The National Curriculum is the framework by which we teach and learn. It sets out the programmes of study and attainment targets for all subjects at all Key Stages. The Key Objectives are set out for us to develop children’s learning and ensure progression. In this area we aim to keep parents and carers informed of the children’s Key Objectives for learning, so that you are able to support your child and have an understanding of how the teaching and learning process is structured.

The teaching of Phonics to our youngest children follows the Letters and Sounds Programme supplemented with the Jolly Phonics Programme and Bug Club Phonics

### Year 1 - Writing

Including Vocabulary, Grammar and Punctuation

I can read aloud my own writing so my friends and the teacher can hear me. | I can write some capital letters. | I spell words correctly by adding -ing, -ed, -er and -est to create new words such as helping, helped, helper. | I can spell the words correctly in my Year 1 spelling list. | I can write the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 correctly. | When I write, I leave spaces between my words. |

I can tell you how some letters are similar and can be put into groups. | [KEY] I know the names of all the letters of the alphabet in order. | [KEY] I can spell my word list accurately. | I know some sounds can be spelled in different ways using different letters. | Before I write a sentence, I can say out loud what I am going to write. | |

I can think of and say a sentence before I write it. | I use word endings such as -s and -es to change a word to mean more than one. | I can spell some unusual words correctly. | I can spell the days of the week. | I know how to add un- at the beginning of a word to create a new word. | [KEY] I can write a text by thinking of a list of sentences in the order I need. |

[KEY] I check my sentences make sense by re-reading them. | When writing, I sit and hold a pencil correctly. | [KEY] I can write out a sentence told to me by my teacher. | [KEY] I can write some of my letters correctly, starting and finishing in the right place. | I can discuss what I have written with the teacher or my friends. | |

I can use the grammar rules set out in my grammar list. | |||||

I can make words mean more than one object by adding -s or -es. For example, dog and dogs or wish and wishes. | I can add together two sentences using 'and'. | I can add endings such as -ing and -ed to words to make new words. | |||

I understand how adding un to the beginning of some words changes the word to mean the opposite. | [KEY] I can tell you where I might use a capital letter, a full stop, question marks or exclamation marks in my work. | I can show you where I can use a capital letter for the names of people, places, the days of the week and when I use I. | I know that words can be put together to build sentences. |

### Year 1 - Maths

Including Vocabulary

I can measure how long something takes to happen - such as how long it takes me to run around the playground. | I find a quarter of a shape or a set of objects by sharing the shape or set into four equal parts. | [KEY] I know my number bond facts to 20 - such as 1+5 = 6 and 5 = 6 - 1. | I add and subtract numbers up to 20 - such as 5+5 or 12-8. | [KEY] I use words such as long or short, longer or shorter, tall or short, double or half to describe my maths work when I am measuring. | I know that coins have different values - such as 2p, 5p, 10p and 50p. |

[KEY] When weighing, I use the words heavy or light, heavier than, lighter than to explain my work. | [KEY] When you show me a number, I can tell you what is one more and one less. | [KEY] I can count up and down from 0 to 100 and more. | I can find numbers on a number line when I am solving problems with questions using equal to, more than, less than, most and least. | [KEY] When working with capacity, I use the words full or empty, more than, less than, half, half full and quarter to explain my work. | |

[KEY] I can answer questions about time, such as Who is quicker? or What is earlier? | I read and write numbers from 1 to 20 in numbers and words. | [KEY] I can count, read and write numbers up to 100. | I can count in 2 or 5 or 10. | I know and can use the maths symbols + - and = in a number sentence. | I can measure the length or height of something and write down what measure. |

I can measure how heavy an object is and write down what I find. | I answer maths multiplication or division problems with help from an adult and using objects to see what the problem means. | I can solve some number problems such as 7 = ? - 9. | [KEY] I know that a half is one of two equal parts, and I find half of a shape or a set of objects by sharing the shape or set into two equal parts. | I can measure the capacity of jugs of water and write down what I measure. | |

[KEY] I can name common 2-D shapes such as rectangles, squares, circles and triangles. | I use special time words such as before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening. | [KEY] I can name some 3-D shapes such as cuboids and cubes, pyramids and spheres. | |||

