### Welcome to the End of Year Expectations page.

This page contains the skills based, end of year expectations for each year group. At Great Sankey Primary we aim for every child to fulfill their full potential, by tailoring learning to meet individual needs. Every child is different and will be successful in different areas, however the information below shows the national expectation for each year group. Please use these to support your child's learning.

Year Groups

Nursery - Reception - Year 1 - Year 2 - Year 3 - Year 4 - Year 5 - Year 6

__Social__

- To be able to play with other children
- To be able to form a friendship
- To be able to separate from main carer
- To select and use activities and resources
- To be able to respond to boundaries
- To begin to share
- To be able to express their feelings
- To be aware of others feelings
- To be aware that actions can hurt
- To be able to put on and take off own coat
- To be able to go to the toilet independently
- Can manage washing and drying hands

__English__

**Speaking and Listening (Communication)**

- Listen with interest to stories
- Listen to others
- To follow directions
- To understand and use simple sentences
- To select familiar objects by name
- To ask simple questions
- To learn new words and use them in communicating
- To join in with rhymes and stories
- To respond to simple instructions
- Can retell a simple past event in correct order

**Reading **

- Enjoy rhyming and rhythmic activities
- Show awareness of rhyme and alliteration
- To look at books independently and handle books carefully, holding books the correct way up and how turn pages
- To hold books the correct way up and turn the pages

**Writing **

- To draw lines and circles using gross motor movements
- To use one-handed tools and equipment
- To hold a pencil correctly
- Can copy some letters
- Sometimes gives meaning to marks as they draw and paint
- To write own name

__Maths__

**Number **

- Recite numbers in order to 10.
- Know that numbers identify how many objects are in a set.
- Sometimes match numeral and quantity correctly.
- Compare two groups of objects, saying when they have the same number.
- Separate a group of three or four objects in different ways and begin to recognise that the total is still the same.
- Show an interest in representing numbers.
- Realise that anything can be counted including steps, claps or jumps.
- Recognise some numerals of personal significance.
- Recognise numerals 1 to 5.
- Count objects to 10, and begin to count beyond 10.

**Shape, Space and Measures **

- Show awareness of similarities of shapes in the environment.
- Use positional language.
- Show interest in shapes in the environment.
- Use shapes appropriately for tasks.
- Begin to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
- Begin to use mathematical names for ‘flat’ 2D shapes, and mathematical terms to describe shapes.
- Select a particular named shape.
- Use familiar objects and common shapes to create and recreate patterns and build models.

__Social__

- To be able to initiate play
- To be confident in trying new things
- To be able to take turns and share
- To be able to adapt to change, such as different events and social situations and routines
- To be aware of boundaries and follow rules
- To be able to resolve problems with support
- To be independent with own belongings
- To have some responsibility with own personal care; using the toilet, hand washing, changing for PE
- To be able to show an awareness of respect for self and others
- To show confidence in asking adults for help or say when they do not need help
- To be able to choose resources they need for their chosen activities
- Begin to be able to negotiate and solve problems without aggression e.g. when someone has taken their toy
- To work as part of a group or class
- Dresses with some help

__English__

**Speaking and Listening**

- Able to maintain attention and concentrate for short periods of time
- Able to sit quietly during appropriate times
- Respond to what they hear and ask relevant questions
- Respond to simple instructions and questions
- Retell simple past events in the correct order
- Use talk to connect ideas
- Question why things happen and give explanations
- Be able to follow directions
- Listen to stories and respond to what they hear with relevant comments, questions or actions
- Begin to understand ‘why ‘and ‘how’ questions

**Reading**

- Be able to show awareness of rhyme, alliteration and recognise rhythm in spoken words
- Listen to and join in with stories and poems with increasing attention and recall
- Begin to be aware of the way that stories are structured and suggest how a story might end
- Describe main story setting, events and characters
- Know that print carries meaning and is read from left to right and top to bottom
- Hear and say initial sounds in words
- Segment the sounds in simple words and blend them
- Link sounds to letters, naming and sounding the letters of the alphabet
- Begin to enjoy an increasing range of books
- Know that information can be retrieved from books and computers
- Read and understand simple sentences

