Primary School Curriculum Attainment Level Descriptors

AuthorityDepartment of Education, Sport and Culture
Date received2022-02-21
OutcomeAll information sent
Outcome date2022-03-16
Case ID2285681

Summary

The request sought definitions and attainment level descriptors for core primary school subjects in the Isle of Man, specifically focusing on P levels and year group standards. The Department of Education, Sport and Culture disclosed all requested information, providing detailed descriptors for Geometry and Statistics across Year 1 and Year 2.

Key Facts

  • The response covers attainment levels for core subjects including Speaking & Listening, Reading, Writing, Mathematics, and Science.
  • Mathematics descriptors are categorized into Reasoning, Fluency, and Problem Solving strands.
  • Performance levels are defined as Developing, Expected, and Greater Depth.
  • Geometry and Statistics are assessed as separate areas within the curriculum.
  • Year 1 Statistics had no specific statements provided in the disclosed documents.

Data Disclosed

  • 2022-02-21
  • 2022-03-16
  • 24
  • 5
  • Year 1
  • Year 2
  • 1a
  • 2c
  • 2b
  • 2a
  • 1B
  • 2B
  • 2A

Original Request

I request such information as is held, in whatever format, relating to the definition/categorisation/requirements of given levels (P levels, 1a, 2c, 3b, 5c, 6b etc) of attainment for core subjects (Speaking & Listening, Reading, Writing, Mathematics and Science) for the Island's primary schools. 

Data Tables (22)

TMU - Geometry Year 1
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
N.B. Geometry and Statistics are two different areas and are assessed separately Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Shape
Recognise, name, sort and describe common 2D shapes including rectangles, squares, circles and triangles. 1a Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Recognise, name and describe common 3D shapes including cuboids, cubes, pyramids and spheres. 2c
Position and Direction
Describe position, direction and movement including whole, half and quarter turns 2c Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
TMU - Statistics Year 1
No Statements for this Year Group
TMU - Geometry Year 2
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
N.B. Geometry and Statistics are two different areas and are assessed separately Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Shape
Sort, identify and describe the properties of 2D shapes including the number of sides and line symmetry in a vertical line. 2c Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Identify and describe the properties of 3D shapes including the number of edges, vertices and faces. 2b
Identify 2D shapes on the surface of 3D shapes. 2b
Compare and sort common 2D and 3D shapes and everyday objects. 2a
Position and Direction
Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns clockwise and anti clockwise. 2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
TMU - Statistics Year 2
Ask and answer questions about totaling and comparing categorical data. 2c Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Ask and answer questions by counting the number of objects in each category and sorting the categories by quantity. 2b
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. 2a
TMU - Geometry Year 3
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
N.B. Geometry and Statistics are two different areas and are assessed separately Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Shape
Recognise angles as a property of shape or a description of a turn. 3c Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Identify right angles. Recognise that two right angles make a half turn, three = three questers, and four = complete turn. 3b
Identify whether angles are > or < a right angle 3b
Identify horizontal and vertical lines. 2a
Identify pairs of parallel and perpendicular lines 4b
Draw 2D shapes 3c
Make 3D shapes using modelling materials 3c
Recognise and describe 3D shapes in different orientations. 3c
Position and Direction
No Statements for this Year Group
TMU - Statistics Year 3
Interpret and present data using bar charts, pictograms and tables 3b Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Solve one-step and two-step questions (How many more? How many fewer?) using information presented in scaled bar charts, pictograms and tables 3b
TMU - Geometry Year 4
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
N.B. Geometry and Statistics are two different areas and are assessed separately Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Shape
Identify acute and obtuse and reflex angles and compare and order angles up to two right angles by size. 3a Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a
Name, compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. 3a
Identify lines of symmetry in 2-D shapes presented in different orientations. 3b
Complete a simple symmetric figure with respect to a specific line of symmetry. 4c
Position and Direction
Describe positions on a 2-D grid as coordinates in the first quadrant. Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a
Plot specified points and draw sides to complete a given polygon.
