The requester sought the latest assessment guidance documents for Literacy, Mathematics, and Science in Isle of Man primary schools. The Department of Education, Sport and Culture confirmed that all requested information was provided via 7 attached documents totaling 108 pages.
Key Facts
The request was received on 2018-08-22 and concluded on 2018-09-17.
The response included 7 documents covering assessment guides for core subjects.
The total volume of information released was 108 pages.
The authority noted that assessment documents are revised strategically and remain in place for several years.
The request specifically targeted level descriptors for Literacy, Mathematics, and Science.
Data Disclosed
2018-08-22
2018-09-17
108
7
554141
01624 685808
Original Request
I am seeking information on the level descriptors used in the Island's primary schools for Literacy (English), Mathematics and Science. Previously the Department has issued guidance for schools to assist teachers in pupil assessment and target setting e.g. the Science Strands Document and the Maths Seven Strands Document. Please provide me with the latest documentation made available to schools by the Department to assist them in assessing and determining curriculum levels. This is requested for each of the core subjects ' Literacy, Mathematics and Science.
Data Tables (217)
IOM Speaking & Listening Assessment Levels
1c
1b
1a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to
explore ideas and feelings, adapting and varying
structure and vocabulary according to purpose,
listeners and content
*Beginning to speak audibly in a one to one situation.
*Uses a simple and limited range of vocabulary.
*Beginning to include some detail (e.g. following teacher
modelling).
*Can recount simple stories / rhymes / poems but not
always in the correct sequence.
*Talks about matters of immediate interest.
*Able to speak audibly in a one to one situation to familiar
and unfamiliar people.
*Beginning to experiment with some new vocabulary (e.g.
new words from a story or teacher modelling).
*Able to retell simple, familiar stories, ordering a short
series of events.
*Beginning to add some simple detail to extend talk.
*Beginning to use expression and intonation when
repeating words or phrases of a traditional story (e.g. after
teacher modelling).
*Is able to articulate simple words clearly and audibly with
confidence and control, showing awareness of the listener.
*Beginning to speak audibly beyond a one to one situation
e.g. in a small group.
*Able to speak audibly to a small range of listeners.
Incorporates some new vocabulary (may be used
incorrectly).
*Shows some confidence and concentration when
discussing matters of immediate interest (including own
experiences).
*Able to extend their talk by adding some simple detail.
*Beginning to interpret a text by reading aloud with some
use of voice to convey meaning (e.g. when reading
dialogue from a familiar text).
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through
suggestions, comments and questions
*Beginning to listen with more sustained concentration
(e.g. to a short story or subject of personal interest).
*Beginning to listen to others (e.g. another pupil as well as
teacher).
*Beginning to identify a point of interest after listening to
a subject of personal interest.
*Able to listen to and follow simple one step instructions.
*Able to listen for increasing periods to subjects of
personal interest and is able to response with the
appropriate action (not always verbally).
*Able to listen to others (but still focused on own thoughts
and ideas, therefore may interrupt or fail to respond).
*Able to identify a point of interest after listening to a
subject of personal interest.
*Able to listen to and follow simple two step instructions,
beginning to ask for help or clarification if necessary.
*Able to listen for increasing periods to subjects of
personal interest and beginning to listen to other subjects.
*Able to identify points of interest after listening to a
subject of personal interest and beginning to summarise a
key point from other subjects or ask relevant questions.
*Able to listen to others and usually responds
appropriately (may still interrupt).
*Able to follow a short, simple series of instructions.
AF3 Talking within role-play and drama (drama)
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
*Take part in imaginative play in exploring familiar
themes and characters through improvisation and role-play
without engaging or little interaction with others.
*Uses language to imagine, pretend and recreate roles and
experiences.
*Beginning to take on a familiar role for short periods.
*Beginning to recognise and use simple facial expressions
to display emotions.
*Take part in imaginative play and act out own and well-
known stories, using different voices for characters.
*Engage in imaginative play enacting simple characters
and situations using different voices every day speech,
gesture, or movement.
*Discuss why they like a performance.
*Beginning to work with others to re-enact events from a
story.
AF4 Talking about talk (discussion about meaning
& impact)
Understand the range and uses of spoken
language, commenting on meaning and impact and
draw on this when talking to others
*Beginning to contribute in a paired or small group
situation (may dominate or withdraw from dialogue).
*Beginning to take turn in a one to one conversation.
*Beginning to express a preference simply (but reluctant to
accept other ideas or viewpoints).
*Beginning to ask and answer questions about the subject
(some 'questions' may actually be statements and some
responses may not answer the question).
*Beginning to offer suggestions.
*Beginning to contribute ideas in whole class situations
(but lacks confidence and does not contribute regularly -
may only contribute if encouraged).
*Able to take turns to speak in pairs or a small group.
*Able to ask and answer questions, making some relevant
contributions
*Beginning to listen to others' suggestions.
*Understand the intonation and expression of verbal
language e.g. anger, happiness.
*Able to take turns to speak and listen in groups of an
increasingly larger size.
*Able to ask and answer questions, making more relevant
contributions.
*Beginning to express an opinion or view.
*Notice simple differences in speakers’ use of language
and try out new words and ways of expressing meaning.
IOM Speaking & Listening Assessment Levels
2c
2b
2a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to
explore ideas and feelings, adapting and varying
structure and vocabulary according to purpose,
listeners and content
*Speaks clearly in a one to one situation or with a small
group.
*Uses some new vocabulary and beginning to use some
precise vocabulary.
*Able to include some relevant detail to keep listener's
interest.
*Able to tell real or imagined stories using some
conventions of familiar story language.
*Able to use some intonation when reading or reciting
familiar stories, rhymes etc.
*Able to give simple instructions clearly and audibly.
*Speaks clearly in groups of increasingly larger size.
*Beginning to be aware that in some situations a more
formal vocabulary and tone of voice are used.
*Beginning to use a simple range of connectives,
adjectives and specific vocabulary (still uses vague
phrases e.g.'stuff' , 'like', 'you know', 'thingy' or uses
gestures to replace meaning).
*Beginning to clarify points to aid understanding for the
listener.
*Can retell a longer series of events in the correct order
with some appropriate story language and some use of
linking words/phrases.
*Able to use voice to convey meaning when reading (may
not be sustained).
*Beginning to use language or gesture to support use of
models, diagrams, displays when explaining.
.
*Speaks clearly in larger groups, sometimes including
whole class (particularly when talking about matters of
immediate interest).
*Beginning to use a more formal vocabulary and tone of
voice as appropriate.
*Uses a growing vocabulary to develop and explain their
ideas.
*Includes main points and some relevant detail.
*Able to sustain use of voice more consistently to
convey meaning or expression when reading.
*Speaks with clear intonation when reading and reciting
texts.
*Beginning to take into account the needs of listeners.
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through
suggestions, comments and questions
*Shows some confidence when listening to others.
*Able to sustain listening for increased periods e.g. when
the subject matter is of personal interest.
*Beginning to listen carefully.
*Responds appropriately to simple instructions and
explanations asking for help and clarification if necessary.
*Shows confidence when listening in a wider range of
contexts e.g. to a talk by an unfamiliar adult.
*Able to remember some specific points and beginning to
identify something that they have learned.
*Beginning to remember and follow a short series of
instructions.
*Shows confidence when listening in a range of
contexts, particularly where the topic interests but also
in some other areas.
*Listens carefully and responds to others with increasing
appropriateness.
*Able to sustain concentration for longer periods,
particularly for subjects of personal interest.
*Able to remember a number of specific points that
interest them.
AF3 Talking within role-play and drama (drama)
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
*Adopts appropriate roles in small groups and consider
alternative courses of action.
*Can say what they like about a performance.
*Acts out stories, using different voices for characters.
*Consider how mood and atmosphere are created in a live
or recorded performance.
*Can undertake a specific role in a variety of imaginative
settings.
*Present parts of stories, own stories or work from
different parts of the curriculum for members of their
class.
*Prepares and shares variety of texts with an audience.
*Adopts appropriate roles in small and large groups and
consider alternative courses of actions.
AF4 Talking about talk (discussion about meaning
& impact)
Understand the range and uses of spoken
language, commenting on meaning and impact and
draw on this when talking to others
*Usually takes turns to speak and listen in small groups.
*Asks some relevant questions and answers questions.
*Beginning to provide a simple explanation for an opinion
(in a small group).
*Beginning to agree the next steps to take.
*Able to take turns to speak and listen in groups of
increasingly larger sizes.
*Questions and answers are usually relevant to the subject.
*Beginning to respond to questions and answers in more
detail.
*Beginning to develop an awareness that people hold
different views.
*Able to agree next steps.
*Shows an awareness of other languages and dialects.
*Usually takes turns in speaking and listening in a range
of situations.
*Sometimes asks questions to clarify information or
understanding.
*Is aware that view of others may differ from own and
justifies own opinion with a reason.
*Beginning to allocate tasks.
*Beginning to consider alternatives.
*Beginning to work effectively in groups by ensuring
each group member takes a turn.
*Show awareness of ways in which speakers vary talk
and why, through exploring different ways of speaking.
IOM Speaking & Listening Assessment Levels
3c
3b
3a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to explore
ideas and feelings, adapting and varying structure
and vocabulary according to purpose, listeners and
content
*Speaks clearly with increasing confidence in a range of
contexts, including some whole class situations and can
clearly express own thoughts and feelings.
*Able to use a more formal vocabulary and tone of voice
according to formality of situation. (e.g. complete
sentences).
*Incorporates new vocabulary and sometimes chooses
words for precision.
*Able to tell stories and recite texts using voice
effectively (identifying appropriate expression, tone,
volume and use of voices and other sounds).
*Able to use intonation to interpret punctuation/
emphasise meaning when working from texts (this may
not be sustained).
*Beginning to organise speech.
*Beginning to refer to prior knowledge, discussions or
conversations.
*Sustains conversation, explains or gives reasons for
their views or choices.
*Speaks confidently in a range of contexts.
*Able to use a more formal tone of voice and vocabulary
choice in a wider range of suitable contexts.
*Beginning to adapt what they say to the needs of the
listener e.g. through careful vocabulary choice or level of
detail
*Able to sustain use of intonation to interpret punctuation/
emphasise meaning.
*Beginning to engage the audience by using a technique
such as varying tone of voice, questioning, direct address or
use of non-verbal communication.
*Able to organise what they say, and beginning to include
clear introductions or conclusions.
*Beginning to relate contributions to what has gone before.
*Speaks confidently in some different contexts, exploring
and communicating ideas.
*Able to adapt what they say to the needs of the listener,
varying the use of vocabulary and the level of detail.
*Usually sustains use of intonation to interpret
punctuation/emphasise meaning.
*Able to engage the audience using some techniques such
as varying tone of voice, questioning, direct address or use
of non-verbal communication.
*Able to organise what they say, and includes a clear
introduction or conclusion.
*Refers to prior knowledge, discussions and conversations
and makes links between them.
*Offers reasons and evidence for his / her views,
considering alternative opinions.
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through suggestions,
comments and questions
*Listens confidently in a range of contexts and for some
sustained periods.
*Listens carefully and usually makes relevant comments.
*Able to summarise some key points.
*Able to remember and follow a series of instructions.
*Able to listen with confidence for longer periods and in an
increasing range of contexts.
*Listens carefully and beginning to make notes.
*Able to remember and follow a sequence of more complex
instructions.
*Beginning to identify some effective presentational
features such as language to signal change in focus, cue
cards, diagrams and other visual aids.
*Listens confidently in different contexts, exploring and
communicating ideas.
*Makes relevant comments and questions, showing they
have listened carefully.
*Able to listen to a speaker and makes notes on talks.
*Able to remember and follow increasingly complex
instructions.
*Beginning to evaluate qualities of speaker's voice which
contribute to impact.
*Able to identify some effective presentational features
such as language to signal change in focus, cue cards,
diagrams and other visual aids.
IOM Speaking & Listening Assessment Levels
3c
3b
3a
AF3 Talking within role-play and drama (drama)
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
*Present events and characters through dialogue to engage
the interest of an audience.
*Begin to show understanding of characters or situations
by adapting speech, gesture, and movement,
helping to create roles and scenarios.
*Identify and discuss qualities of others’ performances,
including gesture, action, and costume.
*Show understanding of characters or situations by adapting
speech, gesture, and movement, helping to create roles and
scenarios.
*Comments constructively on plays and performances,
discussing effects and how they are achieved.
*Use some drama strategies to explore stories or issues.
*Show a good understanding of characters or situations by
adapting speech, gesture, and movement, helping to create
roles and scenarios.
*Creates a variety of roles in informal and more formal
situations.
AF4 Talking about talk (discussion about meaning &
impact)
Understand the range and uses of spoken language,
commenting on meaning and impact and draw on this
when talking to others
*Able to take turns independently e.g. without adult
intervention in a range of contexts.
*Listens to others' points of view and shows whether
they agree/disagree.
*Able to explain more than one reason for their view,
preference or opinion.
*Beginning to support group contributions e.g. by adding
details to clarify points made by another or by
encouraging others to contribute.
*Able to consider alternatives and beginning to reach an
agreement.
*Able to ensure that everyone contributes.
*Beginning to use talk to organise roles and action within
the group.
*Begin to recognise and comment on different ways that
meaning can be expressed in own and others’ talk.
*Beginning to actively include and respond to all members of
the group.
*Beginning to follow up others' points of view and show
whether they agree or disagree.
*Beginning to extend ideas in the light of discussion.
*Beginning to work effectively in some roles within the
group.
*Beginning to evaluate use and value of questioning (e.g.
success of responses to open or closed questions) in eliciting
a suitable response.
*Able to work with a group towards a shared goal.
*Recognise and comment on different ways that meaning can
be expressed in own and others’ talk.
*Beginning to be aware of standard English and when it
is used.
*Identifies how talk varies with age, familiarity, gender
and purpose.
*Analyses the use of persuasive language
*Able to actively include and respond to all members of
the group.
*Beginning to respond appropriately to contributions of
others in light of alternative viewpoints (e.g. by
providing evidence to maintain own view or by
modifying view because of what others have said).
*Able to extend ideas in the light of discussion.
*Able to work effectively in some roles within the
group.
*Demonstrates some understanding of effective
questioning techniques.
*Able to work with a group towards a shared goal,
evaluating and modifying ideas.
*Understand and comment on different ways that
meaning can be expressed in own and others’ talk.
IOM Speaking & Listening Assessment Levels
4c
4b
4a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to explore
ideas and feelings, adapting and varying structure
and vocabulary according to purpose, listeners and
content
*Speaks with confidence in an increasing range of
contexts, including some unfamiliar situations.
*Demonstrates awareness of standard English and uses
some features appropriately e.g. vocabulary and grammar.
*Able to adapt what they say to the needs of the listener
and purpose, choosing suitable vocabulary, level of detail
and appropriate references.
*Secure in use of at least one technique to engage the
audience such as varying tone of voice, questioning,
direct address or use of non-verbal communication .
*Sequences points logically and using appropriate
vocabulary.
*Beginning to use techniques to support planned/prepared
speech e.g. cue cards.
*Speaks with confidence for longer periods in an increasing
range of contexts, which include some unfamiliar situations.
*Beginning to use some features of standard English in a
wider range of contexts.
*Confident in adapting talk in ways which support meaning
and show attention to the listener - e.g. vary vocabulary,
grammar, and non-verbal features to suit audience, purpose,
and context.
*Secure in a wider range of techniques to engage the
audience such as varying tone of voice, questioning, direct
address or use of non-verbal communication.
*Sequences a larger number of points logically and using
appropriate vocabulary.
*Able to use some techniques to support planned/prepared
speech e.g. cue cards, visual reminders, props.
*Speaks with confidence for longer periods in an increasing
range of contexts, which include some unfamiliar situations.
*Able to use some features of standard English in a wider
range of contexts.
*Confident in adapting talk for a wider range of audiences
and purposes.
*Beginning to use vocabulary and syntax that enables
communication of more complex meaning .
*Secure in using an increasing range of techniques to engage
the audience such as varying tone of voice, questioning,
direct address or use of non-verbal communication.
*Usually organises talk by sequencing points logically and
including a clear introduction and conclusion
*Secure in the use of a range of techniques to support
planned/prepared speech e.g. cue cards, visual reminders,
props.
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through suggestions,
comments and questions
*Listens with confidence in an increasing range of
contexts and for lengthy periods.
*Identifies different question types and evaluates impact
on audience.
*Actively listens to a range of subjects.
**Able to make notes summarising main points and some
additional detail.
*Listens with confidence for longer periods in an increasing
range of contexts, which include some unfamiliar situations.
*Actively listens to a range of subjects, sustaining
concentration even when the subject is of little personal
interest.
*Asks questions, and responds to questions in different
contexts with increasing confidence.
*Able to make notes summarising main points and
additional or significant detail.
*Responds to techniques such as humour, irony, pace,
volume.
*Listens with confidence for longer periods in an increasing
range of contexts, some of which are unfamiliar.
*Actively listens, generally sustaining concentration even
when the subject is of little personal interest.
*Able to identify the gist of an account or key points in a
discussion.
*Able to make notes when listening for a sustained period,
summarising main points and a range of additional detail.
Identifies key features of what is seen and heard in a variety
of media.
IOM Speaking & Listening Assessment Levels
4c
4b
4a
AF3 Talking within role-play and drama
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
*Able to carry out some roles within a group and is able to
use some language appropriate to the roles, including
examples of conflict and resolution.
*Can create roles showing how behaviour can be
interpreted from different viewpoints.
*Uses and recognises the impact of theatrical effects in the
drama.
*Able in carrying out an increasing number of roles within a
group and is able to use some language appropriate to the
roles.
*Can convey straight forward ideas about characters and
situations, making deliberate choices of speech, gesture, and
movement indifferent roles and scenarios.
Improvises a range of drama strategies and conventions to
explore a range of themes.
*Devises a performance considering how to adapt the
performance for a specific audience.
*Secure in a number of roles within a group and in using
some accompanying language.
*Considers the overall impact of a live or recorded
performance, identifying ways of conveying characters‘
ideas and creating atmosphere.
AF4 Talking about talk
Understand the range and uses of spoken
language, commenting on meaning and impact and
draw on this when talking to others
*Works cooperatively in a range of groups, including and
responding to all members of the group.
*Able to respond appropriately to contributions of others
in light of alternative viewpoints (e.g. by providing
evidence to maintain own view or by modifying view
because of what others have said and by extending ideas
in the light of discussion).
*Investigate how talk varies with age, familiarity, gender
and purpose.
*Be able to evaluate the qualities of a speaker’s voice.
Identifies some aspects of talk that vary between formal
and informal occasions.
Able to evaluate qualities of a speaker's voice which
contribute to impact.
*Able to evaluate effective presentational features such as
language to signal change in focus, cue cards, diagrams
and other visual aids.
*Aware of different question types and their impact on an
audience e.g. open, closed, leading, negative and
rhetorical.
*Uses and explores different question types and different
ways words are used, including formal and informal
contexts.
*Able to suggest both advantages and disadvantages of a
proposal.
*Takes on straight forward roles and responsibilities in pairs
or groups.
*Beginning to use time, resources and group members
efficiently by distributing tasks, checking progress and
following alternative plans.
*Responds appropriately to contributions of others
*Works cooperatively for sustained periods in a range of
groups, including and responding to all members of the
group.
*Beginning to suggest both advantages and disadvantages of
a proposal, and to listen to and respond constructively to
suggestions.