I can describe my position, direction and movement, including whole turns, half turns, quarter turns and three-quarter turns. | I can tell you the days of the week and months of the year and I can talk about weeks and months and years and what they mean. | [KEY] I can tell the time and draw hands on a clock for to the hour and half past the hour times. |

### Year 2 - Writing

Including Vocabulary, Grammar and Punctuation

I can make changes in my writing by listening to what others have to say about it. | [ES] I know where to leave spaces between words. | I can spell the words correctly in my Year 2 spelling list. | I can write out a sentence told to me by my teacher and use the correct punctuation. | [ES] I am beginning to write stories about things that have happened to me or other people. | Once finished, I will re-read my work to make sure it makes sense. |

I am able to write longer stories about real things that have happened. | [ES] I can spell more words by using 'rules' I already know. | [ES] [KEY] I can spell words correctly by saying them out loud. | I have learnt how to correctly use the possessive apostrophe (singular) [for example, the girl's book] in my spelling. | I can write my own poems. | |

[KEY] I like to write for different purposes, for example, for my teacher, myself or for a class assembly. | I can show I know the difference between homophones and near-homophones in my spelling. | [KEY] I am learning new ways for spelling words which sound the same but have different meanings. | [ES] I know how to spell words that do not follow a spelling pattern. | [ES] I spell words correctly, by adding -ment, -ness, -ful, -less, -ly to make them longer. | Before I start my writing, I plan what I am going to say either by thinking about what I want to write or by saying my ideas out loud. |

I think about what I am going to write by writing down my ideas and important words which will help me. | [ES] I am learning which letters to join up in my handwriting, and which ones are best left unjoined. | [ES] When I write, my letters are the same size. | [ES] [KEY] I can write letters and numbers that are the right way round and the right size. | [KEY] I can write down brief descriptions about what I want to include in my writing, before I begin. | |

When I discuss my writing, I can use the correct Year 2 grammar as set out in my Year 2 grammar list. | [ES] [KEY] I try to write in the present or past tense when writing. | [ES] [KEY] I can use words such as when, if, that, because, or, and or but when I write sentences. | |||

[KEY] I can use commas correctly when making a list of things. | [KEY] I check my finished work to make sure there are no mistakes in spelling, grammar or punctuation. | I can use an apostrophe to show where some letters are missing from a word or to say when something belongs to someone. For example, "I'll" means I will. | |||

[ES] I am learning to write sentences which convey different meaning for different purposes. | I can read aloud my work in a way which helps people understand it. | [ES] [KEY] I am using familiar and new punctuation correctly in my writing, including full stops, capital letters, exclamation marks and question marks. | [ES] I am able to write more interesting sentences by adding further detail. | ||

I can add -ful and -less to words to make adjectives. | I can add -ness and -er to the end of a word to make new words and I know some words (such as superman or whiteboard) are made by joining two different words together. | [KEY] I know what changes happen to the meaning of words when I add -er, -est and -ly to words. |

### Year 2 - Maths

All Areas

[ES] [KEY] I can find 1/3 or 1/4 or 2/4 or 3/4 of a shape, length or set of objects. | [ES] I can add or subtract numbers such as 42 - 22 or 56 + 29 using objects or pictures to help me. | [KEY] I answer addition and subtraction maths problems using objects or pictures to help me work it out. | [KEY] I can solve addition and subtraction problems and work out how I answer it on paper or show you how I did it in my head by explaining step by step. | I can add or subtract three numbers such as 2 + 5 + 9. | I can write simple fractions sentences such as 1/2 of 6 = 3 and know that 2/4 equals 1/2. |

I know that adding two numbers together can be done in any order but subtracting numbers can only be done in one order. | [KEY] I can order numbers up to 100 and tell you which numbers are bigger or smaller. | [KEY] I can count forward and backward in steps of 2, 3, and 5 from 0, and make jumps in tens from any number. | [KEY] I use the greater than, less than and equals signs in maths and know what they mean. | [ES] I can check my answers or solve missing number problems by doing an inverse check. | |