Describe movements between positions as translations of a given unit to the left/ right and up/ down.
TMU - Statistics Year 4
Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs 3b Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a
Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs 3a
TMU - Geometry Year 5
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
N.B. Geometry and Statistics are two different areas and are assessed separately Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Shape
Identify properties of the faces, surfaces, edges and vertices of 3D shapes 4c Developing: <= 3b Expected 3A/4C Greater Depth >=4B Developing: <= 3B Expected 3A/4C Greater Depth >=4B Developing: <= 3B Expected 3A/4C Greater Depth >=3B
Identify and name polygons and determine regularity 3a
Use a protractor 4c
Identify, draw, measure, estimate and compare acute, obtuse and straight line angles 4a
Identify, describe & represent the position of a shape following reflection 4b
Position and Direction
No Statements for this Year Group
TMU - Statistics Year 5
Solve comparison, sum and difference problems using information presented in a line graph 3a Developing: <= 3b Expected 3A/4C Greater Depth >=4B Developing: <= 3B Expected 3A/4C Greater Depth >=4B Developing: <= 3B Expected 3A/4C Greater Depth >=3B
Complete, read and interpret information in timetables, charts, pictograms with split pictures and line graphs 4c
TMU - Geometry Year 6
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
N.B. Geometry and Statistics are two different areas and are assessed separately Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Shape
Compare and classify geometric shapes based on their properties and sizes 4a Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing <= 4c Expected 4b Greater Depth >=4a
Describe and build 3D shapes 4b
Identify 3D shapes from 2D representations 4b
Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius 4a
Identify and describe perpendicular and parallel lines 4b
Recognise angles that are on a straight line. 5c
Find unknown angles in any triangles 5c
Describe positions on the full coordinate grid (all four quadrants) 5c
Reflections in all four quadrants 5c
Position and Direction
No Statements for this Year Group
TMU - Statistics Year 6
Interpret pie charts, bar charts and line graphs and use these to solve problems Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing <= 4c Expected 4b Greater Depth >=4a
Calculate the mode from a pie chart and bar chart
TMU - Measure Year 1
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Time
Sequence events in chronological order using the language, before, after, next, first, today, yesterday, tomorrow, morning, afternoon and evening. 1a Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Measure and begin to record time in hours, minutes and seconds and use language of quicker, slower, earlier, later. 2c
Tell the time to the hour and half hour and draw hands on a clock face to show these times. 2a
Length, Height, Area and Permieter
Measure and begin to record lengths and heights. 1a Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Compare, describe and solve practical problems for lengths and heights - long/short, longer/shorter, tall/short, double/half 1a
Weight, Capacity, Mass and Temperature
Measure and begin to record mass/weight. 1a Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Compare, describe and solve practical problems for mass and weight - heavy/light, heavier than/lighter than. 1a
Measure and begin to record capacity and volume. 2c
Compare, describe and solve practical problems for capacity and volume - full/empty, more than/less than, full,/half full,/ quarter full 2b
Converting Units
No Statements for this Year Group
TMU - Measure Year 2
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Time
Recognise and use language relating to dates, including days of the week, weeks, months and years. (From Y1 Curric) 2b Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2C Expected 2B Greater Depth >=2a Developing: <= 2c Expected 2B Greater Depth >=2a
Know the number of minutes in an hour and the number of hours in a day. 3c
Compare and sequence intervals of time. 2b
Tell and write the time to five minutes, including quarter past and quarter to the hour and draw the hands on a clock face to show these times. 3b
Length, Height, Area and Permieter
Choose and use appropriate standard units to estimate and measure length and height in any direction (m/cm) to the nearest appropriate unit using suitable equipment. 2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2C Expected 2B Greater Depth >=2a Developing: <= 2c Expected 2B Greater Depth >=2a
Compares and order lengths and heights and record the results using < , > and =. 2b
Weight, Capacity, Mass and Temperature