*Can show understanding of how and why language choice
vary in their own and others’ talk in different situations.
*Uses a variety of question types.
*Able to suggest several advantages and disadvantages of a
proposal and beginning to 'weigh up' the outcome as a result.
*Identifies and reports the main points emerging from
discussion.
*Displays increasing ability to discriminate between relevant
and irrelevant discussions.
*Is beginning to evaluate own contributions to the group
commenting constructively on strengths and areas to
improve.
*Able to use time, resources and group members efficiently
by distributing tasks, checking progress ad following
alternative plans.
*Able to use time, resources and group members efficiently
by distributing tasks, checking progress and following
alternative plans.
*Beginning to evaluate own contributions to the group,
commenting constructively on strengths and areas to
improve.
*Uses a variety of question types, beginning to select
appropriately to suit the context and purpose.
IOM Speaking & Listening Assessment Levels
5c
5b
5a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to
explore ideas and feelings, adapting and varying
structure and vocabulary according to purpose,
listeners and content
*Speaks with confidence for lengthy periods in wide range
of contexts, some of which are of a formal nature.
*Able to use appropriately some of the features of standard
English e.g. vocabulary and grammar.
*Able to use vocabulary and syntax that enables
communication of more complex meaning.
*Develops ideas thoughtfully, describing events and
conveying their opinions clearly.
*Able to gain and maintain the interest and response of
different audiences.
*Able to choose material relevant to the topic and listener.
*Talk shows clear shape and organisation with an
introduction and an ending.
*Able to evaluate speech and reflect on how it varies
according to purpose and audience.
*Uses standard English consistently in formal situations.
*Able to justify or defend a point of view using supporting
evidence, examples and illustrations which are linked back
to the main argument.
*Speaks with confidence for lengthy periods in an
increasing range of contexts, including formal contexts.
*Able to use appropriately a wider range of features of
standard English e.g. vocabulary and grammar.
*Able to use vocabulary and syntax that enables
communication of increasingly complex meaning and
some 'hidden' or inferred meaning.
*Develops ideas thoughtfully, describing events in detail
and conveying their opinions clearly, sometimes with
acknowledgement of the listener's point of view.
*Able to gain and maintain the interest and response of
different audiences using a variety of techniques in both
content and delivery.
*Chooses material relevant to the topic and listener in an
increased range of contexts.
*Talk shows clear shape, with a complex series of points
logically organised and an introduction and ending.
*Speaks confidently in a wide range of contexts, including
formal situations.
*Able to use appropriately a wide range of features of
standard English and formal language.
*Describes and explains ideas and events in detail and
demonstrating awareness of the listener.
*Chooses material and delivery relevant to the topic and
listener in an wide range of contexts.
*Talk is clearly shaped, with a complex series of points
logically organised and an introduction and ending.
*Uses understanding of reflections on speech to build on
strengths and improve weaknesses.
*Able to engage listener by varying expression and
vocabulary.
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through
suggestions, comments and questions
*Listens with confidence for longer periods in an
increasing range of contexts, some of which are of a
formal nature and assimilate information.
*Able to identify the gist of an account beginning to
respond to 'hidden' or inferred meaning.
*Able to make notes when listening for a sustained period.
*Able to recall and re-present important features of an
argument, talk, reading, programme or film.
*Asks some relevant questions to clarify, extend or follow
up ideas.
*Listens with confidence for longer periods in an
increasing range of contexts, including formal contexts.
*Able to identify the gist of increasingly complex talks and
assimilate and process information.
*Able to respond to 'hidden' or inferred meaning.
*Able to make notes when listening for a sustained period
and beginning to adapt note taking according to purpose or
context.
*Able to recall and re-present important features of an
argument, talk, reading, programme or film as well as
some additional detail.
*Asks a range of relevant questions to clarify, extend or
follow up ideas.
*Listens confidently in a wide range of contexts, including
formal situations.
*Able to identify the gist of increasingly complex talk, or
key points in a discussion and evaluate what they hear.
*Responds to inferred or 'hidden' meaning,recognising that
content can be contradicted by the way it is delivered.
*Secure in one form of note taking when listening for a
sustained period and adapts note taking according to
purpose or context.
*Able to recall and re-present important features of an
argument, talk, reading, programme or film as well as a
range of additional detail.
*Asks a wide range of relevant questions to clarify, extend
or follow up ideas.
IOM Speaking & Listening Assessment Levels
5c
5b
5a
AF3 Talking within role-play and drama (drama)
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
*Makes an extended and significant contribution during
improvisation and role play and the performance of
scripted drama.
*Can use different drama techniques to explore in role a
variety of situations and stimuli.
*Develops drama techniques and strategies for
anticipating, visualising and problem solving in different
learning contexts.
*Works collaboratively to devise and present scripted
and unscripted pieces that maintain the attention of an
audience.
*Analyses the overall impact of a presentation or
performance.
*Reflects on and effectively evaluates their own
presentations and those of others by considering
characterisation, dramatic effects and suitability for
different audiences.
*Shows insight into texts and issues through deliberate
choices of speech, gesture and movement, beginning to
sustain and adapt different roles and scenarios.
AF4 Talking about talk (discussion about meaning
& impact)
Understand the range and uses of spoken
language, commenting on meaning and impact and
draw on this when talking to others
*Makes contributions relevant to the topic.
*Beginning to identify the main points of more than one
speaker and to compare their arguments and how they are
presented.
*Beginning to vary contributions to suit the activity or
purpose e.g.make tentative initial comments during the
'ideas' stage and evaluative comments as the discussion
draws to an end.
*Secure in a number of roles e.g. chair or spokesperson.
*Able to qualify or justify what they think after listening to
others' questions or accounts.
*Beginning to deal politely with opposing points of view.
*Secure in the use of a range of question types to elicit a
specific response and that are responsive to others' ideas
and views.
*Beginning to use different ways to help the group move
forward e.g. summarising main points, reviewing or
clarifying what has been said
and reaching an agreement.
*Makes frequent contributions relevant to the topic.
*Able to identify the main points of more than one speaker
and to compare their arguments and how they are
presented.
*Able to vary contributions to suit the activity or purpose
e.g. reflective comments as the discussion draws to an end
and brief suggestions for future improvements.
*Secure in an increasing number of roles e.g. chair, scribe
or spokesperson.
*Able to deal politely with opposing points of view.
*Secure in the use of an increasing range of question types
to elicit a specific response and that are responsive to
others' ideas and views.
*Able to use different ways to help the group move
forward e.g. summarising main points, reviewing or
clarifying what has been said and reaching an agreement.
*Is able to comment on the main methods used by the
presenters to explain or persuade, amuse or argue a case
(emotive language).
*Explain features of own and others’ language use,
showing understanding of effect of varying language for
different purposes and situations.
*Evaluates speech, reflects on how it varies according to
purpose and audience and identifies own strengths and
weaknesses.
*Makes frequent contributions relevant to the topic and
that take account of others' views.
*Evaluates the main points/arguments of more than one
speaker and compares their presentations.
*Able to qualify or justify what they think after listening to
others' questions or accounts.
*Able to deal politely with opposing points of view and
beginning to enable discussion to move on.
*Secure in the use of a wide range of question types.
*Adapts techniques to help move the group forward
according to the situation and make-up of the group and
understands different ways to take the lead and support
others in groups.
*Uses knowledge of group roles to organise and
accomplish a collaborative activity.
*Investigate differences between spoken and written
language structures and according to context and purpose
and between standard and dialect forms.
A.F. 1
Level 1C
Level 1B
Level 1A
Letters
and
Sounds
Mostly working within
Phase 3
Secure in working at
Phases 3 and 4
Working at Phase 5
Book
bands
Yellow and Blue
Green and Orange
Turquoise
ycneulF
•Follows print with eyes,
finger pointing only
when struggling.
•Reads short sentences.
•Is confident enough to
tackle longer sentences.
•May still read in a
monotone voice.
•Reads short sentences
with fluency.
•Beginning to read
longer sentences with
fluency.
•May include expression.
noitacifitnedi
droW
•Explores and
experiments with
sounds, words and
letters.
•Reads some familiar
words and simple
sentences
independently.
•Needs to be prompted
to use phonic strategies.
•Reads a range of
familiar words and
simple sentences
independently.
•Uses knowledge of
grapheme/phoneme
correspondence to read
words.
•Reads a range of
familiar words and
longer sentences
independently.
•Relies mainly on phonic
strategies.
noitautcnuP
•Shows an awareness of
punctuation when
prompted.
•Independently takes
more note of
punctuation.
•Shows an emerging
knowledge of simple
punctuation, but does
not always respond
correctly.
txet
seigetarts
elohW
•Knows that print
carries meaning and, in
English, is read from
left to right and from
top to bottom.
•Recognises importance
of print.
•Prioritises the print
but may use pictures as
a confirmer.
•Uses illustrations/text
features to confirm and
enhance meaning and to
make predictions.
A.F. 1
Level 2C
Level 2B
Level 2A
Letters
and
Sounds
Secure at
Phase 5
Working within
Phase 6
Confident at
Phase 6
Book
bands
Purple
Gold
White
ycneulF
•Reading is mostly
accurate and generally
fluent.
•Pauses either to talk
about the text or to
confirm meaning.
•Reading is almost
entirely accurate.
•Increasing fluency
means that parts of the
passage are well paced
and take account of
meaning.
•The reading is accurate
and unfamiliar words are
usually tackled
independently.
•The pace and fluency
show confidence.
•Expression and
intonation are used to
enhance meaning.
noitacifitnedi
droW
•Continues to rely mainly
upon phonic strategies.
•Use of strategies is
sometimes inappropriate
for the task e.g.
starting to sound out a
familiar sight word.
•Uses a combination of
phonic and contextual
cues to read unfamiliar
words, occasionally
choosing an
inappropriate strategy.
•Uses a combination of
phonic and contextual
clues appropriately.
noitautcnuP
•Takes some account of
punctuation - e.g. pauses
at full stops and
commas.
•May change voice for
speech marks.
•Sometimes uses
knowledge of common
punctuation marks to
enhance phrasing,
intonation and
comprehension.
•Usually uses knowledge
of common punctuation
marks to enhance
phrasing, intonation and
comprehension.
txet
seigetarts
elohW
•Continues to use
illustrations/text
features to confirm and
enhance meaning and to
make predictions.
•Is able to read ahead.
•Shows an awareness of
a range of reading
strategies e.g.
sometimes notices when
the reading does not
make sense and may
therefore self-correct
or continue to use an
unhelpful or
inappropriate strategy.
•Beginning to select and
use appropriate
strategies. For
example, notices when
the reading does not
make sense and uses an
effective strategy e.g.
self-corrects;
or
looks forward/backward
in the text to make use
of the context.
A.F. 1
Level 3C
Level 3B
Level 3A
ycneulF
Reads accurately and
fluently pausing only to
decode unfamiliar words
without teacher
intervention.
Reads a range of texts
fluently and accurately.
As 3b
noitacifitnedi
droW
Is becoming efficient in
the use of word
identification
strategies: application
of phonics, common
letter patterns and
word segmentation.
Applies knowledge and
uses word identification
strategies appropriately
and automatically when
encountering an unknown
word.
As 3b
noitautcnuP
Uses knowledge of
common punctuation
marks to enhance
phrasing, intonation and
comprehension.
Uses knowledge of an
increasing range of
punctuation marks to
enhance phrasing,
intonation and
comprehension.
As 3b
seigetarts
txet
elohW
Is becoming efficient in
using a range of
strategies e.g.
anticipation of the next
word; self-correction;
rereading; reading on;
slowing down and sub-
vocalising when
encountering difficult
texts and using
knowledge
Uses a range of
strategies automatically
to monitor and maintain
reading e.g. anticipation
of the next word; self-
correction; rereading;
reading on; slowing down
and sub-vocalising when
encountering difficult
texts; using knowledge
of context, print
conventions and key
words. May ask for
clarification of meaning
of unfamiliar words and
phrases.
As 3b
A.F.
Level 1C
Level 1B
Level 1A
3
&
2
FA
Only comments on the book
when prompted, often
focussing on inappropriate
detail in the illustrations.
Still relies on adult support
to help make sense of the
text.
Supported by the teacher’s
questions, can respond to the
book by identifying some
significant events.
Show simple understanding
when questions/prompts are
used e.g. sequencing cards.
IS beginning to retell a simple
story when supported by the
teacher.
Engages well with the text e.g.
responds to humour.
Can make simple predictions
when supported by the teacher.
4
FA
5
FA
6
FA
7
FA
A.F.
Level 2C
Level 2B
Level 2A
3
&
2
FA
Any retelling may be
rather too short/long and
reliant on the
illustrations.
Can put events in a story
in correct order.
Comment on obvious
characteristics e.g. is
able to pick out
stereotypes of good/bad
characters.
Can predict what
characters might do/feel.
Retelling refers to main events
and characters. Can compare
characters with reference to
text. Comments on the setting
and how plot may link together
or contain surprises. Able to
predict the middle/end of a
story. Can take on the role of
characters. Is beginning to
answer ‘why do you think…?’
‘How do you know…?’ questions.
Retelling is balanced is clear.
Is able to identify and comment
upon main characters and how
they are linked.
Can confidently answer literal
questions. Is able to respond
when questioned about
extensions or alternatives to
events or actions. Gives
thoughtful answers to ‘Why do
you think…?’ & ‘How do you
know…?’ questions.
4
FA
Response to the book includes
reference to some
presentational features.
Is able to comment on some of
the ways text has been written
or presented.
Can discuss the role of the
blurb.
Can confidently discuss the role
of chapters, headings, diagrams
and sub-headings.
5
FA
Response to book includes
reference to features at word
level e.g. rhyming words,
compound words, adjectives
etc.
Response to the text includes
reference to a wide range of
features at word level e.g.
rhyming words, compound
words, adjectives, synonyms,
opposites, verbs etc.
6
FA
Can state if they liked or
disliked a book.
Is able to talk about feelings
created by the story.
A.F.
Level 3C
Level 3B
Level 3A
3
&
2
FA
Can retell the main ideas or
events providing some
relevant detail when asked
and referring to the text
to explain the meaning. Can
discuss characters and
their qualities.
Can retell and discuss own
simple interpretations of a
range of texts providing
information related to plot and
characterisation in fiction or
main ideas and supporting detail
in non-fiction.
Can find reasons in text to
explain how or why something
happens.
Can retell and comment upon
events or ideas from a range of
texts, providing information
related to plot and
characterisation in fiction or to
main ideas and supporting detail
in non-fiction. Can read beyond
the literal to explain how or
why something happens.
4
FA
(N) Is beginning to discuss
the plot structure and how
sections relate e.g. devise
a story mountain, flow
chart, story board.
(NN) Is beginning to locate
info by using organisational
features eg heading, index,
fact boxes etc.
(N) Can discuss the plot
structure and how sections
relate e.g. devise a story
mountain, flow chart, story
board.
(NN) Can locate information
efficiently by using
organisational features e.g.
index, glossary, headings, fact
boxes etc.
(N) Can confidently discuss the
plot structure and how sections
relate e.g. devise a story
mountain, flow chart, story
board.
(NN) Can confidently and
consistently locate information
efficiently by using
organisational features e.g.
index, glossary, headings, fact
boxes.
5
FA
Is beginning to identify,
from within a text,
examples of words or
literary features (e.g.
alliteration) chosen by the
author to create a specific
effect.
Identifies from within a text
examples of words or literary
features (e.g. alliteration,
sentence structure variation)
chosen by the author to create
a specific effect.
Can confidently and
consistently identify, from
within a text, examples of
words or literary features (e.g.
alliteration, variation in
sentence structure) chosen by
the author to create a desired
effect.
6
FA
Is beginning to express
what they liked and
disliked about a text and
to identify the main
purpose of a text.
In responding to text, is
beginning to display an
understanding of the author’s
intentions or point of view.
Is beginning to evaluate
critically the effectiveness of a
text.
7
FA
Is beginning to show an
awareness of genre and
literary traditions.
Has an awareness of genre and
literary traditions.
Has a secure awareness of
genre and literary traditions.
A.F.
Level 4C
Level 4B
Level 4A
3
&
2
FA
When responding to text,
the pupil is beginning to
identify key themes and
ideas, using inference and
deduction.
When responding to text, can
identify underlying themes and
ideas using inference and
deduction, making reference to
the text.
Explores underlying themes and
ideas confidently and continues
to make clear references to
text.
Continues to deduce and infer
by drawing on implicit
information within a text.
4
FA
(N) Is beginning to identify
and discuss significant or
pivotal moments in a text.
(NN) Is beginning to
identify key
facts/information and
summarise to display
understanding.
(N) Can identify and discuss
pivotal moments in a text.
(NN) Can effectively identify
key facts/information and
summarise to display
understanding.
N - Can confidently and
consistently identify and
discuss significant or pivotal
moments in a text.
NN - Can confidently and
consistently identify key
facts/information and
summarise to display
understanding.
5
FA
Is beginning to explain how
the way in which words are
used creates a specific
effect on the reader.
Explains how the way in which
words are used to create a
specific effect on a reader.
Can confidently and
consistently explain how the
way in which words are used
creates a specific effect on a
reader.
6
FA
Can express what they
liked and disliked about a
text and can identify the
main purpose of a text.
In responding to a text,
displays an understanding of an
author’s intentions or point of
view.
Can evaluate critically the
effectiveness or otherwise of a
text.
A.F.
Level 5C
Level 5B
Level 5A
3
&
2
FA
Can respond to texts by
exploring underlying
themes and ideas. Makes
inferences based upon
implicit information drawn
from text.
Can provide justification
for those inferences by
returning purposefully to
the text.
AF2
Can identify the most
relevant points from
across the text and use
quotations to support
points .
AF3
Most comments make
inferences and deductions
based on textual evidence.
Can develop a coherent
response to a text by using
and interpreting a range of
appropriate information from
within the text to support
their point of view.
AF2
Can identify a wide range of
relevant points from across the
text and frequently use
quotations to support points
AF3
Comments frequently make
inferences and deductions
based on textual evidence e.g.
drawing conclusions about a
character ‘s feelings on the
basis of their speech or actions.
Can draw their own conclusions
by considering critically their
own and others’ responses to
a text.
AF2
Can confidently identify a wide
range of relevant points from
across the text and frequently
use quotations to support points
AF3
Comments consistently develop
an explanation of inferred
meaning based on textual
evidence.
4
FA
(N) Is beginning to make
comparisons and critical
judgements about texts
e.g. how ideas within a
text link, the relative
impact of a story opening
etc.
(NN) Is beginning to
assess the impact of
presentational features
when making critical
comparisons.
Comments on structural
choices show some
awareness of writer’s
craft.
Features relating to
organisation at text level,
including form, are
identified with some
explanation.
(N) Can make comparisons and
critical judgements about the
structure of texts e.g. about
how ideas within a text link,
the relative impact of a story
opening etc.
(NN) Can assess the impact
of presentational features
when making critical
comparisons.
Comments on structural choices
show general awareness of
writer’s craft.
A range of features relating to
organisation at text level,
including form, are clearly
identified with some
explanation.
(N) Can confidently and
consistently make comparisons
and critical judgements about
texts e.g. about how ideas
within a text are linked, the
relative impact of story
openings etc.
(NN) Can confidently and
consistently assess the impact
of presentational features
when making critical
comparisons.
Comments on structural choices
show a clear awareness of
writer’s craft.
A range of features relating to
organisation at text level,
including form, are clearly
identified with more developed
explanation.
