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Y5/6 End of Year Expectations


use further prefixes and suffixes and understand the guidance for adding them
spell some words with ‘silent’ letters
continue to distinguish between homophones and other words which are often confused
spell correctly most words from the year 5 / year 6 spelling list
use a dictionary to check the spelling of uncommon or more ambitious vocabulary


maintain legibility in joined handwriting when writing at speed


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 own

Draft and write

draft and write effectively for a range of purposes and audiences
selecting language that shows good awareness of the reader
use paragraphs to organise idea in narratives
describing settings, characters and atmosphere
integrate dialogue in narratives to convey character and advance the action
select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g passive, modals, contractions etc)
use a wide range of devices to build cohesion within and across paragraphs
using further organisational and presentational devices to structure text and to guide the reader
distinguish between the language of speech and writing and choose the appropriate register (GDS)
exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this (GDS)

Evaluate and edit

evaluate and edit by assessing the effectiveness of their own and others’ writing and propose changes
ensure the consistent and correct use of verb tenses throughout a piece of writing
proof-read for spelling and punctuation errors


use the range of punctuation taught at key stage 2 mostly correctly when appropriate, including:           use of inverted commas and other punctuation to indicate direct speech
using commas for clarity and punctuation for parenthesis (inc. dashes/brackets)
making mostly correct use of hyphens
making mostly correct use of semi-colons and colons (in lists)
use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity. (GDS)