School year 2022/23 is Cycle A Cycle A - Autumn Cycle A - Autumn 2 Cycle A - Spring 1 Cycle A - Spring 2 Cycle A - Summer 1 Cycle A - Summer 2 Cycle B - Autumn 1 Cycle B - Autumn 2 Cycle B - Spring 1 Cycle B - Spring 2 Cycle B - Summer 1 Cycle B - Summer 2 English Curriculum Spelling Grammar Mathematics English Curriculum Reading – word readingPupils should be taught to:apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet Reading – comprehensionPupils should be taught to:maintain positive attitudes to reading and an understanding of what they read by:continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooksreading books that are structured in different ways and reading for a range of purposesincreasing their 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 traditionsrecommending books that they have read to their peers, giving reasons for their choicesidentifying and discussing themes and conventions in and across a wide range of writingmaking comparisons within and across bookslearning a wider range of poetry by heartpreparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by:checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in contextasking questions to improve their understandingdrawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidencepredicting what might happen from details stated and impliedsummarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideasidentifying how language, structure and presentation contribute to meaningdiscuss and evaluate how authors use language, including figurative language, considering the impact on the readerdistinguish between statements of fact and opinionretrieve, record and present information from non-fictionparticipate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteouslyexplain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessaryprovide reasoned justifications for their views Writing – transcription Spelling – see English appendix 1Pupils should be taught to:use further prefixes and suffixes and understand the guidance for adding themspell some words with ‘silent’ letters [for example, knight, psalm, solemn]continue to distinguish between homophones and other words which are often confuseduse knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1use dictionaries to check the spelling and meaning of wordsuse the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionaryuse a thesaurus Handwriting and presentationPupils should be taught to:write legibly, fluently and with increasing speed by:choosing which shape of a letter to use when given choices and deciding whether or not to join specific letterschoosing the writing implement that is best suited for a task Writing – compositionPupils should be taught to:plan their writing by:identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their ownnoting and developing initial ideas, drawing on reading and research where necessaryin writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performeddraft and write by:selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaningin narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the actionprécising longer passagesusing a wide range of devices to build cohesion within and across paragraphsusing further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]evaluate and edit by:assessing the effectiveness of their own and others’ writingproposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningensuring the consistent and correct use of tense throughout a piece of writingensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate registerproofread for spelling and punctuation errorsperform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear Writing – vocabulary, grammar and punctuationPupils should be taught to:develop their understanding of the concepts set out in English appendix 2 by:recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive formsusing passive verbs to affect the presentation of information in a sentenceusing the perfect form of verbs to mark relationships of time and causeusing expanded noun phrases to convey complicated information conciselyusing modal verbs or adverbs to indicate degrees of possibilityusing relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronounlearning the grammar for years 5 and 6 in English appendix 2indicate grammatical and other features by:using commas to clarify meaning or avoid ambiguity in writingusing hyphens to avoid ambiguityusing brackets, dashes or commas to indicate parenthesisusing semicolons, colons or dashes to mark boundaries between independent clausesusing a colon to introduce a listpunctuating bullet points consistentlyuse and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading Spelling Year 5 & 6 Spellingsaccommodateaccompanyaccordingachieveaggressiveamateurancientapparentappreciateattachedavailableaverageawkwardbargainbruisecategorycemeterycommitteecommunicatecommunitycompetitionconscience*conscious*controversyconveniencecorrespondcriticise (critic + ise)curiositydefinitedesperatedetermineddevelopdictionarydisastrousembarrassenvironmentequip (–ped, –ment)especiallyexaggerateexcellentexistenceexplanationfamiliarforeignfortyfrequentlygovernmentguaranteeharasshindranceidentityimmediate(ly)individualinterfereinterruptlanguageleisurelightningmarvellousmischievousmusclenecessaryneighbournuisanceoccupyoccuropportunityparliamentpersuadephysicalprejudiceprivilegeprofessionprogrammepronunciationqueuerecogniserecommendrelevantrestaurantrhymerhythmsacrificesecretaryshouldersignaturesincere(ly)soldierstomachsufficientsuggestsymbolsystemtemperaturethoroughtwelfthvarietyvegetablevehicleyacht Statutory requirements Rules and guidance (non‑statutory)Example words (non‑statutory)Endings which sound like /ʃəs/ spelt –cious or –tious Not many common words end like this.If the root word ends in –ce, the /ʃ/ sound is usually spelt as c – e.g. vice – vicious,grace – gracious, space – spacious, malice – malicious.Exception: anxious.vicious, precious, conscious, delicious, malicious, suspiciousambitious, cautious, fictitious, infectious, nutritiousEndings which sound like /ʃəl/ –cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions.Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce andprovince).official, special, artificial, partial, confidential, essentialWords ending in –ant,–ance/–ancy,–ent,–ence/–ency Use –ant and –ance/–ancy if there is a related word with a /æ/ or /eɪ/ sound in the right position; –ation endings are often a clue. Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /ɛ/ sound in the right position.There are many words, however, where the above guidance does not help. These words just have to be learnt.observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial)innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential)assistant, assistance, obedient, obedience, independent, independence Statutory requirements Rules and guidance (non‑statutory)Example words (non‑statutory)Words ending in –able and–ibleWords ending in –ably and–ibly The –able/–ably endings are far more common than the –ible/–ibly endings.As with –ant and –ance/–ancy, the –ableending is used if there is a related word ending in –ation. If the –able ending is added to a word ending in –ce or –ge, the e after the c or gmust be kept as those letters would otherwise have their ‘hard’ sounds (as incap and gap) before the a of the –ableending.The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the ychanges to i in accordance with the rule.The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible).adorable/adorably (adoration),applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration)changeable, noticeable, forcible, legible dependable, comfortable, understandable, reasonable, enjoyable, reliable possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly, sensible/sensiblyAdding suffixes beginning with vowel letters to words ending in –fer The r is doubled if the –fer is still stressed when the ending is added. The r is not doubled if the –fer is no longer stressed.referring, referred, referral, preferring, preferred, transferring, transferredreference, referee, preference, transferenceUse of the hyphen Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one.co-ordinate, re-enter,co-operate, co-own Statutory requirements Rules and guidance (non‑statutory)Example words (non‑statutory)Words with the /i:/ sound spelt ei after c The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/.Exceptions: protein, caffeine, seize (andeither and neither if pronounced with an initial /i:/ sound).deceive, conceive, receive, perceive, ceilingWords containing the letter-string ough ough is one of the trickiest spellings in English – it can be used to spell a number of different sounds.ought, bought, thought, nought, brought, foughtrough, tough, enoughcoughthough, although, doughthroughthorough, boroughplough, boughWords with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch.doubt, island, lamb, solemn, thistle, knight Statutory requirements Rules and guidance (non‑statutory)Example words (non‑statutory)Homophones and other words that are often confused In the pairs of words opposite, nouns end–ce and verbs end –se. Advice and adviseprovide a useful clue as the word advise(verb) is pronounced with a /z/ sound – which could not be spelt c. More examples:aisle: a gangway between seats (in a church, train, plane).isle: an island.aloud: out loud.allowed: permitted.affect: usually a verb (e.g. The weather may affect our plans).effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business).altar: a table-like piece of furniture in a church.alter: to change.ascent: the act of ascending (going up).assent: to agree/agreement (verb and noun).bridal: to do with a bride at a wedding.bridle: reins etc. for controlling a horse.cereal: made from grain (e.g. breakfast cereal).serial: adjective from the noun series – a succession of things one after the other.compliment: to make nice remarks about someone (verb) or the remark that is made (noun).complement: related to the wordcomplete – to make something complete or more complete (e.g. her scarf complemented her outfit).advice/advisedevice/deviselicence/licensepractice/practiseprophecy/prophesy farther: furtherfather: a male parentguessed: past tense of the verbguessguest: visitorheard: past tense of the verbhearherd: a group of animalsled: past tense of the verb leadlead: present tense of that verb, or else the metal which is very heavy (as heavy as lead)morning: before noonmourning: grieving for someone who has diedpast: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me)passed: past tense of the verb ‘pass’ (e.g. I passed him in the road)precede: go in front of or beforeproceed: go on Statutory requirements Rules and guidance (non‑statutory)Example words (non‑statutory)Homophones and other words that are often confused (continued) descent: the act of descending (going down).dissent: to disagree/disagreement (verb and noun).desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable)dessert: (stress on second syllable) a sweet course after the main course of a meal.draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help)draught: a current of air.principal: adjective – most important (e.g. principal ballerina) noun – important person (e.g. principal of a college)principle: basic truth or beliefprofit: money that is made in selling thingsprophet: someone who foretells the futurestationary: not movingstationery: paper, envelopes etc.steal: take something that does not belong to yousteel: metalwary: cautiousweary: tiredwho’s: contraction of who is orwho haswhose: belonging to someone (e.g. Whose jacket is that?) Grammar The two documents below give details of the specific grammar knowledge required in each year group.Year 5 GrammarYear 6 Grammar Mathematics The links below outline our written calculations policy:Calculation-policy Number- Number and Place ValuePupils should be taught to: read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 solve number problems and practical problems that involve all of the above read Roman numerals to 1000 (M) and recognise years written in Roman numerals.Number- Addition and SubtractionPupils should be taught to: add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) add and subtract numbers mentally with increasingly large numbers use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.Number- Multiplication and DivisionPupils should be taught to: identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers establish whether a number up to 100 is prime and recall prime numbers up to 19 