5
FA
Is beginning to distinguish
and explain subtle
differences within a
writer’s use of language
and it’s effect on a
reader (e.g. shades of
meaning, onomatopoeia
etc).
Moving beyond word level,
some features of writer’s
use of language are
identified, with some
explanation of the effect
on the reader.
Can distinguish and explain
subtle differences within a
writer’s use of language and
its effect on a reader (e.g.
shades of meaning,
onomatopoeia etc).
Various features of writer’s use
of language are identified with
some explanation of the effect
on the reader.
Can confidently and
consistently distinguish and
explain subtle differences
within a writer’s use of
language and its effect on a
reader (e.g. shades of
meaning, onomatopoeia etc).
Various features of writer’s use
of language identified with
clear explanation of the effect
on the reader.
6
FA
Can express clearly and
confidently what they
liked and disliked about a
text and can identify
confidently and
consistently the main
purpose of a text.
Main purpose identified,
often through general
overview e.g. the writer is
strongly against war and
wants to persuade the
reader to agree.
View point in text
identified with some
explanation.
General awareness of
effect on the reader.
In responding to text,
displays confidently and
consistently an understanding
of an author’s intentions or
point of view.
Main purpose clearly identified,
often through general overview.
View point in text clearly
identified with some
explanation.
General awareness of effect on
the reader with some
explanation.
Can confidently and
consistently evaluate critically
the effectiveness or otherwise
of a text.
Can confidently identify the
main purpose of a range of
texts.
View point in text clearly
identified with developed
explanation.
General awareness of effect on
the reader with developed
explanation.
7
FA
Using texts of increasing
complexity begins to
relate them to their
social, cultural or
historical context and use
evidence from the text to
support conclusions.
Comments identify some
similarities and
differences between texts
or versions, with some
explanation.
Beginning to explain how
the context in which texts
are written or read
contribute to meaning.
Using texts of increasing
complexity, relate them to
their social, cultural or
historical context and use
evidence from the text to
support conclusions.
Comments frequently identify
similarities and differences
between texts or versions, with
some explanation.
Some explanation of how the
context in which texts are
written or read contribute to
meaning e.g. how historical
context influenced adverts or
war reports from different
times/places.
Using texts of increasing
complexity, can confidently
relate them to their social,
cultural and historical context
and use evidence from the
text to support conclusions.
Comments frequently identify
similarities and differences
between texts or versions, with
developed explanation.
Clear explanation of how the
context in which texts are
written or read contribute to
meaning
A.F.
Level 6C
Level 6B
Level 6A
3
&
2
FA
AF2
Beginning to
AF3
Beginning to
AF2
Confidently
Relevant points clearly identified, including
summary and synthesis of information from
different sources or different places in
the same text.
Commentary incorporates apt textual
reference and quotation to support main
ideas or arguments.
AF3
Confidently
Comments securely based in textual
evidence and identify different layers of
meaning, with some attempt at detailed
exploration of them.
e.g explaining the association of different
words in an image, or exploring connotations
in a political speech or advertisement.
Comments consider wider implications or
significance of information, events or ideas
in a text, e.g. tracing how details
contribute to overall meaning.
AF2
Consistently
AF3
Consistently
4
FA
Beginning to
Confidently
Some detailed exploration of how
structural choices support the writer’s
theme or purpose e.g tracing how main
ideas/characters develop over the text as
a whole.
Comment on how a range of features
relating to organisation at text level
contribute to the effects achieved e.g how
the writer builds up to an unexpected
ending, juxtaposes ideas, changes
perspectives or uses everyday examples to
illustrate complex ideas.
Consistently
5
FA
Beginning to
Confidently
Some detailed explanation, with
appropriate terminology, of how language is
used e.g. identifying and commenting on
patterns or structure in the use of
language or recognising changes in language
use at different points in the text.
Some drawing together of comments on
how the writer’s language choices
contribute to the effect on the reader.
Consistently
6
FA
Beginning to
Confidently
Evidence for identifying main purpose
precisely located at word/sentence level or
traced through a text e.g. commenting on
repetition of “Brutus was an honourable
man.”
Viewpoint clearly identified and explanation
of it developed through close reference
to the text e.g. you know it is told from
Eric’s point of view even though he doesn’t
use the first person.
The effect on the reader clearly identified
with some explicit explanation as to how
that effect has been created.
Consistently
7
FA
Beginning to
Confidently
Some exploration of textual conventions or
features as used by writers from different
periods e.g. comparing examples of a sonnet
form or biography.
Some detailed discussion of hoe the
contexts in which texts are written and
read affect meaning e.g. how topic is
treated differently in texts from different
times and places.
Consistently
EYFS
Communication Language and Literacy - Writing
Handwriting
Development
Matters
22- 36 months
22- 36 months
Distinguish between the different marks they make.
Begin to show some
control in their use of tools
and equipment.
30-50 months
Sometimes give meaning to marks as they draw and paint. (EYFS Profile Scale point 1)
Ascribe meaning to marks that they see in different places. (EYFS Profile Scale point 2)
Use one handed tools and
equipment.
Draw lines and circles
using gross motor
movements.
Manipulate objects with
increasing control.
40- 60+ months
Begin to break the flow of speech into words.
Use writing as a means of recording and communicating.
Begin to use anticlockwise
movement and retrace
vertical lines.
Begin to form recognizable
letters (EYFS Profile Scale
point 2)
Early Learning
goals
Use their phonic knowledge to write simple regular words and make phonetically plausible
attempts at more complex words. (EYFS Profile Scale point 7)
Attempt writing for different purposes, using features of different forms such as lists, stories and
instructions. (EYFS Profile Scale point 6)
Write their own names (EYFS Profile Scale point 4) and other things such as labels, captions,
and begin to form simple sentences, sometimes using punctuation. (EYFS Profile Scale point 8).
Use a pencil and hold it
effectively to form
recognizable letters, most
of which are correctly
formed (EYFS Profile
Scale point 5).
Early Learning
goals
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 1C
(EYFS Profile Scale
point 8)
.
Composition and Effect
• The writing includes some recognizable letters,
groups of letters, words or phrases although it
may need to be mediated by the child or teacher
to be understood.
• The writer shows an awareness of purpose
using features of different forms.
• There is little or no awareness of audience.
Sentence Structure
• Groups of letters or simple words are
used, not necessarily in a sentence like
structure.
• Pupils produce recognizable letters and
words or symbols to convey meaning.
Punctuation
• In reading aloud from his/her own work,
the pupil shows an awareness of
punctuation marks.
• Some CVC words &
high frequency words are
spelt correctly.
• Initial letters are usually
correct.
• The pupil links some
sounds to letters.
• The pupil uses phonic
knowledge to attempt
unfamiliar words.
• Letters are
usually correctly
formed.
• Some
inconsistency in
size and
orientation may
be evident.
• Spaces are left
between words
or clusters of
letters.
Level 1B
(9 points)
Pupil has exceeded
and is working
beyond the Early
Learning Goals
Composition and Effect
• Simple statements are used.
• Some recognizable words communicate ideas.
• The writing can generally be understood without
mediation.
• There may be more adventurous vocabulary.
• Most written points are related directly to
personal experience.
• Begins to form labels. captions and simple
sentences.
Sentence Structure
• Pupils structure some phrases and simple
statements using recognizable words to
communicate ideas.
• There is some control over word order
although some parts of the writing may
be abbreviated or disjointed.
Punctuation
• In reading or writing, there is evidence of
full stops being used but not necessarily
correctly.
• The pupil hears, says and
writes the initial and
final sounds in words.
• The pupil is secure in
hearing, saying and
writing short medial
vowel sounds in words.
• S/he can:
− spell CVC words
correctly and some high
frequency words.
− write own full name.
− apply phonic
knowledge to write
simple regular words &
make phonetically
plausible attempts at
more complex words.
• The correct
sequence of
movements is
used in forming
letters.
• Letters are
reasonably
consistent in
size.
• Spacing between
words is mainly
correct.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 1A
(11 points)
Pupil has exceeded
the Early Learning
Goals
S – The writing will have one or more ideas.
V – There is some evidence of choice of
appropriate vocabulary.
S&E – Events may not be in order.
Sentence Structure
• There is evidence of simple sentence
structures to communicate ideas.
•
Punctuation
• There may be random attempts to use
punctuation other than full stops.
• Words may be separated by finger
spaces.
• CVC words are spelt
correctly, others are
phonically plausible.
• The pupil is beginning to
apply some knowledge
of consonant clusters at
the beginning of words.
• Shows some knowledge
of consonant clusters at
the end of words.
• Shows an awareness of
vowel digraphs.
• Letters are
legible and
reasonably
consistent in
size.
• Letters are
mainly correctly
formed and
oriented.
• Ascenders and
descenders are
usually
distinguished.
• Spacing between
words is mainly
consistent.
Level 2C
(13 points)
S –
•The writing carries more meaning than a simple
statement, e.g. it is expanded with some brief
additional detail “Get a box and cvr it in papr”.
•An opening sentence or title is used, but usually
no conclusion.
S&E –
• There are some connections between ideas.
• Points may be linked as a simple sequence,
mainly in an appropriate order.
• Writing is related to the purpose.
V –
Word choice establishes content.
Vocabulary is appropriate to the subject
matter with some words used effectively. (e.g.
technical vocabulary).
F •The characteristics of non-fiction writing are
not always sustained e.g. numbering, headings,
bullet points. •Writing may lapse into narrative
Sentence Structure
GAC –
•Uses some simple sentence structures to
express ideas.
•Writing is often a list or a series of events
joined by “and”, showing little variation.
E.g. “It is big and round and is rily fast
and brit red.
•Sentence structures are often speech-like
e.g. “I writid my name”.
GAC – Some correctly formed imperatives
– e.g. “Put a aprun on” or timeless present
tense statements using ‘we’ or ‘you’.
Punctuation
•There is emerging knowledge of correct
sentence punctuation, i.e. some sentences
start with a capital letter or end with a full
stop.
•May attempt to use other punctuation if
• Common words are
generally spelt correctly;
others show use of
phonic strategies.
• There is an awareness of
visual patterns when
spelling unfamiliar
words.
• Can recall letter strings
when spelling unfamiliar
words.
• Shows an increasing
awareness of vowel
digraphs (including the
split digraph).
• Handwriting is
legible with
letters correctly
formed and
oriented.
• Lower case
letters are in a
script that will
be easy to join
later. They may
show evidence
of attempts to
join.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
form.
appropriate to ask.
Level 2B
(15 points)
N.B. Level 2B is the
average expectation
for the end of Year 2
S - A simply structured/organized piece of writing
related to the purpose e.g. letter, list, instructions,
chronological or non-chronological report.
S&E – A series of points mainly relevant to the
genre in an appropriate order and mainly
connected.
V –
• Sufficient description and detail is given to
enable the reader to understand the activity or
event.
• Some simple time adverbials are used to
structure chronological writing.
• Simple adjectives are used “red card,
massive wave.”
F – Begins to have an appreciation of non-fiction
writing for different purposes and audiences.
Sentence Structure
GAC – Some sentences may ramble and be
speech-like with clauses joined by simple
connectives to link events e.g. (then we get
the guinea pig out and clean the cage”.
GAC – Verb forms appropriate to the
genre are mainly consistent e.g.
imperatives for instructions, present tense
for non-chronological reports etc.
GAP – A mixture of simple and compound
sentences may be used.
GAP – Uses some simple time adverbials
to structure chronological writing e.g. then,
next.
Punctuation
• Some sentences are correctly demarcated
using both full stops and capital letters.
• Capital letters are beginning to be used
for some proper nouns.
• If relevant to the task, attempts may be
made to use other punctuation
appropriately and with some accuracy
e.g. exclamation marks, question marks,
commas in a list.
• There is evidence of
increasing knowledge of
whole word structures
and phonic knowledge
from phonetically
plausible attempts at
spelling.
• There is an increasing
awareness of visual
patterns and recall of
letter strings when
spelling unfamiliar
words.
• Letters are
correctly formed
and oriented.
• Handwriting is
neat and regular
in size.
• Ascenders and
descenders are
usually
distinguished.
• There may be
some evidence
of fluency and
correct joining.
• Upper and lower
case letters are
not mixed within
words.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 2A
(17 points)
S – Structure and organization are usually
maintained and related to the purpose.
S&E – Points or events are appropriately linked
and clearly sequenced.
V –
• Where relevant the writer uses descriptive
phrases to add detail and interest.
• A range of time adverbials for chronological
sequencing is used e.g. “First get some blue
card; after the birds have laid their eggs they sit
on them.”
• A variety of action verbs may be used e.g.
“counted, measured.”
F- The writing holds the reader’s interest.
Sentence Structure
GAC –Spoken language patterns still
influence the writing.
GAP – Verb forms appropriate to the
genre are consistent e.g. imperatives for
instructions, present tense for non-
chronological reports etc.
GAP – There is an attempt to vary
sentence types within sustained writing.
GAP – Connectives ‘and, but, then, so,
next’, are used to link clauses to express
chronological sequence – e.g. “In the
autumn some birds migrate and then
several months later they come back.”
GAP – Noun phrases and adverbials may
be simple in vocabulary and structure e.g.
“clean sawdust”.
GAP – There may be evidence of the use
of exclamations and questions e.g.
“Beware, whirlwinds can kill! Did you
know that?”
Punctuation
Uses capital letters and full stops to
demarcate most sentences accurately,
although this may slip in pieces of
sustained writing.
If relevant to the task –
− the use of punctuation of questions and
exclamations is mostly accurate;
− the use of commas in a list is mostly
accurate;
− the use of capital letters for proper
nouns is mostly accurate.
• The spelling of most
common monosyllabic
words is accurate.
• Attempts at longer
polysyllabic words are
phonetically plausible.
• Writing is
consistently
legible, correctly
formed and
oriented.
• Fluency and
correct joining
of letters is
increasingly
secure.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 3C
(19 points)
N.B. Level 2A/3C is
the average
expectation for the
end of Year 3
S –
•Writing is organized and simply structured
including an introductory or concluding statement
although it may be simple.
•The writer is beginning to use the format to
support organization of writing e.g. line breaks or
paragraphing.
S&E – Points or events are appropriately linked
and clearly sequenced or grouped according to
purpose.
V –
• Where relevant, the writer uses descriptive
phrases to add detail and interest.
• A range of time adverbials for chronological
sequencing is used e.g. “First get some blue
card” “After the birds have laid their eggs they
sit on them.”
F –
• Features of different forms of writing are used
appropriately, using a consistent writing style.
• There is some evidence of writer’s viewpoint if
appropriate.
• Detail adds clarity.
Sentence Structure
GAC – The grammatical structure of
sentences is usually correctly although
spoken language patterns may still
influence the writing.
GAC – There is consistent use of verb
forms.
GAP – There is good use of connectives,
moving beyond ‘but’ and ‘and’ which may
include ‘because, so, if’ and ‘after’
sometimes explaining the relationships
between ideas e,g, “In winter it is dark
because the hours of daylight shorten”.
GAP – Some sentences include adverbial
phrases or expanded noun phrases e.g. –
“Slice with a sharp knife.”
GAP – Nouns are sometimes modified by
one or more adjectives e.g. “a plant that
had cirly bits”.
Punctuation
• There is accurate use of full stops and
capital letters.
• If relevant to the task, the use of
exclamation marks, question marks,
commas in lists and capital letters for
proper nouns is accurate.
• Common monosyllabic
words are spelt correctly.
• Phonic strategies and
knowledge of
conventions and rules are
used when attempting to
spell unfamiliar words.
• Handwriting is
mainly joined.
• Letters are even,
appropriate in
size and well
formed.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 3B
(21 points)
N.B. Level 3B is the
average expectation
for the end of Year
4.
S – Writing is organized and simply structured
and includes an introductory and concluding
statement.
S&E – Points are related to one another, though
not necessarily well paced or balanced.
V –
•There is some precision and authenticity in
choice of words and phrases but some may be
overused.
•Nouns are sometimes modified by adjectives and
verbs by adverbials to create variety, interest and
precision.
F –
•Some details are included to support the writer’s
purpose, clarify information, raise interest or if
appropriate introduce humour. •Evidence of a
consistent written style is shown.
Sentence Structure
GAC - The grammatical structure of
sentences is usually correct.
GAP – There is evidence of some variation
in sentence structure, for example,
adverbials in different positions, which
may read awkwardly e.g. “With these
boots you can be the best at football.”
GAP - Clauses are linked with a wider
range of connectives attempting to clarify
the relationship between ideas such as
connections in time, place and explanation
e.g. ‘which, so, where’ and ‘because’.
Punctuation
• Sentence punctuation is accurately used
with appropriate use of capital letters,
full stops, exclamation marks and
question marks.
• There may be some attempts to use
commas to demarcate clauses.
• Common monosyllabic
and most polysyllabic
words are spelt
accurately.
• Phonic strategies and
knowledge of
conventions and rules are
used when attempting to
spell unfamiliar words.
• Handwriting is
generally joined,
legible and
fluent.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 3A
23 points
S - The writing is organized into a clear
introduction, middle and appropriate conclusion.
S&E –
• There is progression through the main points
which are clearly related.
• Pace shows some attempt at control, rather than
jumping from one idea to another.
V –
• Modal verbs may be used to clarify meaning and
express shades of opinion e.g. would be; might
want.
• Some vocabulary is chosen to add interest or to
introduce opinion as appropriate.
F - •Carefully selected/slanted detail is included
to support purpose.
•Some appropriate written conventions are
employed to appeal to, direct or inform the reader.
Sentence Structure
GAC - The grammatical structure of
sentences is usually correct.
GAC – There is secure use of appropriate
verb forms including modal forms for
predictions e.g. ’might, could, would,
should’.
GAP -• There is a mixture of simple and
compound sentences with clauses joined
by basic connectives e.g.“and, but, then,
when, so”.
•There may be evidence of basic
subordinating connectives such as
“because”, “when” and “where” to
explain, contrast or clarify relationships in
time or place” e.g. “The ice will melt
because the room is warm.”
GAP - If appropriate, sentence structure
may be varied intentionally by the use of
adverbials in different positions e.g.
“Carefully slice the onions.” rather than
“Slice the onions carefully.”
Punctuation
• Sentence punctuation is accurately used
with appropriate use of capital letters,
full stops, exclamation marks and
question marks.
• There may be some attempts to use
commas to demarcate clauses.
• Common monosyllabic
and polysyllabic words
are spelt accurately.
• Words containing
common prefixes and
suffixes are spelt
correctly.
• Phonic strategies and
knowledge of
conventions and rules are
used when attempting to
spell unfamiliar words.
• Handwriting is
generally joined,
legible and
fluent.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 4C
(25 points)
N.B. Level 3A/4C is
the average
expectation for the
end of Year 5.
S –
• The writing is organised with a clear beginning,
middle and ending.
• The main body of the text is structured and
controlled.
• Ideas may be grouped into paragraphs.
S&E –
• Pace and relationship between ideas is mostly
maintained throughout the text.
• There is some transition between paragraphs
though this may be awkward.
V - Expanded noun phrases add interest and
details and display control.
F – Features appropriate to the genre are used to
good effect, e.g. bullet points, diagrams, the
imperative voice.
Sentence Structure
GAC - The grammatical structure of
sentences is usually correct.
GAC - Tenses and pronouns are used
consistently and appropriately throughout
the text.
GAP - A range of basic subordinating
connectives is used to form complex
sentences – for example, ‘although, if
when, because’ e.g. “Young children may
enjoy this game although it is hard to
play.”