[ES] [KEY] I know my 2 and 5 and 10 times tables by heart and can tell whether a number is odd or even. | I can read and write numbers to 100 in digits and words. | [ES] I know what each digit means in two-digit numbers such as 24. | I can find and show numbers on a number line. | [ES] [KEY] I solve problems using number facts such as 18+2=20 and what I know about the value of digits in a number. | I use multiplication (×), division (÷) and equals (=) signs when writing out my times tables. |

know that the multiplication of two numbers can be done in any order, but that the division of numbers can only be done in one order. | I can add and subtract numbers such as 34 - 8 or 52 + 5 using objects or pictures to help. | [KEY] I answer problems with addition and subtraction using my number facts to 20 and other number facts up to 100. | I add and subtract two-digit numbers using objects to help me. | [ES] [KEY] I can solve multiplication and division problems using times table facts and objects or pictures to help me. | |

I can order combinations of mathematical objects in patterns and sequences. | I know there are 60 minutes in an hour and 24 hours in a day. | [ES] I can describe the properties of some 2-D shapes, including the number of sides they have and facts about their symmetry. | [KEY] I can describe my position, direction and movement, including describing turns as quarter, half and three-quarter turns in clockwise and anti-clockwise directions. | ||

I can read and construct picture graphs, tally charts and tables. | [ES] I can find different combinations of coins that equal the same amounts of money. | [ES] I can choose, use and measure the correct unit to measure length or height in any direction (m/cm); weight (kg/g); temperature (°C); or capacity (litres/ml). | [KEY] I have solved money problems such as how much change do I get from 50p if I buy an apple for 35p? | I can sort objects into categories and tell you how many objects are in each category and show which category has the most. | |

[KEY] I work on sorting objects and can answer questions about the groups of objects I have sorted. | I can put the time of events in order. | I can compare and order lengths, weight and capacity and then record the results using symbols for greater than, less than and equals. | I know and use the symbols for pounds (£) and pence (p) and can add together different amounts of money, such as 253p and £2. | [ES] I can tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. | |

I can tell you which 2-D shapes appear as the faces on 3-D shapes, such as triangles on a pyramid. | [ES] I can describe the properties of some 3-D shapes, including the number of edges, faces and vertices they have. | [KEY] I can compare 2-D and 3-D shapes with everyday objects around me. |

### Year 3 - Writing

Including Vocabulary, Grammar and Punctuation

I can use the grammar rules set out in my grammar list. | [KEY] I can organise my writing using settings, characters and plot. | I am beginning to join my handwriting and my letters are all the same height and the correct distance apart from each other. | I plan my writing by looking at similar texts written before. | [KEY] I can organise my writing by using headings. | [KEY] I can use conjunctions, adverbs and prepositions to express time and cause in my writing. |

I can edit my own work add some improvements to the texts. | I know how to use the possessive apostrophe in some plurals. | I use some prefixes and suffixes and understand how to use them in my writing. | When using a dictionary, I am able to use the first two letters of a word to check its' meaning. | I can edit written work to improve the use of vocabulary. | |

[KEY] When I finish a piece of work I will read it through to correct some spelling and punctuation errors. | [KEY] When I finish a piece of work I will read it through to correct some spelling and punctuation errors. | I can spell some homophones. | I am able to spell some words that are often misspelt. | I am beginning to join my letters when writing. | I can read my writing out to an audience in a clear manner. |

I can write sentences which contain more than one clause, by using a wider range of conjunctions, such as when, if, because and although. | I use different sentence structures and some better vocabulary in my writing. | I am able to make notes about what I will write about. | [KEY] I can draft my work into short paragraphs. | [KEY] I understand how to use the present perfect form of verbs which contrast to the past tense in my writing. | |

I group ideas I write about into paragraphs. | I can add prefixes to form new words, such as adding super-, anti- or auto- to words I already know. | I use headings and sub-headings to structure and present my work. | |||

[KEY] I know that inverted commas are used to open and close what some one is saying in a text. | [KEY] I know when to use 'a' or 'an' depending on what the next word begins with. | I know some words belong to word families (such as solve, solution, solver, dissolve, insoluble) and this helps me work out the meaning of all the words in the word family |

### Year 3 - Maths

All Areas

[KEY] I can show that some fractions have the same value - such as 1/2, 3/6 and 5/10 or 1/3 and 3/9. | I solve problems such as missing numbers (for example, 452 - ? = 122) using my knowledge of number facts and methods of addition and subtraction. | [KEY] I can add and subtract numbers in my head, including questions such as 432 - 7. | [KEY] I can add and subtract numbers in my head, including questions such as 432 - 70. | [KEY] I know my 3, 4 and 8 times tables. | I can add and subtract fractions with the same denominator [for example, 5/7 + 1/7 = 6/7]. |

