Year 6 Expectations

Reading Targets

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I use my combined knowledge of phonemes and word derivations to pronounce words correctly, e.g. arachnophobia.
I attempt the pronunciation of unfamiliar words drawing on my prior knowledge of similar looking words.
I can read fluently, using punctuation to inform meaning.
Comprehension
I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
I can read books that are structured in different ways.
I can recognise texts that contain features from more than one text type.
I can evaluate how effectively texts are structured and presented.
I can read non-fiction texts to help with my learning.
I read accurately and check that I understand.
I can recommend books to others and give reasons for my recommendation.
I can identify themes in texts.
I can identify and discuss the conventions in different text types.
I can identify the key points in a text.
I can recite a range of poems by heart, e.g. narrative verse, sonnet.
I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.

I can identify and comment on the writer’s choice of vocabulary, giving examples and explanation.
I can identify and explain how writers use grammatical features for effect;  for example, the use of short sentences to build tension.
I can show awareness of the writer’s craft by commenting on use of language, grammatical features and structure of texts.
I can express a personal point of view about a text, giving reasons linked to evidence from texts.
I can raise queries about texts.
I can make connections between other similar texts, prior knowledge and experience and explain the links.
I can compare different versions of texts and explain the differences and similarities.
I listen to others’ ideas and opinions about a text.
I can build on others’ ideas and opinions about a text in discussion.
I can explain and comment on explicit and implicit points of view.
I can summarise key information from different parts of a text.
I can recognise the writer’s point of view and discuss it.
I can present a personal point of view based on what has been read.
I can present a counter-argument in response to others’ points of view.
I can provide reasoned justifications for my views.
I can refer to the text to support opinion.
I can distinguish between statements of fact and opinion.
I can find information using skimming to establish the main idea.
I can use scanning to find specific information.
I can text mark to make research efficient and fast.
I can organise information or evidence appropriately.

Year 6: Reading at Greater Depth

I use a combination of skimming, scanning and text marking to find and collate information and I can re-present collated information.
I can draw inferences from subtle clues across a complete text and give a personal response to a range of literature and non-fiction texts.
I can state confidently preferences of text type including genre, justifying my choices.
I can explain how and why a text has an impact on me and identify how characters change during the events of a longer novel.
I can compare and contrast the styles of different writers with evidence and explanation and evaluate the styles of different writers.
I can explain the key features, themes and characters across a text and compare and contrast characters.
I can compare and contrast the language used in two different texts and identify the grammatical features/techniques used to create mood, atmosphere, key messages and attitudes.
I can identify how writers manipulate grammatical features for effect.
I can explain the author’s viewpoint in a text and present an alternative point of view.
I can explain the main purpose of a text and summarise it succinctly.

 

Writing Targets

Transcription
Spelling
I can convert verbs into nouns by adding a suffix.
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 understand that the spelling of some words need to be learnt specifically.
I can use any dictionary or thesaurus.
I use a range of spelling strategies.
Handwriting
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.
Composition
I can identify the audience for and purpose of the writing.
I can choose the appropriate form and register for the audience and purpose of the writing.
I use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect.
I use a range of sentence starters to create specific effects.
I can use developed noun phrases to add detail to sentences.
I use the passive voice to present information with a different emphasis.
I use commas to mark phrases and clauses.
I can sustain and develop ideas logically in narrative and non-narrative writing.
I can use character, dialogue and action to advance events in narrative writing.
I can summarise a text, conveying key information in writing.
Grammar and punctuation
Sentence structure
I can use the passive voice.
I can vary sentence structure to suit formal and informal writing.
Text structure
I can use a variety of organisational and presentational devices appropriate to the text type.
I write in paragraphs which can clearly signal a change in subject, time, place or event.
Punctuation
I can use the semi-colon, colon and dash.
I can use the colon to introduce a list and the semi-colon within lists.
I can use a hyphen to avoid ambiguity.

Year 6: Writing at Greater Depth

I confidently choose the appropriate style and form for the purpose and audience of the writing.
I use a range of techniques to engage the reader, eg, personal comments, opening hook, flashback.
I link ideas within and between paragraphs with a range of cohesive devices, eg, connecting adverbs/adverbials, use of pronouns.
I use a range of sentence types for impact and specific effect on the reader.
I make precise and specific word choices according to the text type and audience.
I summarise longer texts precisely, identifying the key information.
I use the passive voice confidently, eg, to create suspense or in a science investigation or historical or geographical report.
I use the subjunctive in the most formal writing to express a wish or a suggestion for the future.
My writing shows my individual ‘voice’ and my unique style as a writer.
My shorter pieces are well-crafted for impact and my longer pieces are sustained and consistent.
My use of sentences is controlled and a range of structures are used to create specific effects.

 

Targets in Spoken Language

A Year 6 Speaker

I talk confidently and fluently in a range of situations, using formal and Standard English, if necessary.
I ask questions to develop ideas and take account of others’ views.
I explain ideas and opinions giving reasons and evidence.
I take an active part in discussions and can take on different roles.
I listen to, and consider the opinions of, others in discussions.
I make contributions to discussions, evaluating others’ ideas and responding to them.
I can sustain and argue a point of view in a debate, using the formal language of persuasion.
I can express possibilities using hypothetical and speculative language.
I engage listeners through choosing appropriate vocabulary and register that is matched to the context.
I can perform my own compositions, using appropriate intonation, volume and expression so that literal and implied meaning is clear.
I can perform poems and plays from memory, making deliberate choices about how to convey ideas about characters, contexts and atmosphere.

Exceeding Year 6 Expectations

I can adapt spoken language confidently according to the demands of the context. .            
I understand that there are different registers and levels of formality within Standard English and that this is dependent upon the context.         
I can make considered choices about the required register and vocabulary I need to use to engage my audience, according to the context.
I can ask pertinent questions to develop and extend ideas.
I can articulate ideas and opinions, using evidence and explanation in support .
I participate in discussions, listen attentively and respond to others’ points of view, drawing on evidence and explaining my ideas.
I can adopt group roles and responsibilities independently, drawing ideas together and promoting effective discussion.
I can debate an issue, structuring a logical argument using formal discursive language and responding to the opposite point of view.
I can explore complex ideas and feelings in a range of ways, both succinct and extended.
I can maintain generally controlled and effective organisation of talk to guide the listener.
I can perform my own compositions, using appropriate intonation, volume and expression to engage my audience.
I can perform poems or plays from memory, making deliberate choices about how I convey ideas about characters, contexts and atmosphere, to engage a specific audience.

Mathematics Targets

A Year 6 Mathematician

Number
I can use negative numbers in context, and calculate intervals across zero.
I can round any whole number to a required degree of accuracy and solve problems which require answers to be rounded to a specific degree of accuracy.
I can solve problems involving the relative sizes of two quantities where the missing values can be found by using integer multiplication and division facts.
I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
I can solve problems involving the calculation of percentages.
I can multiply 1-digit numbers with up to two decimal places by whole numbers.
I can perform mental calculations, including with mixed operations with large numbers.
I can divide numbers up to 4-digits by a 2-digit whole number using formal written methods of long division and interpret remainder in various ways.
I use my knowledge of order of operations to carry out calculations involving all four operations.
I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
I can multiply simple pairs of proper fractions, writing the answer in its simplest form.
I can divide proper fractions by whole numbers.
I can associate a fraction with division and calculate decimal fraction equivalents.
I can express missing number problems algebraically.
I can find pairs of numbers that satisfy number sentences involving two unknowns.
Measurement and geometry
I can recognise, describe and build simple 3D shapes, including making nets.
I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangle, quadrilateral and regular polygons.
I can illustrate and name parts of circles, including radius, diameter and circumference and know that the radius is half the diameter.
I can read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and visa versa, using decimal notation to up to 3 decimal places.
I can calculate the area of a parallelogram and triangles and calculate, estimate and compare volume of cubes and cuboids using standard units.
I can interpret and construct pie charts and line graphs and use these to solve problems.

 Year 6: Mathematics at Greater Depth

I can compare, order and convert between fractions, decimals and percentages in contexts related to my science, history or geography learning.
I can use the appropriate formula for measuring area of shape, such as cuboid and triangle to work out area of irregular shape in the school environment.
I can use four operations with mass, length, time, money and other measures, including with decimal quantities.
I can create a scaled model of an historical or geographical structure showing an acceptable degree of accuracy using known measurements.
I can calculate costs and time involved to visit a destination in another part of the world relating to on-going learning in history or geography.
I can collect own data on a personal project and present information in formats of my choosing, charts, graphs and tables and answer specific questions related to my research.
I very confidently use the four operations with mass, length, time, money and other measures, including with decimal quantities.
I confidently explain my thinking to others and in so doing deepen my own understanding.
I can tackle reasoning problems with confidence and relish difficult tasks that really challenge me showing excellent levels of resilience at the same time.
I know I can return to an area of learning after a break and feel confident that I will not require additional support.

Ofsted Outstanding 3D

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