**Writing**

- Be able to hold the pencil correctly, use it with control and have a preference for a dominant hand
- Begin to form recognisable letters
- Be able to give meaning to marks that they make as they draw, write or paint
- Begin to break the flow of speech into words
- Be able to hear and say the initial sounds and words
- Be able to segment the sounds in simple words and blend them together
- Attempt to write simple sentences in meaningful contexts
- Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence
- Be able to write own name, labels, captions and attempt to write short sentences
- Use phonic knowledge to write words to match their spoken words

__Maths __

**Number**

- Select the correct numeral to represent 1 to 5, then 1 to 10 objects.
- Estimate how many objects they can see and check by counting them.
- Use the language of ‘more’ and ‘fewer’ to compare two sets of objects.
- Find the total number of items in two groups by counting all of them.
- Find one more or one less from a group of up to five objects, then ten objects.
- In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
- Count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
- Use quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer.
- Solve problems, including doubling, halving and sharing.

**Shape, Space and Measures **

- Begin to use mathematical names for ‘solid’ 3D shapes, and mathematical terms to describe shapes.
- Describe their relative position such as ‘
*behind'*or ‘*next to*’. - Order two or three items by length or height.
- Order two items by weight or capacity.
- Use everyday language related to time.
- Begin to use everyday language related to money.
- Order and sequence familiar events.
- Measure short periods of time in simple ways.
- Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
- Recognise, create and describe patterns.
- Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

**Social**

- To be able to share
- To be able to play co-operatively
- To be able to take turns and share consistently
- To be able to take responsibility for the choices they make
- To be able to resolve problems with support
- To be able to adapt to change, such as different events and social situations and routines
- To follow the rules
- To take responsibility of own belongings
- To be responsible for personal care
- To show respect for self and others with

__English__

**Speaking and Listening**

- To be able to convey simple information showing awareness of what the listener needs to know
- To be able to use words to sequence and sustain talk
- To be able to take turns when speaking
- To be able to speak clearly and audibly to a large group

- To be able to speak with expression
- To be able to listen with sustained concentration to stories and people talking
- To be able to ask relevant questions, follow instructions and remember main points
- To be able to identify points of interest when listening to a story told or broadcast

- To use a range of varied and appropriate vocabulary linked to topic
- To be able to answer questions in simple sentences
- To use talk to organise, sequence and clarify thinking, ideas, feelings and event.

**Writing**

- Be able to blend and segment sound when writing
- Be able to recognise and name the letters of the alphabet
- To be able to use finger spaces
- To be able to construct a simple sentence and extend where appropriate
- To understand the purpose of a capital letter and a full stop
- To make sure that their sentences make sense.
- To hold the pencil correctly and form letters correctly
- To be able to spell the first one hundred high frequency words
- To be able to repeat key words
- To be able to write first name and surname.

**Reading**

- To be able to read the first one hundred high frequency words
- To be able to blend and segment sounds
- To make plausible attempts at unknown words
- To be able to discuss pictures and picture clues when reading
- To understand the difference between fiction and non-fiction texts
- To be able to retell stories in the correct order.
- To make simple comparisons and contrasts between different stories, settings, characters etc.

__Maths__

**Using and Applying **

- To be able to count in two’s , five’s and ten’s
- To know the months of the years and days of the week
- To work with numbers up to 100
- To be able to form and write numbers correctly in numeral and words to 20
- To be able to write number sentences using +, - , X ,÷ and = symbols

**Number**

- To be able to partition two digit numbers into tens and units
- To be able to add one and two digit numbers
- To be able to subtract one and two digit numbers
- To recognise all coins and notes
- To understand the value of all coins up to £1
- To understand how to use coins up to £1.
- To know all pairs of numbers that make 20

**Measure**

- To be able to read the time to o ‘clock and half past
- To recognise and name common 3D and 2D shapes.
- To compare, measure and record the following using standard units for:

- lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half)

- lengths and heights (metres, centimetres)

- mass (grams, kilograms)

- capacity and volume (litres)

- time (hours, minutes, seconds)