GAP - Some sentences include adverbial
phrases clarifying relationships in time and
space, or expanded noun phrases to add
precision and detailed description e.g.
“You see a circular shape with a brown
crust sarounding the hole thing.”
Punctuation
• Sentence punctuation is now mostly
secure.
• There is some correct use of commas
within sentences to mark phrases or
clauses.
• Spellings are mostly
correct.
• Attempts at longer words
containing unstressed
vowels or doubled
consonants are mostly
correct.
• Handwriting is
consistently
neat, joined and
legible.
• Ascenders and
descenders are in
proportion and
are parallel.
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 4B
(27 points)
N.B. Level 4B is the
average expectation
for the year of Year
6.
S -
• The writing demonstrates clear text structure
with an attempt to balance the length and pace
of the introduction and middle and to end with
an effective conclusion.
• The text is organized into coherent and logical
paragraphs which adequately cover the subject
matter.
S&E - The transition between paragraphs is
fluent.
V - Precise or technical vocabulary is used for
effect.
F - Features appropriate to the genre create
interest and precision.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - Tenses and pronouns are used
consistently and appropriately throughout
the text.
GAP - A range of complex sentences and
subordinating connectives are used
securely to extend meaning, to express
ideas more accurately or to clarify
relationships in time and place e.g.
“During Queen Victoria’s reign, there
were many technological advances.”
GAP - Sentences may include adverbials
or expanded noun phrases selected to
engage the reader e.g. “Oh, the delicious
smell.”
Punctuation
• Sentence punctuation is now mostly
secure.
• There is some correct use of commas
within sentences to mark phrases or
clauses.
As Level 4C
As Level 4C
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 4A
(29 points)
S -
•The subject matter is covered in a well-balanced
way, giving appropriate prominence to the main
ideas.
•Each paragraph has its own focus.
•Ideas are developed using relevant detail.
S&E - Connectives are used intentionally to give
structure to the text as a whole.
V – Precise or technical vocabulary is used for
effect.
F – Evidence of the author’s stance is emerging
through the use of linguistic/stylistic and layout
features appropriate to the genre
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There are attempts at intentional
variation and adaptation of verb forms e.g.
a change in tense - “You should do at least
one hour of exercise a day. In no time you
will benefit.“
GAP - There is some evidence of a range
of sentence types (e.g. use of a short
sentence) being used confidently to create
effect. e.g. “Surely this is right.”
GAP - If appropriate to the task, adverbial
phrases and expanded noun phrases may
be used to convey the writer’s stance e.g.
“If you really want good, strong, healthy
teeth, …..”
Punctuation
• Sentence punctuation is now mostly
secure.
• There is some correct use of commas
within sentences to mark phrases or
clauses.
As Level 4C
As Level 4C
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 5C
(31 points)
S – The writing is well-structured and controlled
S&E - Transitions between paragraphs create a
sense of cohesion.
V - Ambitious and precise vocabulary is used for
effect.
F –
• The writer’s attitude towards the subject is
maintained throughout the writing.
• Layout conventions are consistent with the text
type.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There is intentional variation and
adaptation of verb forms.
GAP - The writer displays increasing
control over the use of a range of sentence
types to achieve different effects.
GAP - There is a variation in word order
to give emphasis e.g. “All in all, it’s the
best meal.”
Punctuation
There is a range of punctuation, almost
always correctly used, which may include,
for example, brackets, dashes, colons.
• Spellings are mostly
correct.
• Attempts at longer words
containing unstressed
vowels or doubled
consonants are mostly
correct.
• Words with complex,
regular patterns are
usually spelt correctly.
As Level 4C
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 5B
(33 points)
S - Writing is controlled and the style is deliberate
and maintained.
S&E – The links between paragraphs create a
sense of purpose for the reader.
V – Ambitious and precise vocabulary is used for
effect in a controlled manner.
F – The author’s stance is consistent and
controlled e.g. enthusiasm for the subject
supported by details.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There is secure manipulation and
variation of verb forms e.g. imperative,
passive voice, tenses.
GAP -
• Longer complex constructions are used
for emphasis in combination with short,
simple sentences and phrases.
•Embedded subordinate clauses may be
used, e.g. “Pour the water, which should
now be at boiling point, on the jelly
cubes.”
GAP - Word order is varied and
manipulated to give emphasis and extend
meaning e.g. “That’s where the ice-cream
comes in. It cools down your mouth.”
Punctuation
There is a range of punctuation, almost
always correctly used, which may include,
for example, brackets, dashes, colons.
As Level 5C
As Level 4C
National
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Curriculum Level
Level 5A
(35 points)
S - Detail and sequence are confidently managed
to sustain the reader’s interest.
S&E –
• The writing is sufficiently detailed to provide
comprehensive coverage of the topic.
• The writer’s engagement with the subject is
evident throughout the text.
V-
• Vocabulary is ambitious and precise.
• Word order and choice enlivens the writing.
F – The author’s stance is well-controlled and
convincing e.g. writer appears authoritative and
knowledgeable about the subject
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There is secure manipulation and
variation of verb forms e.g. imperative,
passive voice, tenses.
GAP –
•Length and focus of sentences are varied
to express subtleties in meaning and focus
on key ideas.
•Word order may be manipulated for
emphasis e.g. “No child on this planet, let
alone a school ….“
•Sentences may include embedded
subordinate clauses for economy of
expression.
GAP – Word order and sentence
construction are orchestrated skilfully to
influence the reaction of the reader.
Punctuation
There is a range of punctuation, almost
always correctly used, which may include,
for example, brackets, dashes, colons.
As Level 5C
As Level 4C
Composition & Effect
Sentence Structure and Punctuation
S - Structure
S&E - Sequence & Events
V - Vocabulary
F - Features e.g. linguistic
stylistic and layout
GAC - •Grammatical accuracy
•Structure
•Verb forms, modals and tenses
GAP - •Grammatical application
•Clauses and connectives
•Description (adverbials, expanded noun phrases
EYFS
Communication Language and Literacy - Writing
Handwriting
Development
Matters
22- 36 months
22- 36 months
Distinguish between the different marks they make.
Begin to show some
control in their use of tools
and equipment.
30-50 months
Sometimes give meaning to marks as they draw and paint. (EYFS Profile Scale point 1)
Ascribe meaning to marks that they see in different places. (EYFS Profile Scale point 2)
Use one handed tools and
equipment.
Draw lines and circles
using gross motor
movements.
Manipulate objects with
increasing control.
40- 60+ months
Begin to break the flow of speech into words.
Use writing as a means of recording and communicating.
Begin to use anticlockwise
movement and retrace
vertical lines.
Begin to form recognizable
letters (EYFS Profile Scale
point 2)
Early Learning
goals
Use their phonic knowledge to write simple regular words and make phonetically plausible
attempts at more complex words. (EYFS Profile Scale point 7)
Attempt writing for different purposes, using features of different forms such as lists, stories and
instructions. (EYFS Profile Scale point 6)
Write their own names (EYFS Profile Scale point 4) and other things such as labels, captions,
and begin to form simple sentences, sometimes using punctuation. (EYFS Profile Scale point 8).
Use a pencil and hold it
effectively to form
recognizable letters, most
of which are correctly
formed (EYFS Profile
Scale point 5).
Early Learning
goals
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 1C
(EYFS Profile Scale
point 8)
Composition and Effect
• The writing includes some
recognizable letters, groups of letters,
words or phrases although it may need
to be mediated by the child or teacher
to be understood.
• The writer shows an awareness of
purpose using features of different
forms.
• There is little or no awareness of
audience.
Sentence Structure
• Groups of letters or simple words are used,
not necessarily in a sentence like structure.
• Pupils produce recognizable letters and
words or symbols to convey meaning.
Punctuation
• In reading aloud from his/her own work,
the pupil shows an awareness of
punctuation marks.
• Some CVC words &
high frequency words
are spelt correctly.
• Initial letters are
usually correct.
• The pupil links some
sounds to letters.
• The pupil uses phonic
knowledge to attempt
unfamiliar words.
• Letters are
usually correctly
formed.
• Some
inconsistency in
size and
orientation may
be evident.
• Spaces are left
between words or
clusters of letters.
Level 1B
(EYFS Profile Scale
point 9)
Pupil has exceeded and
is working beyond the
Early Learning Goals
Composition and Effect
• Simple statements are used.
• Some recognizable words communicate
ideas.
• The writing can generally be understood
without mediation.
• There may be more adventurous
vocabulary.
• Most written points are related directly to
personal experience.
• Begins to form labels. captions and
simple sentences.
Sentence Structure
• The pupil structures some phrases and
simple statements using recognizable
words to communicate ideas. There is
some control over word order although
some parts of the writing may be
abbreviated or disjointed.
Punctuation
• In reading or writing, there is evidence of
full stops being used but not necessarily
correctly.
• The pupil hears, says
and writes the initial
and final sounds in
words.
• The pupil is secure in
hearing, saying and
writing short medial
vowel sounds in words.
• S/he can:
− spell CVC words
correctly and some
high frequency words.
− write own full name.
− apply phonic
knowledge to write
simple regular words
& make phonetically
plausible attempts at
more complex words.
• The correct
sequence of
movements is
used in forming
letters.
• Letters are
reasonably
consistent in size.
• Spacing between
words is mainly
correct.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 1A
(11 points)
Pupil has exceeded the
Early Learning Goals
S – The writing will have one or more
ideas.
E&C – Events may not be in order.
V – There is some evidence of choice of
appropriate vocabulary.
F – Begins to introduce characters into
writing.
Sentence Structure
• There is evidence of simple sentence
structures to communicate ideas.
Punctuation
• There may be random attempts to use
punctuation other than full stops.
• Words may be separated by finger spaces.
• CVC words are spelt
correctly, others are
phonetically plausible.
• The pupil is beginning
to apply some
knowledge of
consonant clusters at
the beginning of words.
• Shows some
knowledge of
consonant clusters at
the end of words.
• Shows an awareness of
vowel digraphs.
• Letters are legible
and reasonably
consistent in size.
• Letters are mainly
correctly formed
and oriented.
• Ascenders and
descenders are
usually
distinguished.
• Spacing between
words is mainly
consistent.
Level 2C
(13 points)
S – The writing carries more meaning than
a simple statement. E.g. it is expanded
with some brief additional detail “The big
scary lion”. An opening sentence or title
is used, but there is usually no ending.
E&C –
• There are some connections between
ideas.
• Events may be linked as a simple
sequence, mainly in an appropriate
order.
• Writing is related to a story, characters
or events.
V –
• Word choice establishes content.
• Vocabulary is appropriate to the
subject matter with some words used
effectively. (e.g. Bang).
F – The writing shows characteristics of
narrative form but they are not always
sustained.
Sentence Structure
GAC –
• Uses some simple sentence structures to
express ideas.
• Writing is often a list or a series of events
joined by “and”, showing little variation.
E.g. “I went to the park and I went on the
swing and I went on the slid and I …”
• Sentences begin predominantly with
personal subject and action verb in the past
tense. Pronouns or subject nouns may be
repeated.
• Sentence structures are often speech-like
e.g. ‘I writid my name’.
Punctuation
• There is emerging knowledge of correct
sentence punctuation, i.e. some sentences
start with a capital letter or end with a full
stop.
• May attempt to use other punctuation if
• Common words are
generally spelt
correctly; others show
use of phonic
strategies.
• There is an awareness
of visual patterns when
spelling unfamiliar
words.
• Can recall letter strings
when spelling
unfamiliar words.
• Shows an increasing
awareness of vowel
digraphs (including the
split digraph).
• Handwriting is
legible with
letters correctly
formed and
oriented.
• Lower case letters
are in a script that
will be easy to
join later. They
may show
evidence of
attempts to join.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
appropriate to task.
Level 2B
(15 points)
N.B. Level 2B is the
average expectation for
the end of Year 2
S - A simply structured/organized piece of
writing related to the purpose e.g. letter,
story, list, poem, invitation.
E&C – There is the beginning of a good
relationship between the events/actions
and the characters.
V –
• Sufficient description and detail is
given to engage the reader.
• Some simple time adverbials are used
to structure chronological writing.
• Simple adjectives are used to modify
nouns, e.g. great time, wild garden.
F – The pupil demonstrates an
appreciation of writing for different
audiences and purposes.
Sentence Structure
GAC – Some sentences may ramble and be
speech-like with clauses joined by simple
connectives to link events e.g. (then she went
home and she went to her bedroom.).
GAP –
• A mixture of simple and compound
sentences may be used.
GAP –
• Uses some simple time adverbials to
structure chronological writing e.g. then,
next.
Punctuation
• Some sentences are correctly demarcated
using both full stops and capital letters.
• Capital letters are beginning to be used for
some proper nouns.
• If relevant to the task, attempts may be
made to use other punctuation
appropriately and with some accuracy e.g.
exclamation marks, question marks,
commas in a list.
• There is evidence of
increasing knowledge
of whole word
structures and phonic
knowledge from
phonetically plausible
attempts at spelling.
• There is an increasing
awareness of visual
patterns and recall of
letter strings when
spelling unfamiliar
words.
• Letters are
correctly formed
and oriented.
• Handwriting is
neat and regular
in size.
• Ascenders and
descenders are
usually
distinguished.
• There may be
some evidence of
fluency and
correct joining.
• Upper and lower
case letters are
not mixed within
words.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 2A
(17 points)
S – Structure and organization are usually
maintained and related to the purpose.
Stories have strong openings and there is
an ending, although it may be simple.
E&C –
• Ideas and events are linked.
• Stories contain more than one
character.
V –
• The use of descriptive phrases add detail
and interest e.g. “His mum was very, very
cross”.
•A range of time adverbials for
chronological sequencing is used e.g.
“When we got there…, first, on
Thursday.”
•A variety of action verbs may be used e.g.
looked, walked.
F –
•The writing holds the reader’s interest.
•Dialogue may be used to move the story
on if appropriate.
Sentence Structure
GAC –Spoken language patterns still
influence the writing.
GAP – There is an attempt to vary sentence
types within sustained writing.
GAP – Connectives ‘and, but, then, so next’
are used to link clauses to express
chronological sequence e.g. (He got off the
bus and then went ….)
GAP – Noun phrases and adverbials may be
simple in vocabulary and structure e.g.
“naughty friend.”
GAP – There may be evidence of the use of
exclamations and questions e.g. “…. when
CRASH! The lion banged into a tree.”
Punctuation
•Uses capital letters and full stops to
demarcate most sentences accurately, although
this may slip in pieces of sustained writing.
•If relevant to the task –
− the use of punctuation of questions and
exclamations is mostly accurate;
− the use of commas in a list is mostly
accurate;
− the use of capital letters for proper nouns is
mostly accurate.
• The spelling of most
common monosyllabic
words is accurate.
• Attempts at longer
polysyllabic words are
phonetically plausible.
• Writing is
consistently
legible, correctly
formed and
oriented.
• Fluency and
correct joining of
letters is
increasingly
secure.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 3C
(19 points)
N.B. Level 2A/3C is the
average expectation for
the end of Year 3
S - •Writing is organized and imaginative
with a beginning, middle and an attempt to
end the text appropriately.
•Structure and sequence may be supported
by line breaks or paragraphing.
E&C –
•There are two or more events,
chronologically sequenced and showing
relationship to one another.
•There is at least one main character, with
precision in description.
V –
•Where relevant, the writer uses
descriptive phrases to add detail and
interest.
•A range of time adverbials for
chronological sequencing is used e.g.
“When we got there …. first, on
Thursday.”
F –
•Features of different forms of writing are
used appropriately, using a consistent
writing style.
•There may be attempts to create interest,
humour or suspense.
•There may be some evidence of narrator’s
viewpoint if relevant.
Sentence Structure
GAC – The grammatical structure of
sentences is usually correctly although spoken
language patterns may still influence the
writing.
GAC – There is consistent use of verb forms.
GAP – There is good use of connectives,
moving beyond ‘but’ and ‘and’ which may
include ‘because, so if’ and ‘after’ sometimes
explaining the relationships between ideas e,g,
He was feeling happy so he skipped outside to
play.
GAP – Some sentences include adverbial
phrases or expanded noun phrases e.g. – “He
burst into the room suddenly.”
GAP – Nouns are sometimes modified by one
or more adjectives e.g. a loud wailing sound.
Punctuation
•There is accurate use of full stops and capital
letters.
•If relevant to the task, the use of exclamation
marks, question marks, commas in lists and
capital letters for proper nouns is accurate.
•Use of speech marks may lack accuracy.
• Common monosyllabic
words are spelt
correctly.
• Phonic strategies and
knowledge of
conventions and rules
are used when
attempting to spell
unfamiliar words.
• Handwriting is
mainly joined.
• Letters are even,
appropriate in
size and well
formed.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 3B
(21 points)
N.B. Level 3B is the
average expectation for
the end of Year 4.
S - The events are organised into a clear
beginning, middle and appropriate end.
E&C –
• Events are related to one another, though
not necessarily well paced.
•Characters and events are conveyed
through description, dialogue and precise
vocabulary choices.
V - Nouns are sometimes modified by
adjectives and verbs by adverbials to
create variety, interest and precision.
F - •Simple imagery is used to create
interest and to make the writing more
stimulating e.g. the lake was shimmering.
•Can write in a lively way for a variety of
audiences.
•May use some humour and suspense to
create interest.
•Evidence of a consistent written style is
shown.
Sentence Structure
GAC - The grammatical structure of sentences
is usually correct.
GAC - The past tense is used for narration and
the transition to the appropriate tense is used
for direct speech.
GAP - There is evidence of some variation in
sentence structure, for example, adverbials in
different positions which may read
awkwardly. E.g. “By a milesecond, she came
1st in the race”.
GAP - Clauses are linked with a wider range
of connectives attempting to clarify the
relationship between ideas – e.g. connections
in time, place and explanation e.g. ‘which’;
‘so’; ‘where’; and ‘because’.
Punctuation
•Sentence punctuation is accurately used with
appropriate use of capital letters, full stops,
exclamation marks and question marks.
•There may be some attempts to use commas
to demarcate clauses.
•Use of speech marks may still be insecure.
• Common monosyllabic
and most polysyllabic
words are spelt
accurately.
• Phonic strategies and
knowledge of
conventions and rules
are used when
attempting to spell
unfamiliar words.
• Handwriting is
generally joined,
legible and fluent.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 3A
23 points
S - The writing demonstrates clear story
structure, with an attempt to balance the
length and pace of the beginning and
middle and to end with an effective
conclusion.
E&C –
• Events are clearly related and pace
shows some attempt at control, rather
than jumping from one idea to another.
• Main settings and characters are created
with more detailed description e.g.
appearance, behaviour, feelings,
motives.
• There is interaction between them,
including dialogue.
V –
• Modal verbs may be used to clarify
meaning and express shades of opinion
e.g. would be; might want.
•Some vocabulary is chosen to add interest
or to introduce opinion as appropriate.
F -
•Interest, humour and suspense are
combined to create vivid pictures.
•There may be some evidence of simple
similes and metaphors e.g. the glass lake.
Sentence Structure
GAC - The grammatical structure of sentences
is usually correct.
GAC – There is secure use of appropriate verb
forms and tenses.
GAP - •There is a mixture of simple and
compound sentences with clauses joined by
basic connectives e.g.“and, but, then, when,
so”.
•There may be evidence of basic
subordinating connectives such as “because”,
“when” and “where” to explain, contrast or
clarify relationships in time or place” e.g.
“When it started to rain, he ran inside.”
