We know that children do best at school when they are supported at home. In order to have the greatest impact on their learning in school we ask that you focus on supporting your child to acquire the key skills for reading, writing and maths. Homework We know that children do best at school when they are supported at home. In order to have the greatest impact on their learning in school we ask that you focus on supporting your child to acquire the key skills for reading, writing and maths. Your child should read every night as we know that reading is the single most important skill for academic success. Children should also focus on learning the spelling patterns which are recorded each week in their home school diary and practising the ‘words we need to know’ for their year group. To support their maths, children should learn the KIRFs (Key Instant Recall Facts) for that half term. These are sent home each half term and are also outlined in the children’s home school diaries. They can also be found in the maths area on the website. All children should have a log in for TT Rockstars; daily practice of their times tables will help secure their knowledge and speed. Children are expected to know all their times tables, up to 12 x 12, by the end of year 4. In June, year 4 children, along with other year 4 children across the country, are required to complete a multiplication tables test which tests the children’s ability to recall random times tables questions within a set time limit (6 seconds per question). Reading should be recorded each night in children’s home school diary; the diary can also be used to send brief messages to your child’s class teacher – children should let their teacher know if there is a message in their diary. Our year 6 children have more formal homework in the spring and summer terms in preparation for their SATs and the transition to secondary school. The expectations for each year group are outlined below and can also be found in your child’s home school diary. 1/1 Expectations for each week Year 3 Reading - daily reading for approx. 15 minutes Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. Year 4 Reading - daily reading for approx. 15 minutes Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. Year 5 Reading - daily reading for approx. 15 minutes Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. Additional homework will also be set for those children attending 11+ clubs or receiving additional support Year 6 Reading - daily reading for approx. 15 minutes Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. Year 6 pupils will be given additional more formal homework in preparation for the SATs and transition to secondary school.

Over the year, the children will be taught a broad and balanced curriculum which provides a range of opportunities to support and extend their learning. ​ Year 3 Over the year, the children will be taught a broad and balanced curriculum which provides a range of opportunities to support and extend their learning. More information about the curriculum at Hamstel Junior School can be found under ‘Curriculum’. Meet the team 3R Year Group Leader Mrs Reeves 3H Miss Hendle 3HW Mr Hodges/Miss Webster 3L Ms Lothian 3B Mr Brierley Library Children should have their library books in school every day. PE Children should wear their PE kit to school on the days they have PE.. Parents will be notified if these days change. Monday - 3L Tuesday - 3H & 3HW Wednesday - 3R Thursday - 3R, 3B, 3HW & 3L Friday - 3B & 3H 1/1 Year 3 Letters Newsletters Arbor Calendar Lunch Menu Spellings KIRFs Key Dates 2025-2026 * Dates may be liable to change, please use as a guide. Year 3 Curriculum Overview Homework Homework expectations for each week Year 3 Reading - daily reading for approx. 15 minutes - 10 Boo ks to Read in Year 3 Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. TT Rock Stars - Practising your tables regularly will really help you learn them and speed up your recall. Using TT Rock Stars will help you. Aim to practise your tables every day. Year 3 Latest News Ainda não há posts publicados nesse idioma Assim que novos posts forem publicados, você poderá vê-los aqui.

Design & Technology DT at Hamstel Junior School: At Hamstel Junior School, our design and technology lessons prepare our children to take part in the development of our rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas and eventually making products and systems. Through the study of design and technology, the children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as different functions and industrial practices. This allows the children to reflect on and evaluate present and past design and technology, its uses and impact. Design and technology helps all children to become discriminating and informed consumers and potential innovators. Our children are the designers of our future and so it is important that they are given the creative opportunities to express themselves. Year 3 In Year 3 children will learn: to name food groups to understand that food can be seasonal and has to be grown, farmed or caught to safety follow recipes to prepare and combine a variety of ingredients to use knowledge of existing products to design a functional product to create annotated designs to safely measure, mark out, cut, assemble and join with some accuracy to choose suitable tools and materials and plan stage of use to investigate and analyse products to strengthen frames using diagonal struts to understand how mechanical systems create movements Year 4 In Year 4 children will learn: to use prior knowledge to design a functional and appealing product to create designs using exploded diagrams to use techniques which require more accuracy to cut, shape, join and finish work to use knowledge of material's functional and aesthetic qualities to select and plan to consider how products might be improved and how well they meet the needs of the user to apply learnt techniques to strengthen structures and explore ideas Year 5 In Year 5 children will learn: to understand to main food groups and nutrients to understand how ingredients are safely grown, reared, caught to select and combine appropriate ingredients and techniques to research existing products to inform and design of an innovative product to create prototypes to show ideas to make careful and precise measurements to produce plans including materials, tools and techniques to guide making to make detailed evaluations about products considering the views of others to improve work Year 6 In Year 6 children will learn: to generate, develop, model and communicate ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design to apply knowledge of materials and techniques to refine and rework product to use technical knowledge and accurate skills to problem solve during the making process to use knowledge of well established designs to further explain the effectiveness of products to strengthen, stiffen and reinforce complex structures accurately and appropriately to apply understanding of computing to program, monitor and control the product 1/1 1/2