[KEY] I can answer multiplication and division questions such as 16 x 5 or 45 divided by 9. | I can compare and order numbers up to 1000. | [KEY] I can count from 0 in steps of 4, 8, 50 and 100. | I can identify and estimate numbers in different units such as length (mm and m) and weight (g and kg). | I can solve more complex problems and missing number questions involving multiplication and division. | |

[KEY] I can count up and down in tenths. | I read and write numbers up to 1000 in numerals and in words. | [KEY] I can find 10 or 100 more or less than a given number. | [KEY] I know what each digit means in three-digit numbers such as 204. | [KEY] I can solve number problems, working with numbers up to 1000 and in different units of measurement. | [KEY] I know that tenths can be found by dividing an object or shape into ten equal parts or by dividing numbers by 10. |

[KEY] I can find a fraction (such as 2/5 or 3/4) of a set of objects. | I can use written methods to add or subtract two three-digit numbers. | [KEY] I can add and subtract numbers in my head, including questions such as 432 - 300. | I can estimate the answer to a question before I work it out and then use inverse operations to check the answer when I have finished. | I know how to find fractions of a number or shape - such as 3/5 ,1/4 or 4/6. | |

I recognise and can describe 3-D shapes even when they have been turned about in different ways. | I can measure and record time passing in seconds, minutes and hours. | know and use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon and midnight in my maths work. | I know an angle is used to measure how far something turns. An angle is also the point in a 2-D shape. | ||

[KEY] I know what a right angles is and I know that two right angles make a half-turn, three make three quarters of a turn and four right angles make a complete turn. | I can measure the perimeter of a 2-D shape such as a square or triangle. | I can compare and order unit fractions, and fractions with the same denominators. | [KEY] I can work on money problems, adding and subtracting amounts of money and working out how much change is left. I use both £ and p in my problems. | [KEY] I can tell whether an angle is greater than or less than a right angle. | |

I know when a line is horizontal or vertical or when two lines are perpendicular or parallel. | [KEY] I can tell and write the time from a clock with numbers or Roman numerals or using 12 and 24 hour clocks. | I solve problems that finding, ordering or comparing fractions. | [KEY] I can measure and compare in these units: lengths (m,cm,mm), weight (kg,g) and capacity (l,ml). | I can tell the time accurately to the nearest minute. | [KEY] I can answer questions about bar charts, pictograms and tables and make my own bar charts, pictograms and tables. |

I can answer maths problems such as 'How many more?' and 'How many fewer?' by finding the information in bar charts, pictograms and tables. | I can calculate how long an event or task took to complete. | I know the number of seconds in a minute and the number of days in each month, year and leap year. | I draw 2-D shapes and make 3-D shapes using modelling materials. |

### Year 4 - Writing

Including Vocabulary, Grammar and Punctuation

[KEY] I am beginning to use fronted adverbials (adverbs at the beginning of a sentence) in my writing - for example, 'Later that day, I heard the bad news'. | [KEY] I can organise my writing using different settings, characters and plot. | My joined handwriting is legible with all letters the same height and the correct distance apart from each other. | I plan my writing by looking at similar texts I have written before - discussing the structure and vocabulary. | I can organise my writing by using headings and sub-headings. | [KEY] I know I should not write in the same way that I talk. |

I can edit my own work and that of others and add improvements to the texts. | I know how to use the possessive apostrophe accurately in words with regular and irregular plurals. | I have increased my knowledge of prefixes and suffixes and understand how to use them in my writing. | When using a dictionary, I am able to use the first two or three letters of a word to check its' meaning. | I can edit written work to improve the use of grammar. | |

[KEY] When I finish a piece of work I will read it through to correct spelling and punctuation errors if present. | [KEY] I can write simple sentences from memory that have been dictated to me, using the correct punctuation. | I can spell an increasing number of homophones. | I am able to spell words that are often misspelt. | In handwriting, I know which letters are appropriate to join. | I can read my writing out to an audience in an interesting and clear manner. |