Choose and use appropriate standard units to estimate and measure mass (g/kg), capacity (ml/l) and temperature (C) to the nearest appropriate unit using suitable equipment. 3c Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2C Expected 2B Greater Depth >=2a Developing: <= 2c Expected 2B Greater Depth >=2a
Compare and order masses, capacities and temperatures and record the results using <, > and =. 2b
Converting Units
No Statements for this Year Group
TMU - Measure Year 3
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Time
Tell and write the time from an analogue clock, including using Roman numerals I - XII, 12 hour clock and 24 hour clock 3a Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Estimate and read time to the nearest minute 3a
Record and compare time in terms of seconds, minutes and hours 3c
Use vocabulary such as ‘o’clock, a.m, p.m, morning, afternoon, noon and midnight 2a
Know the number of seconds in a minute, days in a month, year and leap year 3b
Compare durations of events. 3c
Length, Height, Area and Permieter
Measure, compare, add and subtract: Lengths (m/cm/mm) 3c Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Measure perimeter of simple 2D shapes 3c
Weight, Capacity, Mass and Temperature
Measure, compare, add and subtract: Mass (Kg/g) Volume/ Capacity (l/ml) Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Converting Units
No Statements for this Year Group
TMU - Measure Year 4
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Time
Convert between different units of measure [for example, kilometre to metre; hour to minute] 3a Developing: <= 3C Expected 3B Greater Depth >=3A Developing: <= 3C Expected 3B Greater Depth >=3A Developing: <= 3C Expected 3B Greater Depth >=3A
Read, write and convert time between analogue and digital 12- and 24-hour clocks. 4c
Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. 4b
Length, Height, Area and Permieter
Find the area of rectilinear shapes by counting squares. 3c Developing: <= 3C Expected 3B Greater Depth >=3A Developing: <= 3C Expected 3B Greater Depth >=3A Developing: <= 3C Expected 3B Greater Depth >=3A
Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres 3b
Convert between different units of measure [for example, kilometre to metre] 3b
Weight, Capacity, Mass and Temperature
No Statements for this Year Group
Converting Units
No Statements for this Year Group
TMU - Measure Year 5
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Time
No Statements for this Year Group
Length, Height, Area and Permieter
Measure and calculate the perimeter of composite rectilinear shapes in km m cm mm including determining missing lengths 4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3A/4C Greater Depth >=4B Developing: <= 3B Expected 3A/4C Greater Depth >=4B
Estimate the area of irregular shapes 3a
Use simple formula to calculate and compare the area of rectangles and use the correct notation 4b
Estimate and measure volume and capacity 4c
Weight, Capacity, Mass and Temperature
No Statements for this Year Group
Converting Units
Convert between different units of metric measure & time 4c Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3B Expected 3A/4C Greater Depth >=4B Developing: <= 3B Expected 3A/4C Greater Depth >=4B
TMU - Measure Year 6
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Time
Understand different time zones around the world 4b Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing <= 4c Expected 4b Greater Depth >=4a
Solve problems involving the 12 and 24 hr clock 4b
Use read, write and convert between standard units of time from a smaller unit to a larger unit and vice versa, using decimal notation to 2dp. 5c
Length, Height, Area and Permieter
Recognise that shapes with the same areas can have different perimeters and vice versa. 4a Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing <= 4c Expected 4b Greater Depth >=4a
Recognise and use formulae for area and volume of shapes. 5c
Calculate the area of composite shapes (rectilinear) 5b
Calculate the area of triangles. 5c
Use simple formulae to calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3) 5c
Weight, Capacity, Mass and Temperature
No Statements for this Year Group
Converting Units
Use, read, write and convert between standard units, converting measurements of length, mass, and volume from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3dp. 4b Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing <= 4c Expected 4b Greater Depth >=4a
Understand and use approximate equivalences between metric and common imperial units. 5a
Convert between miles and kilometres. 4a
TMU - Number Year 1
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Place Value
Count, Read and write numbers from 0-20 in numerals and words. 1B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Identify and represent numbers using objects and pictorial representations including the number line and use the language of equal to, more than, less than, most, least. 1A
