Downloadable Documents
Year 1 timetable, 2010-11
y1_2010-11_year_plans.doc | |
File Size: | 74 kb |
File Type: | doc |
Autumn Term Curriculum Letter,
English
y1_curric.letter.autumn2010.doc | |
File Size: | 631 kb |
File Type: | doc |
Autumn Term Curriculum Letter, Chinese
y1_curriclett.aut2010_-_chinese.docx | |
File Size: | 49 kb |
File Type: | docx |
Autumn Term Curriculum Letter,
Korean
y1_curriclett.aut2010_-_korean.docx | |
File Size: | 639 kb |
File Type: | docx |
Teaching Plans for Spring Term
tris_y1_spring_2011.docx | |
File Size: | 61 kb |
File Type: | docx |
Spring Term Curriculum Letter, English
spring_term_curriculum_letter.docx | |
File Size: | 17 kb |
File Type: | docx |
Spring Curriculum Letter, Chinese
y1curric.letter_spring_2011_-_v2chin.doc | |
File Size: | 96 kb |
File Type: | doc |
Spring Curriculum Letter, Korean
y1curric.letter_spring_2011_-_v2kor.docx | |
File Size: | 54 kb |
File Type: | docx |
Summer Term Curriculum Letter, English
curriculum_letters_summer_term_2011.docx | |
File Size: | 23 kb |
File Type: | docx |
APP Documents, Levels 1-8
APPs (Assessing Pupil Progress) are the documents recommended by the British Government and used by TRIS, to assess children's progress. Each one has eight levels. Year 1 children are expected, according to their different abilities, to be somewhere between level two and below level 1. Your children's APP levels were given to you in their autumn reports, and will be given to you again at the end of the year. Now you can look at them and see what your child has achieved and what he or she is working to achieve.
English Speaking and Listening
speaking_and_listening_apps_-_levels_1-8.pdf | |
File Size: | 655 kb |
File Type: |
The National Strategies APP Speaking and listening: Assessment Focuses and Criteria
00077-2010PDF-EN-20
© Crown copyright 2010
Level
AF1
Talking to others
Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
AF2
Talking with others
Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
AF3
Talking within role-play and drama
Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
AF4
Talking about talk
Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
Level 2
In some contexts
• recount experiences and imagine possibilities, often connecting ideas
• vary talk in simple ways to gain and hold the attention of the listener
• make specific vocabulary choices and use non-verbal features that show awareness of different purposes and listeners
In some contexts
• listen and respond to the speaker, making simple comments and suggestions.
• make helpful contributions when speaking in turn, in pairs, and in small groups
In some contexts
• extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios
In some contexts
• show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
1
In some contexts
• express feelings and ideas when speaking about matters of immediate interest
• talk in ways that are audible and intelligible to familiar others
• show some awareness of the listener by making changes to language and non-verbal features
In some contexts
• understand and engage with the speaker, demonstrating attentive listening
• engage with others through taking turns in pairs and small groups
In some contexts
• engage in imaginative play enacting simple characters and situations using everyday speech, gesture, or movement
In some contexts
• notice simple differences in speakers’ use of language and try out new words and ways of expressing meaning
00077-2010PDF-EN-20
© Crown copyright 2010
Level
AF1
Talking to others
Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
AF2
Talking with others
Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
AF3
Talking within role-play and drama
Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
AF4
Talking about talk
Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
Level 2
In some contexts
• recount experiences and imagine possibilities, often connecting ideas
• vary talk in simple ways to gain and hold the attention of the listener
• make specific vocabulary choices and use non-verbal features that show awareness of different purposes and listeners
In some contexts
• listen and respond to the speaker, making simple comments and suggestions.
• make helpful contributions when speaking in turn, in pairs, and in small groups
In some contexts
• extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios
In some contexts
• show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking
1
In some contexts
• express feelings and ideas when speaking about matters of immediate interest
• talk in ways that are audible and intelligible to familiar others
• show some awareness of the listener by making changes to language and non-verbal features
In some contexts
• understand and engage with the speaker, demonstrating attentive listening
• engage with others through taking turns in pairs and small groups
In some contexts
• engage in imaginative play enacting simple characters and situations using everyday speech, gesture, or movement
In some contexts
• notice simple differences in speakers’ use of language and try out new words and ways of expressing meaning
Reading APPs, Levels 1 and 2
readingassessmentlevels1and2.pdf | |
File Size: | 41 kb |
File Type: |
Reading assessment guidelines: levels 1 and 2
Pupil name
Class/ Group
Date
AF1 – use a range of strategies, including accurate decoding of text, to read for meaning
AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF3 – deduce, infer or interpret information, events or ideas from texts
AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5 – explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
AF6 – identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
AF7 – relate texts to their social, cultural and historical traditions
In some reading:
range of key words read on sight
unfamiliar words decoded using appropriate strategies, e.g. blending sounds
some fluency and expression, e.g. taking account of punctuation, speech marks
In some reading:
some specific, straightforward information recalled, e.g. names of characters, main ingredients
generally clear idea of where to look for information, e.g. about characters, topics
In some reading:
simple, plausible inference about events and information, using evidence from text, e.g. how a character is feeling, what makes a plant grow
comments based on textual cues, sometimes misunderstood
In some reading:
some awareness of use of features of organisation, e.g. beginning and ending of story, types of punctuation
In some reading:
some effective language choices noted, e.g. ‘“slimy” is a good word there’
some familiar patterns of language identified, e.g. once upon a time; first, next, last
In some reading:
some awareness that writers have viewpoints and purposes, e.g. ‘it tells you how to do something’, ‘she thinks it’s not fair’
simple statements about likes and dislikes in reading, sometimes with reasons
In some reading:
general features of a few text types identified, e.g. information books, stories, print media
some awareness that books are set in different times and places
Level 2
In some reading, usually with support:
some high frequency and familiar words read fluently and automatically
decode familiar and some unfamiliar words using blending as the prime approach
some awareness of punctuation marks, e.g. pausing at full stops
In some reading, usually with support:
some simple points from familiar texts recalled
some pages/sections of interest located, e.g. favourite characters/events /information/pictures
In some reading, usually with support:
reasonable inference at a basic level, e.g. identifying who is speaking in a story
comments/questions about meaning of parts of text, e.g. details of illustrations diagrams, changes in font style
In some reading, usually with support:
some awareness of meaning of simple text features, e.g. font style, labels, titles
In some reading, usually with support:
comments on obvious features of language, e.g. rhymes and refrains, significant words and phrases
In some reading, usually with support:
some simple comments about preferences, mostly linked to own experience
In some reading, usually with support:
a few basic features of well-known story and information texts distinguished, e.g. what typically happens to good and bad characters, differences between type of text in which photos or drawings used
Level
1
Pupil name
Class/ Group
Date
AF1 – use a range of strategies, including accurate decoding of text, to read for meaning
AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF3 – deduce, infer or interpret information, events or ideas from texts
AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5 – explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
AF6 – identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
AF7 – relate texts to their social, cultural and historical traditions
In some reading:
range of key words read on sight
unfamiliar words decoded using appropriate strategies, e.g. blending sounds
some fluency and expression, e.g. taking account of punctuation, speech marks
In some reading:
some specific, straightforward information recalled, e.g. names of characters, main ingredients
generally clear idea of where to look for information, e.g. about characters, topics
In some reading:
simple, plausible inference about events and information, using evidence from text, e.g. how a character is feeling, what makes a plant grow
comments based on textual cues, sometimes misunderstood
In some reading:
some awareness of use of features of organisation, e.g. beginning and ending of story, types of punctuation
In some reading:
some effective language choices noted, e.g. ‘“slimy” is a good word there’
some familiar patterns of language identified, e.g. once upon a time; first, next, last