I use commas after fronted adverbial - such as 'Later that day, I heard the bad news'. | I am using an increasing range of sentence structures and richer vocabulary in my writing. | I am able to use ideas to plan my writing. | [KEY] I can draft my work into paragraphs. | [KEY] I am beginning to develop my understanding of choosing nouns and pronouns appropriately to enhance my writing. | |

I describe nouns in careful detail when I need to write about a complex object. For example, I use 'a dripping, shaggy dog' instead of 'a dog'. | I can show I know how to correctly use the possessive apostrophe with plural nouns in my writing. | ||||

[KEY] I can punctuate speech in a text. | I can talk about my work using the learning from my Year 4 grammar list. |

### Year 4 - Maths

All Areas

[KEY] I can count up and down in hundredths and know that a hundredth is made by dividing an object by one hundred and a tenth is made by dividing an object by ten. | [KEY] I know all my times table up to the 12 times tables. | I can solve number and practical problems that involve rounding, ordering and exploring negative numbers and with increasingly large positive numbers. | I can read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. | I know what the outcome is when I multiply a number by 1 or by zero. | I can work out the fractions of numbers such as 4/5 of 25 or 7/10 of 700. |

I know what the outcome is when I divide a number by 1. | I know what each digit means in four-digit numbers such as 2024. | [KEY] I can count in multiples of 6, 7, 9, 25 and 1000. | [KEY] I can order and compare numbers above 1000. | I can multiply three numbers together, such as 3 x 6 x 9. | |

I know what factor pairs are how I can multiply numbers in any order and use my knowledge to work out questions in my head. | I can makes estimates of a range of things - such as how many small objects there are in a large jar, how long in cm an object is, how heavy an object may weigh in kg. | I can find 1000 more or less than a given number. | [KEY] I can count backwards to negative numbers below zero. | [KEY] I can round a number to the nearest 10, 100 or 1000. | I can multiply a two-digit or a three-digit number by a one-digit number using written methods. |

I can solve maths problems such as - how many different outfits can I make from 3 hats and 4 coats. | I can estimate an answer and check my answer using inverse operations. | I can add and subtract numbers with up to 4 digits using written methods (for example, using column addition and subtraction). | [KEY] I can solve longer addition and subtraction problems and explain all the steps I took and why I worked things out as I did. | [KEY] I can show in drawings why a number of fractions equal each other (such as 3/5 and 6/10) and are called equivalent fractions. | |

I recognise and can describe 3-D shapes even when they have been turned about in different ways. | I can measure and record time passing in seconds, minutes and hours. | I know and use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon and midnight in my maths work. | I know an angle is used to measure how far something turns. An angle is also the point in a 2-D shape. | ||

[KEY] I know what a right angles is and I know that two right angles make a half-turn, three make three quarters of a turn and four right angles make a complete turn. | I can measure the perimeter of a 2-D shape such as a square or triangle. | I can compare and order unit fractions, and fractions with the same denominators. | [KEY] I can work on money problems, adding and subtracting amounts of money and working out how much change is left. I use both £ and p in my problems. | [KEY] I can tell whether an angle is greater than or less than a right angle. | |

I know when a line is horizontal or vertical or when two lines are perpendicular or parallel. | [KEY] I can tell and write the time from a clock with numbers or Roman numerals or using 12 and 24 hour clocks. | I solve problems that finding, ordering or comparing fractions. | [KEY] I can measure and compare in these units: lengths (m,cm,mm), weight (kg,g) and capacity (l,ml). | I can tell the time accurately to the nearest minute. | [KEY] I can answer questions about bar charts, pictograms and tables and make my own bar charts, pictograms and tables. |

I can answer maths problems such as 'How many more?' and 'How many fewer?' by finding the information in bar charts, pictograms and tables. | I can calculate how long an event or task took to complete. | I know the number of seconds in a minute and the number of days in each month, year and leap year. | I draw 2-D shapes and make 3-D shapes using modelling materials. |

### Year 5 - Writing

Including Vocabulary, Grammar and Punctuation

I am beginning to use singular and plural words accurately and I know my writing should not be the language of speech. | I draft and write by selecting grammar and vocabulary to enhance my work. | I make sure others can read my handwriting. | I often choose the writing tool that is best suited for a task. | [KEY] I review my work to add description to develop settings and characters. | [KEY] I can read through my work to correct some spelling and punctuation mistakes. |

