St Luke's C of E Primary School

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Year 5

Year 5 Curriculum 


Please see below assessment criteria for Reading, Writing and Mathematics. 

If you have any questions, concerns or complaints regarding the curriculum please contact the Head Teacher, Mr Delves, via the school email address -


A downloadable document is available for all areas. 


F Targets

Comprehension Targets:





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I can give my personal viewpoint and response to a text, with simple reasons for choices.





  1. I refer to the text when explaining my views.





  1. I am beginning to be able to identify and discuss themes across a range of writing. E.g. loss and heroism





  1. I am beginning to identify the success criteria for a range of types of writing, such as the use of the first person in writing diaries and autobiographies.





  1. I can notice similarities and differences in the books I read, for example: genre, theme and plot.





  1. I can recite aloud some poems by heart, with prompts if necessary.





  1. With support, I am beginning to be able to prepare poems and plays for performance.





  1. During performance, I can show some understanding of the text through my intonation, tone, volume and actions.





  1. I re-read books and read ahead to determine meaning.





  1. I can use knowledge of known words to read unknown words.





  1. I understand what has been read and I am beginning to use this to check that the book makes sense.





  1. I am beginning to ask relevant questions to improve understanding.





  1. I am beginning to infer meaning from what has been read, using evidence from the text. With prompts, more detailed responses can be given.





  1. I can use structure and/or content of texts to confirm/make new predictions.





  1. I can locate relevant information and key details to summarise the main ideas of a paragraph.





  1. I am beginning to identify features of different fiction genres, as well as the features and structure of a range of non-fiction texts. E.g. subtitles and headings in explanations and emotive language in persuasion.





  1. I am beginning to understand the difference between literal and figurative language.





  1. I can discuss the effectiveness of the authors’ language to create mood and build tension.





  1. I can to refer to language and theme to justify my views.





  1. I am building a bank of skills to retrieve information from non-fiction texts, such as using headings, skimming and scanning and text marking.





  1. With support, I can participate in discussions about books; taking turns and responding to what others say.





  1. I understand the difference between facts and opinions in texts.

Decoding Targets:





  1. My knowledge of root words, prefixes and suffixes (morphology and etymology) is beginning to be applied, both to read aloud and to understand the meaning of new words.





  1. I can read and spell the spelling patterns in my Year 5 Curriculum.



F Targets





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I am beginning to show an awareness of the audience in my writing.





  1. With the support of a success criteria, my writing is in line with purpose.





  1. I include the main features of a type of writing.





  1. I can write character and setting descriptions that are successfully developed.





  1. My plots in stories are successfully developed.





  1. I am beginning to use similes, alliteration, metaphors and personification appropriately.





  1. I generally write about characters, settings and atmosphere in separate paragraphs or blocks.





  1. I can use a range of connectives as organisational devices.





  1. My tenses are generally correct throughout a piece of writing, although there may be exceptions.





  1. I am showing a growing awareness of effective grammar and punctuation.





  1. With support, my paragraphs have a clear purpose.





  1. Occasionally, my paragraphs refer to previously introduced ideas.





  1. My shorter pieces of writing are clear and cohesive, longer pieces may lack cohesion.





  1. Some of the features listed are evident: relative clauses / mixture of active and passive voice / modal verbs / relative pronouns / clear subject and object / brackets / hyphens, colons and semi colons / Parenthesis / bullet points.

Writing: Composition Target

Writing: Transcription Targets





  1. My writing is presented in a legible style.





  1. I am beginning to use prefixes appropriately.





  1. I can attempt to spell words with silent letters, although there may be errors.





  1. My spelling shows a good understanding of the rules and exception of rules.





  1. I can use dictionaries and thesaurus’ correctly.





  1. Some of the features listed are evident: Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity / hyphens / brackets, dashes or commas to indicate parenthesis / semi-colons, colons or dashes to mark clauses / a colon to introduce a list / punctuating bullet points consistently.

Writing: Analysis and Presentation Targets





I can use and understand grammatical terminology when discussing reading and writing.