**Data Handling**

- To be able to create and read simple pictograms

__Social__

- To be able to share consistently
- To be able to play co-operatively
- To be able to resolve problems independently
- To be able to take turns and share consistently
- To be able to take responsibility for the choices they make
- To be able to adapt to change, such as different events and social situations and routines
- To follow the rules consistently
- To be able to understand consequences of their actions
- To be able to accept responsibility for actions and express themselves in an appropriate way
- To take responsibility of own belongings and other peoples
- To show respect for self and others

**English**

**Speaking and Listening **

- To be able to convey simple information showing awareness of what the listener needs to know
- To be able to use words to sequence and sustain talk
- To be able to take turns when speaking and respond to what has been said
- To use a range of varied vocabulary linked to topic
- To be able to speak clearly and audibly to a large group
- - To be able to speak with expression
- To be able to listen with sustained concentration to stories and people talking
- To be able to ask relevant questions, follow instructions and remember main points
- To answer questions clearly and in full sentences
- To be able to identify points of interest when listening to a story told or broadcast

**Reading**

- Read accurately by blending the sounds in words
- Read accurately words of two or more syllables
- Read words containing common endings and read tricky words
- Read familiar words quickly and accurately without sounding out
- Read and re-read books to improve fluency
- Answer and ask a range of questions about a book (who, how, what, when, where, why)
- Become familiar with different types of stories, discussing favourite words and phrases
- Recognise repeated language and patterns in different stories and poems
- Learn a collection of poems by heart
- Explain and discuss their understanding of books, both read to them and read by themselves

**Writing **

- Split up word into sounds to spell many words correctly
- Learn new ways of spelling sounds where there are a variety of ways to spell it (day, rain, cane)
- Learn some words that sound the same but have different spellings and meanings (two, to, too)
- Learn to spell tricky words
- Learn to spell words when two words have been put together (for example - do not = don’t)
- Add endings to spell longer words
- Begin to use some of the strokes need to join letters
- Write capital letters and numbers the right size and right way round
- Write for a variety of purposes
- Learn to use punctuation correctly
- Re-read their work to check if it makes sense, check spelling, grammar and punctuation are correct.

__Maths__

**Using and Applying**

- To solve simple problems using counting, addition, subtraction, doubling and halving, multiplication and division.
- To be able to explain how they have solved a problem using mathematical vocabulary
- To be able to explain why an answer is correct.
- To predict what will come next in a sequence or pattern and give reasons for choice.

** ****Number**

- To be able to count forward and backwards to 100
- To read, write and order numbers to 100
- To recognise odd and even numbers
- To be able to partition three digit numbers into hundreds, tens and units
- To add and subtract one and two digit numbers
- To know by heart their 2, 5 and 10 times tables
- To know 10 more or ten less than any number to 100
- Can find ½, 1/3, 2/3, ¾, ¼ of groups and shapes of objects.
- To be able to write number sentences using +, -, x and =
- To be able to multiply using repeated addition
- To be able to recall addition and subtraction facts to 20.
- Use the column method to add and subtract 2 digit numbers (without carrying over or borrowing)
- Check calculations using the inverse
- Count in halves and quarters to 10
- To recognise and find total of values of coins up to a £

**Shape, Space and** **Measure**

- To be able to name, recognise and sort common 2D and 3D shapes
- To use mathematical language to describe the properties of 2D and 3D shapes
- Identify shapes with symmetry
- Identify the properties of polygons and non polygons
- To be able to use positional and directional language
- To estimate, measure, compare and order using non-standard and standard units (length, mass and capacity)
- To read a scale to the nearest numbered unit
- To be able to tell the time to five minutes including quarter past and quarter to using analogue and digital clocks

**Data Handling**

- To be able to collect, sort and record information (lists, tables, graphs)
- To answer questions using vocabulary related to data handling.

**Social**

- To be able to play co-operatively
- To be able to resolve problems independently
- To be able to take turns and share consistently
- To be able to take responsibility for the choices they make
- To be able to adapt to change, such as different events and social situations and routines
- To follow the rules consistently
- To be able to understand consequences of their actions
- To be able to accept responsibility for actions and express themselves in an appropriate way
- To take responsibility of own belongings and other peoples
- To show respect for self and others
- To engage and contribute to class discussions
- To work co-operatively in a team
- To remain focused on their learning at all times.
- To be confident in approach and attitude towards work.