I can precis a passage to create a sentence with the same meaning. | I use the words and word parts that I know to help me spell new words but I also know some words need to be learnt individually. | I add some prefixes and suffixes. | I am beginning to use a dictionary to check how words are spelled and what words mean. | I am beginning to use details across my texts to help link paragraphs together into a full text. | |

[KEY] I use headings and bullet points to structure my writing. | I use the first three letters of a word to quickly find it in a dictionary. | I can spell some words that include silent letters. | I know some words sound the same but are spelled differently. | I am beginning to use a thesaurus to improve my vocabulary use, finding a wider set of different words in my text. | I beginning to evaluate and edit my work to think about whether it can be improved based on what I have read. |

I edit my texts to improve their content. | I plan my writing by making notes and then develop my initial ideas. | [KEY] I am beginning to plan the structure of my writing by thinking about the audience for my text and the purpose of the writing. | I plan my writing by using ideas from how other authors have developed their characters and settings. | [KEY] I use the correct tense throughout a piece of writing. | |

[KEY] I can make the structure in my paragraph more interesting by using word structures such as then, after that, this, firstly. | I know there are a range of ways of linking across paragraphs - using time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]. | ||||

I can talk about my work using the learning from my Year 5 grammar list. | I read aloud my own work so the meaning is clear to the listeners. | I begin sentence clauses with who, which, where, when, whose, that or with. | |||

[KEY] I can convert nouns or adjectives into verbs using suffixes [for example, -ate; -ise; -ify]. | [KEY] I use modal verbs (such as can/could, may/might, must, will/would, and shall/should) to explain how something might be possible. | I use brackets, dashes or commas to create an explanation section in a sentence. | I understating a range of verb prefixes (such as dis-, de-, mis-, over- and re-). | ||

[KEY] I use commas to structure my sentences and clarify the meaning of a text. |

### Year 5 - Maths

All Areas

[KEY] I can solve problems including scaling by simple fractions and problems involving simple rates. | I know whether a number up to 100 is prime and recall prime numbers up to 19. | [KEY] I can add and subtract larger numbers in my head. | I round numbers to check the accuracy of my solution. | I can multiply 4 digit numbers by a one- or two-digit number using a written method, including long multiplication for two-digit numbers. | [KEY] I can compare and order fractions whose denominators are all multiples of the same number. |

I multiply and divide numbers mentally drawing upon my times table knowledge and other number facts. | I can round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000. | [KEY] I can read, write, order and compare numbers to at least 1 000 000 and know the value of each digit. | I can solve number problems and practical problems that involve numbers up to 1000000, negative numbers, rounding or jumping in steps. | I can divide 4 digit numbers by a one-digit number using the written method of short division and find the remainder. | |

I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. | I can read Roman numerals to 1000 (M) and recognise years written in Roman numerals. | I count forwards or backwards in steps 10, 100, 1000, 10000 or 100000 for any given number up to 1000000. | [KEY] I can use negative numbers in my work and can count backwards and forwards to and from negative numbers. | [KEY] I can add and subtract whole numbers with more than 4 digits using written methods such as column addition and subtraction. | I know what square numbers and cube numbers are, including the notation for squared (2) and cubed (3). |

[KEY] I can solve multiplication and division problems using my knowledge of factors and multiples, squares and cubes. | [KEY] I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. | I can solve addition and subtraction multi-step problems, deciding which operations and methods to use and why. | I know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers. | I can solve more difficult problems involving addition, subtraction, multiplication and division and a combination of these. | |

[KEY] I can draw a given angle (such as 47°), and then measure them in degrees (°). | I can change metric units to become imperial units such as inches, pounds and pints. | [KEY] I can read, write, order and compare numbers with up to three decimal places. | I can solve problems involving numbers with up to three decimal places. | [KEY] I can calculate the perimeter of multi-shape shapes in centimetres and metres. | I know one whole turn - or a set of angles all around a point - measure a total of 360°. |