All of the information you need for your child's Year Group in one place. Year Groups Cartas para casa Jantar Cardápio Jantar Cardápio Jantar Cardápio Jantar Cardápio

If your child has been attending Hamstel Infant School he or she may already know some of our staff. We have links with the Infant School and sometimes the staff meet to discuss common interests e.g. in relation to Special Educational Needs. Transition Transitioning from Infant School to Junior School If your child has been attending Hamstel Infant School he or she may already know some of our staff. We have links with the Infant School and sometimes the staff meet to discuss common interests e.g. in relation to Special Educational Needs. In addition, there are meetings held between year 2 teachers from the infants and year 3 teachers from the Juniors. Children also have the opportunity to visit the school before the summer break to meet their class teacher and spend time in their new classroom. Transitioning from Junior School to Secondary School Secondary School Education The allocation of secondary schools is made during the final year of junior education; a place normally being allocated to each child at their local school. Parents are given information from the Local Authority in how to make an application for a secondary place and, as much as possible, we will support parents in this process. Southend also has selective schools within the city. Secondary School Admissions Click here to read information about the admission criteria, admission process and details of local secondary schools on Southend City Council's website. Key Information Visit the websites of the following schools to find out open day dates and other key information. Belfairs Academy Cecil Jones Academy Chase High School Eastwood Academy (The) The King Edmund School Southchurch High Southend High School for Boys Southend High School for Girls St. Bernard's High School St. Nicholas School St. Thomas More High School Westcliff High School for Boys Westcliff High School for Girls Selective Schools and the 11+ What is the 11+? The 11+ is a series of tests sat by children to gain a place in year 7 at several local schools. The purpose of the 11+ test is to select the children who have the potential to thrive in an environment which provides a highly academic curriculum and a range of challenging pursuits. The Consortium of Selective Schools in Essex The 11+ in Southend-On-Sea is administered by CSSE. Please click here to access their website for the latest information and to register your child for the test. Consultations (Admissions) Heycroft Primary School Consultation Letter 2027/2028 Heycroft Primary School Admissions Arrangements 2027/2028 Greenways Primary School Admissions Consultation 2027/28 St George's Catholic Primary School Admissions Policy 2027/28 Chase High School Letter from Headteacher Admissions Arrangements 2027/2028 Chase High School Admissions Policy 2027/2028 St Bernard's High School Consultation Letter 2027/2028 St Bernard's High School Proposed Admissions Arrangements 2027/2028 Greenways Consultation PAN Variation 2026/2027 Cecil Jones Admissions Criteria 2027/2028 Cecil Jones Admissions Consultation 2027/2028 Bournes Green Infants Consultation 2027/28 Bournes Green Junior Consultation 2027/28 Richmond Consultation 2027/28 Hinguar Consultation 2027/28 Thorpedene Consultation 2027/28 Shoebury High Consultation 2027/28