Given a number, add one more or one less
Count, read and write numbers to 50 in numerals
Count, read and write numbers to 100 in numerals 2c
Count to and across 100 forwards and backwards beginning from any given number. 2b
Count in multiples of 2s, 5s and 10s 2a
Addition and Subtraction
Given a number identify one more and one less. 1b Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Read, write and interpret mathematical statements involving addition (+), subtraction (-) and the equals (=) signs. 1a
Add and subtract one-digit and two-digit numbers to 20, including zero. 1a
Represent and use number bonds and related subtraction facts within 20 2c
Multiplication and Division
No Concepts for this Year Group
Fractions, Decimals and Percentages
Recognise, find and name a half as one of 2 equal parts of an object, shape or quantity. 2c Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
Recognise, find and name a quarter as one of 4 equal parts of an object, shape or quantity. 2b
Money
Recognise and know the value of different denominations of coins and notes. 1a Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B Developing: <= 1B Expected 1A/2C Greater Depth >=2B
TMU - Number Year 2
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Place Value
Read and write numbers to at least 100 in numerals and words. 2C Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Compare and order numbers from 0 up to 100; use <, > and = signs. 2b
Recognise the place value of each digit in a 2 digit number. 2b
Partition two digit numbers in multiple ways including into multiples of 10s and 1s 2b
Use place value and number facts to solve problems. 2A
Identify, represent and estimate numbers using different representations including the number line. 2a
Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward. 3c
Addition and Subtraction
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. Recording using informal methods. 2b Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Add and subtract numbers using concrete objects, pictorial representations and mentally including: A two digit number and ones, A two digit number and tens, Two digit numbers, Three one digit numbers 2a
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. 2a
Recall and use addition and subtraction facts up to 20 and derive and use related facts up to 100. 3c
Multiplication and Division
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. 2A Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using multiplication, division and equals signs. 2A
Show that multiplication of 2 numbers can be done in any order (commutative and division of one number by another cannot. 3C
Fractions, Decimals and Percentages
Recognise, find, name and write fractions 1/2, 1/4, 2/4, and 3/4 of a length, set of objects, shape, or quantity. 3c Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Write simple fractions for example 1/2 of 6 is 3 and recognise the equivalence of 2/4 and 1/2. 2b
Money
Find different combinations of coins that equal the same amount of money. 2B Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a Developing: <= 2c Expected 2b Greater Depth >=2a
Recognise and use symbols for pounds (£) and pence (p) and combine amounts to make a particular value. 2A
TMU - Number Year 3
Concept Old 7 Str and s Lev el Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Place Value
Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones) 2a Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Find 10 or 100 more or less than a given number 2a
Identify, represent and estimate numbers using different representations 3C
Compare and order numbers up to 1000 3c
Read and write numbers up to 1000 in numerals and words 3c
Multiply and divide by 10 and 100. 3b
Addition and Subtraction
Add and subtract numbers mentally, including: a three-digit number and ones, a three-digit number and tens a three-digit number and hundreds 3c Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Add and subtract numbers with up to three digits, using formal written methods of column addition and subtraction 3b
Estimate the answer to a calculation and use inverse operations to check answers 3b
Solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction. 3a
Multiplication and Division
Write and calculate mathematical statements for multiplication and division using times tables they know including: two-digit numbers times one-digit numbers 3C Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Count from 0 in multiples of 4, 8, 50 and 100 3B
Recall and use multiplication and division facts for the 3, 4 and 8 times tables 3B
Use mental and written methods to solve multiplication and division problems 3B