**English**

**Speaking and Listening**

- To develop ideas and feelings through sustained speech
- To organise and structure talk to help the listener
- To adapt language and non-verbal features to suit content and audience
- To respond to the speaker’s main ideas, developing them through generally relevant comments and suggestions.
- To recognise and comment on different ways that meaning can be expressed in own and others' tallk

**Reading**

- To read accurately new words of 2 or more syllables.
- To read tricky words, noticing the differences between spelling and sounds.
- To listen to and discuss a wide range of texts
- To prepare poetry and play scripts to read aloud using varying tone and volume so that the meaning is clear.
- To recognise some different forms of poetry.
- To understand what they read by drawing inferences, such as inferring characters feelings, thoughts and motives from their actions.
- Predicting what might happen next in a story.
- To use features of a non-fiction text.
- To explain and discuss their understanding of what they read, maintaining their focus on the topic
- To ask questions to improve their understanding of a text.

**Writing**

- To understand how to add prefixes and suffixes to words.
- To increase the legibility and quality of their handwriting.
- To discuss and plan their writing using ideas from similar texts.
- To orally rehearse their writing.
- To organise their work into paragraphs.
- To create characters, setting and plot for a story.
- To organise non-fiction texts using heads and sub-headings.
- To evaluate their own writing and make improvements.
- To use a wide range of connectives.
- To use capital letter, full stops, exclamation marks, question marks, speech marks and commas accurately.
- To extend sentences by using more than one clause.

**Maths**

**Using and Applying**

- To solve addition, subtraction, multiplication and division word problems and missing number problems.
- To solve word problems by explaining methods and providing reasons.
- To be able to use different ways to solve a problem if the original method is not successful.
- To solve a problem by organising and interpreting numerical data in simple lists, tables and graphs.

**Number**

- To read, write, compare and order numbers to 1000 in words and numbers.
- To be able to partition three digit numbers into hundreds, tens and units.
- To count in multiples of 2, 3, 4, 5, 8, 10, 50 and 100 from 0.
- To give 10 or 100 more or less than a given number.
- To add and subtract two-digit and three-digit numbers (including using the column method)
- To add and subtract three-digit numbers mentally.
- To be able to recall and use multiplication and division facts for the 2, 3, 4, 5, 8, and 10 times tables.
- To multiply and divide two-digit numbers by 1-digit numbers using mental and written methods.
- To identify ½, ⅓, ¼, ⅕, ⅙,
^{1}⁄₇, ⅛^{1}⁄₉,^{1}⁄_{10, }^{1}⁄_{11 }and^{ 1}⁄_{12 }of a shape or number. - To compare and order fractions with the same denominators.
- To recognise fractions which are equivalent to 1 and pairs of fractions that add up to 1.
- To add and subtract fractions with the same denominator.
- To add and subtract amounts of money and give change using £ and p.

**Shape, Space and Measure **

- To recognise, describe and make 2D and 3D shapes.
- To identify right angles and to identify when an angle is greater or less than a right angle.
- To recognise that two right-angles make a half-turn and four make a complete turn.
- To measure, compare, lengths, mass , volume/capacity and time
- To measure the perimeter of simple 2D shapes.
- To tell and write the time for an analogue clock (roman numerals/12-hr/24-hr), estimating time to the nearest minute and calculating time intervals
- To use vocabulary relating to time.

**Data Handling**

- To read, interpret and present data using pictograms and bar charts with scales.
- To solve problems using information presented in pictograms, bar charts and tables.

**Social**

- To consistently follow the golden rules at all times.
- To have the confidence to take educated risks and understand that you can learn through mistakes.
- To recognise when we need to ask for help and appreciate advice given.
- To listen respectfully to the opinions of others even if they differ from our own.
- To share equipment.
- To individually take responsibility for a task within a group.
- To appreciate the learning styles of others.
- To develop self confidence and belief that they are working at the appropriate level.
- To understand and respect others’ personal boundaries.

