Years 5 and 6 arguing and hypothesising: a guide for parents

Arguing, hypothesising and evaluating, explained

A good spoken argument has a claim, reasons, evidence and an explanation that links the evidence to the claim. Many teachers teach it as “point, evidence, explain”. The evidence might be an observation from an experiment, a line from a text, a fact the child has found out, or an example from experience. Children also learn the difference between fact and opinion, and that “everybody knows that” is not evidence. In the curriculum’s words, children learn to articulate and justify answers, arguments and opinions.

Children give well-structured descriptions, explanations and narratives for different purposes, including expressing feelings. An explanation of how a volcano erupts needs a logical order and cause-and-effect words such as therefore and as a result. A recount keeps to time order, a description helps the listener picture a place, and a story has a shape. When expressing feelings, children are encouraged to say not only what they felt but why, and with subtlety: apprehensive, relieved or conflicted rather than just sad or happy. Teachers give guidance on what a good explanation sounds like and feedback on how theirs went.

Speculating, hypothesising and imagining are part of using talk to build understanding. The language helps: modal verbs such as might, could, would and must show how sure the speaker is, and “if… then…” sentences set out a prediction. In science, children make predictions, give a scientific reason for them and then test them. In history a child may ask what might have happened if an event had gone differently. In reading, they might work out what a character may be planning. A hypothesis is not a wild guess: it comes with a “because”. Vocabulary develops towards discussing abstract concepts.

Children are asked to consider and evaluate different viewpoints, attending to and building on the contributions of others. They might compare two accounts of the same event, think about how different characters see the same situation, or look at why people disagree. They learn to say what is strong in an opposing view (“That’s fair, because…”), to find common ground, and to change their mind when the reasons are good. Sentence stems are often used as support, but by Year 6 children should be able to do this in their own words. Many schools run formal debates in these years, though how and when is their choice.

Spoken language is not tested directly, but it matters. Some questions in the Year 6 reading test ask children to find evidence in a text and explain what it shows, and some maths reasoning questions ask them to explain how they know. A child who has practised this out loud is better prepared for both. It is also the basis of persuasive writing, where a writer has to anticipate objections. And at secondary school, being able to argue a case and listen to the other side is expected in almost every subject.

Words your child will hear

Hypothesis

An idea about what will happen, or why, backed by a reason and able to be tested, such as “I think the plant on the windowsill will stay healthier and greener than the one in the dark cupboard, because plants need light to make their food”.

Evidence

Facts, observations or examples that support a point.

Counter-argument

A reason on the other side of the debate that someone might use against your point.

Bias

Favouring one side in a way that is not fair, often without noticing.

Perspective

The position someone looks from, which shapes how they see something.

Modal verb

A verb such as might, could, should, will or must that shows how likely or certain something is (and sometimes whether it has to happen).

Concede

To admit that part of the other side’s point is fair.

What the National Curriculum says

In Years 5 and 6, pupils should be taught to:

• Articulate and justify answers, arguments and opinions
• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• Consider and evaluate different viewpoints, attending to and building on the contributions of others

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: building a spoken argument and weighing the other side

Common mistakes and how to help

How to help at home

• Both sides of a harmless question. Choose a topic with no right answer, such as whether cats or dogs make better pets. Each person argues one side for a minute, then swap. Afterwards, decide which reasons were strongest.
• Might, could and would. Ask “What might happen if there were no electricity for a week?” and respond with “What makes you think that?”. Use modal verbs yourself so your child hears how certainty is shown.
• Two accounts of one event. Ask two family members to describe the same recent event, such as a day out, separately. Compare their versions and talk about why they differ, such as what each noticed or remembered.
• Fact or claim? Read the back of a packet, a leaflet or an advert together. Which sentences are facts you could check, and which are claims or opinions designed to persuade?
• Change your mind out loud. When your child gives you a good reason, say, “I hadn’t thought of that, you’ve changed my mind”. Children copy what they see, and it makes listening to others feel worthwhile.

Related topics

Everything in Years 5 and 6 English