Year 6 requirement

In addition to Year 1 to Year 5 requirement, children seeking entry to Year 6 should:

(Oral Interaction)

• understand an unfamiliar speaker on a familiar topic
• paraphrase content of short piece of text
• use some common colloquialisms in everyday interactions
• show awareness of the appropriate polite register when talking to adults
• use some common modals to express shades of meaning of probability, certainty, necessity, or obligation (could, must, should, might)
• use a range of discourse markers (however, unless, although)
• use some relative clauses (I saw the video that described the experiment)
• compensate effectively for avoiding difficult structures by rephrasing

Reading and Responding:

• read for information and recreation
• demonstrate understanding of the main storyline and most key information points when retelling
• identify some detail in narrative texts (people, places and objects)
• make some inferential/hypothetical meanings from texts
• interpret and explain information from diagrams, charts, graphs and timetables
• identify important features of text organisation (book/chapters, chapters/paragraphs)
• follow ides in a paragraph, making use of a range of linking words (then, next, first, after)
• recognise how relationships such as cause/effect, comparison/contrast, addition and time sequence are signalled by linking words and phrases (because, like, different from, in addition to and after)
• use knowledge of sentence structure and text organisation to identify meaning of unknown (missing) words (cloze text)
• read on when encountering unfamiliar words
• use previous knowledge of words and context to infer the meaning of unfamiliar words
• use accompanying diagrams, headings and illustrations to understand ideas in texts

Writing:

• plan and sequence information for a report on a familiar subject
• write cohesive paragraphs reflecting distinct ideaswrite appropriate opening and closing sentences within a text or paragraph
• use simple linking expressions such as so, too, also as well as, in sentences
• combine simple sentences into complex ones using common conjunctions and relative pronouns
• use a set of common specialised words appropriate to a topic area (e.g. education, mathematical/scienfific terms)
• use a number of simple modals (would, could, should)
• revise text after re-reading and discuss sequencing of events and ideas in own writing

If you have any further questions please contact the school. We look forward to meeting you and your child when you feel he or she is able to satisfy the requirements outlined above.