In some reading:
some awareness that writers have viewpoints and purposes, e.g. ‘it tells you how to do something’, ‘she thinks it’s not fair’
simple statements about likes and dislikes in reading, sometimes with reasons
In some reading:
general features of a few text types identified, e.g. information books, stories, print media
some awareness that books are set in different times and places
Level 2
In some reading, usually with support:
some high frequency and familiar words read fluently and automatically
decode familiar and some unfamiliar words using blending as the prime approach
some awareness of punctuation marks, e.g. pausing at full stops
In some reading, usually with support:
some simple points from familiar texts recalled
some pages/sections of interest located, e.g. favourite characters/events /information/pictures
In some reading, usually with support:
reasonable inference at a basic level, e.g. identifying who is speaking in a story
comments/questions about meaning of parts of text, e.g. details of illustrations diagrams, changes in font style
In some reading, usually with support:
some awareness of meaning of simple text features, e.g. font style, labels, titles
In some reading, usually with support:
comments on obvious features of language, e.g. rhymes and refrains, significant words and phrases
In some reading, usually with support:
some simple comments about preferences, mostly linked to own experience
In some reading, usually with support:
a few basic features of well-known story and information texts distinguished, e.g. what typically happens to good and bad characters, differences between type of text in which photos or drawings used
Level
1
Writing APPs, Levels 1 and 2
writingassessmentlevels1and2.pdf | |
File Size: | 50 kb |
File Type: |
Writing assessment guidelines: levels 1 and 2
Pupil name
Class/Group
Date
AF5 – vary sentences for clarity, purpose and effect
AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events
AF4 – construct paragraphs and use cohesion within and between paragraphs
AF1 – write imaginative, interesting and thoughtful texts
AF2 – produce texts which are appropriate to task, reader and purpose
AF7 – select appropriate and effective vocabulary
AF8 – use correct spelling
Handwriting and presentation
Level 2
In some forms of writing:
some variation in sentence openings, e.g. not always starting with name or pronoun
mainly simple sentences with and used to connect clauses
past and present tense generally consistent
In some forms of writing:
clause structure mostly grammatically correct
sentence demarcation with capital letters and full stops usually accurate
some accurate use of question and exclamation marks, and commas in lists
In some forms of writing:
some basic sequencing of ideas or material, e.g. time-related words or phrases, line breaks, headings, numbers
openings and/or closings sometimes signalled
In some forms of writing:
ideas in sections grouped by content, some linking by simple pronouns
In some forms of writing:
mostly relevant ideas and content, sometimes repetitive or sparse
some apt word choices create interest
brief comments, questions about events or actions suggest viewpoint
In some forms of writing:
some basic purpose established, e.g. main features of story, report
some appropriate features of the given form used
some attempts to adopt appropriate style
In some forms of writing:
simple, often speech-like vocabulary conveys relevant meanings
some adventurous word choices, e.g. opportune use of new vocabulary
In some forms of writing:
usually correct spelling of:
o
high frequency grammatical function words
o
common single-morpheme content/lexical words
likely errors:
o
inflected endings, e.g. past tense, plurals, adverbs
o
phonetic attempts at vowel digraphs
In some forms of writing:
letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters
clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words
Level 1
In some writing, usually with support:
reliance on simple phrases and clauses
some sentence-like structures formed by chaining clauses together, e.g. series of ideas joined by repeated use of ‘and’
In some writing, usually with support:
mostly grammatically accurate clauses
some awareness of use of full stops and capital letters, e.g. beginning/end of sentence
In some writing, usually with support:
some formulaic phrases indicate start/end of text, e.g. once upon a time, one day, the end
events/ideas sometimes in appropriate order, e.g. actions listed in time sequence, items numbered
In some writing, usually with support:
simple connections between ideas, events, e.g. repeated nouns, pronouns relate to main idea
In some writing, usually with support:
basic information and ideas conveyed through appropriate word choice, e.g. relate to topic
some descriptive language, e.g. colour, size, simple emotion
In some writing, usually with support:
some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message
In some writing, usually with support:
mostly simple vocabulary
communicates meaning through repetition of key words
In some writing, usually with support:
usually correct spelling of simple high-frequency words
phonetically plausible attempts at words with digraphs and double letters
sufficient number of recognisable words for writing to be readable, including, e.g. use of letter names to approximate syllables and words
In some writing, usually with support:
most letters correctly formed and orientated
spaces between words
upper and lower case sometimes distinguished
use of ICT, e.g. use keyboard to type own name
Pupil name
Class/Group
Date
AF5 – vary sentences for clarity, purpose and effect
AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events
AF4 – construct paragraphs and use cohesion within and between paragraphs
AF1 – write imaginative, interesting and thoughtful texts
AF2 – produce texts which are appropriate to task, reader and purpose
AF7 – select appropriate and effective vocabulary
AF8 – use correct spelling
Handwriting and presentation
Level 2
In some forms of writing:
some variation in sentence openings, e.g. not always starting with name or pronoun
mainly simple sentences with and used to connect clauses
past and present tense generally consistent
In some forms of writing:
clause structure mostly grammatically correct
sentence demarcation with capital letters and full stops usually accurate
some accurate use of question and exclamation marks, and commas in lists
In some forms of writing:
some basic sequencing of ideas or material, e.g. time-related words or phrases, line breaks, headings, numbers
openings and/or closings sometimes signalled
In some forms of writing:
ideas in sections grouped by content, some linking by simple pronouns
In some forms of writing:
mostly relevant ideas and content, sometimes repetitive or sparse
some apt word choices create interest
brief comments, questions about events or actions suggest viewpoint
In some forms of writing:
some basic purpose established, e.g. main features of story, report
some appropriate features of the given form used
some attempts to adopt appropriate style
In some forms of writing:
simple, often speech-like vocabulary conveys relevant meanings
some adventurous word choices, e.g. opportune use of new vocabulary
In some forms of writing:
usually correct spelling of:
o
high frequency grammatical function words
o
common single-morpheme content/lexical words
likely errors:
o
inflected endings, e.g. past tense, plurals, adverbs
o
phonetic attempts at vowel digraphs
In some forms of writing:
letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters
clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words
Level 1
In some writing, usually with support:
reliance on simple phrases and clauses
some sentence-like structures formed by chaining clauses together, e.g. series of ideas joined by repeated use of ‘and’
In some writing, usually with support:
mostly grammatically accurate clauses
some awareness of use of full stops and capital letters, e.g. beginning/end of sentence
In some writing, usually with support:
some formulaic phrases indicate start/end of text, e.g. once upon a time, one day, the end
events/ideas sometimes in appropriate order, e.g. actions listed in time sequence, items numbered
In some writing, usually with support:
simple connections between ideas, events, e.g. repeated nouns, pronouns relate to main idea
In some writing, usually with support:
basic information and ideas conveyed through appropriate word choice, e.g. relate to topic
some descriptive language, e.g. colour, size, simple emotion
In some writing, usually with support:
some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message
In some writing, usually with support:
mostly simple vocabulary
communicates meaning through repetition of key words
In some writing, usually with support:
usually correct spelling of simple high-frequency words
phonetically plausible attempts at words with digraphs and double letters
sufficient number of recognisable words for writing to be readable, including, e.g. use of letter names to approximate syllables and words
In some writing, usually with support:
most letters correctly formed and orientated
spaces between words
upper and lower case sometimes distinguished
use of ICT, e.g. use keyboard to type own name
Science APPs, Levels 1 to 8
science_apps_levels_1-8.pdf | |
File Size: | 86 kb |
File Type: |
Assessing Pupils’ Progress:
Science assessment criteria
AF1 – Thinking scientifically
AF2 – Understanding the applications and implications of science
AF3 – Communicating and collaborating in science
AF4 – Using investigative approaches
AF5 – Working critically with evidence
Level 2
Across a range of contexts and practical situations pupils:
Draw on their observations and ideas to offer answers to questions
Make comparisons between basic features or components of objects, living things or events
Sort and group objects, living things or events on the basis of what they have observed
Respond to suggestions to identify some evidence (in the form of information, observations or measurements) needed to answer a question
Across a range of contexts and practical situations pupils:
Express personal feelings or opinions about scientific or technological phenomena
Describe, in familiar contexts, how science helps people do things
Identify people who use science to help others
Identify scientific or technological phenomena and say whether or not they are helpful
Across a range of contexts and practical situations pupils:
Present their ideas and evidence in appropriate ways
Respond to prompts by using simple texts and electronic media to find information
Use simple scientific vocabulary to describe their ideas and observations
Work together on an experiment or investigation and recognise contributions made by others
Across a range of contexts and practical situations pupils:
Make some suggestions about how to find things out or how to collect data to answer a question or idea they are investigating
Identify things to measure or observe that are relevant to the question or idea they are investigating