  1. relative clause





  1. modal verb





  1. dash





  1. determiner





  1. cohesion





  1. ambiguity





  1. parenthesis





  1. bracket





  1. relative pronoun





  1. My performances show growing awareness and experimentation with intonation, volume and pace. Assessment Criteria

Number & Calculations



F Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To Know and Use Numbers





1. I can read and write numbers to at least 1,000,000.

2. I can count forwards and backwards in steps of powers of 10 for any number up to 1,000,000.

3. I can count forward and backwards with positive & negative whole numbers, including across zero.





4. I can determine the value of each digit in any number up to at least 5 digits.

5. I can order and compare numbers up to 1,000,000.

6. I can read Roman numerals to 1000 (M).

7. I can round any number up to 1,000,000 to the nearest 10,100, 1000, 10,000 and 100,000.





8. I can use numbers in context, including interpreting negative numbers and measurements.

9. I can solve a wide variety of number and practical problems using all four operations.

Add / Subtract





10. I can add and subtract negative integers.

11. I can add and subtract whole numbers with more than four digits.

12. I can add and subtract numbers mentally with increasingly large numbers.





13. I can solve two-step problems in context involving all operations.

14. I use rounding to check answers to calculations and determine level of accuracy.

To Multiply and Divide





15. I can identify multiples and factors, including common factors of two numbers.

16. I know and use the vocabulary: prime numbers, prime factors and composite numbers and use them to construct equivalence statements. (3 x 270 = 3x3x9x10 = 92x10)

17. I can recall prime numbers up to 19 and can establish whether any number to 100 is a prime number.

18. I can recognise and use square numbers, cube numbers, including the notation. (32, 53).





19. I can multiply and divide mentally, drawing upon known facts.

20. I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.





21. I can multiply multi-digit numbers up to four digits by a one/two-digit number using formal methods.

22. I can divide numbers up to four digits by a one-digit whole number using formal methods.

23. I can interpret remainders as whole number remainders, fractions or by rounding, as appropriate.





24. I understand the inverse relationship between multiplication and division and use it to check the answers to a calculation.





25. I understand the equals sign as ‘the same as’ and use it to express distributivity: a(b+c)=ab+ac

26. I can solve problems involving multiplication and division, using my knowledge of factors and multiples, squares and cubes.

27. I can solve problems involving a combination of addition, subtraction, multiplication and division.

28. I can solve problems that include scaling by simple fractions and problems involving simple rates.

To Use Fractions





29. I can read, write, order and compare numbers with up to 3dp.

30. I can round decimals with 2dp to the nearest whole number and to 1dp.

31. I can compare and order fractions whose denominators are all multiples of the same number.





32. I can identify, name and write equivalent fractions of a given fraction.

33. I can read and write decimal numbers as fractions.

34. I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

35. I can recall and use equivalences between simple fractions, decimals and percentages, in context.





36. I can add and subtract decimals. (mix of whole numbers and decimals; decimals with different number of decimal points; compliments to 1 e.g. 0.83+0.17=1)

37. I can add and subtract fractions with the same denominator and denominators that are multiples of the same number. e.g. 1/3 + 2/6 = 2/3

38. I can convert mixed numbers and improper fractions from one form to the other.

39. I can multiply proper fractions and mixed numbers by whole numbers.





40. I can recognise the percent symbol (%) and understand its meaning.

41. I can write percentages as a fraction with denominator 100 and as a decimal. E.g. 30/100 = 30% = 0.30.





42. I can solve problems involving numbers up to 3dp.

43. I can 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 of 10 or 25.



Shape, Space & Measures

F Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To understand the properties of shapes





  1. I can estimate and compare acute, obtuse and reflex angles.
  2. I can draw given angles, and measure them in degrees (°).
  3. I can identify angles at a point and one whole turn (total 360°).
  4. I can identify angles at a point on a straight line and a turn (total 180°).
  5. I can identify other multiples of 90°.
  6. I can identify 3-D shapes, including cubes and other cuboids, from 2-D representations.
  7. I know the difference between regular and irregular polygons.
  8. I understand the terminology parallel and perpendicular.
  9. I can use the properties of rectangles to deduce related facts and find missing lengths and angles.


To describe position, direction and movement





  1. I understand the terminology reflection and translation.
  2. I can draw 2-D shapes in different positions on a grid following translation.
  3. I can draw reflections of shapes on a horizontal and vertical mirror line and on a mirror line at 45°.
  4. I can describe positions on a coordinate grid, with two quadrants.


To use measures





  1. I can convert between different units of metric measure.
  2. I understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.
  3. I can estimate volume and capacity.
  4. I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.
  5. I can calculate and compare the area of rectangles (including squares), using standard units (square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes.
  6. I can solve problems involving converting between units of time.
  7. I can use all four operations to solve problems involving measure using decimal notation, including scaling.


To use statistics





  1. I recognise the difference between discrete and continuous data.
  2. I can solve comparison, sum and difference problems using information presented in a line graph.
  3. I can decide which representation of data is most appropriate, including graphs, table and Carroll and Venn diagrams.
  4. I can interpret simple pie charts.
  5. I can complete, read and interpret information in tables, including timetables.


To use algebra





  1. I can use simple formulae.
  2. I can express missing number problems algebraically.
  3. I can find pairs of numbers that satisfy an equation with two unknowns.
  4. I can enumerate possibilities of combinations of two variables.
  5. I can solve number puzzles.









Awards we have recieved so far.