GAP - If appropriate, sentence structure may
be varied intentionally by the use of adverbials
in different positions e.g. “Suddenly he burst
into the room”.
Punctuation
•Sentence punctuation is accurately used with
appropriate use of capital letters, full stops,
exclamation marks and question marks.
•There may be some attempts to use commas
to demarcate clauses.
•Use of speech marks may still be insecure.
• Common monosyllabic
and polysyllabic words
are spelt accurately.
• Words containing
common prefixes and
suffixes are spelt
correctly.
• Phonic strategies and
knowledge of
conventions and rules
are used when
attempting to spell
unfamiliar words.
• Handwriting is
generally joined,
legible and fluent.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 4C
(25 points)
N.B. Level 3A/4C is the
average expectation for
the end of Year 5.
S –
•The writing is organised with a clear
beginning, middle and ending.
•The main body of the text is structured
and controlled.
•Ideas may be grouped into paragraphs.
E&C -
• Language is used effectively to inform
the reader’s understanding of a character
or event.
• An attitude towards the characters is
evident.
• Transition between paragraphs may be
awkward.
V - Expanded noun phrases add interest
and detail in description, characterisation
or events and display control.
F - Language features are used to good
effect, e.g. similes and metaphors
Sentence Structure
GAC - The grammatical structure of
sentences is usually correct.
GAC - Tenses and pronouns are used
consistently and appropriately throughout the
text.
GAP - A range of basic subordinating
connectives is used to form complex sentences
– for example, ‘although, if when, because’
e.g. “When the race was over, she was
exhausted.”
GAP - Some sentences include adverbial
phrases clarifying relationships in time and
space, or expanded noun phrases to add
precision and detailed description e.g. “Just as
she said that, a shimmering ghostly figure
appeared in the doorway.”
Punctuation
•Sentence punctuation is now mostly secure.
•If relevant to the task, the use of speech
marks is mostly accurate with some correct
use of commas within sentences to mark
phrases or clauses.
• Spellings are mostly
correct.
• Attempts at longer
words containing
unstressed vowels or
doubled consonants are
mostly correct.
• Handwriting is
consistently neat,
joined and
legible.
• Ascenders and
descenders are in
proportion and
are parallel.
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 4B
(27 points)
N.B. Level 4B is the
average expectation for
the year of Year 6.
S -
•Shifts in time and place help to shape the
story (e.g. “Meanwhile back at the
ranch….”)
•Continuous references link through the
whole text (Breeshey, she, her friend).
E&C –
• Links are made between events to build
up contextual detail e.g.” She was tired
because she’d been woken up earlier than
usual by her baby brother.”
•Interactions between characters are
effective in moving the plot forward.
V - Imaginative detail and precise
vocabulary is used for effect.
F - Creation of moods and feelings
engage the reader.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - Tenses and pronouns are used
consistently and appropriately throughout the
text.
GAP - A range of complex sentences and
subordinating connectives are used securely to
extend meaning, to express ideas more
accurately or to clarify relationships in time
and place e.g. “Even though he was
frightened, he crept into the cave.”
GAP - Sentences may include adverbials or
expanded noun phrases selected to engage the
reader e.g. “The wind howled like a wolf.”
Punctuation
•Sentence punctuation is now mostly secure.
•If relevant to the task, the use of speech
marks is mostly accurate with some correct
use of commas within sentences to mark
phrases or clauses.
As Level 4C
As Level 4C
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 4A
(29 points)
S -
•There may be some experimentation with
different narrative techniques, e.g.
Opening with action rather than
description.
•There may paragraphs which contrast
mood, shift time or change location.
E&C –
• Characters’ actions are linked to key
events.
•Characterisation is evident through direct
or reported speech.
V - Imaginative detail and precise
vocabulary is used for effect.
F - There is some use of stylistic devices,
e.g. Simile, metaphor, alliteration,
personification.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There are attempts at intentional
variation and adaptation of verb forms e.g. a
change in tense “Thoughts were rushing
through her head like, “ tired got to keep
going” “
GAP - There is some evidence of a range of
sentence types (for example, use of a short
sentence) being used confidently to create
effect. e.g. “Leanne froze.”
GAP - If appropriate to the task, adverbial
phrases and expanded noun phrases may be
used to convey the writer’s point of view e.g.
“To my surprise, …….”
Punctuation
•Sentence punctuation is now mostly secure.
•If relevant to the task, the use of speech
marks is mostly accurate with some correct
use of commas within sentences to mark
phrases or clauses.
As Level 4C
As Level 4C
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 5C
(31 points)
S - •Direct and reported speech may be
used to move the story forward.
•The writing is well structured and
controlled and the style is deliberate and
maintained.
E&C - Characterisation is sustained
through use of a range of stylistic devices.
V - Ambitious and precise vocabulary is
used for effect.
F - The writing style is deliberate and
maintained.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There is intentional variation and
adaptation of verb forms.
GAP - The writer displays increasing control
over the use of a range of sentence types to
achieve different effects.
GAP - There is a variation in word order to
give emphasis e.g. “Without pausing for
breath, she carried on shouting.”
Punctuation
There is a range of punctuation, almost always
correctly used, which may include, for
example, brackets, dashes, colons, ellipsis.
• Spellings are mostly
correct.
• Attempts at longer
words containing
unstressed vowels or
doubled consonants are
mostly correct.
• Words with complex,
regular patterns are
usually spelt correctly.
As Level 4C
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 5B
(33 points)
S - Writing is controlled and the style is
deliberate and maintained.
E&C - Writing shows control of narrative
by commenting on the action or indicating
the thoughts and feelings of characters.
V - Vocabulary is used precisely and in a
controlled well chosen manner.
F - Points of view and a narrative voice are
developed through, for example, asides to
the reader, comments on actions,
indication of a character’s thoughts or
feelings, encouraging empathy for a
character.
Sentence Structure
GAC - The grammatical structure of
sentences is correct.
GAC - There is secure manipulation and
variation of verb forms e.g. imperative,
passive voice, tenses.
GAP - Longer complex constructions are
used for emphasis in combination with short,
simple sentences and phrases. Embedded
subordinate clauses may be used. E.g. “The
rescue team, shovelling snow as fast as
possible, worked through the night.”
GAP - Word order is varied and manipulated
to give emphasis and extend meaning e.g.
“Never again would she go to the forest on
her own.”
Punctuation
There is a range of punctuation, almost always
correctly used, which may include, for
example, brackets, dashes, colons, ellipsis.
As Level 5C
As Level 4C
National Curriculum
Composition and Effect
Sentence Structure and Punctuation
Spelling
Handwriting
Level
Level 5A
(35 points)
S - Detail and sequence are confidently
managed to sustain the reader’s interest
e.g. through an atmosphere of fear and
tension, the relationship between
characters, or the withholding of
information to build suspense.
E&C –
•Characterisation and relationships are
connected to key events in the narrative.
•Characters may change as a result of what
happens to them in the story.
V-
•Aspects of character are conveyed by the
use of direct or reported speech.
•Vocabulary is chosen purposefully.
•Experimentation with word order and
choice to create powerful effects may be
evident.
F - Stylistic devices are manipulated to
support purpose and engage the reader,
e.g. alliteration, figurative language,
rhetorical devices.
Sentence Structure
GAC - The grammatical structure of sentences
is correct.
GAC - There is secure manipulation and
variation of verb forms e.g. imperative,
passive voice, tenses.
GAP – Length and focus of sentences are
varied to express subtleties in meaning and
focus on key ideas. Word order may be
manipulated for emphasis e.g. “Head lowered,
she turned hesitantly towards the harbour.“
Sentences may include embedded subordinate
clauses for economy of expression.
GAP – Word order and sentence construction
are orchestrated skilfully to influence the
reaction of the reader.
Punctuation
There is a range of punctuation, almost always
correctly used, which may include, for
example, brackets, dashes, colons, ellipsis.
As Level 5C
As Level 4C
Composition & Effect
Sentence Structure and Punctuation
S - Structure
E&C - Events and characters
V - Vocabulary
F - Features e.g. linguistic
stylistic and layout
GAC - •Grammatical accuracy
•Structure
•Verb forms, modals and tenses
GAP - •Grammatical application
•Clauses and connectives
•Description (adverbials, expanded
noun phrases)
NC AT1
PNS Strand: Using and Applying Mathematics
Problem Solving
Communicating
Reasoning
Suggested vocabulary for each year can
be found here
1b
Engages with practical mathematical
activities involving sorting, counting and
measuring by direct comparison.
Represents their work with
objects or pictures.
Draws simple conclusions from their
work, e.g. with support describe the
different ways they have sorted objects,
what is the same about objects in a set,
how are sets different.
1a
Begins to understand the relevance of
mathematical ideas to everyday situations
by using them in role play.
Represents their work with
objects or pictures.
Discusses their work with
support
Explains numbers and calculations, how
many altogether, how many used or
hidden, how many left, how many each,
etc.
Recognises and uses a simple pattern or
relationship. e.g. with support- copy and
continue a simple pattern of objects,
shapes or numbers.
2c
Selects the mathematics they use in some
classroom activities with support.
With support find a starting point,
identifying key facts/relevant information.
Discusses their work using
mathematical language, e.g. with
support describe the strategies
and methods they use in their
work.
With support listen to others’
explanations, try to make
sense of them, compare.…
evaluate…
2b
With support use apparatus, diagrams, role
play, etc. to represent and clarify a
problem.
With support begin to represent their work
using symbols and simple diagrams.
Begin to represent their work
using symbols and simple
diagrams.
e.g.
With support use pictures,
diagrams and symbols to
communicate their thinking, or
demonstrate a solution or
process.
Explain why an answer is correct.
e.g. with support
Test a statement such as ‘The number 12
ends with a 2 so…...
12 sweets can’t be shared equally by 3
children…...
2a
With support adopt a suggested model or
systematic approach.
With support make connections and apply
their knowledge to similar situations.
With support use pictures,
diagrams and symbols to
communicate their thinking, or
demonstrate a solution or
process.
With support begin to appreciate
the need to record and develop
their own methods of recording.
Predict what comes next in a simple
number, shape or spatial pattern or
sequence and give reasons for their
opinions.
3c
Select the mathematics they use in a wider
range of classroom activities.
Use classroom discussions to break into a
problem, recognising similarities to
previous work.
Begin to organise their work and
check results.
Begin to develop own ways of
recording.
Understands a general statement by
finding particular examples that
match it.
Make a generalisation with the
assistance of probing questions and
prompts.
3b
Put the problem into their own words
Choose their own equipment
appropriate to the task, including
calculators.
Develop an organised
approach as they get into
recording their work on a
problem.
Discuss their mathematical
work and begin to explain
their thinking.
Use appropriate mathematical
vocabulary.
Review their work and reasoning,
Respond to ‘What if?’ questions.
3a
Try different approaches and find ways
of overcoming difficulties that arise
when they are solving problems.
Check their work and make appropriate
corrections, e.g. decide that two
numbers less than 100 cannot give a
total more than 200 and correct the
addition.
Begin to look for patterns in results
as they work and use them to find
other possible outcomes.
Talk about their findings by
referring to their written work.
Use and interpret mathematical
symbols
and diagrams.
When they have solved a problem, pose a
similar problem for a partner.
4c
Develop own strategies for solving
problems.
e.g.
Make their own suggestions of ways to
tackle a range of problems.
Present information and
results in a clear and
organised way for example:
organise written work with
results recorded in order.
Search for a solution by trying out ideas
of their own.
4b
Develop own strategies for solving
problems.
e.g.
Make connections to previous work.
Pose and answer questions related to a
problem.
Present information and
results in a clear and organised
way by:-
1) Begin to work in an organised
way from the start.
2) Consider appropriate units.
Check their methods and justify answers.
4a
Develop own strategies for solving
problems.
e.g.
Check answers and ensure solutions
make sense in the context of the
problem
Review their work and approaches
Use their own strategies within
mathematics and in applying
mathematics to practical context.
Present information and
results in a clear and organised
way using related vocabulary
accurately.
Identify patterns as they work and
form their own generalisations/
rules in words.
5c
Identify and obtain necessary
information to carry through a task
and solve mathematical problems.
Identify and obtain necessary
information to carry through a
task and solve mathematical
problems.
Show understanding of situations
by describing them
mathematically using symbols,
words and diagrams.
Organise their work from the
outset, looking for ways to
record systematically.
Draw simple conclusions of their own
and give an explanation of their
reasoning such as explain and justify
their methods and solution.
5b
Break a several-step problem or
investigation into simpler steps.
Consider efficient methods, relating
problems to previous experiences.
Decide how best to represent
conclusions, using appropriate
recording.
Identify more complex patterns, making
generalisations in words and begin to
express generalisations using symbolic
notation.
5a
Check results, considering whether
these are reasonable.
Check as they work, spotting and
correcting errors and reviewing
methods.
Solve word problems and investigations
from a range of contexts.
Begin to understand and use
formulae and symbols to
represent problems.
Use examples and counter-examples to
justify conclusions.
6c
I can solve problems by breaking complex calculations into simpler steps;
I can generate sequences and describe the general term
I can use letters and symbols to represent unknown numbers or variables;
I can represent simple relationships as graphs
I can use step-by-step deductions to solve problems involving shapes
6b
I can choose and use operations and calculation strategies appropriate to the numbers and context;
I can try alternative approaches to overcome difficulties, present, interpret and compare solutions
I can develop and evaluate lines of enquiry; identify, collect, organise and analyse relevant information;
6a
I can Represent information or unknown numbers in a problem, for example in a table, formula or equation,
explain solutions in the context of the problem.
I can decide how best to represent conclusions and what further questions to ask.
I can explain and justify reasoning and conclusions, using notation, symbols and diagrams;
I can find a counter-example to disprove a conjecture.
NC AT2
PNS Strand: Counting and Understanding Number
1c
I can count up to 10
I can read all my numbers to 10
I can write (in figures) all my numbers to 10
I can order numbers from 1 to 10
I can tell which of any two numbers is the larger or the smaller (up to 10)
I can say the number that is one more than a given number up to 10.
I can say the number that is one less than a given number up to 10.
1b
I can read all my numbers to 20
I can write (in figures) all my numbers to 20
I can order numbers from 1 to 20
I can tell which of any two numbers is the larger or the smaller (up to 20)
I can count on and back in ones from numbers between 0 and 20
I can say the number that is one more than a given number up to 20.
I can say the number that is one less than a given number up to 20.
1a
I can read all my numbers to 30
I can write (in figures) all my numbers to 30
I can order numbers from 1 to 30
I can count on and back in ones from numbers between 0 and 30
I can partition any number up to 20 into 10s and units
I can tell which of any two numbers is the larger or the smaller (up to 30)
I can work out a missing number from a simple sequence of numbers up to 30
I can say the number that is one more than a given number up to 30.
I can say the number that is one less than a given number up to 30.
2c
I can read all numbers to 100.
I can write all numbers to 100 (figures and words)
I can partition any number up to 100 into 10s and units
I know which is the largest or smallest number in any given group up to 100.
I can count on in 10s from any given multiple of 10, less than 100.
I can count back in 10s from any given multiple of 10, less than 100.
I can count on in 5s from any given multiple of 5, less than 100.
I can count back in 5s from any given multiple of 10, less than 100.
I understand that 0 can be a place holder
2b
I can put numbers in order up to 100
I can say the number that is 10 more or 10 less than a given number up to 100.
I can count on in 2s from any given number, less than 100.
I can count back in 2s from any given number, less than 100.
I can recognise odd and even numbers
I can use < & > correctly
2a
I can read all multiples of 50 and 100 to 1000
I can write all multiples of 50 and 100 to 1000
I can order all multiples of 50 and 100 to 1000
I can partition a number into hundreds, tens & units
I can count on from any given number in 2s, 5s and 10s
I can count back from any given number to 0 in 2s, 5s and 10s.
3c
I can read all numbers to 1,000
I can write all numbers to 1,000 (figures and words)
I can order all numbers to 1,000
I can round any 2 digit number to the nearest 10
I can write amounts of money as £ or p
I can recognise negative numbers on a number line or a temperature scale
3b
I can read all numbers to 10,000
I can write all numbers to 10,000.
I can order all numbers to 10,000
I can round any 3 digit number to the nearest 10
I can round to the nearest 100
I can use decimal notation for tenths
I can order negative and positive numbers.
3a
I can read all numbers to 100,000
I can write all numbers to 100,000 (figures and words)
I can order all numbers to 100,000
I can round to the nearest 1000
I can use decimal notation for tenths and hundredths when I am talking about money
I can use decimal notation for tenths and hundredths when I am talking about measures
I can order negative numbers on a number line or a temperature scale
I can find the difference between temperatures on a scale that goes down to -10°C
4c
I can read all numbers to 1,000,000.
I can write all numbers to 1,000,000 (figures and words)
I can order all numbers to 1,000,000.
I can use decimal notation for tenths and hundredths and know what each digit represents
I can multiply and divide any whole number by 10 or 100
I can round decimal numbers to whole numbers
I can work out the difference between a negative and positive temperature on a scale or number line
4b
I can read any number
I can write any number in words or figures
I can order a group of any numbers
I know what each digit represents in any given number
I can use decimal notation for tenths, hundredths and thousandths and know what each digit represents
I can multiply and divide any whole number by 10, 100 or 1000
I can multiply and divide decimals by 10
4a
I can multiply and divide decimals by 100
I can find differences between sets of negative numbers or a negative number and a positive number
I can understand and identify SIMPLE equivalent fractions, decimals and percentages. e.g. ½ ¼ tenths etc…
5c
I can round to one decimal place.
I can order decimals up to 1 decimal place.
I can multiply decimals by 10 or 100 mentally
I can divide decimals by 10 or 100 mentally
I can multiply whole numbers by 1000 mentally
I can divide whole numbers by 1000 mentally
I can solve simple problems which involve negative and positive numbers using a numberline
I can convert decimals (tenths and hundredths) into fractions. e.g. 0.75 = 3/4
5b
I can round to two decimal places.
I can order decimals up to 2 decimal places.
I can multiply decimals by 10 or 100 or 1000 mentally
I can divide decimals by 10 or 100 or 1000 mentally
I can add and subtract positive and negative numbers in context
I can convert fractions (any factor of 10 or 100) into tenths, hundredths and express them as decimals or
percentages.
I can order fractions with different denominators.
5a
I can round decimals up to three decimal places.
I can order decimals up to 3 decimal places.
I can multiply any whole number by any power of 10 understanding how this relates to multiplying and dividing
by 10, 100 and 1000.
I can order a mixture of fractions and decimals
I can begin to understand and identify equivalent fractions, decimals and percentages.
6c
I can find the common factors of numbers
I can find the common multiples of numbers
I can recognise prime numbers and understand why they are prime
I can multiply decimals and whole numbers by powers of 10.
6b
I can find the highest common factor (HCF) for pairs of numbers
I can find the lowest common multiple (LCM) for pairs of numbers
I can divide decimals and whole numbers by powers of 10.
I can convert between most fractions decimals and percentages through short division eg ⅜=0.375.
6a
I can write a number as the product of its prime factors
I can use the equivalence of fractions, decimals and percentages to compare proportions eg ⅜, 0.63 & 28%.
NC AT2
PNS Strand: Knowing and Using Number Facts
1c
I can count 10 objects and get it right every time.
1b
I can count 20 objects and get it right every time.
1a
I can count 30 objects and get it right every time.