Year 6 Maths Autumn Term In the autumn term Year 6 children will: Read, write, order and compare numbers up 10 000 000 and determine the value of each digit Round any whole number to a required degree of accuracy solve number and practical problems involving ordering and comparing numbers, round using negative numbers and calculate intervals across zero Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication Divide numbers up to 4 digits by a two-digit whole number using the formal written methods of long and short division, and interpret remainders as whole number remainders, fractions or by rounding as appropriate for the context Perform mental calculations, including with mixed operations and large numbers Use common factors to simplify fractions; use common multiples to express fractions in the same denominations Compare and order fractions, including fractions >1 Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions Use estimation to check answers to calculations and determine, in the context of problem, a appropriate degree of accuracy Identify common factors, common multiplies and prime numbers Use knowledge of the order of operations to carry out calculations involving the four operations Multiply simple pairs of proper fractions, writing the answer in its simplest form Divide proper fractions by whole numbers Associate a fraction with division and calculate decimal fraction equivalents Identify the value of each digit in numbers given to thee decimal places Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places Solve problems which require answers to be rounded to specified degrees of accuracy Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts Solve problems involving the calculation of percentages and the use of percentages for comparison Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate Use, read, write and convert between standard units, using decimal notation up to three decimal palaces Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Solve problems involving. addition, subtraction, multiplication and division Multiply one-digit numbers with up to two decimal places by whole numbers Use written division methods in cases where the answer has up to two decimal places Spring Term In the spring term Year 6 children will: Recognise that shapes with the same areas ca have different perimeters and vice versa Recognise when it is possible to use formulae for area and volume of shapes Use simple formulae Generate and describe linear number sequences Express missing number problems algebraically Find pairs of numbers that satisfy an equation with two unknowns Enumerate possibilities of combinations of two variables Calculate the area of parallelograms and triangles Calculate, estimate and compare volume of cubes and cuboids using standard units Solve problems involving the relative sizes of two quantities where missing values can be found by using inter multiplication and division facts Solve problems involving similar shapes where the scale factor is known or can be found Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples Find unknown angles in any triangles, quadrilaterals and regular polygons Recognise angles where they meet at a point are on a straight line, or are vertically opposite, and find missing angles Convert between miles and kilometres Draw 2D shapes using given dimensions and angles Recognise, describe and build simple 3D shapes, including making nets Compare and classify geometric shapes based on their properties and sizes Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius Describe positions on the full coordinate grid (all four quadrants) Draw and translate simple shapes on the coordinate plane, and reflects them in the axis Interpret and construct pie charts and line graphs and use them to solve problems Calculate and interpret the mean as an average Use negative numbers in context, and calculate intervals across zero 1/1 Year 6 KIRFs Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

At Hamstel Junior School we have a house system where children earn House Points by demonstrating fantastic effort in their work, good manners and great behaviour. Hamstel Houses At Hamstel Junior School we have a house system where children earn House Points by demonstrating fantastic effort in their work, good manners and great behaviour. House Captains Each year, eight year 6 children are selected to represent their house. The children are responsible for leading their house and setting a great example to the rest of the school. Remembrance Day Service Our house captains, together with the Combined Forces Cadets from Wescliff High School for Boys, play a key role in our annual remembrance day service.

Our office hours are Monday - Friday 8.00am until 4.00pm where Ms Martin or one of our office team will be happy to help with any queries you may have. Contact Us Phone number: 01702 468048 Address: Hamstel Junior School, Hamstel Road, Southend on Sea, Essex, SS2 4PQ E-mail: office@hjs.porticoacademytrust.co.uk Our office hours are Monday - Friday 8.00am until 4.00pm where Ms Martin or one of our office team will be happy to help with any queries you may have. Contact Us Thanks for submitting! Submit

