a range of poems by heart, e.g. narrative verse, sonnet.
I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.

 

I can identify and comment on the writer’s choice of vocabulary, giving examples and explanation.
I can identify and explain how writers use grammatical features for effect;  for example, the use of short sentences to build tension.
I can show awareness of the writer’s craft by commenting on use of language, grammatical features and structure of texts.
I can express a personal point of view about a text, giving reasons linked to evidence from texts.
I can raise queries about texts.
I can make connections between other similar texts, prior knowledge and experience and explain the links.
I can compare different versions of texts and explain the differences and similarities.
I listen to others’ ideas and opinions about a text.
I can build on others’ ideas and opinions about a text in discussion.
I can explain and comment on explicit and implicit points of view.
I can summarise key information from different parts of a text.
I can recognise the writer’s point of view and discuss it.
I can present a personal point of view based on what has been read.
I can present a counter-argument in response to others’ points of view.
I can provide reasoned justifications for my views.
I can refer to the text to support opinion.
I can distinguish between statements of fact and opinion.
I can find information using skimming to establish the main idea.
I can use scanning to find specific information.
I can text mark to make research efficient and fast.
I can organise information or evidence appropriately.

 

Year 6: Reading at Greater Depth

I use a combination of skimming, scanning and text marking to find and collate information and I can re-present collated information.
I can draw inferences from subtle clues across a complete text and give a personal response to a range of literature and non-fiction texts.
I can state confidently preferences of text type including genre, justifying my choices.
I can explain how and why a text has an impact on me and identify how characters change during the events of a longer novel.
I can compare and contrast the styles of different writers with evidence and explanation and evaluate the styles of different writers.
I can explain the key features, themes and characters across a text and compare and contrast characters.
I can compare and contrast the language used in two different texts and identify the grammatical features/techniques used to create mood, atmosphere, key messages and attitudes.
I can identify how writers manipulate grammatical features for effect.
I can explain the author’s viewpoint in a text and present an alternative point of view.
I can explain the main purpose of a text and summarise it succinctly.

 

Writing Targets

Transcription
Spelling
I can convert verbs into nouns by adding a suffix.
I can distinguish between homophones and other words which are often confused.
I can spell the commonly mis-spelt words from the Y5/6 word list.
I understand that the spelling of some words need to be learnt specifically.
I can use any dictionary or thesaurus.
I use a range of spelling strategies.
Handwriting
I can choose the style of handwriting to use when given a choice.
I can choose the handwriting that is best suited for a specific task.
Composition
I can identify the audience for and purpose of the writing.
I can choose the appropriate form and register for the audience and purpose of the writing.
I use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect.
I use a range of sentence starters to create specific effects.
I can use developed noun phrases to add detail to sentences.
I use the passive voice to present information with a different emphasis.
I use commas to mark phrases and clauses.
I can sustain and develop ideas logically in narrative and non-narrative writing.
I can use character, dialogue and action to advance events in narrative writing.
I can summarise a text, conveying key information in writing.
Grammar and punctuation
Sentence structure
I can use the passive voice.
I can vary sentence structure to suit formal and informal writing.
Text structure
I can use a variety of organisational and presentational devices appropriate to the text type.
I write in paragraphs which can clearly signal a change in subject, time, place or event.
Punctuation
I can use the semi-colon, colon and dash.
I can use the colon to introduce a list and the semi-colon within lists.
I can use a hyphen to avoid ambiguity.

 

Year 6: Writing at Greater Depth

I confidently choose the appropriate style and form for the purpose and audience of the writing.
I use a range of techniques to engage the reader, eg, personal comments, opening hook, flashback.
I link ideas within and between paragraphs with a range of cohesive devices, eg, connecting adverbs/adverbials, use of pronouns.
I use a range of sentence types for impact and specific effect on the reader.
I make precise and specific word choices according to the text type and audience.
I summarise longer texts precisely, identifying the key information.
I use the passive voice confidently, eg, to create suspense or in a science investigation or historical or geographical report.
I use the subjunctive in the most formal writing to express a wish or a suggestion for the future.
My writing shows my individual ‘voice’ and my unique style as a writer.
My shorter pieces are well-crafted for impact and my longer pieces are sustained and consistent.
My use of sentences is controlled and a range of structures are used to create specific effects.

 

Targets in Spoken Language

A Year 6 Speaker

I talk confidently and fluently in a range of situations, using formal and Standard English, if necessary.
I ask questions to develop ideas and take account of others’ views.
I explain ideas and opinions giving reasons and evidence.
I take an active part in discussions and can take on different roles.
I listen to, and consider the opinions of, others in discussions.
I make contributions to discussions, evaluating others’ ideas and responding to them.
I can sustain and argue a point of view in a debate, using the formal language of persuasion.
I can express possibilities using hypothetical and speculative language.
I engage listeners through choosing appropriate vocabulary and register that is matched to the context.
I can perform my own compositions, using appropriate intonation, volume and expression so that literal and implied meaning is clear.
I can perform poems and plays from memory, making deliberate choices about how to convey ideas about characters, contexts and atmosphere.