I can show that I can add two small numbers in my head, without counting on
I know off by heart the addition doubles up to 5 + 5
2c
I know by heart all the addition facts for each number to 10
I know by heart all the subtraction facts for each number to 10
I know by heart all pairs of numbers with a total of 10.
2b
I know by heart all pairs of numbers with a total of 20.
2a
I know by heart all pairs of multiples of 10 with a total of 100
I can recognise ‘near doubles’
I know by heart my 2x multiplication tables
I know by heart my 10x multiplication tables
I know by heart my 5x multiplication tables
3c
I know by heart all the addition facts for each number to 20
I know by heart all the subtraction facts for each number to 20
I can double numbers ending in 0 up to 100.
I can halve numbers ending in 0 up to 100.
I can add 9 or 11, 19 or 21 to any two digit number without crossing 100
I know by heart my 3x multiplication tables
I know by heart my 4x multiplication tables
I know division facts for numbers in the 2X table.
I know division facts for numbers in the 10X table.
I know division facts for numbers in the 5X table.
I can recognise and name these fractions:½ and 1/4
I know all pairs of multiples of 100 that make 1000
3b
I can work out pairs of multiples of 5 which add up to 100
I can add and subtract a near multiple of 10 to any two-digit number by adding and adjusting
I know by heart my 6x multiplication tables
I know by heart my 9x multiplication tables
I know by heart my 11x multiplication tables
I know division facts for numbers in the 3X table.
I know division facts for numbers in the 4X table.
I can double any even number up to 100.
I can halve any even number up to 100.
I can double any number ending in 5 up to 100.
I can halve any number ending in 5 up to 100.
I can recognise and name these fractions: ⅓, ⅕, & 1/10
3a
I can work out all number pairs that total 100
I can work out pairs of multiples of 50 which add up to 1000
I know which pairs of tenth decimals make one whole one
I know by heart my 7x multiplication tables
I know by heart my 8x multiplication tables
I know division facts for numbers in the 6X table.
I know division facts for numbers in the 9X table.
I know division facts for numbers in the 11X table.
I can work out doubles of all numbers to 50
I can work out halves of all numbers to 50
I can work out doubles of numbers which are multiples of 10 to 500
I can work out halves of numbers which are multiples of 10 to 500
I can work out doubles of numbers which are multiples of 100 to 5000
I can work out halves of numbers which are multiples of 100 to 5000
4c
I know by heart my 12x multiplication tables
I know division facts for numbers in the 7X table.
I know division facts for numbers in the 8X table.
I can work out doubles of all numbers to 100
I can work out halves of all numbers to 100
I can work out doubles and halves of numbers which are multiples of 10 to 1000 and multiples of 100 to 10000
I know that percentage means number of parts in a 100
I can use a variety of strategies to help me calculate mentally
I can work out what needs to be added to a fraction to make a whole one (1/10, ⅕, ¼, ⅓, ½,)
4b
I know division facts for numbers in the 12X table.
I can work out squares of multiples of 10 up to 100
I can calculate how many more to add to a 2 digit number with 1 decimal place to make the next number ending
in 0. (i.e. 27.3 + 2.7 = 30)
4a
I can work out doubles of even 2 digit numbers with 1 decimal place. e.g. 22.4
I can work out halves of even 2 digit numbers with 1 decimal place. e.g. 22.4
I can calculate how many more to add to a 2 digit number with 2 decimal places to make the next number
ending in 0. (i.e. 27.25 + 2.75 = 30)
5c
I can work out doubles of any 2 digit number with 1 decimal place. e.g. 23.4
I can work out halves of any 2 digit number with 1 decimal place. e.g. 23.4
I can use my tables and my knowledge of doubling and halving to work out calculations such as 16 x a number
(double the 8x)
I can calculate how many more to add to a 2 digit number with 3 decimal places to make the next number
ending in 0. (i.e. 27.252 + 2.748 = 30)
5b
I can use my tables and my knowledge of doubling and halving to work out calculations such as 32x a number
(double the 8x twice)
I can use combinations of known facts to work out a range of other table facts.
5a
I can confidently select and use a variety of strategies to help me calculate mentally
I can extend methods of calculations to include decimals, fractions and percentages.
6c
I know the squares of the numbers from 12 to 152 and the corresponding square roots
6b
I know the cubes of 1, 2, 3, 4, 5 and 10 and the corresponding cube roots
6a
I can recognise and use multiples, factors, divisors, common factors, highest common factors and lowest
common multiples in simple cases
I can use the word altogether when I put two sets of objects together and know what it means.
I can use a numberline to add two sets of objects to 10
I can use a numberline to take away two sets of objects to 10
1b
I can use words like plus, how many more, altogether, difference, less, fewer and take away and know what
they mean.
I can use a numberline to add three sets of objects to 10
I can use a numberline to take away three sets of objects to 10
1a
I can work out ‘how many more’ I need to add to a number to make another (up to 20) using a number line or
apparatus.
I can add a single digit number to a two digit number with a total less than 30 using a number line or apparatus.
I can subtract a single digit number from a two digit number less than 30 without crossing the 10’s boundary
using a number line or apparatus.
I can work out ‘how many I need to take away’ from a number to leave me with a given number using a number
line or apparatus.
I can use the symbols +, - & =
2c
I can add two 2 digit numbers that total 30 or less using a number line or apparatus.
I can subtract two 2 digit numbers up to 30 or less using a number line or apparatus.
I can add three single digit numbers using a number line or apparatus.
I can find half of a number of objects by sharing equally.
2b
I know that subtraction is the opposite of addition.
I know that the addition of two numbers can be done in any order but the subtraction of one number from
another cannot be done in any order.
I understand that I can add up in any order but cannot take away in any order.
I can add two 2 digit numbers sometimes without apparatus.
I can subtract a number between 0 & 9 from a 2 digit number (without bridging 10s) and without using
apparatus.
I can subtract a 2 digit number from a larger 2 digit number with the help of apparatus, a grid or a numberline.
I can use partitioning to help me to add two 2 digit numbers
I can find half or a quarter of any number (within 20) that is divisible by 2 or 4
2a
I know that subtraction is the opposite of addition and I can record it in a number sentence
I can use partitioning to help me to add two 2 digit numbers that need to bridge 10s
I can subtract a teens number from a 2 digit number without crossing the 10s boundary
I know that x sign is multiplication
I know that multiplication is the same as repeated addition
I can share between 2, 3, 5 & 10
I know that ÷ sign is division.
3c
I can use jottings to help me work out and record adding 2 numbers HTU ± TU or HTU ± HTU.
I can use jottings to help me work out and record subtracting 2 numbers HTU ± TU or HTU ± HTU.
3b
I can use an informal method to help me partition, exchange 10s and subtract
I can add and subtract a near multiple of 10 to any two-digit number by adding and adjusting
I can write my calculations down in columns to help me add 2 numbers HTU + HTU
I can write my calculations down in columns to help me subtract 2 numbers HTU - TU without exchange
I know that division is just like repeated subtraction
I know that division is like sharing
I know and understand why division problems often have remainders
I know that division is the inverse of multiplication
I can multiply TU X U by multiplying the 10s digit first
3a
I can write my calculations down in columns to help me subtract 2 numbers HTU - TU with exchange
I can write my calculations in columns to add HTU + HTU
I can write my calculations down in columns to help me add 3 or more three digit numbers
I can use the grid method to multiply TU x U
I can find simple fractions of numbers using apparatus.
4c
I can write my calculations down in columns to help me subtract 2 numbers HTU - HTU with exchange
(decomposition)
I can write my calculations down in columns to help me add 2 numbers ThHTU ± ThHTU
I can write my calculations down in columns to help me subtract 2 numbers ThHTU ± ThHTU
I can write my calculations down in columns to help me add 3 or more four digit numbers
I can use informal and standard written methods to multiply TU x U
I can use informal and standard written methods to divide TU x U
I can find simple fractions of numbers (1/3 1/4 1/5 etc.) and relate this to what I know about division
I can work out 10% , 25% or 50% of numbers and know their connections to fractions
I know that * or * can be used to represent an operation
I know that symbols can be used to represent missing digits or numbers
I can talk about relationships between numbers
I can use a variety of strategies to help me calculate mentally
I understand that if I multiply by zero the answer is zero.
I understand that if I divide a number by 1 the answer is the original number.
4b
I can write my calculations down in columns to help me add and subtract 2 numbers ThHTU ± ThHTU
I can use informal and standard written methods to multiply HTU x U
I can use informal and standard written methods to divide HTU x U
I can work out the relationships between fractions, decimals and percentages
I can find fractions of numbers (2/3, 3/4, 4/5 etc.) relate this to what I know about division and multiplication
I can order a set of mixed numbers
I can solve simple problems involving ‘in every’ or ‘for every’
I know that a letter can be used to represent a missing number
I can talk about relationships between numbers and I can write about it in works
4a
I can write my calculations down in columns to help me add and subtract 2 numbers ThHTU ± ThHTU
I can use informal and standard written methods to multiply and divide HTU x TU
I can work out that 2/8 is equivalent to 1/4, 2/5 = 4/10 etc.
I can reduce a fraction to its simplest by cancelling common factors
I understand the difference between ratio and proportion and I can use ratio notation.
I know that terms such as 4a means a+a+a+a and/or 4xa.
I sometimes use simple formulae to help me solve problems
I can write about relationships between numbers using symbols
I can begin to identify the sequence rule for number, increasing or decreasing in whole number steps.
5c
I can add and subtract numbers up to 1 decimal place.
I can use appropriate and efficient written methods to solve number problems
I can solve problems which involve the addition and subtraction of decimals
I can carry out long multiplication and division including numbers with 1 decimal place and check my answers on
a calculator
I can estimate answers to questions
I can use a calculator to calculate percentages and fractions of quantities and measurements.
I can solve simple problems involving ratio and proportion.
I can use brackets appropriately.
I know that terms such as two less than ‘n’ would be n-2 and 3 more than n would be n+3.
I can simplify algebraic expressions for expressions such as 3x+2x and 7x-2x.
I can write my own simple formulae and use them to solve problems.
I can find any term in a sequence when given the first term and the term to term rule
5b
I can add and subtract numbers up to 2 decimal places.
I can multiply decimal numbers by whole numbers
I can calculate percentages (above 10%) of quantities and measurements using informal methods without a
calculator
I can confidently choose the most efficient method to solve problems
I can solve simple problems involving direct proportion by scaling up or down
I can simplify ratios
I can begin to understand the rules of BODMAS/BIDMAS
I can write my own formulae using one or two operations and using brackets appropriately. I can then use these
to solve problems.
I can expand a simple expression containing a bracket.
I can solve simple equations which involve one operation.
5a
I can add and subtract numbers up to 3 decimal places and add or subtract numbers with a differing number of
decimal places.
I can divide decimal numbers by whole numbers
I can calculate all percentages of quantities and measurements using a calculator
I can solve problems which involve any number by using all four number operations including divisions with
mixed number answers and the division of integers by decimals
I can use symbols to describe the rule for the next term of a linear sequence
I can solve problems involving ratio and proportion, using the most efficient method
I can multiply a fraction by an integer.
I can order fractions by changing each to a common denominator.
I can simplify more complex ratios.
I understand the rules of BODMAS/BIDMAS and can use these accurately
I can recognize algebraic expressions containing brackets that are equivalent to one another.
I can find, substitute into and use formulae describing real life situations.
I can expand expressions containing a bracket
I can confidently solve equations which involve one operation.
6c
I can multiply and divide with negative numbers
I can approximate decimals when solving numerical problems
I can use efficient written methods to multiply by decimals by decimals
I can use efficient written methods to divide decimals by decimals
I can add and subtract fractions with the same denominator
I can multiply numbers by decimal powers of 10 e.g. 0.1, 0.01
I can solve two-step equations
I can solve one step equations that involve fractions e.g. x = 6
5
I can find any term in a sequence once being given the nth term
I can create a table of values and plot points to give a linear graph e.g. y = 2x+1
I can write down ratios in a problem context and find solutions.
I can add and subtract fractions with the same denominator.
I can find fractions of any amounts
I can find the operations in a double operation function machine given the inputs and outputs.
6b
I can use efficient written methods to divide by decimals by transforming to division by an integer
I can add and subtract fractions with different denominators
I can multiply fractions
I can understand and use equivalent fractions, decimals and percentages to compare quantities
I can multiply and divide by powers of 10 in index form e.g. 102 or 10−1
I can expand a bracket with a negative sign outside
I can expand and simplify expressions with more than one bracket
I can substitute negative numbers into expressions and formulae
I can solve one and two step equations where the answer may be fractional or negative
I can find the nth term of a linear sequence
I can set up and solve an equation to represent a practical situation
I can divide a quantity in a given ratio with two or more parts.
I can change mixed numbers to top heavy fractions.
I can change top heavy fractions to mixed numbers.
I can multiply and divide decimals up to 2 decimal places by decimals up to two decimal places.
I can increase and decrease amounts by a given percentage without using a calculator.
I can find fractions of amounts that have a fractional answer
I can estimate answers to questions by using appropriate methods.
I can use the bracket functions on a calculator.
I can find any term in a sequence given the nth term.
I can draw the graph of a simple algebraic relationship by working out co-ordinate points
I can solve equations that require the initial expansion of brackets
6a
I can divide fractions
I can add and subtract some mixed fractions
I can divide a fraction by an integer
I can calculate one quantity as a percentage of another
NC AT3
PNS Strand: Understanding Shape
1c
I can name a circle, triangle and square
I can compare the size of two shapes
I can understand and use words like; above and under.
1b
I can name a rectangle.
I can compare the size of up to three shapes.
I can understand words such as in front of, behind, beside, opposite and between
1a
I can understand and confidently use words like; in front of, behind, opposite and between.
I can make a whole turn
2c
I can name cubes and cuboids, spheres, cones and cylinders
I can use words like faces and corners to sort 2D shapes.
I can work out where a line of symmetry is in a simple shape.
I can understand and use words like; higher/lower than, next to, below.
I can make whole and a half turn.
2b
I can recognise and name all common 2d shapes.
I can describe and sort all common 2d shapes.
I can recognise and name all common 3d shapes.
I can use words like curved, triangular and rectangular to describe the faces of 3D shapes
I can understand and use words like; further away from, on the edge of, at the corner of.
I know what a right angle looks like.
2a
I can describe and sort 2d shapes.
I can describe and sort 3d shapes
I can identify a shape by asking questions
I can describe routes as three squares/steps along, two squares down, left and right and so on.
I understand the words clockwise and anticlockwise.
I can make a quarter turn.
3c
I can find the position of a square on a grid with the rows and columns labelled.
I can identify the four compass directions.
I can recognise and name solids
I can describe and sort solids including prisms, hemispheres, semicircles.
3b
I can recognise and draw lines of symmetry in simple shapes
I can recognise right angles in 2D shapes
I can name quadrilaterals.
I know that a straight line is equivalent to 2 right angles
I can describe some 2D shapes according to number of right angles, symmetry, regularity etc.
I can describe some 3D shapes according to number of right angles, symmetry, regularity etc.
3a
I can classify some 2D shapes according to number of right angles, symmetry, regularity etc.
I can can identify and name quadrilaterals.
I can name acute, obtuse and reflex angles.
I can classify some 3D shapes according to number of right angles, symmetry, regularity etc.
4c
I can use words such as faces, edges and vertices in 3D shapes
I know that a whole turn is 360°
I can recognise position and direction
I can sketch the reflection of a simple shape in a mirror line
I can read and plot co-ordinates in the first quadrant
4b
I can use words such as parallel, perpendicular, bisect, diagonals etc. to classify 2D shapes
I can classify triangles according to their properties
I can use a protractor to measure angles to within 5 degree
4a
I can classify quadrilaterals according to their properties
I can use a protractor to measure and draw angles to within 5 degrees
I know that the sum of the angles in a triangle is 180°
I can recognise where a shape will be after reflection in a mirror line parallel to one side
I can identify different nets for closed cubes and cuboids
5c
I can say how many lines and axes of symmetry a 2D shape has and I can draw these on the shape.
I can use a protractor to measure angles to the nearest degree
I can calculate angles in a triangle.
I can calculate angles around a point
I can calculate angles on a straight line
I can read and plot co-ordinates in all four quadrants
I can recognise where a shape will be after reflection in a mirror line touching the shape at a point
I can identify different nets for an open and closed cubes and cuboids
I can draw the net of a cube and a cuboid
I know the geometrical properties of simple 2D shapes
I know the geometrical properties of simple 3D shapes e.g. parallel or perpendicular faces or edges
I can find the area of a rectangle by using the formula A = L x W
I can understand the difference between area and perimeter
5b
I can recognise where a shape will be after reflection in two mirror lines at right angles (sides of shape all
parallel or perpendicular to the mirror line)
I can draw the net of a 3D model such as a square-based pyramid, triangular prism and tetrahedron.
I can make 3D models from nets
I can recognise the order of rotational symmetry in simple contexts
I can draw angles to the nearest degree
5a
I can draw 3D shapes on an isometric grid
I can draw triangles from given information
I can rotate 2D shapes about the centre of rotation
I can translate 2D shapes
I can recognise where a shape will be after two transformations
I can tessellate 2D shapes
I can draw the nets of more complex 3D models such as a pentagonal prism and hexagonal pyramid.
6c
I can recognise alternate and corresponding angles
I can draw circles using compasses
I know the geometrical properties of quadrilaterals using mathematical symbols and words such as
perpendicular, rotational symmetry etc
I can find the area of a triangle using the formula (BxH)÷2
I can find the area of a parallelogram using the formula BXH
I can find the surface area and volume of a cuboid
I can solve problems using the angle properties of intersecting and parallel straight lines
6b
I can calculate angles in a quadrilateral
I can find the interior angles of polygons
I can solve problems using the angle properties of interesting and parallel straight lines
I can enlarge a shape by a positive scale factor
I can find the area of a trapezium using the formula (A+B)÷2 X H
I can transform 2D shapes by a combination of reflections, rotations or translations
I can solve problems using the geometrical properties of triangles and quadrilaterals
I can construct triangles from given data using the correct equipment
6a
I can find the exterior angles of polygons
I can construct perpendicular lines and bisect angles
I can construct triangles from given data
I can enlarge 2D shapes by a scale factor
I can solve problems using angle and symmetry properties of polygons
I can construct the mid-point and the perpendicular bisector of a straight line using the correct equipment
I can construct the bisector of an angle using the correct equipment
I understand and can work out missing angles in a quadrilateral as they add up to 360 degrees
I understand the term congruence
I know and can use the formula for the circumference and area of a circle.
NC AT3
PNS Strand: Measuring
1b
I can compare the lengths of two objects and say which is longer
1a
I can compare and order two or more objects and say which is larger/smaller/holds/weighs more /less/most
/least
I can mark a stick and use it to compare lengths.
2c
I can compare objects to a ruler or metre stick and say whether they are longer or shorter:
I can say if something is lighter or heavier than a kilogram
I can choose the correct measuring equipment to measure length, weight or capacity (such as rulers, tape
measures, metre sticks, balances, jugs, beakers etc.)
2b
I can compare objects to 10 cm or 1 cm and say whether they are longer or shorter
I can make my own measuring device. (including marking a jug or beaker to measure capacity)
I can say if something holds more or less than a litre.
2a
I can measure using a ruler to the nearest cm.
I can draw a line to the nearest cm.
I can read time to the hour (o’clock) on both digital and analogue clocks.
3c
I can estimate length, weight and capacity and identify standard units to measure them.
I can measure lines using a ruler to the nearest 0.5 cm.