Year 5 Maths Autumn Term In the autumn term Year 5 children will: Read, write, order and compare numbers up 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 Add and subtract numbers mentally with increasingly large numbers Round any number up to 1 000 000 to the nearest 10, 100, 10 000 and 100 000 Solve number problems and practical problems that involve ordering and comparing numbers to 1 000 000, count forwards or backwards in steps and round Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers Establish whether a number up to 100 is prime and recalls 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 interprets remainders appropriately for the context Multiply and divide whole numbers 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 comparison, sum and difference problems using information presented in a line graph Complete, read and interpret information in tables, including timetables Spring Term In the spring term Year 5 children will: Compare and order fractions whose denominators are all multiples of the same number Identify, name ad 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 Add and subtract fractions with the same denominator and denominators that are multiples of the same number Multiply proper fractions and mixed numbers by the whole numbers, supported by materials a d diagrams Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates Read and write decimal numbers as fractions 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 numbers up to three decimal places Multiply and divide decimals by 10, 100 and 1000 Recognise the percent symbol (%) and understand that percent 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, 4/5 and those fractions with a denominator of a multiple if 10 or 25 Know angles are measured in degrees: estimates and compares acute, obtuse and reflex angles Drawn given angles, and measure them in degrees Identify angles at a point and one whole turn (total 360°) on a straight line and 1/2 a turn (total 180°) Identify other multiples of 90° Use the properties of rectangles to deduce related facts and find missing lengths and angles Summer Term In the summer term Year 5 children will: Identify, describe and represent the postion of a shape following a reflection Use all four operations to solve problems involving length and mass, using decimal notion. including scaling Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero Solve problems involving converting between units of time Use all four operations to solve problems involving money using decimal notation, including scaling Measure and calculate the perimeter of composite rectilinear shapes in centimetre 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 e.g using 1cm³ blocks to build cuboids (including cubes) and capacity e.g using water Use all four operations to solve problems involving volume and capacity Use all four operations to solve problems involving volume, using decimal notation, including scaling Convert between different metric measurements (l to ml) and between metric and imperial units (l and pints) Read Roman Numerals to 1000 (M) and recognise years written in Roman numerals 1/1 Year 5 KIRFs Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

Hamstel Junior School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting our Nation’s values. British Values Hamstel Junior School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting our Nation’s values. We encourage admissions from all those entitled to education under British law regardless of faith, ethnicity, gender, sexuality, political or financial status. We are a school for all. This statement outlines the key British values we actively promote. Our Core Values reflect the underlying principles of our British Values The Right to be Safe The Right to Respect The Right to Learn The notion of British Values and the requirement to be explicit about how we teach this body of understanding comes from the 2011 Counter Terrorism Prevent Strategy and is completely in line with the requirements of the SMSC curriculum (Spiritual, Moral, Social and Cultural), which is derived through the expectations of the New National Curriculum that schools will offer a curriculum which promotes the… ‘…spiritual, moral, cultural, mental and physical development of pupils…prepares pupils for the opportunities, responsibilities and experiences of later life…and makes provision for personal, social, health and economic education.’ British Values lie under five headings. Democracy Individual Liberty Mutual Respect The Rule of Law Tolerance of those with Different Faiths and Beliefs The following is a list of where we aim to cover each aspect within Hamstel Junior School. It is not exclusive or exhaustive and will be regularly reviewed by the School and the Governing Body to ensure that it develops to reflect the needs of the school community. 1. Democracy Children are involved in Democratic processes e.g. voting for school councillors and shared rewards. The school council itself is led by a member of staff and adheres to democratic processes, reporting its actions to the SLT and Governing Body. The Children’s Sports Council operates within democratic principles. Classroom Codes of Conduct are decided through a democratic process. Assemblies at times of National Elections explain the principles and importance of taking part as an adult. Visit to Council’s historic base in Southend; ‘Porters’. 2. Individual Liberty Pupils have key roles and responsibilities in school, such as Year 6 House Captains/Librarians etc Children encouraged to ask questions freely and confident that they will be listened to by the staff and their peers. Stereotypes of gender/race/sexuality are addressed immediately and broken down through discussion. All children are encouraged to become independent both as learners and as socially aware individuals, being encouraged to make appropriate choices and learn from their mistakes. Within school, pupils are actively encouraged to consider and promote the safety of others, knowing that they are in a supportive environment. As a school we educate and provide safeguarding education (including that of e-safety) to ensure children understand how to be safe. Through our lunchtime and extra curricular clubs and opportunities, pupils are given the freedom to make choices and use their free time in a productive and enjoyable manner.  Residential trips in Yr5 and 6 encourage independence and responsibility. 3. Mutual Respect Respect is one of the three core values of the school. Staff in school are actively encouraged to see learning as requiring the building of appropriate relationships with children, based on mutual respect, modelled by all staff. They are confident enough to apologise to children and each other, when they have made a mistake. Manners and politeness are expected in all situations throughout the school. Our Play Leaders scheme promotes mutual respect between pupils across different year groups within the school. The school encourages competitive team sport participation, which is used as a tool to develop mutual respect within and beyond the school. Sporting success of nations within Britain and other countries applauded e.g. 6-Nations Rugby and the Olympics. 4. The Rule Of Law School has links with the local police through PC Collard. Children responsible for assisting in the construction of Class Rules and Consequences. We voice the school expectations for behaviour in terms of the law as it applies to all who live in Britain and through our core values We have a clearly structured behaviour policy which all stakeholders understand and follow. We regularly review behaviour incidents in school and share these with key stakeholders. History and assemblies are taught with reference to the importance of certain key events in the construction of British Law, as appropriate to national events e.g. 1000yrs since the Magna Carta Anti-bullying Ambassadors are appointed every year and play a role in spreading the antibullying message 5. Tolerance of those with different faiths and beliefs Our R.E curriculum provides a broad and balanced education on a range of faiths, religions and cultures relevant to the school community. We have a growing number of E.A.L children and actively use school resources to promote their learning and integration into our school society. Religious festivals, customs and dress are respected within the school. Books in the library reflect the multi-cultural and multi-faith makeup of the community. Inappropriate stereotypes are addressed immediately and broken down through discussion. We teach specific PSHE units of learning We use assemblies to promote an understanding of faiths within Britain and the wider world In assemblies we use hymns that reflect our Christian and National heritage as well as songs from other faiths. Visitors to Assemblies offer respectful insights into different faiths. The use of a school prayer that embraces our core values. 1/1