Solve multiplication and division problems including: missing number problems, positive integer scaling correspondence problems in which n objects are connected to n objects 3A
Fractions, Decimals and Percentages
Count up and down in tenths 3b Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 3b
Recognise and use fractions as numbers (within 100) e.g. 1/2 of 100 = 50, 1/4 of 20 is 5 3a
Recognise, find and write: fractions of a discrete set of objects, Fractions of an amount 4c
Recognise and show using diagrams equivalent fractions with small denominators 4a
Compare and order unit fractions, and fractions with the same denominator 4b
Add and subtract fractions with the same denominator within one whole (5/7 + 1/7 = 6/7) 4c
Money
Add and subtract amounts of money to give change, using both £ and p in practical contexts up to £100. 3c Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B Developing: <= 2B Expected 2A/3C Greater Depth >=3B
TMU - Number Year 4
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Place Value
Find 1000 more or less than a given number. 3b Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >= 3a Developing: <= 3c Expected 3b Greater Depth >=3a
Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones) 3b
Order and compare numbers up to 10,000 3b
Count in multiples of 6, 7, 9, 25 and 1000 3a
Round any number to the nearest 10, 100 or 1000 3a
Solve number and practical problems that involve all of the above and with increasingly large positive numbers. 3a
Count backwards through zero to include negative numbers. 3a
Addition and Subtraction
Estimate and use inverse operations to check answers to a calculation 3b Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >= 3a Developing: <= 3c Expected 3b Greater Depth >=3a
Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate 3a
Solve addition and subtraction two step problems in contexts, deciding which operations and methods to use and why 4c
Multiplication and Division
Recall and use multiplication and division facts for multiplication tables up to 12 × 12. 4C Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >= 3a Developing: <= 3c Expected 3b Greater Depth >=3a
Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. 4C
Recognise and use factor pairs and commutativity in mental calculations. 3B
Multiply two digit and three digit numbers by a one digit number using formal written layout. 3B
Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. 3A
Divide by simple grouping/chunking 3B
TMU - Number Year 4
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Fractions, Decimals and Percentages
Recognise and show, using diagrams, families of common equivalent fractions 4a Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >= 3a Developing: <= 3c Expected 3b Greater Depth >=3a
Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten 4b
Solve problems involving fractions of numbers quantities or shape 3a
Write, recognise and calculate fractions of an amount
Add and subtract fractions with the same denominator 4c
Recognise and write decimal equivalents of any number of tenths or hundredths 4c
Find the effect of dividing a one or two digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths 4b
Solve simple measure and money problems involving fractions and decimals to two decimal places 3a
Convert between different units of measure [for example, kilometre to metre] 3a
Money
Estimate, compare and calculate different measures, including money in pounds and pence. 3b Developing: <= 3c Expected 3b Greater Depth >= 3a Developing: <= 3c Expected 3b Greater Depth >=3a Developing: <= 3c Expected 3b Greater Depth >=3a
Solve simple measure and money problems involving fractions and decimals to two decimal places. 3a
TMU - Number Year 5
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Place Value
Read, write and compare numbers to at least 1,000,000 and with up to three decimal places - determine the value of each digit 4C Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b
Count forward or backwards in steps of powers of 10 for any given number up to 1,000,000 including tenths and hundredths 4b
Read, write and interpret negative numbers in context, count backwards and forwards with positive and negative whole numbers, including through zero 4a
Round any number including decimals up to 1,000,000 to the nearest hundredth, tenth, 10, 100, 1000, 10000 and 100000 5c
Addition and Subtraction
Add and subtract mentally with increasingly large numbers 3a Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b
Add and subtract whole and decimal numbers with more than 4 digits, including using formal written columnar methods 4c
Use the inverse operation and rounding to check answers and determine levels of accuracy 4b
Multiplication and Division
