1. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Writing: At the National Standard Year 5 Statements Year 5 Expectations: Transcription Form verbs with prefixes. for example, dis, de, mis, over and re. Convert nouns or adjectives into verbs by adding a suffix. for example, ate, ise, ify. Understand the general rules for adding prefixes and suffixes above. Spell some words with ‘silent’ letters, e.g. knight, psalm, s olemn. Distinguish between homophones and other words which are often confused. Spell identified commonly misspelt words from Year 5 and 6 word list. Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. Use a thesaurus. Use a range of spelling strategies. Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters. Choose the writing implement that is best suited for a task (e.g. quick notes, letters). Year 5 Expectations: Composition Know the audience for and purpose of the writing. Use the features and structures of text types taught so far. Use grammatical features and vocabulary appropriate for the text types taught so far Start sentences in different ways. Use sentence starters to highlight the main idea. Develop characters through action and dialogue. Establish viewpoint as the writer through commenting on characters or events. Show how grammar and vocabulary choices create impact on the reader. Choose vocabulary to engage and impact on the reader. Use stylistic devices to create effects in writing, for example, simile, metaphor, personification. Add well-chosen detail to interest the reader. Summarise a paragraph or event. Organise writing into paragraphs to show different information or events.

2. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Year 5 Expectations: Composition continued Use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs. 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 (i.e. omitted) relative pronoun. Use commas to clarify meaning or avoid ambiguity in writing. Use brackets, dashes or commas to indicate parenthesis. Assess the effectiveness of their own and others’ writing. Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Ensure the consistent and correct use of tense throughout a piece of writing. Ensure correct subject and verb agreement when using singular and plural. Distinguish between the language of speech and writing. Distinguish between the formal and informal spoken and written language. Proof-read for spelling and punctuation errors. Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Year 5 Mastering Expectations: Composition Use paragraphs to structure the plot in narrative writing, showing changes in time, place and events. Use changes in time and place to guide the reader through the text. Use paragraphs to organise information logically and shape a non-fiction text effectively. Sustain and develop ideas within a paragraph, introducing it with a topic sentence. Close text with reference to its opening. Re-order sentences to create impact on the reader. Use expanded noun phrases to add well thought out detail to writing. Use punctuation to clarify meaning of sentences – commas to mark phrases and clauses. Use dialogue effectively and punctuate it accurately. Assessing Writing: At the National Standard Year 5 Statements continued

3. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Reading: At the National Standard Year 5 Statements Year 5 Expectations: Word Reading Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. Re-read and read ahead to check for meaning. Year 5 Expectations: Comprehension Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features. Read non-fiction texts and identify purpose and structures and grammatical features and evaluate how effective they are. Identify significant ideas, events and characters and discuss their significance. Learn poems by heart. for example, narrative verse, haiku. Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action. Year 5 Expectations: Comprehension Use meaning-seeking strategies to explore the meaning of words in context. Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language. Identify and comment on writer’s use of language for effect. for example, precisely chosen adjectives, similes and personification. Identify grammatical features used by writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact on the reader. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions. Justify inferences with evidence from the text. Make predictions from what has been read. Summarise the main ideas drawn from a text. Identify the effect of the context on a text. for example, historical or other cultures. Identify how language, structure and presentation contribute to the meaning of a text.

4. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Reading: At the National Standard Year 5 Statements (continued) Year 5 Expectations: Comprehension (continued) Express a personal point of view about a text, giving rea sons. Make connections between other similar texts, prior knowledge and experience. Compare different versions of texts and talk about their differences and similarities. Listen to and build on others’ ideas and opinions about a text. Present an oral overview or summary of a text. Present the author’s viewpoint of a text. Present a personal point of view based on what has been read. Listen to others’ personal point of view. Explain a personal point of view and give reasons. Know the difference between fact and opinion. Use knowledge of structure of text type to find key information. Use text marking to identify key information in a text. Make notes from text marking. Year 5 Mastering Expectations: Reading Comprehension Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE) Adapt own opinion in the light of further reading or others’ ideas. Identify formal and informal language. Know the features of different narrative text types, for example, adventure, fantasy, myths. Compare texts by the same writer. Compare texts by different writers on the same topic. Summarise key information from different texts. Empathise with different character’s points of view. Infer meaning using evidence from the text and wider reading and personal experience. Explain how a writer’s use of language and grammatical features have been used to create effects and impact on the reader. Explain how punctuation marks the grammatical boundaries of sentences and gives meaning. Know how the way a text is organised supports the purpose of the writing. Use scanning and text marking to find and identify key information.

5. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Spoken Language: At the National Standard Year 5 Statements Year 5 Mastering Expectations: Spoken Language Organise and shape a talk, making connections between ideas and drawing on different points of view. Use Standard English appropriately. Use persuasive language and techniques to influence the listener Show understanding of how and why language choices vary in their own and others’ talk in different contexts. Sustain listening to different sources, retaining or noting key information. Speak in extended turns to express ideas and opinions, with some relevant detail. Vary vocabulary, grammar, and non-verbal features to suit audience, purpose, and context. Sustain listening to different sources, retaining or noting key information. Listen to others in discussion and link own ideas clearly to others’ views. Year 5 Expectations: Spoken Language Engage the interest of the listener by varying their expression and vocabulary. Adapt spoken language to the audience, purpose and context. Explain the effect of using different language for different purposes. Develop ideas and opinions with relevant detail. Express ideas and opinions, justifying a point of view. Show understanding of the main points, significant details and implied meanings in a discussion. Listen carefully in discussions, make contributions and ask questions that are responsive to others’ ideas and views. Begin to use Standard English in formal situations. Begin to use hypothetical language to consider more than one possible outcome or solution. Perform own compositions, using appropriate intonation and volume so that meaning is clear. Perform poems or plays from memory, making careful choices about how they convey ideas about characters and situations by adapting expression and tone. Understand and begin to select the appropriate register according to the context.

6. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Maths: At the National Standard Year 5 Statements Year 5 Expectations: Number Count forwards and backwards in steps of power 10 for any given number up to 1,000,000 Recognise and use thousandths and relate them to tenths, hundreds and decimal equivalents Recognise mixed numbers and improper fractions and convert from one to the other Read and write decimal numbers as fractions, for example, 0.47 = 47/100 Recognise the per cent symbol (%) and understand per cent relates to number of parts per hundred Write percentages as a fraction with denominator hundred, and as a decimal fraction Compare and add fractions whose denominators are all multiples of the same number Multiply and divide numbers mentally drawing upon known facts up to 12 x 12 Round any number to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 Round decimals with 2dp to the nearest whole number and to 1decimal place Recognise and use square numbers and cube numbers and the notation for squared (²) and cubed (³) Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 Multiply number up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for 2-digit numbers Divide numbers up to 4-digits by 1-digit numbers Solve problems involving multiplication and division where large numbers are used by decomposing them into factors Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why; solve problems involving 3 decimal places and problems which require knowledge of percentages and decimal equivalents

7. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Year 5 Expectations: Measurement, Geometry and Statistics Know angles are measured in degrees: estimate and compare acute; obtuse and reflex angles Draw given angles and measure them in degrees (º) Convert between different units of metric measures and estimate volume and capacity Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres Calculate and compare the area of squares and rectangles including using standard units (cm² and m²) Solve comparison, sum and difference problems using information presented in a line graph Year 5 Exceeding Expectations: Number Have a concept of numbers well beyond 1,000,000 and their relative association to distances to planets; historical data and geographical aspects Divide whole numbers (up to 4 digits) by 2-digit numbers, using preferred method Use rounding as a strategy for quickly assessing what approximate answers ought to be before calculating Link working across zero for positive and negative numbers to work time between BC and AD in history Recognise the symbol for square root (√) and work out square roots for numbers up to 100 Calculate number problems algebraically, for example, 2x – 3 = 5 Use knowledge of measurement to create plans of areas around school, such as classroom, field, outside play area, etc. Relate imperial measures still used regularly in our society to their metric equivalents, for example, miles to Km and lbs to Kg Use a range of timetables to work out journey times on a fictional journey around the world, for example, ‘How long would it take to reach the rainforests in the Amazon?’ Collect own data on personal project and present information in formats of their choosing, charts, graphs and tables Assessing Maths: At the National Standard Year 5 Statements continued

8. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Science: At the National Standard Year 5 Statements Year 5 Expectations: Working Scientifically Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Use test results to make predictions to set up further comparative and fair tests Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Identify scientific evidence that has been used to support or refute ideas or arguments. Year 5 Expectations: Life and Living Processes - Biology Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals. Describe the changes as humans develop to old age. Year 5 Expectations: Physical Processes - Physics Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Identify the effects of air resistance, water resistance and friction, that act between moving surfaces Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

9. Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Science: At the National Standard Year 5 Statements continued Year 5 Expectations: Materials - Chemistry Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets Know that some materials will dissolve in liquid to form a solution Describe how to recover a substance from a solution Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic Demonstrate that dissolving, mixing and changes of state are reversible changes Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. Year 5 Mastery Expectations: Explore different ways to test an idea, choose the best way and give reasons Vary one factor whilst keeping the others the same in an experiment Use information to help make a prediction Explain (in simple terms) a scientific idea and what evidence supports it Create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies Observe their local environment and draw conclusions about life- cycles, for example, the vegetable garden or plants in a shrubbery Describe methods for separating mixtures, for example, filtration, distillation Compare the time of day at different places on the earth Describe and explain how motion is affected by forces, for example, including gravitational attractions, magnetic attraction and friction Work out how water can cause resistance to floating objects

10. Key Stage 2 Progress Checker: Year 5 Writing: TranscriptionAt the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Writing Transcription I can form verbs with prefixes. I can convert nouns or adjectives into verbs by adding a suffix. for example, ate, ise, ify. I understand the rules for adding prefixes and suffixes. I can spell words with silent letters, e.g. knight, psalm, s olemn. 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. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can use a range of spelling strategies. 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. Pupil Name: ______________________ Class: ______ Year: ________ Date ____________________

11. Key Stage 2 Progress Checker: Year 5 Writing: CompositionAt the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Writing Composition I can discuss the audience and purpose of the writing. I can use the correct features and sentence structure matched to the text type we are working on. I can start sentences in different ways. I use sentence starters to highlight the main idea. 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 or event. I can organise my writing into paragraphs to show different information or events. I can use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs. I can use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can use brackets, dashes or commas to indicate parenthesis. I proof-read my writing for spelling and punctuation errors. I ensure the consistent and correct use of tense throughout a piece of writing. I ensure correct subject and verb agreement when using singular and plural.

12. Key Stage 2 Progress Checker: Year 5 Writing: Transcription and Composition Mastery: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Writing Transcription and Composition I can use paragraphs to structure the plot in narrative writing, showing changes in time, place and events. I can use changes in time and place to guide the reader through the text. I can use paragraphs to organise information logically and shape a non-fiction text effectively. I sustain and develop ideas within a paragraph, introducing it with a topic sentence. I can close text with reference to its opening. I can re-order sentences to create impact on the reader. I use expanded noun phrases to add well thought out detail to writing. I use punctuation to clarify meaning of sentences, for example, commas to mark phrases and clauses. I use dialogue effectively and punctuate it accurately. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.