**English**

**Speaking and Listening **

- To develop ideas and feelings through sustained speaking turns
- To organise talk to help the listener, with overall structure evident

- To adapt language and non-verbal features to suit content and audience

- To respond to the speaker’s main ideas, developing them through generally relevant comments and suggestions
- To show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios

- To attempt different roles and responsibilities in pairs or groups

- To recognise and comment on different ways that meaning can be expressed in own and others' talk

** ****Reading**

- To read accurately words of two or more syllables
- To read words noting the unusual correspondence between spelling and sound
- To be able to identify recurring themes and elements in stories and poems
- To learn poems by heart
- To understand what they have read by recalling and summarising main ideas from different parts
- To discuss words and phrases that capture the reader’s interest and imagination
- To read non-fiction books and discuss what they have asked
- To be clear where to find information in non-fiction texts
- Explain and discuss their understanding of what they have read, maintaining their focus on the topic
- Ask questions to improve their understanding of a text

**Writing**

- To spell words that are often misspelt
- To spell further homophones and know their meanings e.g. ball/bawl, mail/male
- To write using a joined handwriting using diagonal and horizontal strokes correctly
- To evaluate and edit own work and others also suggesting improvements
- To propose changes to grammar and vocabulary in own writing
- To proof read for spellings and punctuation errors
- To read aloud own writing with appropriate control, volume and intonation
- To extend sentences using a range of clauses e.g. when, if, although
- To choose appropriate nouns or pronouns for clarity and to avoid repetition
- To use and understand grammatical terminology when reading and writing

**Maths**

Using and Applying

- To be able to solve word problems using all four operations.

- To problem solve number and word problems using negative numbers and increasingly large positive numbers.
- To solve one-step and two-step problems involving numbers or measure (money, time, length, perimeter, area) using all four operations.
- To consolidate and practise aspects of number, and shape and space through puzzles and problem-solving activities.

**Number**

- To recognise, order and compare numbers up to 10,000.
- To count in single digit multiples as well as 10, 25, 50, 100 and 1000.
- To recognise place value of four digit numbers.
- To round up or down to the nearest 10 or 100.
- To add and subtract using the formal written method up to four digits.
- To mentally add two digit numbers.
- To understand the importance of the inverse and mentally estimate feasible answers to check answers.

- To be able to recall multiplication and division facts for all tables up to 12x12.
- To mentally perform multiplication/division calculations accurately including multiplying by 0 and diving by 1.
- To multiply and divide 2/3 digit numbers by a 1 digit number using formal written methods and interpret remainders accurately as integers.
- To identify and name fractions.
- To find equivalent fractions.
- To reduce fractions to their simplest form.
- To add and subtract two fractions with common denominators within one whole.
- To compare and order decimal numbers up to two decimal places.
- To recognise and write decimal equivalents of fraction ¼, ½ and ¾ and tenths and hundredths.

**Data Handling**

- To read, interpret and solve problems using information in bar graphs including reading scales on the axis.

**Shape, Space and Measures **

- To compare/classify shapes based on property and size.
- To identify and compare acute and obtuse angles of different sizes.
- To describe position and movement and recognise co-ordinates on a 2D grid.
- To recognise, plot points and draw sides to complete a given polygon.
- To convert different units of measure.
- To measure and calculate the perimeter of a regular shape.
- To find the area of regular shapes.
- To read and convert time- analogue to digital (12 hour and 24 clock)

**Social**

- To always follow the golden rules at all times.
- To have the confidence to take educated risks and understand that you can learn through mistakes.
- To listen respectfully to the opinions of others even if they differ from our own.
- To individually take responsibility for a task within a group.
- To be able to work within a group.
- To appreciate the learning styles of others.
- To understand and respect others’ personal boundaries.
- To begin to set a positive example for others to follow.

**English**

**Speaking and Listening**

- To develop ideas and feelings through sustained speaking turns
- To organise talk to help the listener, with overall structure evident
- To adapt language and non-verbal features to suit content and audience
- To respond to the speaker’s main ideas, developing them through generally relevant comments and suggestions
- To attempt different roles and responsibilities in pairs or groups
- To show understanding of characters or situations
- To adapt speech, gesture, and movement
- To create roles and scenarios
- To recognise and comment on different ways that meaning can be expressed in own and others' talk
- To apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet.