[KEY] I can calculate the area of rectangles in square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes. | I use diagrams and some fraction tools to multiply proper fractions (7/10) and mixed numbers (1 7/10) by whole numbers. | I can name and write equivalent fractions of a given fraction, and show these in a drawing (including tenths and hundredths). | [KEY] I can read and write decimal numbers as fractions [for example, 0.71 = 71/100]. | I can estimate volume [for example, using 1 cm3 blocks to build cuboids] and capacity [for example, using water]. | |

I can convert between the units of time. | I know what thousandths are and how to use them with tenths, hundredths and decimals. | I know what mixed numbers and improper fractions are and I can convert from one to the other [for example, 2/5 + 4/5 = 6/5 = 1 1/5]. | I can add and subtract fractions with the same denominator and denominators that are multiples of the same number. | I can round decimals with two decimal places to the nearest whole number and to one decimal place. | I can solve more difficult problems which involve units of measurement, decimal numbers and scales. |

I can Identify 3-D shapes, including cubes and other cuboids, from 2-D drawings. | [KEY] I work on 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. | I know what the per cent symbol is (%) and understand that per cent relates to 'number of parts per hundred', and write percentages as a fraction with denominator 100, and as a decimal. | [KEY] I can convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre). | I know that angles are measured in degrees and I can estimate and compare acute, obtuse and reflex angles. | |

[KEY] I know regular shapes have equal sides and angles and irregular shapes do not have equal sides and angles. | I know that a straight line - or angles that add up to a straight line - measure 180°. | I can reflect or translate a shape on a grid. | |||

I can solve problems using a line graph to fid the answers. | I can identify multiples of 90° (right angles). | I can find the missing lengths and angles of a rectangle. | [KEY] I can find the information I need from a timetable or large table of data. |

### Year 6 - Writing

Including Vocabulary, Grammar and Punctuation

[ES] I edit my work to ensure my use of singular and plural words are accurate and I know my writing should not be the language of speech. | [ES] I draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. | [ES] I make sure others can read my handwriting and decide whether or not to join specific letters. | I choose the writing tool that is best suited for a task. | [ES] [KEY] I review my work to further describe and develop settings, characters and the narrative atmosphere. | [KEY] I proof-read my work to correct spelling and punctuation mistakes. |

I can precis a longer passage to create a short text with the same meaning. | I use the words and word parts that I know to help me spell new words but I also know some words are unique and need to be learnt individually. | [ES] I add prefixes and suffixes using the rules we have worked on in class. | [KEY] I use a dictionary to check how words are spelled and what words mean. | [ES] I use themes and details across my texts to help link paragraphs together into a flow of text. | |

[KEY] I use headings, bullet points and underlining to structure and guide a reader through my writing. | I use the first three or four letters of a word to quickly find it in a dictionary. | [ES] I can spell some words that include silent letters, such as knight, psalm and solemn. | [ES] I know some words sound the same but are spelled differently and can point out the different uses of these different words (such as 'eye' and 'I' or 'bee' and 'be'). | I use a thesaurus to improve my vocabulary use, using a wider set of different words in my text. | I evaluate and edit my work by comparing my texts with the work of others' and explore whether my writing is the high quality I expect. |

[ES] I evaluate and edit my texts to enhance and clarify what I write by proposing changes to vocabulary, sentence structure, grammar and punctuation. | I plan my writing by making notes and then developing my initial ideas by reading and researching other texts and thoughts. | [ES] [KEY] I plan the structure of my writing by identifying the audience for my text and the purpose of the writing. | I plan my writing by considering how other authors have developed characters and settings. | [KEY] I ensure I use the consistent and correct use of tense throughout a piece of writing. | |

[ES] I mark out separate clauses in a sentences by using a semi-colon or colon. | [ES] [KEY] I use a colon to indicate the beginning of a list. | ||||

[ES] [KEY] I use passive verbs to affect the focus of information in a sentence - for example, I can change 'Sam repaired the car' into 'The car was repaired by Sam'. | I read aloud my own work so the meaning is clear, fluent and flows correctly. | I know some words have similar meanings (synonyms) and others have opposite meanings (antonyms). | |||

[ES] I link ideas across my work by using a range of devices (such as the repetition of a word or phrase, or using phrases such as on the other hand, in contrast, or as a consequence) and know how to use an ellipsis. | [ES] I use hyphens to ensure the reader understands exactly what I mean. For example, man eating shark is not the same as man-eating shark. | [KEY] I can write out formal speech or texts using appropriate vocabulary. | [KEY] I structure my work with appropriate headings, sub-headings, columns, bullets, or tables. | ||