13. Key Stage 2 Progress Checker: Year 5 Mathematics: NumberAt the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Mathematics: Number I can count forwards and backwards in steps of power 10 for any given number up to 1,000,000. I recognise and use thousandths and relate them to tenths, hundreds and decimal equivalents. I recognise mixed numbers and improper fractions and convert from one to the other. I can read and write decimal numbers as fractions, for example, 0.47 = 47/100. I recognise the per cent symbol (%) and understand per cent relates to 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 upon known facts up to 12 x 12. I can round any number to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000. I can round decimals with 2dp to the nearest whole number and to 1decimal place. I can recognise and use square numbers and cube numbers and the notation for squared (²) and cubed (³). I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can multiply number up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for 2-digit numbers. I can divide numbers up to 4-digits by 1-digit numbers. 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 contexts, deciding which operations and methods to use and why; solve problems involving 3 decimal places and problems which require knowledge of percentages and decimal equivalents.

14. Key Stage 2 Progress Checker: Year 5 Mathematics: Measurement, Geometry and Statistics At the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Mathematics: Measurement, Geometry and Statistics I know that angles are measured in degrees: estimate and compare acute; obtuse and reflex angles. I can draw given angles and measure them in degrees (º). 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 centimetres and metres. I can calculate and compare the area of squares and rectangles including using standard units (cm² and m²). I can solve comparison, sum and difference problems using information presented in a line graph. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.

15. Key Stage 2 Progress Checker: Year 5 Mathematics: Number, Measurement, Geometry and Statistics Mastery: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Mathematics: I have a concept of numbers well beyond 1,000,000 and their relative association to distances to planets; historical data and geographical aspects. I can divide whole numbers (up to 4 digits) by 2-digit numbers, using preferred method. I can use rounding as a strategy for quickly assessing what approximate answers ought to be before calculating. I can link working across zero for positive and negative numbers to work time between BC and AD in history. I can recognise the symbol for square root (√) and work out square roots for numbers up to 100. I can calculate number problems algebraically, for example, 2x – 3 = 5. I can use knowledge of measurement to create plans of areas around school, such as classroom, field, outside play area, etc. I can relate imperial measures still used regularly in our society to their metric equivalents, for example, miles to Km and lbs to Kg. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet. I can use a range of timetables to work out journey times on a fictional journey around the world, for example, how long would it take to reach the rainforests in the Amazon? I can collect my own data on personal project and present information in formats of their choosing, charts, graphs and tables.

16. Key Stage 2 Progress Checker: Year 5 ScienceAt the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Science: Working Scientifically I can plan and carry out an investigation by controlling variables fairly and accurately I can make a prediction with reasons I can use test results to make further predictions and set up further comparative tests I can present a report of findings through writing, display and presentation. I can take measurements using a range of scientific equipment with increasing accuracy and precision I can record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models I can report findings from investigations through written explanations and conclusions I can use graphs to answer scientific questions. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.

17. Key Stage 2 Progress Checker: Year 5 ScienceAt the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Science: Biology I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird I can describe the life process of reproduction in some plants and animals I can describe the changes as humans develop to old age. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.

18. Key Stage 2 Progress Checker: Year 5 ScienceAt the National Standard: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Science: Physics I can describe the movement of the Earth, and other planets, relative to the Sun in the solar system I can describe the movement of the Moon relative to the Earth I can describe the Sun, Earth and Moon as approximately spherical bodies I can use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. I can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object I can identify the effects of air resistance, water resistance and friction, that act between moving surfaces I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.

19. Key Stage 2 Progress Checker: Year 5 ScienceMastery: Year 5 Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then? Year 5 Key Assessment Criteria Science I can explore different ways to test an idea, choose the best way and give reasons I can vary one factor whilst keeping the others the same in a scientific enquiry I can use information to help make a prediction I can explain (in simple terms) a scientific idea and what evidence supports it I can create a timeline to indicate stages of growth in certain animals, such as frogs and butterflies I can observe my local environment and draw conclusions about life-cycles, for example, the vegetable garden or plants in a shrubbery I can describe methods for separating mixtures, for example, filtration, distillation I can compare the time of day at different places on the Earth I can describe and explain how motion is affected by forces, for example, including gravitational attractions, magnetic attraction and friction I can work out how water can cause resistance to floating object. Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.