**Reading**

- To maintain positive attitudes to reading and understanding of what they read by reading a wide range of books, discussing similar themes occurring across stories and expressing preferences and building on prior knowledge.
- To ensure that pupils are taught the technical and other terms needed for discussing what they hear and read, such as
*metaphor, simile, analogy, imagery, style,*and*effect.* - To discuss how authors use language, including figurative language, in the books they read, and considering the impact on the reader
- To distinguish between statements of fact and opinion
- To retrieve, record and present information from non-fiction
- To participate in conversations 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
- To explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic under discussion
- To ask questions to improve their understanding of what they have read.

**Writing **

- To further prefixes and suffixes and understand the guidelines for adding them
- To spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
- Continue to distinguish between homophones and other words which are often confused
- To use dictionaries to check spelling and meaning of words
- To use the first three or four letters of a word to look up words in a dictionary, to check spelling, meaning or both of these.
- To use a thesaurus.
- To write legibly, fluently, with increasing speed and personal style.
- Be able to 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
- Be able to choose the writing implement that is best suited for a task (e.g. quick notes, letters).
- To proof-read work for spelling and punctuation errors
- To perform own work using appropriate intonation and volume
- Understand how spoken language can be represented in writing
- To use commas to clarify meaning or avoid ambiguity in writing
- To be able to use hyphens to avoid ambiguity
- To use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading.

**Maths**

**Using and Applying**

- To develop own strategies to solve a given problem.
- To solve problems by extracting and interpreting information represented in tables, charts and graphs.
- To identify and use the appropriate operation to solve a problem.

**Number**

- To read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit.
- To count forwards or backwards in steps of 100, 1000 or 10,000 for any given number up to 100, 000.
- To round any number up to 1,000,000 to the nearest 10, 100, and 1000.
- To estimate the answers to calculations involving addition, subtraction, multiplication and division
- To add and subtract whole numbers with up to 5 digits, including using formal written method.
- To add and subtract numbers mentally
- To identify multiples including common multiples, and factors including common factors
- To know and use the vocabulary of prime numbers
- To establish and recall prime numbers up to 19
- To multiply numbers up to 4-digits by a 1 or 2-digit number using the appropriate written method
- To accurately multiply and divide numbers mentally drawing upon known facts
- To divide numbers up to 4 digits by a 1-digit number and 10 and interpret remainders appropriately
- To multiply and divide numbers by 10, 100 and 1000
- To recognise and use square numbers and the notation for square (2).
- To understand what a decimal number is and how it relates to part of a whole number.
- To compare and order fractions with different denominators
- To recognise mixed numbers and improper fractions and convert from one form to the other
- To add and subtract fractions with the same denominator and related fractions
- To read and write decimal numbers as fractions (e.g. 0.71 = 71/100)
- To read, write, order and compare numbers with up to three decimal places
- To add and subtract numbers with up to three decimal places.
- To recognise and use the percent symbol (%) correctly.
- To write simple fractions as percentages and decimals as percentages (e.g. ½ = 50% = 0.5).

**Shape, Space and Measure**

- To measure angles in degrees and draw a given angle, writing its size in degrees
- To know angles are measured in degrees.
- To identify and be able to measure 90°, 180°, and 360°.
- To recognise and compare different triangles including: isosceles, equilateral and right-angled; identify and name the following: parallelogram; rhombus; trapezium
- To construct 2D shapes from given dimensions; state and use properties of a square and rectangle
- To identify 3D shapes including cubes and cuboids from 2D representations (nets of shape).
- To add, subtract, multiply and divide units of measure (e.g. length, mass, volume, money) using decimal notation.

**Data Handling**

- To complete tables and bar graphs from given information and solve problems using data presented in bar graphs, tables and simple pie charts.

**Social**

- To act as role models for all children in the school.
- To be confident at taking risks, and understand that you learn through your mistakes
- To always respect other people’s opinions, even if they are different from their own.
- To individually take responsibility for a task within a group.
- To appreciate the learning styles of others.
- To take responsibility for their own learning
- To be able to work effectively in a team.
- To always understand and respect others’ personal boundaries.