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers multiply and divide numbers mentally drawing upon known facts divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 recognise and use square numbers and cube numbers, and the notation for squared ( 2 ) and cubed (3 ) solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.Number- Fractions (including decimals and percentages)Pupils should be taught to: compare and order fractions whose denominators are all multiples of the same number identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (for example, 2/5,+4/5 =6/5 = 1 1/5) add and subtract fractions with the same denominator and denominators that are multiples of the same number multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams read and write decimal numbers as fractions [for example, 0.71 = 71/100 ] recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents round decimals with two decimal places to the nearest whole number and to one decimal place read, write, order and compare numbers with up to three decimal places solve problems involving number up to three decimal places recognise the per cent symbol (%) 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 solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5 and 4/5 and those fractions with a denominator of a multiple of 10 or 25.MeasurementPupils should be taught to: convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2 ) and square metres (m2 ) and estimate the area of irregular shapes estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water] solve problems involving converting between units of time use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling. Geometry- Property of ShapePupils should be taught to: identify 3-D shapes, including cubes and other cuboids, from 2-D representations know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees (o ) identify: angles at a point and one whole turn (total 360 degrees ) angles at a point on a straight line and 1/2 a turn (total 180 degrees ) other multiples of 90 degrees use the properties of rectangles to deduce related facts and find missing lengths and angles distinguish between regular and irregular polygons based on reasoning about equal sides and angles.Geometry- Position and DirectionPupils should be taught to: identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.StatisticsPupils should be taught to: solve comparison, sum and difference problems using information presented in a line graph complete, read and interpret information in tables, including timetables.Year 6Number- Number and Place valuePupils should be taught to:read, write, order and compare numbers up to 10 000 000 and determine the value of each digitround any whole number to a required degree of accuracyuse negative numbers in context, and calculate intervals across zerosolve number and practical problems that involve all of the above.Number- Addition, Subtraction, Multiplication & DivisionPupils should be taught to:multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplicationdivide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the contextdivide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the contextperform mental calculations, including with mixed operations and large numbersidentify common factors, common multiples and prime numbersuse their knowledge of the order of operations to carry out calculations involving the four operationssolve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and whysolve problems involving addition, subtraction, multiplication and divisionuse estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.Number- FractionsPupils should be taught to:use common factors to simplify fractions; use common multiples to express fractions in the same denominationcompare and order fractions, including fractions > 1add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractionsmultiply simple pairs of proper fractions, writing the answer in its simplest formdivide proper fractions by whole numbers associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal placesmultiply one-digit numbers with up to two decimal places by whole numbersuse written division methods in cases where the answer has up to two decimal placessolve problems which require answers to be rounded to specified degrees of accuracyrecall and use equivalences between simple fractions, decimals and percentages, including in different contexts.Ratio and Proportion Pupils should be taught to:solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division factssolve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparisonsolve problems involving similar shapes where the scale factor is known or can be foundsolve problems involving unequal sharing and grouping using knowledge of fractions and multiples.Algebra Pupils should be taught to:use simple formulaegenerate and describe linear number sequencesexpress missing number problems algebraicallyfind pairs of numbers that satisfy an equation with two unknownsenumerate possibilities of combinations of two variables.Measurement Pupils should be taught to:solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriateuse, 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 vice versa, using decimal notation to up to three decimal placesconvert between miles and kilometresrecognise that shapes with the same areas can have different perimeters and vice versarecognise when it is possible to use formulae for area and volume of shapescalculate the area of parallelograms and trianglescalculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].Geometry – Property of ShapePupils should be taught to:draw 2-D shapes using given dimensions and anglesrecognise, describe and build simple 3-D shapes, including making netscompare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygonsillustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radiusrecognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.Geometry – Position & DirectionPupils should be taught to:describe positions on the full coordinate grid (all four quadrants)draw and translate simple shapes on the coordinate plane, and reflect them in the axes.Statistics Pupils should be taught to:interpret and construct pie charts and line graphs and use these to solve problemscalculate and interpret the mean as an average.