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Year 5

Information on the programme of study for year5 students will appear here for September

Year 5 at George Mitchell Primary Phase 

Year 5 Moose class 

The national average expectation is for children to achieve level 3a/4c by the end of Year 5

What will my child be doing and learning in Year 5?

Year 5 is the third of four years where your child will be working at Key Stage 2. Teachers at our school use many strategies to check your child’s progress so they can adapt their teaching to best support, challenge and develop your child’s knowledge and understanding. If you would like to know the targets your child is working towards, please talk to your child’s class teacher.

Some children have special educational needs and may find it difficult to progress as quickly as other children but we will put support in place to ensure they do.  Parents and carers have a key role in the educational development of their child. It is important to communicate with your child’s teacher regularly, so that we can work together for the benefit of your child.

Numeracy in year 5

By the end of Year 5, most children should be able to:

  • Multiply and divide any whole number up to 10,000 by 10 or 100.
  • Know what the digits in a decimal number stand for, e.g. the 6 in 2.63 stands for 6 tenths and the 3 for 3 hundredths
  • Round numbers with 1 decimal place to the nearest whole number, e.g. 9.7 rounds up to 10, 147.2 rounds down to 147
  • Use division to find a fraction of a number, e.g. find one fifth by dividing by 5.
  • Work out in their head the difference between two numbers such as 3994 and 9007.
  • Use pencil and paper to add and subtract big numbers e.g. 5792 + 8436, 13,912 – 5829.
  • Know by heart all multiplication tables up to 10 x 10.
  • Double numbers up to 100 in their heads
  • Use pencil and paper to multiply and divide, e.g. 328 x 4, 72 x 56, 329 divided by 6
  • Draw and measure lines to the nearest millimetre
  • Work out the perimeter and area of a rectangle, e.g. the perimeter and area of a book cover measuring 25cm by 20cm
  • Solve word problems and explain their method

    Literacy in Year 5

By the end of Year 5, most children should be able to:

Speaking and Listening

  • Plan and manage a group task over time
  • Understand different ways to take the lead and support others in groups
  • Reflect on how working in role helps to explore complex issues 
  • Understand the process of decision making
  • Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language 
  • Identify different question types and evaluate their impact on the audience 
  • Identify some aspects of talk that vary between formal and informal occasions 
  • Analyse the use of persuasive language
  • Perform a scripted scene making use of dramatic conventions 
  • Use and recognise the impact of theatrical effects in drama

Reading

  • Reflect on reading habits and preferences to plan personal reading
  • Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts 
  • Compare how a common theme is presented in poetry, prose and other media
  • Make notes on and use evidence from across a text to explain events or ideas 
  • Infer writers' perspectives from what is written and from what is implied
  • Compare different types of narrative and information texts and identify how they are structured 
  • Distinguish between everyday use of words and their subject-specific use 
  • Explore how writers use language for comic and dramatic effects

Writing

  • Reflect independently and critically on their writing and edit and improve it
  • Experiment with different narrative form and styles to write their own stories 
  • Adapt nonfiction forms and styles to write fiction or factual texts, including poems 
  • Vary the pace of writing and develop viewpoint through the use of direct and reported speech
  • Create multi-layered texts, including use of hyperlinks and linked web pages
  • Experiment with the order of sections and paragraphs to achieve different effects 
  • Adapt sentence structure for different text-types, purposes and readers 
  • Punctuate sentences accurately, including using speech marks and apostrophes
  • Know and use less common prefixes and suffixes such as im-, ir-, -cian 
  • Group and classify words according to their spelling patterns and their meanings
  • Adapt handwriting for specific purposes, for example printing, use of italics 
  • Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes