Pupil Name: ______________________ Class: ______ Year: ________ B W1 W2 W3 AT M E Assessing Writing: At the National Standard Year 6 Statements Year 6 Expectations: Transcription • Convert verbs into nouns by adding suffixes. for example, tion, ure. • Distinguish between homophones and other words which are often confused. • Spell identified commonly misspelt words from Year 5 and 6 word list. • Understand that the spelling of some words needs to be learnt specifically. • Use dictionaries to check the spelling and meaning of words • Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary • Use a thesaurus. • Use a range of spelling strategies. • Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters. • Choose the writing implement that is best suited for a task (e.g. quick notes, letters). Year 6 Expectations: Composition • Identify the audience for and purpose of the writing. • Choose the appropriate form and register for the audience and purpose of the writing. • Use grammatical structures/features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect. • Use a range of sentence starters to create specific effects, for example, adverbials, conjunctions, ing, ed. • Use developed noun phrases to add detail to sentences. • Use the passive voice to present information with a different emphasis. • Use commas to mark phrases and clauses. • Sustain and develop main ideas logically in narrative and non- narrative writing. • Use character, dialogue and action to advance events in narrative writing. • Summarise text, conveying key information. • Write paragraphs with a topic sentence which clearly signal a change in, for example, subject, time, place, event. • Use organisational and presentational devices to structure text and to guide the reader, for example, headings, bullet points, underlining
Assessing Writing: At the National Standard Year 6 Statements
Year 6 Expectations: Transcription
• Convert verbs into nouns by adding suffixes. for example, tion, ure.
• Distinguish between homophones and other words which are often confused.
• Spell identified commonly misspelt words from Year 5 and 6 word list.
• Understand that the spelling of some words needs to be learnt specifically.
• Use dictionaries to check the spelling and meaning of words
• Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
• Use a thesaurus.
• Use a range of spelling strategies.
• Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters.
• Choose the writing implement that is best suited for
a task (e.g. quick notes, letters).
Year 6 Expectations: Composition
• Identify the audience for and purpose of the writing.
• Choose the appropriate form and register for the audience and purpose of the writing.
• Use grammatical structures/features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect.
• Use a range of sentence starters to create specific effects, for example, adverbials, conjunctions, ing, ed.
• Use developed noun phrases to add detail to sentences.
• Use the passive voice to present information with a different emphasis.
• Use commas to mark phrases and clauses.
• Sustain and develop main ideas logically in narrative and non-narrative writing.
• Use character, dialogue and action to advance events in narrative writing.
• Summarise text, conveying key information.
• Write paragraphs with a topic sentence which clearly signal a change in, for example, subject, time, place, event.
• Use organisational and presentational devices to structure text and to guide the reader, for example, headings, bullet points, underlining
Assessing Maths: At the National Standard Year 6 Statements
Year 6 Expectations: Number
• Use negative numbers in context, and calculate intervals across zero
• 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
• Solve problems involving the relative sizes of two quantities where the missing values can be found by using integer multiplication and division facts
• Use common factors to simplify fractions; use common multiples to express fractions in the same denomination
• Solve problems involving the calculation of percentages, (for example, of measures) such as 20% of 440 and the use of percentages for comparison
• Multiply 1-digit numbers with up to two decimal places by whole numbers
• Perform mental calculations, including with mixed operations with large numbers
• 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
• Use knowledge of order of operations to carry out calculations involving all four operations
• Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
• Multiply simple pairs of proper fractions, writing the answer in its simplest form
Assessing Maths: At the National Standard Year 6 Statements
continuedYear 6 Expectations: Measurement, Geometry and Statistics
• Recognise, describe and build simple 3D shapes, including making nets
• Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangle, quadrilateral and regular polygons
• Illustrate and name parts of circles, including radius, diameter and circumference and know that the radius is half the diameter
• Use, 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 3 decimal places
• Calculate the area of a parallelogram and triangles and calculate, estimate and compare volume of cubes and cuboids using standard units
• Interpret and construct pie charts and line graphs and use these to solve problems
Year 6 Exceeding Expectations: Number
• Compare, order and convert between fractions, decimals and percentages in contexts related to science, history or geography
learning
• Move beyond squared and cubed numbers to calculate problems such as X x 10n where n is positive
• Use =, ≠, <, >, ≤, ≥ correctly
• Multiply all integers, (using efficient written methods) including mixed numbers and negative numbers
• Recognise an arithmetic progression and find the nth term
• Use formula for measuring area of shape, such as cuboid and triangle to work out area of irregular shape in the school
environment
• Use four operations with mass, length, time, money and other measures, including with decimal quantities
• Create a scaled model of an historical or geographical structure showing an acceptable degree of accuracy using known
measurements
• Calculate costs and time involved to visit a destination in another part of the world relating to on-going learning in history or
geography
• Collect own data on personal project and present information in formats of their choosing, charts, graphs and tables and answer
• Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
• Use test results to make predictions to set up further comparative and fair tests
• Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• Identify scientific evidence that has been used to support or refute ideas or arguments.
Year 6 Expectations: Life and Living Processes - Biology
• Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
• Give reasons for classifying plants and animals based on specific characteristics.
• Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
• Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
• Describe the ways in which nutrients and water are transported within animals, including humans.
• Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
• Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
• Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
• Recognise that light appears to travel in straight lines
• Use the idea that light travels in straight lines to explain that objects
are seen because they give out or reflect light into the eye
• Explain that we see things because light travels from light sources to our eyes or from light sources to
objects and then to our eyes
• Use the idea that light travels in straight lines to explain why
shadows have the same shape as the objects that cast them.
• Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in
the circuit
• Compare and give reasons for variations in how components
function, including the brightness of bulbs, the loudness of buzzers and
the on/off position of switches
• Use recognised symbols when representing a simple circuit in a
diagram.
Year 6 Mastery Expectations:
• Use information from different sources to answer a question and plan a scientific enquiry
• Make a prediction which links with other scientific knowledge
• Plan in advance which equipment they will need and use it well
• Link their conclusions to other scientific knowledge
• Explain how some living things adapt to survive in extreme conditions
• Analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet
• Begin to understand what is meant by DNA
• Readily group animals into reptiles, fish, amphibians, birds and mammals
• Make a diagram of the human body and explain how different parts work and depend on one another
• Compare the organ systems of humans to other animals
• Use the ray model to explain the size of shadows
• Explain the danger of short circuits and what a fuse is
Key Stage 2 Progress Checker: Year 5Writing: Transcription At the National Standard:
Year 5Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 5 Key Assessment Criteria
Writing Transcription• I can form verbs with prefixes.
• I can convert nouns or adjectives into verbs by adding a suffix. for example, ate, ise, ify.
• I understand the rules for adding prefixes and suffixes.
• I can spell words with silent letters, e.g. knight, psalm, solemn.
• 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 can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.
• I can use a thesaurus.
Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• I can use a range of spelling strategies.
• 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.
Pupil Name: ______________________ Class: ______ Year: ________ Date ____________________
Key Stage 2 Progress Checker: Year 5Writing: Composition At the National Standard: Year 5
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 5 Key Assessment CriteriaWriting Composition
• I can discuss the audience and purpose of the writing.
• I can use the correct features and sentence structure matched to the text type we are working on.
• I can start sentences in different ways.
• I use sentence starters to highlight the main idea.
• I can develop characters through action and dialogue.
• I can establish a viewpoint as the writer through commenting on characters and events.
• I can use grammar and vocabulary to create an impact on the reader.
• I can use stylistic devices to create effects in writing.
• I can add well chosen detail to interest the reader.
• I can summarise a paragraph or event.
• I can organise my writing into paragraphs to show different information or events.
• I can use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs.
• I can use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
Can you highlight: in green anything from the Year 5 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• I can use brackets, dashes or commas to indicate parenthesis.
• I proof-read my writing for spelling and punctuation errors.
• I ensure the consistent and correct use of tense throughout a piece of writing.
• I ensure correct subject and verb agreement when using singular and plural.
Key Stage 2 Progress Checker: Year 6Writing: Transcription At the National Standard:
Year 6Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment Criteria
Writing Transcription• 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.
• 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.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
Key Stage 2 Progress Checker: Year 6Writing: Composition At the National Standard: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment CriteriaWriting 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.
• I vary sentence structure depending whether formal or informal.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• I write in paragraphs which can clearly signal a change in subject, time, place or event.
• I can use the semi-colon, colon and dash.
• I can use the colon to introduce a list and semi-colon within lists..
• I can use a hyphen to avoid ambiguity.
Key Stage 2 Progress Checker: Year 6Writing: Transcription and
CompositionMastery: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment CriteriaWriting Transcription and Composition
• I choose the appropriate style and form for the purpose and audience of my writing.
• I can use techniques to engage the reader, for example, personal comments, opening hook, flashback.
• I can write paragraphs with a clear focus, different structures and lengths.
• I link ideas within and between paragraphs with a range of cohesive devices, for example, connecting adverbs/adverbials, use of pronouns.
• I can use different sentence structures and length to suit the purpose and audience of my writing.
• I can use a range of sentence types for impact and specific effect on the reader.
• I can control complex sentences, manipulating the clauses to achieve specific effects.
• I can use punctuation to convey and clarify meaning, including colon and semi-colon.
• I can make precise and specific word choices according to the text type and audience.
• I can summarise longer texts precisely, identifying the key information.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• I can use the passive voice confidently, for example, to create suspense or in a science investigation or historical or geographical report.
• I can use the subjunctive in the most formal writing to express a wish or a suggestion for the future.
Key Stage 2 Progress Checker: Year 6Mathematics: Number At the National Standard: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment CriteriaMathematics: 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, (for example, of measures) such as 20% of 440 and the use of percentages for comparison.
• 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 can use 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.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• I can divide proper fractions by whole numbers (⅛ ÷ 2 = 1/16).
• I associate a fraction with division and calculate decimal fraction equivalents (for example, 0.375 for ⅜).
• I can express missing number problems algebraically.
• I can find pairs of numbers that satisfy number sentences involving two unknowns.
Key Stage 2 Progress Checker: Year 6
Mathematics: Measurement, Geometry and Statistics
At the National Standard: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment Criteria
Mathematics: Measurement, Geometry and Statistics
• 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 use, 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 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.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• I can interpret and construct pie charts and line graphs and use these to solve problems.
Key Stage 2 Progress Checker: Year 6
Mathematics: Number, Measurement, Geometry and Statistics
Mastery: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment Criteria
Mathematics:• I can compare, order and convert between
fractions, decimals and percentages in contexts related to science, history or geography learning.
• I can move beyond squared and cubed numbers to calculate problems such as X x 10n where n is positive.
• I can use =, ≠, <, >, ≤, ≥ correctly.
• I can multiply all integers, (using efficient written methods) including mixed numbers and negative numbers.
• I can recognise an arithmetic progression, and find the nth term.
• I use 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 a historical or geographical structure showing an acceptable degree of accuracy using known measurements.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do; in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
• 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 personal project and present information in formats of their choosing, charts, graphs and tables and answer specific questions related to my research.
Key Stage 2 Progress Checker: Year 6
Science At the National Standard: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment Criteria
Science: Working Scientifically
• I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• I can take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
• I can use test results to make predictions to set up further comparative and fair tests
• I can report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• I can identify scientific evidence that has been used to support or refute ideas or arguments.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
Key Stage 2 Progress Checker: Year 6
Science At the National Standard: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment CriteriaScience: Biology
• I can describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
• I can give reasons for classifying plants and animals based on specific characteristics
• I can identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
• I can recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
• I can describe the ways in which nutrients and water are transported within animals, including humans
• I can recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
• I can recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
• I can identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can doin orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
Key Stage 2 Progress Checker: Year 6
Science At the National Standard: Year 6Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment CriteriaScience: Physics
• I can recognise that light appears to travel in straight lines
• I can use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
• I can explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
• I can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
• I can associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
• I can compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
• I can use recognised symbols when representing a simple circuit in a diagram.
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can do in orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
Key Stage 2 Progress Checker: Year 6Science Mastery: Year 6
Looking back at what you were doing in September, can you identify what you are now able to do that you couldn’t do then?
Year 6 Key Assessment CriteriaScience
• I can use information from different sources to answer a question and plan a scientific enquiry
• I can make a prediction which links with other scientific knowledge
• I can plan in advance which equipment I will need and use it well
• I can link my conclusions to other scientific knowledge
• I can explain how some living things adapt to survive in extreme conditions
• I can analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet
• I can begin to understand what is meant by DNA
• I can readily group animals into reptiles, fish, amphibians, birds and mammals
• I can make a diagram of the human body and explain how different parts work and depend on one another
• I can compare the organ systems of humans to other animals
• I can use the ray model to explain the size of shadows
• I can explain the danger of short circuits and what a fuse is
Can you highlight: in green anything from the Year 6 Key Assessment Criteria that you feel you can doin orange anything you are not fully confident in yet and in red anything you know you cannot do yet.
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