 

Exceeding Year 6 Expectations

I can adapt spoken language confidently according to the demands of the context. .            
I understand that there are different registers and levels of formality within Standard English and that this is dependent upon the context.         
I can make considered choices about the required register and vocabulary I need to use to engage my audience, according to the context.
I can ask pertinent questions to develop and extend ideas.
I can articulate ideas and opinions, using evidence and explanation in support .
I participate in discussions, listen attentively and respond to others’ points of view, drawing on evidence and explaining my ideas.
I can adopt group roles and responsibilities independently, drawing ideas together and promoting effective discussion.
I can debate an issue, structuring a logical argument using formal discursive language and responding to the opposite point of view.
I can explore complex ideas and feelings in a range of ways, both succinct and extended.
I can maintain generally controlled and effective organisation of talk to guide the listener.
I can perform my own compositions, using appropriate intonation, volume and expression to engage my audience.
I can perform poems or plays from memory, making deliberate choices about how I convey ideas about characters, contexts and atmosphere, to engage a specific audience.

 

Mathematics Targets

A Year 6 Mathematician

Number
I can use negative numbers in context, and calculate intervals across zero.
I can round any whole number to a required degree of accuracy and solve problems which require answers to be rounded to a specific degree of accuracy.
I can solve problems involving the relative sizes of two quantities where the missing values can be found by using integer multiplication and division facts.
I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
I can solve problems involving the calculation of percentages.
I can multiply 1-digit numbers with up to two decimal places by whole numbers.
I can perform mental calculations, including with mixed operations with large numbers.
I can divide numbers up to 4-digits by a 2-digit whole number using formal written methods of long division and interpret remainder in various ways.
I use my knowledge of order of operations to carry out calculations involving all four operations.
I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
I can multiply simple pairs of proper fractions, writing the answer in its simplest form.
I can divide proper fractions by whole numbers.
I can associate a fraction with division and calculate decimal fraction equivalents.
I can express missing number problems algebraically.
I can find pairs of numbers that satisfy number sentences involving two unknowns.
 
Measurement and geometry
I can recognise, describe and build simple 3D shapes, including making nets.
I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangle, quadrilateral and regular polygons.
I can illustrate and name parts of circles, including radius, diameter and circumference and know that the radius is half the diameter.
I can read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and visa versa, using decimal notation to up to 3 decimal places.
I can calculate the area of a parallelogram and triangles and calculate, estimate and compare volume of cubes and cuboids using standard units.
I can interpret and construct pie charts and line graphs and use these to solve problems.

 

 Year 6: Mathematics at Greater Depth

I can compare, order and convert between fractions, decimals and percentages in contexts related to my science, history or geography learning.
I can use the appropriate formula for measuring area of shape, such as cuboid and triangle to work out area of irregular shape in the school environment.
I can use four operations with mass, length, time, money and other measures, including with decimal quantities.
I can create a scaled model of an historical or geographical structure showing an acceptable degree of accuracy using known measurements.
I can calculate costs and time involved to visit a destination in another part of the world relating to on-going learning in history or geography.
I can collect own data on a personal project and present information in formats of my choosing, charts, graphs and tables and answer specific questions related to my research.
I very confidently use the four operations with mass, length, time, money and other measures, including with decimal quantities.
I confidently explain my thinking to others and in so doing deepen my own understanding.
I can tackle reasoning problems with confidence and relish difficult tasks that really challenge me showing excellent levels of resilience at the same time.
I know I can return to an area of learning after a break and feel confident that I will not require additional support.



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Mantle of the Expert

 
 

What is it?

Mantle of the Expert is a teaching approach that uses drama and inquiry to create meaningful and purposeful activities for learning. This method involves the students taking on the role of an expert team that is commissioned by a fictional client to perform specific tasks that involve problem-solving and dealing with a pre-designed situation.

The teacher plays multiple roles, including being a member of the team, to add tension and guide the students’ learning both inside and outside the context. This approach is not a “discovery” approach where the teacher sits back and observes, but one where the teacher guides and supports the students throughout the learning process. It is essential that students are aware from the beginning that they are participating in a fictional context.

Mantle of the Expert was developed by British educator Dorothy Heathcote and is an inquiry-drama-based learning approach that puts the community at its centre. 

The name “Mantle of the Expert” alludes to the Polynesian people of New Zealand, the Māori tribe, and the korowai mantle that the wise members of the tribe wore in celebration of their knowledge. It may also refer to the “mantle of Elijah” passage in the Bible (2 Kings 2:11-14). Heathcote was awarded an MBE for her work in education.

An example task of Mantle of the Expert might involve students taking on the role of scientists and dealing with a dinosaur egg discovered on an uninhabited island. The teacher would lead the creation of the island and facilitate the learning by providing images of islands, habitats, and geographical features.

The context would properly begin when the teacher gathers the students and tells them the story/ commission/ team objective (but in a peer-to-peer tone rather than story time) and guides them on their learning task. The teacher provides various activities designed to develop curriculum learning and reflects on the students’ work while introducing other steps, all while guiding and shaping their journey.

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