‘Invite, Include, Imagine, Inspire’Our values this term are 'Joy' and 'Love'But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness. Galatians 5:22UN Rights of a Child Article 31: You have the right to play and rest.
I talk confidently and fluently in a range of situations, using formal and Standard English, if necessary.
I ask questions to develop ideas and take account of others’ views.
I explain ideas and opinions giving reasons and evidence.
I take an active part in discussions and can take on different roles.
I listen to, and consider the opinions of, others in discussions.
I make contributions to discussions, evaluating others’ ideas and respond to them.
I can sustain and argue a point of view in a debate, using the formal language of persuasion.
I can express possibilities using hypothetical and speculative language.
I engage listeners through choosing appropriate vocabulary and register that is matched to the context.
I can perform my own compositions, using appropriate intonation, volume and expression so that literal and implied meaning is clear.
I can perform poems and plays from memory, making deliberate choices about how to convey ideas about characters, contexts and atmosphere.
A YEAR 6 READER
I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I use my combined knowledge of phonemes and word deriviations to pronounce words correctly, e.g. arachnophobia.
I attempt the pronunciation of unfamiliar words drawing on my prior knowledge of similar looking words.
I can read fluently, using punctuation to inform meaning.
I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
I can read books that are structured in different ways.
I can recognise texts that contain features from more than one text type.
I can evaluate how effectively texts are structured and presented.
I can read non-fiction texts to help with my learning.
I read accurately and check that I understand.
I can recommend books to others and give reasons for my recommendation.
I can identify themes in texts.
I can identify and discuss the conventions in different text types.
I can identify the key points in a text.
I can recite a range of poems by heart, e.g. narrative verse, sonnet.
I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
A YEAR 6 WRITER
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.
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.
GRAMMAR AND PUNCTUATION
I can use the passive voice.
I vary sentence structure depending whether formal or informal.
I can use a variety of organisation and presentation devices correct to the text type.
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.