Multiply and divide numbers mentally drawing upon known facts 3A Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b
Multiply and divide whole and decimal numbers by 10, 100 and 1000 4C
Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers 4C
Recognise and use square numbers and cube numbers and use the correct notation 4B
Establish whether a number up to 100 is prime and recall primes to 19 4A
Multiply and divide mentally drawing upon known facts 4C
Multiply numbers up to 3 digits by a 1 or 2 digit number using a formal written method 4C
Divide numbers up to 4 digits by a one digit number using formal written method 4C
Interpret remainders according to context 4C
TMU - Number Year 5
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Fractions, Decimals and Percentages
Add and subtract fractions with common denominators that total < = 1 4c Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b Developing: <= 3b Expected 3a/4c Greater Depth >=4b
Identify, name and write equivalent fractions including tenths and hundredths when shown visual representation of a fraction 4b
Round decimals with two decimal places to the nearest whole / 1dp 5b
Recognise the percent symbol % 4a
Understand percentages as parts per hundred 4c
Write percentages as a decimal or fraction with denominator 100 4b
Work out percentage and decimal equivalents of halves, quarters, fifths, tenths and twenty-fifths 5c
Money
No Statements for this Year Group
TMU - Number Year 6
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Place Value
Read, write, order and compare numbers up to 10,000,000, including decimals to 3dp and determine the value of each digit. 4b Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a
Use negative numbers in context, and calculate intervals across zero. 5b
Round any whole number or decimal (including thousandths) to a required degree of accuracy. 5a
Addition and Subtraction
No Statements for this Year Group
Multiplication and Division
Multiply multi-digit number up to 4 digits by a 2- digit number using the formal written method of long multiplication. 4A Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a
Divide numbers up to 4 digits by a 2-digit whole number using the chunking written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding as appropriate for the context. 4A
Divide numbers up to 4 digits by a 2-digit number using the formal written method of short division, interpreting remainders according to the context. 5C
Perform mental calculations, including with mixed operations and large numbers 4A
Identify common factors, common multiples and prime numbers. 5C
Use inverse estimation and rounding to check answers to calculations and determine in the context of a problem, an appropriate degree of accuracy. (Calculators to be used) 4A
Use simple formulae. 5C
Generate, complete and describe linear number sequences. 4B
TMU - Number Year 6
Concept Old 7 Strands Level Reasoning Fluency Problem Solving
An overall level for ‘Concept’, ‘Reasoning’, ‘Fluency’ and problem solving should be identified for each child. There is no need to produce a separate level for each concept i.e. Taking all the different concepts into account a best fit of Greater Depth might be given for ‘Concept’ and ‘Fluency’ a level of Expected for ‘Reasoning’ and a level of Developing for ‘Problem solving’. Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving
Fractions, Decimals and Percentages
Use common factors to simplify fractions Developing <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a Developing: <= 4c Expected 4b Greater Depth >=4a
Add and subtract fractions with common denominators that total > 1.
Compare and order fractions whose denominators are all multiples of the same number.
Read and write mixed numbers and improper fractions
Compare and order fractions, including fractions less than and greater than 1
Generate and describe linear number sequences (with fractions)
Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
Identify the value of each digit in numbers given to 3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places.
Multiply one-digit numbers with up to 2 decimal places by whole numbers.
Divide a decimal by an integer using a written method.
Calculate 50% 25% 10% and 1% of amounts.
Recall and use equivalences and order between simple fractions, decimals and percentages including in different contexts.
Money
No Statements for this Year Group
TMU Assessment Overview
Progression statements
Concept - Doing Reasoning - Pupils should learn to become systematic thinkers and articulate their thinking in a clear, succinct and logical manner. Fluency - Pupils should learn to recall and apply mathematical knowledge accurately and appropriately. Problem Solving - Pupils should learn by applying their mathematics to a variety of routine and non routine problems with increasing sophistication.