I can talk about my work using the learning from my Year 6 grammar list. | [ES] [KEY] I use bullet points accurately when constructing a list. |

### Year 6 - Maths

All Areas

[ES] I can multiply numbers such as 1.45 by a one digit number - for example 1.45 x 7. | [KEY] I always estimate my answer before I begin calculating - this helps me to check at the end to make sure I am correct. | [ES] I can multiply, divide, add and subtract large numbers in my head. | I identify common factors, common multiples and prime numbers. | I can use common factors to simplify fractions and use common multiples to express fractions in the same denomination. | [ES] [KEY] I use written division methods in cases where the answer has up to two decimal places. |

I can compare and order fractions, including fractions greater than 1. | [ES] I can solve number and practical problems that involve large numbers, rounding and negative numbers. | [ES] I can work with numbers up to 10 000 000 and know what each digit represents. | [ES] [KEY] I can multiply 4 digit numbers by a two-digit number (for example 4307 x 34) using the written method of long multiplication. | [ES] I add and subtract fractions with different denominators and mixed numbers. | |

[ES] I can multiply fractions such as 1/4 × 1/2 = 1/8. | [ES] I can divide 4 digit numbers by a two-digit number using the written method of long division - and tell you the remainder. | [KEY] I can round a whole number as requested - for example to the nearest 10 or 1000 or 100000. | [KEY] I understand and use negative numbers in my work, for example - working out how much is between -7 and +8. | [ES] [KEY] I can choose to divide 4 digit numbers by a two-digit number using the written method of short division if this is possible. | [ES] I know how to divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6]. |

[ES] I can change a fraction into a decimal - for example, I can change 3/8 to 0.375 by dividing 1 by 8 and multiplying by 3. | [ES] [KEY] I can solve addition and subtraction multi-step problems, deciding where to add or subtract. | [ES] I know that addition, subtraction, multiplication and division should be carried out in a specific order when looking at problems. | [ES] I can solve problems involving addition, subtraction, multiplication and division. | I can multiply and divide numbers by 10, 100 and 1000 and know what each digit means up to three decimal places. | |

[ES] [KEY] I can classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons. | [ES] [KEY] I can convert measurements of length, weight, volume and time up to three decimal places in length (for example 0.345kg = 345g). | I can create a sequence of numbers that follow a rule. | I can use a letter (such as n or x) to show a missing number - such as 10 - x = 5. | I can convert between miles and kilometres. | I know the parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. |

I know that even though shapes may have the same area, the perimeter may be different - or a shapes with the same perimeter may have a different areas. | [ES] [KEY] I can find the percentage of an amount - such as finding 15 per cent of 360. | [ES] [KEY] I can solve problems which include rounding to a required accuracy such as the nearest 10, 100 or 10000. | I can solve similar shape problems. | I can use a formulae for area and volume of shapes. | |

I can calculate the area of parallelograms and triangles. | [KEY] I can solve problems about unequal sharing - such as 'I need four eggs and for every egg I need three spoonfuls of flour. How much flour do I need?'. | [ES] [KEY] I know the decimal value, percentage and fraction of a range of values - such as 0.5, 50 per cent and 1/2. | I can solve problems about relative sizes (ratio). | [ES] [KEY] I know how to use simple formulae such as n - 10 = 2. | I can work with the volume of cubes and cuboids using cubic centimetres (cm3) and cubic metres (m3), and other units too such as mm3 and km3. |

I accurately draw 2-D shapes using given dimensions and angles. | I can list possible answers to missing numbers such as listing the possible answers of a and b in a + 6 = b - 10. | [ES] I can find pairs of numbers that satisfy an equation with two unknowns. | [ES] I solve problems about different units of measures with three decimal places. | I can recognise, describe and build 3-D shapes, including making nets. | |

[KEY] I can use and construct pie charts and line graphs and use these to solve problems. | [ES] I can work with angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. | [KEY] I can calculate the mean as an average. | |||

I can use the four quadrants in a coordinate grid. | [KEY] I can draw and translate shapes using coordinates or reflect a shape on the grid. |