Across the year, we have a range of free activities that are offered by Hamstel Staff as well as those run by carefully chosen coaches that have a charge. Paid activities have varying prices that allow us to cover the cost of external coaches and extra resources. Clubs & Activities Across the year, we have a range of free activities that are offered by Hamstel Staff as well as those run by carefully chosen coaches that have a charge. Paid activities have varying prices that allow us to cover the cost of external coaches and extra resources. Summer Term Clubs Letter 2026 Football at Hamstel Junior School Autumn 2025 After School Clubs - Important Information Children should be collected promptly from the main entrance after their activity unless they have permission to return home unaccompanied. Children are expected to attend each week for the full session unless the office is informed by a parent/carer through a note, phone call or in person. Regular failure to inform the school of non-attendance could result in your child losing their place. Regular non-attendance or late collection from after school activities could also mean your child losing their place. Please note, if your child is not collected on time, a late pick up fee of £5 will be incurred for every 15 minutes until they are collected. Late collections from DASH If you know you will be late picking your child up at 4:30pm, please use the emergency contact number on Arbor for this club and inform the staff on duty. Your child should then be picked up at 5:00pm. The additional cost will be added to your Arbor account. Please inform the office if your child will be going home unaccompanied after DASH. Early Collection from DASH If you have booked your child in for the later session (5:00pm-5:45pm) but need to collect them early at 4:30pm, please call the emergency phone number for DASH to let the staff know. Please note, you will still be charged for the later session. Cancellation Please call the school office by 1pm if you need to cancel your child's place at DASH. Places cancelled after 1pm will still be charged.