Correctly use equipment provided to make observations and measurements
Make measurements, using standard or non-standard units as appropriate
Across a range of contexts and practical situations pupils:
Say what happened in their experiment or investigation
Say whether what happened was what they expected, acknowledging any unexpected outcomes
Respond to prompts to suggest different ways they could have done things
Level 1
Across a range of contexts and practical situations pupils:
Ask questions stimulated by their exploration of their world
Recognise basic features of objects, living things or events
Draw on their everyday experience to help answer questions
Respond to suggestions to identify some evidence (in the form of information, observations or measurements) that has been used to answer a question
Across a range of contexts and practical situations pupils:
Identify a link to science in familiar objects or contexts
Recognise scientific and technological developments that help us
Across a range of contexts and practical situations pupils:
Use everyday terms to describe simple features or actions of objects, living things or events they observe
Present evidence they have collected in simple templates provided for them
Communicate simple features or components of objects, living things or events they have observed in appropriate forms
Share their own ideas and listen to the ideas of others
Across a range of contexts and practical situations pupils:
Respond to prompts by making some simple suggestions about how to find an answer or make observations
Use their senses and simple equipment to make observations
Across a range of contexts and practical situations pupils:
Respond to prompts to say what happened
Say what has changed when observing objects, living things or events
QCDA 01063-2009PDF-EN-02 © Crown copyright 2009
Science assessment criteria
AF1 – Thinking scientifically
AF2 – Understanding the applications and implications of science
AF3 – Communicating and collaborating in science
AF4 – Using investigative approaches
AF5 – Working critically with evidence
Level 2
Across a range of contexts and practical situations pupils:
Draw on their observations and ideas to offer answers to questions
Make comparisons between basic features or components of objects, living things or events
Sort and group objects, living things or events on the basis of what they have observed
Respond to suggestions to identify some evidence (in the form of information, observations or measurements) needed to answer a question
Across a range of contexts and practical situations pupils:
Express personal feelings or opinions about scientific or technological phenomena
Describe, in familiar contexts, how science helps people do things
Identify people who use science to help others
Identify scientific or technological phenomena and say whether or not they are helpful
Across a range of contexts and practical situations pupils:
Present their ideas and evidence in appropriate ways
Respond to prompts by using simple texts and electronic media to find information
Use simple scientific vocabulary to describe their ideas and observations
Work together on an experiment or investigation and recognise contributions made by others
Across a range of contexts and practical situations pupils:
Make some suggestions about how to find things out or how to collect data to answer a question or idea they are investigating
Identify things to measure or observe that are relevant to the question or idea they are investigating
Correctly use equipment provided to make observations and measurements
Make measurements, using standard or non-standard units as appropriate
Across a range of contexts and practical situations pupils:
Say what happened in their experiment or investigation
Say whether what happened was what they expected, acknowledging any unexpected outcomes
Respond to prompts to suggest different ways they could have done things
Level 1
Across a range of contexts and practical situations pupils:
Ask questions stimulated by their exploration of their world
Recognise basic features of objects, living things or events
Draw on their everyday experience to help answer questions
Respond to suggestions to identify some evidence (in the form of information, observations or measurements) that has been used to answer a question
Across a range of contexts and practical situations pupils:
Identify a link to science in familiar objects or contexts
Recognise scientific and technological developments that help us
Across a range of contexts and practical situations pupils:
Use everyday terms to describe simple features or actions of objects, living things or events they observe
Present evidence they have collected in simple templates provided for them
Communicate simple features or components of objects, living things or events they have observed in appropriate forms
Share their own ideas and listen to the ideas of others
Across a range of contexts and practical situations pupils:
Respond to prompts by making some simple suggestions about how to find an answer or make observations
Use their senses and simple equipment to make observations
Across a range of contexts and practical situations pupils:
Respond to prompts to say what happened
Say what has changed when observing objects, living things or events
QCDA 01063-2009PDF-EN-02 © Crown copyright 2009
Maths APPs, Levels 1 to 8
maths_apps_-_levels_1-8.pdf | |
File Size: | 112 kb |
File Type: |
Assessing Pupils’ Progress Name ……………..…………….