I can read a scale to the nearest labelled division to measure length.
I can read a scale to the nearest labelled division to measure weight.
I can read a scale to the nearest labelled division to measure capacity.
I know equivalent measurements of time, such as 1 year = 365 days, 1 hour = 60 min etc.
I can read the time to the half hour on a digital clock and an analogue clock.
I can read the time to the quarter hour on a digital clock and an analogue clock.
3b
I can read scales to the nearest unlabelled division.
I can draw lines using a ruler to the nearest 0.5 cm.
I can read the time to five minutes on a digital clock and an analogue clock
I can use standard metric units of length, capacity and time
3a
I can solve problems involving the numbers of days in a month using a tool such as ‘ Thirty days hath
September...’
I can work out how long an event lasts using 5 minute intervals.
I can read the time to one minute on a digital clock and an analogue clock
I can read a simple timetable.
I know the equivalent of 1/2 and 1/4 of a km, m, kg and lt
I can read scales where I need to calculate simple divisions such as halves and quarters.
4c
I can read a timetable and solve simple problems.
I can work out how long an event lasts or lasted to the minute.
I can use the 24 hour clock
I know the equivalent of 3/4 and 1/10 of a km, m, kg and lt
I can convert larger to smaller units
I can draw and measure lines to the nearest mm
I can calculate the division to read most scales.
I know some imperial measurements such as mile, pint and gallon
4b
I understand the different times around the world
I can convert smaller to larger units
I can calculate the division to read a variety of scales accurately.
I know some imperial measurements and their rough metric equivalent.
I can work out the perimeter of rectangles and regular polygons.
I understand that area can be measured in cm2 or m2
4a
I can solve problems involving time, mass, capacity and length.
I can solve simple problems involving perimeter and area.
5c
I can make sensible estimates of time, length, capacity and mass
I can solve problems involving perimeter and area by using formulae
I can use the formula l x b to work out the area of a rectangle.
I can use a formula to work out the perimeter of a rectangle.
5b
I can work out the perimeter and area of compound shapes that can be split into rectangles
I can read and interpret scales on a different range of measuring equipment, explaining what each labelled
division represents.
5a
I can convert measurements between metric and imperial, or between currencies and use them to solve
problems
I can use my understanding of different times around the world to solve problems.
6c
I can find the area of a triangle and parallelogram by using the appropriate formula
I know how to draw plans and elevations
6b
I can find the area of a trapezium
6a
I can use a formula for calculating the circumference and area of a circle
NC AT4
PNS Strand: Handling Data
1c
I can sort and classify objects using one criteria.
I can respond to questions about how objects have been sorted and why each objects belongs in a set.
1b
I can sort objects into a large scale Venn or Carroll Diagram.
I can talk about which set has the most eg ‘most children stay at school for lunch’.
1a
I can suggest a different criteria for grouping objects.
I can present my work in simple block graphs or pictograms.
I can talk about how I have presented my work.
2c
I can sort and classify objects using more than one criteria e.g. triangle, not triangle, blue, not blue - yes or
no answers.
I can communicate my findings using simple lists, tables and pictograms I have made e.g. respond to
questions such as ‘how many names have 5 letters in?’
2b
I can understand the vocabulary relating to handling data eg sort, groups, set, list, table, most common,
most popular, least popular etc.
I can record my results in a provided frequency table.
I can enter my data into a simple computer database to make simple pictograms.
2a
I can collect and sort data to test a simple hypothesis e.g. test hypothesis ‘most children in our class are in
bed by 7.30pm’ by counting hands.
I can create simple questions for others to answer about my data.
I can record my results in frequency tables, pictograms and block graphs where one symbol represents one
unit.
3c
I can read data presented in any pictogram.
I can read data presented in any frequency table.
I can read data presented in any bar chart.
I can read data presented in a Carroll Diagram with one criteria.
3b
I can present and interpret data in a pictogram.
I can present and interpret data in a simple frequency table.
I can present and interpret data in a bar chart.
I can present and interpret data in a Venn diagram with one criterion.
I can present and interpret data in a Carroll diagram with one criterion.
I can read a tally chart with two criteria.
I can read a pie chart with two criteria.
I can read a Carroll diagram with two criteria.
3a
I can solve problems by reading and interpreting simple charts with one or two criteria such as pictograms,
bar charts, pie charts and Venn diagrams.
4c
I can solve problems by creating, reading and interpreting bar charts.
I can solve problems by creating, reading and interpreting line graphs.
I can find the mode of a set of data
I can talk about chances of events happening
4b
I can understand the difference between discrete and continuous data
I can find the mode and range of a set of data
I can use a conversion graph/straight line graph
I can construct and interpret simple line graphs
I can label a probability line with appropriate language.
4a
I can solve problems by making my own charts, graphs, tables and diagrams with or without a computer
I can group data, where appropriate, into equal class intervals
I can construct graphs and charts with grouped data
I can discuss the likelihood of particular events using everyday language
5c
I can find mean and the median of a set of data
I am beginning to understand the likelihood of events such as throwing dice, spinning spinners and drawing
beads from a bag
I can talk about probability confidently.
I can interpret a range of charts and graphs, and draw conclusions.
5b
I can understand and use the probability scale from 0-1 and relate it to percentages.
I can explain the likelihood of events such as throwing dice, spinning spinners and drawing beads from a
bag
I can carry out a probability experiment based on equally likely outcomes.
I can understand that different outcomes may result from repeating an experiment.
I can use a pie chart and relate its divisions to decimals, percentages and fractions
I am fully confident in finding the mean, mode, median and range of any set of data
5a
I can compare two or more pie charts that represent different totals
I can compare two simple distributions independently, using the range and one of mode, median or mean
I can find the mean from a frequency table
I can group data, where appropriate, into class intervals
I can calculate probability from experimental data
I can create and interpret line graphs where the intermediate values have meaning
I can ask questions, plan how to answer them and collect the data required
I can interpret a range of charts and graphs to solve problems and draw conclusions.
6c
I can construct and interpret frequency diagrams including dual and compound bar charts
I can construct pie charts by calculating degrees.
I can understand a scatter diagram and can describe the correlation, if any is shown
I can identify all the outcomes from a two-event combination using diagrams or tables
I can use the probability of an event to calculate the probability that the event does not happen
I can collect and record continuous data, choosing appropriate equal class intervals for the
frequency tables
6b
I can draw conclusions from scatter graphs
I can interpret stem and leaf diagrams
It does not cover the entire Science Curriculum: it is to be used as guidance and support for teachers when making assessments
or setting targets.
§ Sc1 – Level
§ Sc2 - Level and sublevel
§ Sc3 - Level and sublevel
§ Sc4 - Level and sublevel
NC Sc1 - POS Strand: Science Enquiry Remember that one piece of evidence can address more than one statement
Planning
Obtaining and Presenting Evidence
Discussing, Explaining and Evaluating
L1
I can ask questions that may have lots
of answers.
I can ask questions related to what I
have seen, smelt, tasted, heard or
touched.
I can try to answer questions.
I can describe and investigate objects, living
things and events
I can describe phenomena and processes
around me using my senses, and draw
pictures of them.
I can use simple equipment and my senses to
make observations.
I can use drawings or simple charts.
I can put information on a chart.
I can make measurements of what I observe
(e.g. loud, quiet, long, short etc.)
I can recognise scientific developments that
are helpful.
I can capture information and share my work
with others, including the use of equipment
such as digital cameras or other recording
devices. E.g. iPads etc.,
I can use drawings and charts to share
information about objects, living things and
events.
I can talk about my work.
I can join in a discussion by sharing my
ideas and listening to those of others.
I can link what I have seen to a real life
experience I have already had.
I can use my knowledge of the world to
help answer questions.
I can suggest ways to find an answer or to
describe something that has happened.
I can say what has changed when
observing objects, living things or events.
I can give reasons why things might
happen.
I know why I am trying to find things out.
Links to FS:
Talks about why things happen and how
things work – Understanding the World,
SP 2)
Links to FS:
They handle equipment and tools effectively,
including pencils for writing (Physical
Development SP 4)
They can talk about features of their own
immediate environment and how
environments might vary from one another
(UTW, SP 5)
Links to FS
They respond to what they hear with
relevant comments, questions or actions
Listens and responds to ideas expressed
by others in conversation or discussion
(Communication and Language SP5).
Children know about similarities and
differences in relation to places, objects,
materials and living things, (UTW SP 7)
They can explain why some things occur
and talk about changes to animals, plants
and the environment (UTW SP 5)
L2
I can create and respond to scientific
questions with help.
I can say whether what happened was
what I expected. (Predicting)
I can make suggestions about how to
collect data to answer questions, with
help.
I can follow instructions in order to stay
safe.
I can draw pictures/charts to show what I
know/my ideas.
I can use all of my senses when observing to
try and answer a question.
I can make observations related to the task.
I can make suggestions about how to collect
information.
I can use simple texts with help.
I can describe observations using scientific
vocabulary.
I can say whether what happened was
what I expected. (Explaining/evaluating)
I can link what I have seen to a real life
experience I have already had and explain
why it is similar.
I can identify and classify.
I can sort or group objects, living things or
events using my observation skills.
I can create and respond to scientific
questions with help.
I can draw pictures/charts to show what I
know/my ideas.
I can describe observations using scientific
vocabulary.
I can say whether what happened was
what I expected. (Predicting)
I can use all of my senses when observing t
try and answer a question.
I can say whether what happened was
what I expected. (Explaining/evaluating)
I can make suggestions about how to
collect data to answer questions, with
help.
I can link what I have seen to a real life
experience I have already had and explain
why it is similar.
I can make suggestions about how to collect
information.
I can follow instructions in order to stay
safe.
I can sort or group objects, living things or
events using my observation skills.
I can act on suggestions about how to
find things out.
I can use simple tables, to identify and record
findings, with help.
I can use simple equipment provided.
I can find information from books or printed or
digital sources, with help.
I can sort and organise information and
present it in different forms, including ICT.
I can suggest how to gather and record data
to help answer questions.
I can compare living things, objects and
events by observing and measuring with
equipment
I can identify things to measure or observe to
help our investigation (e.g. length, capacity,
time, weight).
I can suggest plausible reasons for
differences in observations and results.
I can describe how science helps people
do things.
I can suggest ways to do things differently
next time.
I can work in a group on an investigation
and say how I, and others, have helped
effectively.
L3
I can respond to suggestions and put
forward my own ideas about how to
investigate an idea or find an answer to
a question.
I can make ‘because’ predictions based
on scientific understanding.
I can recognise when only one variable
or factor has been changed.
I can describe differences in characteristics.
I can make relevant observations.
I can carry out a fair test with help, explaining
what makes it fair.
I can find information from simple texts.
I can explain my observations and
measurements.
I can discuss and explain simple patterns
in data with help.
I can say whether my observations were
relevant or answered my questions.
I can say if equipment was suitable.
I can act on suggestions about how to
find things out.
I can use simple tables, to identify and record
findings, with help.
I can suggest plausible reasons for
differences in observations and results.
I can describe how science helps people
do things.
I can suggest ways to do things differently
next time.
I can sort and organise information and
present it in different forms, including ICT.
I can work in a group on an investigation
and say how I, and others, have helped
effectively.
I can suggest how to gather and record data
to help answer questions.
I can compare living things, objects and
events by observing and measuring with
equipment
I can identify things to measure or observe to
help our investigation (e.g. length, capacity,
time, weight).
I can respond to suggestions and put
forward my own ideas about how to
investigate an idea or find an answer to
a question.
I can explain my observations and
measurements.
I can discuss and explain simple patterns
in data with help.
I can carry out a fair test with help, explaining
what makes it fair.
I can make ‘because’ predictions based
on scientific understanding.
I can say whether my observations were
relevant or answered my questions.
I can recognise when only one variable
or factor has been changed.
I can identify factors/variables with help
when planning an investigation.
I can present simple scientific information in
more than one way, using tables, Venn
diagrams and bar graphs.
I can plan how to collect data to answer
scientific questions, and recognise the
importance of data.
I can record findings in a variety of ways
including: drawings, labelled diagrams,
simple charts and tables.
I can begin to think about other real life
examples that relate to what I have learnt
I can ask questions and use
straightforward scientific evidence to try
and help answer them.
I can gather, record, classify and present data
in a variety of ways to help in answering
questions.
that people do that are based on scientifi
ideas.
I can report on findings from enquiries,
including oral and written explanations,
displays or presentations of results and
conclusions.
I can identify straightforward patterns in
observations or data presented in various
formats, including tables, pie and bar
charts.
I can describe what I have found out
during the investigation or experimen
linking cause and effect.
I can identify differences, similarities or
changes related to scientific ideas, processes
or phenomena.
I can suggest improvements to my workin
method.
equipment from those provided, to address
an investigation or question.
I can use scientific forms of language
when describing simple scientific ideas,
processes or phenomena.
I can make accurate observations or whole
number measurements relevant to the
investigation or question, which may includ
length, mass, time and temperature.
I can identify one or more control variables in
the investigation.
I can repeat tests to check the results are
correct.
I can suggest reasons why it is important
to collect data to answer scientific
questions.
L4
I can create questions that can be
tested when planning an investigation.
I can decide on an appropriate type of
investigation (including whether or not a
fair test is appropriate) to test the
question.
I can make a range of predictions.
I can change one factor/variable and
control all others.
I know that scientific ideas are based on
evidence.
I can identify possible risks to others
and myself, and take action to control
these.
I can select appropriate equipment or
information sources to address specific
questions or ideas under investigation.
I can describe differences in properties.
I can organise and carry out simple practical
enquiries, for different types of investigation,
including fair testing, classifying and
identifying, pattern seeking, explorations and
investigating models.
I can make a series of accurate observations
and measurements.
I can retrieve information from a range of
primary and secondary sources.
I can record observations, comparisons and
measurements using tables and bar charts.
I can create line graphs and use the
mode.
I can select suitable equipment.
I can identify aspects of science within
particular jobs or roles.
I can identify scientific evidence used to
draw conclusions.
I can begin to relate conclusions to
patterns in data, including graphs, and to
scientific knowledge and understanding.
I can suggest improvements to the
investigation, giving reasons.
I can use graphs and other formats to
show and interpret patterns in data.
I can interpret data in tables and graphs,
including those containing positive and
negative numbers.
I can make generalisations using scientific
vocabulary.
I can consider how changing one variable
can alter another and use the convention
of ‘er’ words to describe this (e.g. the
heavier the …. the longer the … etc.)
I can interpret data in a variety of formats
and recognise inconsistencies.
I can identify one or more control variables i
the investigation.
I can suggest reasons why it is important
to collect data to answer scientific
questions.
I can repeat tests to check the results are
correct.
I can create questions that can be
tested when planning an investigation.
I can organise and carry out simple practical
enquiries, for different types of investigation,
including fair testing, classifying and
identifying, pattern seeking, explorations and
investigating models.
I can decide on an appropriate type of
investigation (including whether or not a
fair test is appropriate) to test the
question.
I can begin to relate conclusions to
patterns in data, including graphs, and to
I can suggest improvements to the
investigation, giving reasons.
I can make a series of accurate observations
and measurements.
I can use graphs and other formats to
show and interpret patterns in data
I can change one factor/variable and
control all others.
I can retrieve information from a range of
primary and secondary sources.
I can interpret data in tables and graphs,
including those containing positive and
negative numbers
I know that scientific ideas are based on
evidence.
I can create line graphs and use the
mode.
I can make generalisations using scientifi
vocabulary.
I can consider how changing one variabl
can alter another and use the convention
of ‘er’ words to describe this (e.g. the
heavier the …. the longer the … etc.)
information sources to address specifi
questions or ideas under investigation
I can identify aspects of science within
particular jobs or roles.
I can interpret data in a variety of formats
and recognise inconsistencies.
I can use scientific ideas and use appropriate
scientific forms of language when describing
simple processes or phenomena.
I can use simple models to describe scientific
ideas.
I can select different ways to present
scientific data, including the appropriate use
of ICT.
I can use scientific and mathematical
conventions when communicating ideas.
I can capture data using sensors to support
investigations.
I can give other real life examples that
relate to what I have learnt.
I can provide straightforward explanations
for differences in repeated observations
and measurements.
I can evaluate the effectiveness of my
working methods and make practical
suggestions for improving them.
I can identify scientific evidence that is
being used to support or refute ideas.
I can recognise the application of specific
scientific ideas.
I can describe some simple positive and
negative consequences of scientific or
technological developments.
L5
I can generate my own ideas to be
investigated, including creating a range
of questions that can be tested.
I can make predictions based on
scientific knowledge and understanding.
I can identify key factors to be
considered.
I can make a series of observations,
measurements and comparisons with
precision.
I can select key information from a range of
sources independently to enhance my
investigation.
I can present data accurately and
systematically.
I can provide straightforward explanations
for differences in repeated observations or
measurements.
I can offer explanations for difference/ lack
of fit with patterns.
I can draw a valid conclusion using more
that one piece of evidence, including
numerical data and graphs.
I can use scientific ideas and use appropriate
scientific forms of language when describing
simple processes or phenomena.
I can give other real life examples that
relate to what I have learnt.
I can provide straightforward explanations
for differences in repeated observations
and measurements.
I can use simple models to describe scientific
ideas.
I can select different ways to present
scientific data, including the appropriate use
of ICT.
I can evaluate the effectiveness of my
working methods and make practical
suggestions for improving them.
I can use scientific and mathematical
conventions when communicating ideas.
I can identify scientific evidence that is
being used to support or refute ideas.
I can capture data using sensors to support
investigations.
I can recognise the application of specific
scientific ideas.
I can describe some simple positive and
negative consequences of scientific or
technological developments.
I can generate my own ideas to be
investigated, including creating a range
of questions that can be tested.
I can provide straightforward explanations
for differences in repeated observations o
measurements.
measurements and comparisons with
precision.
I can make predictions based on
scientific knowledge and understanding.
I can select key information from a range of
sources independently to enhance m
investigation.
I can offer explanations for difference/ lac
of fit with patterns.
I can identify key factors to be
considered.
I can present data accurately and
systematically.
that one piece of evidence, including
numerical data and graphs.
I can decide appropriate approaches
a range of tasks, including selecting
sources of information, methodology,
apparatus and data collection formats
I can plan effective use of a range of
equipment.
I can describe how evidence from
experiments and logical thinking have
been combined to provide a scientific
explanation.
I can record data and results of increasing
complexity using scientific diagrams and
labels, classification keys, scatter graphs, ba
and line graphs.
I can explain conclusions using scientific
and mathematical vocabulary.
I can recognise significant variables i
investigations and select the most
suitable to investigate.
I can decide whether conclusions are
consistent with evidence.
I can back up conclusions with evidence
from a range of independently found
sources.
I can decide on the most appropriate format
to present sets of scientific data, such as lin
graphs for continuous data.
I can describe how evidence from
experiments and creative thinking hav
been combined to provide a scientific
explanation.
I can decide whether conclusions are
related to scientific knowledge.
enquiries to answer questions, including
recognising and controlling variables.
I can report and present the findings from
my enquiries, including conclusions,
causal relationships and explanations of
the degree of trust in results, in oral and
written forms such as display and other
presentations, including appropriate use of
ICT.
I can use abstract ideas or models when
describing process or phenomena.
I can independently research science
information to enhance my
investigation.
I can suggest how collaborative approaches
to experiments or investigations may improv
the evidence collected.
I can use appropriate scientific and
mathematical conventions and terminology
to communicate abstract ideas.