Year 5 English Reading Autumn Term In the autumn term Year 5 children will: have a reading age of 10 years identify and work out the meaning of key words in the texts we read retrieve and record information from fiction texts summarise the main events from more than one paragraph ask and answer questions about the text we are reading discuss what we know about a character's thoughts and feelings from their actions make predictions about what might happen next based on the evidence in the text Spring Term In the spring term Year 5 children will: have a reading age of 10 years and 5 months read aloud with intonation that shows understanding retrieve and record information from non-fiction texts use evidence from the text to support opinions about a character's thoughts and feelings Identify the main themes of what we are reading identify and discuss how the choice of language enhances meaning Summer Term In the summer term Year 5 children will: have a reading age of 10 years and 10 months explore the meaning of words in context retrieve and record information from poetry recognise fact and opinion in a text identify the conventions of what we are reading evaluate whether the use of language enhances a text make accurate and appropriate comparisons within a text 1/1 1/2 Suggested Reading Expected Standard of Work Writing Autumn Term In the Autumn Term Year 5 children learn: use joined and legible handwriting styles create a plan which supports the structure of an independent piece of writing use conditional conjunctions at the start of and within a sentence to suggest possibility embellish simple sentences with a range of fronted adverbials develop character through the use of noun phrases and careful choice of verbs develop setting through the use of noun phrases create sentences which include relative clauses to extend detail correctly punctuate relative clauses choose vocabulary for precision use adverbials and pronouns within paragraphs to create cohesion use a variety of organisational and presentational devices to structure text and guide the reader integrate dialogue to show character create -ed clauses/relative clauses with omission of pronoun and choose where they go in the sentence create expanded noun phrases to describe both setting and character and use prepositional phrases to expend noun phrases write sentences with more than one clause, making choices as to the order those clauses go in make links to across paragraphs through the use of adverbials of time, place and number consider the audience when writing the end of the text proofread writing for spelling and punctuation errors linked to the Year 5 curriculum evaluate and edit writing by making changes to the vocabulary, grammar and punctuation linked to the autumn term curriculum Spring Term In the Spring Term Year 5 children learn: use relative clauses to add detail to narrative in terms of character setting and plot select vocabulary to assist the understanding of the reader use relative clauses to add necessary detail to a non-fiction text use compound sentences to create cohesion evaluate and edit by ensuing mostly consistent and correct use of tense throughout writing enhance use of dialogue by using prepositional phrases within the reporting clauses describe character and setting by creating metaphors, similes and onomatopoeia express and maintain a viewpoint make links across paragraphs through tense choice use modal verbs to express degrees of possibility and certainty express opinions through direct and reported speech proofread writing for spelling and punctuation errors linked to the Year 5 Curriculum evaluate and edit by ensuring there is correct subject and verb agreement when using singular and plural Summer Term In the Summer Term Year 5 children learn: create rhetorical questions as a way of considering the audience describe a setting using personification describe atmosphere through the use of 'empty words' evaluate and edit by ensuring written language is distinct from spoken language create a variety of fronted adverbials within and across writing punctuating them accurately embellish simple sentences trough a full range of noun phrases, adverbial phrases and prepositional phrases use a variety of ways to create complex sentence with accurate punctuation use a combination of rackets, dashes and commas for parenthesis proofread writing for spelling and punctuation errors linked to the Year 5 curriculum evaluate and edit work by making changes to grammar and vocabulary linked to the Year 5 curriculum Grammar, Punctuation and Spelling Autumn Term In the Autumn Term Year 5 children will: spell words containing the letters -string -ough spell words with silent letters spell words ending in -able, -ably and -ible and recognise which ending is more likely for an unfamiliar word use the first 3/4 letters of a word to find the correct spelling in the dictionary identity the four sentence types and how to punctuate them correctly write the four sentence types correctly identify where commas are needed to mark lusts, mark adverbials, clarify meaning and avoid ambiguity identify and use a range of determiners to clarify meaning (include pronouns as determiners) identify noun phrases and expanded noun phrases in sentences use prepositions to expand noun phrases spell the list of 'Autumn Term Words We Need To Know' spell given homophones and chooses which to use in the context of sentences spell words ending in -ant -ance -ancy -ent -ence -ency and recognise which ending is more likely for unfamiliar words punctuate direct speech accurately identify main, subordinate and relative clauses in a sentence and understand their purpose identify what makes a sentence simple, compound or complex Spring Term spell words with the endings -cial and -tial and recognise which is the more likely ending for unfamiliar words adds suffixes which begin with vowel letters to words ending in -fer identify all past and present verb forms; create all past and present verb forms from infinitive verbs punctuate bullet points consistently identify and write relative clauses with the relative pronoun omitted identify where rackets, commas and dashes have been used correctly for parenthesis spell the list of 'Spring Term Words We Need To Know' use a hyphen to join prefixes which end in a vowel to a root word which begins with one spell given homophones and chooses which one to use in the context of the sentence convert singular nouns into plural nouns accurately convent direct speech into indirect speech identify whether a model verb is used to suggest possibility or certainty Summer Term spell words with the 'ee' sound spelled ei after a 'c' identify root words to enable the correct spelling of words containing the root convert nouns or adjectives into verbs using suffixes (-ate, -ify, -ise) understand how verb prefixes change the meanings of verbs use colons and semi-colons to mark clauses spell a range of homophones and make the correct choice dependent on context spell the tire list of 'Year 5 Words We Need to Know' identify the full range of pronouns and demonstrates how to use them correctly in a sentence identify where the active voice has been used in a sentence and write a sentence in the active voice idenfity whether a word has been used as a preposition or a conjunction in a sentence where the word can function as both (before, until, after) Statutory Words Spellings