Assessment criteria: Number and algebra Algebra
Numbers and the number system
Calculating
Level 2
recognise sequences of numbers, including odd and even numbers
count sets of objects reliably begin to understand the place value of each digit; use this to order numbers up to 100 begin to use halves and quarters and relate the concept of half of a small quantity to the concept of half of a shape
use the knowledge that subtraction is the inverse of addition and understand halving as a way of ‘undoing’ doubling and vice versa use mental recall of addition and subtraction facts to 10 use mental calculation strategies to solve number problems including those involving money and measures record their work in writing choose the appropriate operation when solving addition and subtraction problems
Level 1
count up to 10 objects read, write numbers to 10 order numbers to 10 begin to use the fraction, one-half
understand addition as finding the total of two or more sets of objects understand subtraction as ‘taking away’ objects from a set and finding how many are left add and subtract numbers of objects to 10 begin to know some addition facts solve addition/subtraction problems involving up to 10 objects record their work
Assessing Pupils’ Progress
Assessment criteria:
Using and applying mathematics Shape, space and measure Handling data Using and applying mathematics
Shape, space and measure
Handling data
Level 2
select the mathematics they use in some classroom activities discuss their work using mathematical language begin to represent their work using symbols and simple diagrams predict what comes next in a simple number, shape or spatial pattern or sequence and give reasons for their opinions explain why an answer is correct
use mathematical names for common 3-D and 2-D shapes describe their properties, including numbers of sides and corners describe the position of objects distinguish between straight and turning movements, recognise right angles in turns and understand angle as a measurement of turn begin to use a wider range of measures including to use everyday non-standard and standard units to measure length and mass begin to understand that numbers can be used not only to count discrete objects but also to describe continuous measures
sort objects and classify them using more than one criterion understand vocabulary relating to handling data collect and sort data to test a simple hypothesis record results in simple lists, tables, pictograms and block graphs communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded
Level 1
use mathematics as an integral part of classroom activities represent their work with objects or pictures discuss their work draw simple conclusions from their work recognise and use a simple pattern or relationship
use everyday language to describe properties of 2-D and 3-D shapes use everyday language to describe positions of 2-D and 3-D shapes measure and order objects using direct comparison order events
sort and classify objects represent their work demonstrate the criterion they have used
Assessment criteria: Number and algebra Algebra
Numbers and the number system
Calculating
Level 2
recognise sequences of numbers, including odd and even numbers
count sets of objects reliably begin to understand the place value of each digit; use this to order numbers up to 100 begin to use halves and quarters and relate the concept of half of a small quantity to the concept of half of a shape
use the knowledge that subtraction is the inverse of addition and understand halving as a way of ‘undoing’ doubling and vice versa use mental recall of addition and subtraction facts to 10 use mental calculation strategies to solve number problems including those involving money and measures record their work in writing choose the appropriate operation when solving addition and subtraction problems
Level 1
count up to 10 objects read, write numbers to 10 order numbers to 10 begin to use the fraction, one-half
understand addition as finding the total of two or more sets of objects understand subtraction as ‘taking away’ objects from a set and finding how many are left add and subtract numbers of objects to 10 begin to know some addition facts solve addition/subtraction problems involving up to 10 objects record their work
Assessing Pupils’ Progress
Assessment criteria:
Using and applying mathematics Shape, space and measure Handling data Using and applying mathematics
Shape, space and measure
Handling data
Level 2
select the mathematics they use in some classroom activities discuss their work using mathematical language begin to represent their work using symbols and simple diagrams predict what comes next in a simple number, shape or spatial pattern or sequence and give reasons for their opinions explain why an answer is correct
use mathematical names for common 3-D and 2-D shapes describe their properties, including numbers of sides and corners describe the position of objects distinguish between straight and turning movements, recognise right angles in turns and understand angle as a measurement of turn begin to use a wider range of measures including to use everyday non-standard and standard units to measure length and mass begin to understand that numbers can be used not only to count discrete objects but also to describe continuous measures
sort objects and classify them using more than one criterion understand vocabulary relating to handling data collect and sort data to test a simple hypothesis record results in simple lists, tables, pictograms and block graphs communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded
Level 1
use mathematics as an integral part of classroom activities represent their work with objects or pictures discuss their work draw simple conclusions from their work recognise and use a simple pattern or relationship
use everyday language to describe properties of 2-D and 3-D shapes use everyday language to describe positions of 2-D and 3-D shapes measure and order objects using direct comparison order events
sort and classify objects represent their work demonstrate the criterion they have used