**English**

**Speaking and Listening **

- Express and explain relevant ideas and feelings, with some elaboration to make meaning explicit
- Shape talk in deliberate ways for clarity and effect to engage the listener
- Adapt vocabulary, grammar, and non-verbal features in ways well-matched to audience, purpose and context
- Recognise significant details and implicit meanings, developing the speaker’s ideas in different ways
- Sustain roles and responsibilities with independence in pairs or groups, sometimes shaping overall direction of talk with effective contributions
- Show insight into texts and issues through deliberate choices of speech, gesture, and movement, beginning to sustain and adapt different roles and scenarios
- Explain features of own and others’ language use, showing understanding of effect of varying language for different purposes and situations

**Writing **

- To be able to use a variety of lengths with sentences for good effect.
- To be able to use a wide range of connectives like although, on the other hand, meanwhile to show the link between ideas
- To be able to change the order of words in sentences for good effect
- To be able to use a full range of punctuation including speech.
- To ensure both grammar and punctuation are used accurately including commas to mark clauses. Sometimes ambitious structures are attempted.
- To be able to structure writing clearly and organise it into paragraphs.
- To be able to structure writing throughout e.g. closings refer to openings.
- To make clear links between paragraphs.
- To ensure paragraphs have clear structure and support the main purpose.
- To be able to use a range of things to link sections e.g. pronouns, connectives, references back to text.
- To be able to show clear links between paragraphs throughout writing.
- To ensure writing is relevant to the task and ideas are developed with imaginative detail.
- To ensure ideas are developed in detail and are appropriate for the task.
- To ensure their point of view stays the same throughout their work with some elaboration e.g. development of individual voice or characterisation.
- To ensure the purpose of their writing is clear throughout their work.
- To show they have used the features of a text type.
- To ensure the way they write shows the suitable style and is established to maintain the readers’ throughout.
- To be able to carefully choose wow words for effect.
- To be able to use lots of different words that fit the topic of their writing.
- To be able to make a very good attempt to spell words that they are not sure how to spell.

**Reading**

- Apply their growing numbers of root words, prefixes and suffixes to understand new words
- Read an increasing range of text
- Discuss how authors use figurative language
- Distinguish between fact and opinion
- Participate in conversations about books they have read
- Explain and discuss their understanding about what they have read
- Ask questions about what they have read
- Provide reasoned justification for their views

**Maths**

**Using and Applying **

- To be able to identify and obtain necessary information to solve mathematical problems.
- To check and spot errors whilst reviewing the methods used.
- To show understanding of problems by describing them mathematically using symbols, words and diagrams.
- To draw simple conclusions of their own and give an explanation of their reasoning.
- To explain and justify their methods and solutions.
- To break a several-step problems or investigations into simpler steps.
- To solve simple problems involving ordering, adding and subtracting negative numbers in context
- To solve simple problems involving ratio and proportion

**Number **

- To use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
- To round decimals to the nearest decimal place
- To order negative numbers in context
- To recognise and use number patterns and relationships.
- To add and subtract mixed numbers and fractions
- To multiply and reduce fractions and write the answers in its simplest form
- To divide fractions by whole numbers
- To understand simple ratio, use ratio to show relative sizes of quantities and reduce a ratio to its lowest terms.
- To check solutions by applying inverse operations or estimating using approximations
- To use all four operations with decimals to two places
- To use a calculator where appropriate to calculate fractions and percentages of quantities/measurements, etc.

- To be able to understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any four digit number by any two-digit number
- To calculate simple fractions or percentages of a number/quantity, e.g. 3/8 of 400g or 60% of £300
- To use and interpret coordinates in all four quadrants
- To understand simple expressions using symbols e.g. ‘2 less than n’ can be written as ‘n – 2’
- To use symbols to represent an unknown number in a number sentence

**Shape, Space and Measure **

- Compare and classify shapes
- Find unknown angles in regular polygons
- Illustrate and name parts of a circle:
- Recognise, describe and make nets of 3D shapes
- Calculate the volume of simple 3D shapes
- Estimate the size of angles
- Describe position in all four quadrants
- Construct translate and reflect shapes
- Use, read, write and convert standard units
- Calculate the area of parallelograms and triangles

**Data Handling**

- Read, draw and interpret line graphs
- Use, interpret and apply all three averages
- Use the language associated with probability