The document outlines the curriculum expectations and assessments for KS1 in England. It discusses the changes to the curriculum in 2014/15 including the introduction of a new national curriculum. It provides details on the expectations for reading, writing and maths in Years 1 and 2. These include specific objectives students should meet in different subject areas. It also describes the assessments used to measure student progress, including the KS1 SATs tests administered at the end of Year 2 in reading, grammar and math.

1. KS1 Curriculum Expectations
Wednesday 2nd November 2016

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.

34. Spelling, Punctuation and
Grammar
The test consists of two separate papers:
• Paper 1: spelling (20 marks).
• Paper 2: questions (20 marks).

35. Sample Questions - SPaG

36. Sample Questions - SPaG

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.

38. Sample Questions - Maths
Arithmetic Paper

39. Sample Questions - Maths
Reasoning Paper

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’.

43. Thank you for coming.
Any questions?