Developing Pupils are attempting each concept or procedure Pupils are beginning to talk about maths and develop reasoning Pupils are beginning to demonstrate fluency Pupils are beginning to solve routine problems
Expected Pupils can ‘do’ concept or procedure Pupils should be able to talk confidently about their maths and reason mathematically by: ● Describing what they did ● Explaining - offering reasons for what they did. ● Convincing - confident that their reasoning is correct. ● Justifying - using logic to justify their reasoning. ● Proving - constructing an argument that is mathematically sound, often based on generalisations. Pupils can confidently demonstrate fluency by: ● Being fluent with facts and procedures ● Choosing the most efficient and appropriate strategy for solving problems ● Recognising relationships and making connections between concepts ● Moving confidently between context and representations. Pupils are able to solve problems by: ● Demonstrating conceptual understanding, reasoning and fluency ● Applying critical thinking to routine and non routine problems ● Using Concrete, Pictorial and Abstract mathematical procedure and understanding
Greater Depth Pupils can do a concept or procedure with increased sophistication Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Pupils are creative in their fluency and advance to greater relational and abstract understanding Pupils have mastered the concept through increasingly sophisticated problem solving

Full Response Text

TMU - Geometry Year 1 Concept Old 7 Strands Level Reasoning Fluency Problem Solving Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems N.B. Geometry and Statistics are two different areas and are assessed separately
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did
Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving Shape Recognise, name, sort and describe common 2D shapes including rectangles, squares, circles and triangles. 1a Developing:
<= 1B Expected
1A/2C Greater Depth >=2B Developing:
<= 1B Expected
1A/2C Greater Depth >=2B Developing:
<= 1B Expected
1A/2C Greater Depth >=2B Recognise, name and describe common 3D shapes including cuboids, cubes, pyramids and spheres. 2c Position and Direction Describe position, direction and movement including whole, half and quarter turns 2c Developing:
<= 1B Expected
1A/2C Greater Depth >=2B Developing:
<= 1B Expected
1A/2C Greater Depth >=2B Developing:
<= 1B Expected
1A/2C Greater Depth >=2B TMU - Statistics Year 1 No Statements for this Year Group TMU - Geometry Year 2 Concept Old 7 Strands Level Reasoning Fluency Problem Solving Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems N.B. Geometry and Statistics are two different areas and are assessed separately
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did
Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving Shape Sort, identify and describe the properties of 2D shapes including the number of sides and line symmetry in a vertical line. 2c Developing:
<= 2c Expected
2b Greater Depth >=2a Developing:
<= 2c Expected
2b Greater Depth >=2a Developing:
<= 2c Expected
2b Greater Depth >=2a Identify and describe the properties of 3D shapes including the number of edges, vertices and faces. 2b Identify 2D shapes on the surface of 3D shapes. 2b Compare and sort common 2D and 3D shapes and everyday objects. 2a Position and Direction Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns clockwise and anti clockwise. 2a Developing:
<= 2c Expected
2b Greater Depth >=2a Developing:
<= 2c Expected
2b Greater Depth >=2a Developing:
<= 2c Expected
2b Greater Depth >=2a TMU - Statistics Year 2 Ask and answer questions about totaling and comparing categorical data. 2c Developing:
<= 2c Expected
2b Greater Depth >=2a Developing:
<= 2c Expected
2b Greater Depth >=2a Developing:
<= 2c Expected
2b Greater Depth >=2a Ask and answer questions by counting the number of objects in each category and sorting the categories by quantity. 2b Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. 2a TMU - Geometry Year 3 Concept Old 7 Strands Level Reasoning Fluency Problem Solving Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems N.B. Geometry and Statistics are two different areas and are assessed separately
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did
Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving Shape Recognise angles as a property of shape or a description of a turn. 3c Developing:
<= 2B Expected
2A/3C Greater Depth >=3B Developing:
<= 2B Expected
2A/3C Greater Depth >=3B Developing:
<= 2B Expected
2A/3C Greater Depth >=3B Identify right angles. Recognise that two right angles make a half turn, three = three questers, and four = complete turn. 3b Identify whether angles are > or < a right angle 3b Identify horizontal and vertical lines. 2a Identify pairs of parallel and perpendicular lines 4b Draw 2D shapes 3c Make 3D shapes using modelling materials 3c Recognise and describe 3D shapes in different orientations. 3c Position and Direction No Statements for this Year Group TMU - Statistics Year 3 Interpret and present data using bar charts, pictograms and tables 3b Developing:
<= 2B Expected
2A/3C Greater Depth >=3B Developing:
<= 2B Expected
2A/3C Greater Depth >=3B Developing:
<= 2B Expected
2A/3C Greater Depth >=3B Solve one-step and two-step questions (How many more? How many fewer?) using information presented in scaled bar charts, pictograms and tables 3b TMU - Geometry Year 4 Concept Old 7 Strands Level Reasoning Fluency Problem Solving Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems N.B. Geometry and Statistics are two different areas and are assessed separately
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did
Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving Shape Identify acute and obtuse and reflex angles and compare and order angles up to two right angles by size. 3a Developing:
<= 3c Expected
3b Greater Depth >=3a Developing:
<= 3c Expected
3b Greater Depth >=3a Developing:
<= 3c Expected
3b Greater Depth >=3a Name, compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. 3a Identify lines of symmetry in 2-D shapes presented in different orientations. 3b Complete a simple symmetric figure with respect to a specific line of symmetry. 4c Position and Direction Describe positions on a 2-D grid as coordinates in the first quadrant. Developing:
<= 3c Expected
3b Greater Depth >=3a Developing:
<= 3c Expected
3b Greater Depth >=3a Developing:
<= 3c Expected
3b Greater Depth >=3a Plot specified points and draw sides to complete a given polygon. Describe movements between positions as translations of a given unit to the left/ right and up/ down. TMU - Statistics Year 4 Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs 3b Developing:
<= 3c Expected
3b Greater Depth >=3a Developing:
<= 3c Expected
3b Greater Depth >=3a Developing:
<= 3c Expected
3b Greater Depth >=3a Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs 3a TMU - Geometry Year 5 Concept Old 7 Strands Level Reasoning Fluency Problem Solving Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems N.B. Geometry and Statistics are two different areas and are assessed separately
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did
Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often based on generalisations. Expected - Pupils can confidently demonstrate fluency by: - Being fluent with facts and procedures - Choosing the most efficient and appropriate strategy for solving problems - Recognising relationships and making connections between concepts - Moving confidently between context and representations. Expected - Pupils are be able to solve problems by: - Demonstrating conceptual understanding, reasoning and fluency - Applying critical thinking to routine and non routine problems - Using Concrete, Pictorial and Abstract mathematical procedure and understanding Greater Depth - Pupils have mastered each concept and can articulate this through dialogue and advanced reasoning Greater Depth - Pupils are creative in their fluency and advance to greater relational and abstract understanding Greater Depth - Pupils have mastered the concept through increasingly sophisticated problem solving Shape Identify properties of the faces, surfaces, edges and vertices of 3D shapes 4c Developing:
<= 3b Expected
3A/4C Greater Depth >=4B Developing:
<= 3B Expected
3A/4C Greater Depth >=4B Developing:
<= 3B Expected
3A/4C Greater Depth >=3B Identify and name polygons and determine regularity 3a Use a protractor 4c Identify, draw, measure, estimate and compare acute, obtuse and straight line angles 4a Identify, describe & represent the position of a shape following reflection 4b Position and Direction No Statements for this Year Group TMU - Statistics Year 5 Solve comparison, sum and difference problems using information presented in a line graph 3a Developing:
<= 3b Expected
3A/4C Greater Depth >=4B Developing:
<= 3B Expected
3A/4C Greater Depth >=4B Developing:
<= 3B Expected
3A/4C Greater Depth >=3B Complete, read and interpret information in timetables, charts, pictograms with split pictures and line graphs 4c TMU - Geometry Year 6 Concept Old 7 Strands Level Reasoning Fluency Problem Solving Developing - Pupils are beginning to talk about maths and develop reasoning Developing - Pupils are beginning to demonstrate fluency Developing - Pupils are beginning to solve routine problems N.B. Geometry and Statistics are two different areas and are assessed separately
Expected - Pupils should be able to talk confidently about their maths and reason mathematically by: Describing what they did
Explaining - offering reasons for what they did. Convincing - confident that their reasoning is correct. Justifying - using logic to justify their reasoning. Proving - constructing an argument that is mathematically sound, often

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