2. Aims
To outline the curriculum expectations
for Reading, Writing and Maths in
each year group.
To examine the end of Key Stage 1
statutory assessments.
To understand how we assess
children in school.
3. Key Stage 1 National Curriculum
Assessment Changes
• In 2014/15 a new national curriculum framework was
introduced by the Government for Years 1, 3, 4 and 5.
• However, Years 2 and 6 (due to statutory testing) continued
to study the previous curriculum for one further year.
• In 2015/16 children in all years at Key Stage 1 and 2 are
expected to now study the new national curriculum.
• KS1 (Year 2) and KS2 SATs (Year 6) will reflected the new
curriculum for the first time last year.
4. Why have things changed?
September 2014 – new, exciting and
challenging curriculum
Issues with levels
◦ Labelling of pupils
◦ Created undue pace – new curriculum allows
teachers to move at the pace of the children and
fill the gaps in their learning
Concerns that the previous system resulted
in children being taught to pass a test rather
than being ready for the next stage in their
learning.
5. How have things changed?
Schools have been given greater choice
over the delivery of curriculum content
Schools have been given freedom to
choose how to assess the curriculum
Reporting to parents to be against end of
year expectations
Focus on more in depth learning and not
moving on too quickly
Curriculum coverage in a variety of contexts
– mastering the skills, not moving onto the
next year group
6. Measuring Progress
Progress will be measured as pupils
cover the national curriculum and
succeed in meeting the objectives
Once they cover the objectives and
show that they have ‘learned’ the skill
or knowledge then they will work at
greater depth
If they meet the objectives then they
will have made good progress.
7. Assessment
Focus is on formative assessment
◦ Enables rich questioning
◦ Probes children’s understanding
◦ Provides the answer to ‘have they got a
deep understanding?’
8. Assessment
In –school summative assessments
◦ End of term/topic
◦ How much has each pupil learned?
◦ Where are the gaps?
National standardised assessments
◦ End of Key stage tests – Y2 and Y6
◦ Teacher assessments
The tests form part of the Teacher
assessments
9. Reporting Age-Related Expectations
End of Year 1 expectations:
• Working within the expected standard - WW
• Working at the expected standard - WA
• Working at greater depth within the expected
standard - GD
10. Reporting Age-Related Expectations
End of Year 2 expectations:
• Foundations for the expected standard - F
•Working towards the expected standard - WT
• Working at the expected standard - WA
• Working at greater depth within the expected
standard – GD
•Science across both year groups is either WT or WA
11. Teaching in Key Stage 1
Mixed ability groupings:
- no lid on potential achievement
- greater opportunity to learn from each other
Challenges:
- use of language: hard, harder and hardest
- choice
- encouraged to move on when ready
12. Curriculum Expectations – Year 1
Reading
Children can:
Use their decoding skills and are able to read by sight all the
phonemes in the English language
read accurately by blending sounds in unfamiliar phonetically regular
words containing graphemes that they have learned
read all of the Year 1 common exception words and those with –s, –
es, –ing, –ed, –er and –est endings
read words of more than one syllable that contain the graphemes
that they have learned
read aloud accurately a range of books and begin to read with some
fluency and expression
check their reading makes sense
explain what has happened in a book they or an adult has read and
are able to identify the key elements of the book like the main events
or the characters
answer a range of comprehension questions about the text
13. Curriculum Expectations – Year 1
Writing
Children can:
verbally plan sentences before they write them and can compose a
sequence of narrative sentences
read their work to check it makes sense and read it aloud to other
people, identifying ways to make their writing better
write in complete simple sentences, using full stops, exclamation
marks and question marks and capital letters to punctuate and for I
and names
join clauses together to make longer sentences
use some suffixes and distinguish between the ‘s’ and ‘es’ plural
endings
write the lower case letters and numerals, starting and finishing in
the correct places
spell the Year 1 common exception words, days of the week and
phonetic words using the graphemes they’ve been taught
14. Curriculum Expectations – Year 1
Maths – Using and Applying
Children can:
describe ways of solving problems and explain choices and
decisions orally or using pictures
describe simple patterns and relationships involving numbers
or shapes
display results using tables and pictures
sort information, shapes or objects
answer a question by selecting and using suitable equipment
describe a problem using numbers, practical materials and
pictures and use these to solve the problems and set the
solution back in the original context
solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measure or
money
15. Curriculum Expectations – Year 1
Maths – Number and Place Value
Children can:
identify and represent numbers using objects and pictures
use the language of equal to, more than, less than, most and
least
identify one more or less than a given number
count in 1s, 2s, 5s and 10s
count, read and write number to 100 in numbers and 1 – 20 in
words
count to and across 100, forwards and backwards from any
given number
16. Curriculum Expectations – Year 1
Maths – Addition and Subtraction
Children can:
add and subtract one and two-digit numbers to 20, including 0
use number bonds and related subtraction facts to 20
read, write and interpret mathematical statements involving
addition, subtraction and the equals sign
solve one-step problems, involving addition and subtraction,
using concrete objects and pictorial representations
solve missing number problems such as 7 = ? – 9
Maths – Multiplication and Division
Children can:
solve one-step problems involving multiplication and division
using arrays, pictures and objects, with support
17. Curriculum Expectations – Year 1
Maths – Fractions
Children can:
recognise, find and name a half as one of 2 equal parts of an
object, shape or quantity
recognise, find and name a quarter as one of 4 equal parts of
an object, shape or quantity
Maths - Geometry
Children can:
Describe position, direction and movement, including whole,
half and quarter and three-quarter turns
Recognise and name common 2D shapes
Recognise and name common 3D shapes
18. Curriculum Expectations – Year 1
Maths - Measures
Children can:
sequence events in chronological order using language such as; after,
next, today, tomorrow, morning and afternoon
recognise and know the value of different denominations of coins and
notes
measure and being to record time (hours, minutes, seconds)
measure and begin to record; capacity, weight, lengths and heights
compare, describe and solve practical problems for time (quicker,
slower)
compare, describe and solve practical problems for capacity and volume
(heavier, lighter)
compare, describe and solve practical problems for lengths and heights
(longer, shorter, double/half)
tell the time to the hour and half past, drawing the hands on a clock face
recognise and use language relating to dates, including days of the
week, weeks, months and years
19. Year 1 Maths at Greater Depth
Have a look at the examples on your
tables.
Which objectives do you think the
activities are building on?
Which area of Maths do you think
they’re looking at?
20. Curriculum Expectations – Year 2
Reading
Children can:
confidently read words with alternative phonemes and graphemes
(ai, ay, ey, a-e) and homophones (to, too, two)
read aloud fluently and with expression that makes sense of the text
recognise suffixes which form verbs, nouns, adjectives and adverbs
read some modern books independently
learn traditional poetry by heart
describe how events in a book fit together
ask and answer questions about characters, events and meaning of
a text
recognise some of the differences between a fiction and a non-
fiction text
21. Curriculum Expectations – Year 2
Writing
Children can:
Use suffixes for words ending in Y, add suffixes beginning with a vowel or a consonant
Choose the correct ending for common words ending in an ‘l’ sound (le, el, al)
Spell homophones and common exception words from the Year 2 list
Use an apostrophe to show contraction and possession
Write letters of the same size and begin to join them together
Organise ideas and put them into sentences
Re-read their writing or sense and accuracy
Write appropriately for some different purposes like narration, recount and poetry
Use commas for items in a list
Use progressive verbs correctly
Use present and past tense consistently
Write longer noun phrases with words before and after the noun
Use co-ordinated and subordinated clauses
Name and identify nouns, verbs, adverbs and adjectives
22. Curriculum Expectations – Year 2
Maths – Using and Applying
Children can:
solve problems involving addition, subtraction, multiplication and division
in the context of numbers, measures or pounds and pence
identify and record the number sentences involved in a problem
carry out calculations and check that the solution makes sense in the
context of the problem
follow a line of enquiry and answer questions by selecting and using
suitable equipment and information
organise and present information in lists, tables and simple diagrams
make predictions and test these with examples
describe patterns and relationships involving numbers or shapes
present solutions to problems in an organised way
explain decisions, methods and results in spoken, pictorial and written
form, using mathematical language and symbols
23. Curriculum Expectations – Year 2
Maths – Number and Place Value
Children can:
count in steps of 2, 3 and 5 from 0
count in tens from any number, forwards and backwards
recognise the place value of each digit in a two-digit number
(tens and ones)
identify, represent and estimate numbers using different
representations, including the number line
compare and order numbers from 0-100, using < > and =
signs
use place value and number facts to solve problems
read and write numbers to at least 100 in numerals and
words
24. Curriculum Expectations – Year 2
Maths – Addition and Subtraction
Children can:
add and subtract a two-digit number and ones, two-digit
number and tens and 2 two-digit numbers using objects,
pictures and mentally
add three one-digit numbers
show that addition of two numbers can be done in any order
by subtraction cannot
recognise and use the inverse relationship between addition
and subtraction and use this to check calculations and
missing number problems
recall and use addition and subtraction facts to 20 fluently
and derive and use related facts up to 100
apply increasing knowledge of mental and written methods to
solve addition and subtraction problems
25. Curriculum Expectations – Year 2
Maths – Multiplication and Division
Children can:
recall and use multiplication and division facts for the 2, 5 and
10 times tables
recognise odd and even numbers
write and solve number sentences using the multiplication,
division and equals signs
show that multiplication of two number can be done in any
order and division cannot
solve problems involving multiplication and division using
arrays, repeated addition and mental methods
solve problems using multiplication and division facts in
different contexts
26. Curriculum Expectations – Year 2
Maths – Fractions
Children can:
recognise, find, name and write fractions 1/3, ¼, 2/4, ¾ of a
length, shape, set of objects or quantity
write simple fractions e.g. ½ of 6 = 3
recognise the equivalence of two quarters and one half
Maths – Statistics
Children can:
interpret and construct simple pictograms, tally charts, block
graphs and tables
ask and answer questions by counting the number of objects
in each category and sorting the categories by quantity
ask and answer questions about totalling and compare
categorical data
27. Curriculum Expectations – Year 2
Maths – Geometry
Children can:
identify and describe the properties of 2d shapes, including
the number of sides and lines of symmetry
identify and describe the properties of 3d shapes, including
the number of edges, vertices and faces
identify the 2d shapes on the surface of 3d shapes (as faces)
compare and sort common 2d and 3d shapes and everyday
objects
order and arrange combinations of mathematical objects in
patterns and sequences
use mathematical vocabulary to describe position, direction
and movement, including straight lines, rotation as a turn and
right angles for quarter, half and three-quarter turns clockwise
and anti-clockwise
28. Curriculum Expectations – Year 2
Maths – Measures
Children can:
choose and use appropriate standard units to measure
length/height, mass, temperature and capacity
compare and order lengths, mass, volume/capacity and record the
results using <, > and =
recognise and use symbols for pounds and pence and combine
amounts to make a particular value
find different combinations of coins that equal the same amounts of
money
solve simple problems in a practical context involving addition and
subtraction of money including giving change
know the number of minutes in an hour and hours in a day
compare and sequence intervals of time
tell and write the time to 5 minutes, including quarter past/to and
draw the hands on a clock face to show these times
29. Year 2 Maths at Greater Depth
Have a look at the examples on your
tables.
Which objectives do you think the
activities are building on?
Which area of Maths do you think
they’re looking at?
30. Reading and Writing at Greater
Depth
Independent application of skills in a
new context
Range of text types
Planning and composition of text
Ability to read work through and check
for accuracy
31. Phonics Screening Test – Year 1
40 words
Tests the blending skill
Some pseudo words, some real words
32. The KS1 SATs
At the end of Year 2, children will take assessments
in:
• Reading;
• English grammar, punctuation and spelling;
• Maths.
33. Reading
The Reading Test consists of two separate papers:
• Paper 1 – Contains a selection of texts totalling between 400 and
700 words with questions about the text.
• Paper 2 – Contains a reading booklet of a selection of passages
totalling 800 to 1100 words. Children will write their answers to
questions about the passage in a separate booklet.
• Each paper is worth 50% of the marks and should take
approximately 30 minutes to complete, although the children are not
being assessed at working at speed so will not be strictly timed.
• The texts will cover a range of poetry, fiction and non-fiction.
• Questions are designed to assess the comprehension and
understanding of a child’s reading.
• Some questions are multiple choice or selected response, others
require
short answers and some require an extended response or
explanation.
37. Mathematics
Children will sit two tests: Paper 1 and Paper 2:
• Paper 1 is for arithmetic, lasting approximately 25 minutes
and worth 25 marks. It covers calculation methods for all
operations.
• Paper 2 covers problem solving, reasoning and
mathematical fluency, lasts for approximately 35 minutes
and is worth 35 marks.
• Pupils will still require calculation skills and questions will be
varied including multiple choice, matching, true/false,
completing a chart or table or drawing a shape. Some
questions will also require children to show or explain their
working out.
40. Sample Questions - Reading
“One night Livvy had a terrible dream. There
was a big, ugly monster, roaring and
stomping. He wasn’t friendly and Livvy was
very scared. Woken up by the nightmare,
she shouted up for her dad.”
Why did Livvy wake up and shout for her
dad?
Find the two words that described what the
monster looked like in Livvy’s dream.
41. Sample Questions - Reading
“If you’re trying to think of nice things as
you fall to sleep again, they might
appear in your dreams.”
What does the word appear mean?
Tick one box.
be seen
disappear
go away
vanish
42. Sample Questions - Reading
“A helicopter flies by using a set of spinning
blades at the top of the helicopter, called a
rotor. In France in 1907, the first helicopter
lift-off took place. In 1939, A Russian man
called Igor Sikorsky created a helicopter
which was used regularly; it also had a rotor
on the back to stop the helicopter from
spinning in the air.”
Find and copy one word that means the
same as ‘designed’.
