End of year expectations for Year 5

A guide for parents and carers

This booklet provides information for parents/carers on the end of year National Curriculum expectations for children in this year group. The children will be working throughout the year towards achieving these expectations and will be assessed against them at regular intervals throughout the year. You will have the opportunity to discuss progress against these expectations at parents evening.

Maths

• Reads, writes, orders and compares numbers to at least 1,000,000 and determines the value of each digit
• Interprets negative numbers in context, counts forwards and backwards with positive and negative whole numbers including through zero
• Adds and subtracts whole numbers with more than four digits, including using formal written methods (columnar addition and subtraction)
• Numbers mentally with increasingly large numbers (eg 12,462 - 2,300 = 10,162)
• Identifies multiples and factors including finding all factor pairs of a number and common factors of two numbers
• Solves problems involving multiplication and division including using a knowledge of factors and multiples, squares and cubes
• Solves problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates
• Compares and orders fractions whose denominators are all multiples of the same number
• Reads and writes decimal numbers as fractions eg 0.71 = 71/100
• Reads, writes, orders and compares numbers with up to three decimal places
• Solves problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25
• Converts between different units of metric measure (eg kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
• Measures and calculates the perimeter of composite rectilinear shapes in centimetres and metres
• Calculates and compares the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2)
• Draws given angles and measures them in degrees (0)
• Distinguishes between regular and irregular polygons based on reasoning about equal sides and angles
• Completes, reads and interprets information in tables, including timetables

Reading

• Applies a growing knowledge of root words, prefixes and suffixes (morphology and etymology) - as listed in English appendix 1 of the national curriculum document - both to read aloud and to understand the meaning of new words that are met
• Increases familiarity with a wide range of books including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
• Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context
• Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
• Retrieves, records and presents information from non-fiction
• Participates in discussions about books that are read to the child and those that can be read independently
• Provides reasoned justifications for their views about a book

Writing

• Identifies the audience for, and purpose of, the writing
• Selects the appropriate form and uses other similar writing as models for their own
• Proof-reads for spelling and punctuation errors
• Ensures the consistent and correct use of tense throughout a piece of writing
• Uses further organisational and presentational devices to structure text and to guide the reader (eg headings, bullet points, underlining)
• Describes settings, characters and atmosphere
• Converts nouns or adjectives into verbs using suffixes (eg -ate; -ise; -ify)
• Indicates degrees of possibility using adverbs (eg perhaps, surely) or modal verbs (eg might, should, will, must)
• Uses devices to build cohesion within a paragraph (eg then, after that, this, firstly)
• Uses commas to clarify meaning or avoid ambiguity