I can make, and act on, suggestions t
control risks to others and myself.
I can make useful suggestions for
improving methodology.
I can recognise scientific questions that
do not yet have definitive answers
I can indicate how scientific
developments may affect different
people in different ways.
I can give real life examples that relate to
what I have learnt, analysing the scientifi
concepts that underpin that real life
example.
I can select the information I need for
different purposes, check its accuracy
and organise it in a form suitable for
processing.
I can identify ethical or moral issues linke
to scientific or technological development
I can describe a range of viewpoint
people may have about scientific or
technological developments.
I can distinguish between opinion and
scientific evidence in science contexts an
use evidence rather than opinion to
support or challenge scientific arguments
NC Sc2
PoS Strand: Life Processes and Living Things
Level 1
I can recognise and name external parts of the body [for example, head, arm].
I can recognise and name external parts of plants [for example, leaf, flower].
I am able to use my observations to describe humans
I can recognise the changes that take place as an animal gets older
I can point out differences between animals, humans and non-living things
I can name some plants
I can recognise and name external parts of plants [for example, leaf, flower].
I know that plants need water to grow
I am able to explain differences between living and non-living things in terms of characteristics
I know that adult animals no longer grow
I am able to say why we should show sensitivity to living things
I know that plants need water and light to grow
I can talk about a range of animals and plants features [for example, colour of coat, size of leaf].
I can recognise and identify a range of common animals [for example, fly, goldfish, robin].
Level 2
I can describe the basic conditions [for example, a supply of food, water, air, light] that animals and plants need in order to survive.
I know that living things grow and reproduce.
I can sort living things into groups and talk about my groups [for example, number of legs, shape of leaf].
I know that different living things are found in different places [for example, ponds, woods].
I can observe and describe the differences between plants grown in the light and the dark
I can suggest how to find out about what plants need in order to grow well
I can name some foods and types of food
I can recognise why exercise is important
I can recognise and name some of the different animals which live in the local environment
I can recognise differences between plants and animals
I can recognise that care needs to be taken with medicines
I can recognise and name external parts of the body [for example, head, arm].
I can recognise and name external parts of plants [for example, leaf, flower].
I am able to use my observations to describe humans
I can recognise the changes that take place as an animal gets older
I can point out differences between animals, humans and non-living things
I can name some plants
I can recognise and name external parts of plants [for example, leaf, flower].
I know that plants need water to grow
I am able to explain differences between living and non-living things in terms of characteristics
I know that adult animals no longer grow
I am able to say why we should show sensitivity to living things
I know that plants need water and light to grow
I can talk about a range of animals and plants features [for example, colour of coat, size of leaf].
I can recognise and identify a range of common animals [for example, fly, goldfish, robin].
I can describe the basic conditions [for example, a supply of food, water, air, light] that animals and plants need in order to survive
I know that living things grow and reproduce.
I can sort living things into groups and talk about my groups [for example, number of legs, shape of leaf].
I know that different living things are found in different places [for example, ponds, woods].
I can observe and describe the differences between plants grown in the light and the dark
I can suggest how to find out about what plants need in order to grow well
I can name some foods and types of food
I can recognise why exercise is important
I can recognise and name some of the different animals which live in the local environment
I can recognise differences between plants and animals
I can recognise that care needs to be taken with medicines
I know that plants produce seeds
I can make observations of plants and animals
I can observe and describe the similarities and differences between animals and between plants
I can name some examples of each food that make up my diet
I can understand that an adequate diet and exercise is necessary for health and growth
Level 3
I can describe some differences between living (MRS GREN) and non-living things. (Movement, Respiration, Sensitivity, Growth,
Reproduction, Excretion, Nutrition)
I can explain some changes in living things [for example, diet affecting the health of humans or other animals, lack of light or water
altering plant growth].
I can talk about ways in which an animal is suited to its environment [for example, a fish having fins to help it swim].
Level 4
I can use scientific names for some major organs of body systems and identify the position of these organs in the human body.
I can identify organs of different plants I observe.
I can use keys based on features to help me identify and group living things systematically.
I know that feeding relationships exist between plants and animals in a habitat.
I can describe feeding relationships using food chains and terms [for example, predator and prey].
Level 5
I can describe the main functions of organs of the human body, and of plants.
I can explain how these functions are essential to the organism.
I can describe the main stages of the life cycles of humans and flowering plants and point out similarities.
I know that there is a great variety of living things and understand the importance of classification.
I can explain that different organisms are found in different habitats because of differences in environmental factors [for example,
the availability of light or water].
I know that plants produce seeds
I can make observations of plants and animals
I can observe and describe the similarities and differences between animals and between plants
I can name some examples of each food that make up my diet
I can understand that an adequate diet and exercise is necessary for health and growth
I can describe some differences between living (MRS GREN) and non-living things. (Movement, Respiration, Sensitivity, Growth,
Reproduction, Excretion, Nutrition)
I can explain some changes in living things [for example, diet affecting the health of humans or other animals, lack of light or water
altering plant growth].
I can talk about ways in which an animal is suited to its environment [for example, a fish having fins to help it swim].
I can use scientific names for some major organs of body systems and identify the position of these organs in the human body.
I can identify organs of different plants I observe.
I can use keys based on features to help me identify and group living things systematically.
I know that feeding relationships exist between plants and animals in a habitat.
I can describe feeding relationships using food chains and terms [for example, predator and prey].
I can describe the main functions of organs of the human body, and of plants.
I can explain how these functions are essential to the organism.
I can describe the main stages of the life cycles of humans and flowering plants and point out similarities.
I know that there is a great variety of living things and understand the importance of classification.
I can explain that different organisms are found in different habitats because of differences in environmental factors [for example,
the availability of light or water].
I can talk about a range of properties [for example, texture, appearance] of materials.
Level 2
I can identify a range of common materials and know about some of their properties.
I can describe some similarities and differences between materials.
I can sort materials into groups and describe the basis for their groupings in everyday terms [for example, shininess, hardness,
smoothness].
I can describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching.
Level 3
I can describe a variety of ways to sort materials into groups according to their properties.
I can explain simply why some materials are suitable for specific purposes [for example, glass for windows, copper for electrica
cables].
I know that some changes [for example, the freezing of water] can be reversed and some [for example, the baking of clay]
cannot, and they classify changes in this way.
Level 4
I can describe differences between the properties of different materials.
I can explain how differences are used to classify substances.
I can describe some methods [for example, filtration, distillation] that are used to separate simple mixtures.
I can use scientific terms [for example, evaporation, condensation] to describe changes.
I can use my knowledge about some reversible and irreversible changes to make simple predictions about whether other
changes are reversible or not.
I can describe differences between the properties of different materials.
I can explain how differences are used to classify substances.
I can describe some methods [for example, filtration, distillation] that are used to separate simple mixtures.
I can use scientific terms [for example, evaporation, condensation] to describe changes.
I can use my knowledge about some reversible and irreversible changes to make simple predictions about whether other
changes are reversible or not.
Level 5
I can describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals
from other solids.
I can identify a range of contexts in which changes [for example, evaporation, condensation] take place.
I can use knowledge about how a mixture can be separated to suggest ways in which similar mixtures might be separated.
I can describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals
from other solids.
I can identify a range of contexts in which changes [for example, evaporation, condensation] take place.
I can use knowledge about how a mixture can be separated to suggest ways in which similar mixtures might be separated.
I can talk about changes in light, sound or movement that result from actions [e.g. switching on a simple electrical circuit, pushing and
pulling objects].
I know that sound and light come from a variety of sources.
I can name some sources of sound and light.
Level 2
I know about a range of physical phenomena. (e.g. light & shadows, pushes & pulls, sounds, floating & sinking)
I can describe similarities and differences associated with a range of physical phenomena.
I can compare the way in which simple devices work [e.g. bulbs in different electrical circuits; clockwork toys].
I can compare: the brightness or colour of lights; the loudness or pitch of sounds; the speed and direction of different moving objects.
I know about a range of physical phenomena. (e.g. light & shadows, pushes & pulls, sounds, floating & sinking)
I can describe similarities and differences associated with a range of physical phenomena.
I can compare the way in which simple devices work [e.g. bulbs in different electrical circuits; clockwork toys].
I can compare: the brightness or colour of lights; the loudness or pitch of sounds; the speed and direction of different moving objects.
Level 3
I can use my knowledge and understanding of physical phenomena to link cause and effect.
I can give simple explanations, e.g. why a bulb fails to light.
I can explain why the direction or speed of a moving object changes.
I can make simple generalisations about physical phenomena [e.g. explaining that sounds I hear become fainter the further they are from
the source; the closer the object to the light source, the bigger the shadow].
Level 4
I can describe and explain physical phenomena [e.g. how a particular device may be connected to work in an electrical circuit, how the
apparent position of the Sun changes over the course of a day].
I can make generalisations about physical phenomena using correct scientific vocabulary [e.g. motion is affected by forces, including
gravitational attraction, magnetic attraction and friction].
I can use physical ideas to explain simple phenomena [e.g. the formation of shadows, sounds being heard through a variety of materials].
Level 5
I can use scientific ideas and vocabulary to explain how to make a range of changes when investigating [for example, altering the current
in a circuit, altering the pitch or loudness of a sound].
I can use some abstract ideas when describing familiar phenomena [for example, objects are seen when light from them enters the eye,
forces are balanced when an object is stationary].
I can use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year].
I can use my knowledge and understanding of physical phenomena to link cause and effect.
I can give simple explanations, e.g. why a bulb fails to light.
I can explain why the direction or speed of a moving object changes.
I can make simple generalisations about physical phenomena [e.g. explaining that sounds I hear become fainter the further they are from
the source; the closer the object to the light source, the bigger the shadow].
I can describe and explain physical phenomena [e.g. how a particular device may be connected to work in an electrical circuit, how the
apparent position of the Sun changes over the course of a day].
I can make generalisations about physical phenomena using correct scientific vocabulary [e.g. motion is affected by forces, including
gravitational attraction, magnetic attraction and friction].
I can use physical ideas to explain simple phenomena [e.g. the formation of shadows, sounds being heard through a variety of materials]
I can use scientific ideas and vocabulary to explain how to make a range of changes when investigating [for example, altering the current
in a circuit, altering the pitch or loudness of a sound].
I can use some abstract ideas when describing familiar phenomena [for example, objects are seen when light from them enters the eye,
forces are balanced when an object is stationary].
I can use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year].
Full Response Text
Corporate Services division
Department of Education, Sport and Culture
Hamilton House
Peel Road, Douglas
IM1 5EZ
Telephone: (01624) 685808
Website: www.gov.im/dec
Email: dec@foi.gov.im
Our ref: 554141
14 September 2018
Dear ###
We write further to your request which was received on 22 August 2018 and which
states:
"I am seeking information on the level descriptors used in the Island's primary schools
for Literacy (English), Mathematics and Science. Previously the Department has issued
guidance for schools to assist teachers in pupil assessment and target setting e.g. the
Science Strands Document and the Maths Seven Strands Document. Please provide me
with the latest documentation made available to schools by the Department to assist
them in assessing and determining curriculum levels. This is requested for each of the
core subjects ' Literacy, Mathematics and Science."
Our response to your request is as follows:
The assessment guidance documents issued to the Island’s Primary Schools for
literacy, mathematics and science are attached.
Please note that revisions to such documents are planned and implemented in a
strategic way, to enable schools to develop assessment materials and to provide
confidence that the criteria will not be subject to sudden changes. As such, they tend
to remain in place for several years.
Please quote the reference number 554141 in any future communications.
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https://services.gov.im/freedom-of-information/Review . If you would like a paper
version of our complaint form to be sent to you by post, please contact me and I will
be happy to arrange for this. Your review request should explain why you are
dissatisfied with this response, and should be made as soon as practicable. We will
respond as soon as the review has been concluded.
If you are not satisfied with the result of the review, you then have the right to appeal
to the Information Commissioner for a decision on;
1. Whether we have responded to your request for information in accordance with
Part 2 of the Freedom of Information Act 2015; or
2. Whether we are justified in refusing to give you the information requested.
In response to an application for review, the Information Commissioner may, at any
time, attempt to resolve a matter by negotiation, conciliation, mediation or another
form of alternative dispute resolution and will have regard to any outcome of this in
making any subsequent decision.
More detailed information on your right to a review can be found on the Information
Commissioner’s website at www.inforights.im.
Should you have any queries concerning this letter, please do not hesitate to contact
me.
Further information about freedom of information requests can be found at
www.gov.im/foi.
I will now close your request as of this date.
Yours sincerely
Freedom of Information Coordinator
1c
1b
1a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to
explore ideas and feelings, adapting and varying
structure and vocabulary according to purpose,
listeners and content
Beginning to speak audibly in a one to one situation.
Uses a simple and limited range of vocabulary.
Beginning to include some detail (e.g. following teacher
modelling).
Can recount simple stories / rhymes / poems but not
always in the correct sequence.
Talks about matters of immediate interest.
Able to speak audibly in a one to one situation to familiar
and unfamiliar people.
Beginning to experiment with some new vocabulary (e.g.
new words from a story or teacher modelling).
Able to retell simple, familiar stories, ordering a short
series of events.
Beginning to add some simple detail to extend talk.
Beginning to use expression and intonation when
repeating words or phrases of a traditional story (e.g. after
teacher modelling).
Is able to articulate simple words clearly and audibly with
confidence and control, showing awareness of the listener.
Beginning to speak audibly beyond a one to one situation
e.g. in a small group.
Able to speak audibly to a small range of listeners.
Incorporates some new vocabulary (may be used
incorrectly).
Shows some confidence and concentration when
discussing matters of immediate interest (including own
experiences).
Able to extend their talk by adding some simple detail.
Beginning to interpret a text by reading aloud with some
use of voice to convey meaning (e.g. when reading
dialogue from a familiar text).
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through
suggestions, comments and questions
Beginning to listen with more sustained concentration
(e.g. to a short story or subject of personal interest).
Beginning to listen to others (e.g. another pupil as well as
teacher).
Beginning to identify a point of interest after listening to
a subject of personal interest.
Able to listen to and follow simple one step instructions.
Able to listen for increasing periods to subjects of
personal interest and is able to response with the
appropriate action (not always verbally).
Able to listen to others (but still focused on own thoughts
and ideas, therefore may interrupt or fail to respond).
Able to identify a point of interest after listening to a
subject of personal interest.
Able to listen to and follow simple two step instructions,
beginning to ask for help or clarification if necessary.
Able to listen for increasing periods to subjects of
personal interest and beginning to listen to other subjects.
Able to identify points of interest after listening to a
subject of personal interest and beginning to summarise a
key point from other subjects or ask relevant questions.
Able to listen to others and usually responds
appropriately (may still interrupt).
Able to follow a short, simple series of instructions.
AF3 Talking within role-play and drama (drama)
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
Take part in imaginative play in exploring familiar
themes and characters through improvisation and role-play
without engaging or little interaction with others.
Uses language to imagine, pretend and recreate roles and
experiences.
Beginning to take on a familiar role for short periods.
Beginning to recognise and use simple facial expressions
to display emotions.
Take part in imaginative play and act out own and well-
known stories, using different voices for characters.
Engage in imaginative play enacting simple characters
and situations using different voices every day speech,
gesture, or movement.
Discuss why they like a performance.
Beginning to work with others to re-enact events from a
story.
AF4 Talking about talk (discussion about meaning
& impact)
Understand the range and uses of spoken
language, commenting on meaning and impact and
draw on this when talking to others
Beginning to contribute in a paired or small group
situation (may dominate or withdraw from dialogue).
Beginning to take turn in a one to one conversation.
Beginning to express a preference simply (but reluctant to
accept other ideas or viewpoints).
Beginning to ask and answer questions about the subject
(some 'questions' may actually be statements and some
responses may not answer the question).
Beginning to offer suggestions.
Beginning to contribute ideas in whole class situations
(but lacks confidence and does not contribute regularly -
may only contribute if encouraged).
Able to take turns to speak in pairs or a small group.
Able to ask and answer questions, making some relevant
contributions
Beginning to listen to others' suggestions.
Understand the intonation and expression of verbal
language e.g. anger, happiness.
Able to take turns to speak and listen in groups of an
increasingly larger size.
Able to ask and answer questions, making more relevant
contributions.
Beginning to express an opinion or view.
Notice simple differences in speakers’ use of language
and try out new words and ways of expressing meaning.
IOM Speaking & Listening Assessment Levels
IOM Speaking & Listening Assessment Levels 2015
2c
2b
2a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to
explore ideas and feelings, adapting and varying
structure and vocabulary according to purpose,
listeners and content
Speaks clearly in a one to one situation or with a small
group.
Uses some new vocabulary and beginning to use some
precise vocabulary.
Able to include some relevant detail to keep listener's
interest.
Able to tell real or imagined stories using some
conventions of familiar story language.
Able to use some intonation when reading or reciting
familiar stories, rhymes etc.
Able to give simple instructions clearly and audibly.
Speaks clearly in groups of increasingly larger size.
Beginning to be aware that in some situations a more
formal vocabulary and tone of voice are used.
Beginning to use a simple range of connectives,
adjectives and specific vocabulary (still uses vague
phrases e.g.'stuff' , 'like', 'you know', 'thingy' or uses
gestures to replace meaning).
Beginning to clarify points to aid understanding for the
listener.
Can retell a longer series of events in the correct order
with some appropriate story language and some use of
linking words/phrases.
Able to use voice to convey meaning when reading (may
not be sustained).
Beginning to use language or gesture to support use of
models, diagrams, displays when explaining.
.
Speaks clearly in larger groups, sometimes including
whole class (particularly when talking about matters of
immediate interest).
Beginning to use a more formal vocabulary and tone of
voice as appropriate.
Uses a growing vocabulary to develop and explain their
ideas.
Includes main points and some relevant detail.
Able to sustain use of voice more consistently to
convey meaning or expression when reading.
Speaks with clear intonation when reading and reciting
texts.
Beginning to take into account the needs of listeners.
AF2 Talking with others (listening & responding)
Listen and respond to others, including in pairs
and groups, shaping meanings through
suggestions, comments and questions
Shows some confidence when listening to others.
Able to sustain listening for increased periods e.g. when
the subject matter is of personal interest.
Beginning to listen carefully.
Responds appropriately to simple instructions and
explanations asking for help and clarification if necessary.
Shows confidence when listening in a wider range of
contexts e.g. to a talk by an unfamiliar adult.
Able to remember some specific points and beginning to
identify something that they have learned.
Beginning to remember and follow a short series of
instructions.
Shows confidence when listening in a range of
contexts, particularly where the topic interests but also
in some other areas.
Listens carefully and responds to others with increasing
appropriateness.
Able to sustain concentration for longer periods,
particularly for subjects of personal interest.
Able to remember a number of specific points that
interest them.
AF3 Talking within role-play and drama (drama)
Create and sustain different roles and scenarios,
adapting techniques in a range of dramatic
activities to explore texts, ideas and issues
Adopts appropriate roles in small groups and consider
alternative courses of action.
Can say what they like about a performance.
Acts out stories, using different voices for characters.
Consider how mood and atmosphere are created in a live
or recorded performance.
Can undertake a specific role in a variety of imaginative
settings.
Present parts of stories, own stories or work from
different parts of the curriculum for members of their
class.
Prepares and shares variety of texts with an audience.
Adopts appropriate roles in small and large groups and
consider alternative courses of actions.
AF4 Talking about talk (discussion about meaning
& impact)
Understand the range and uses of spoken
language, commenting on meaning and impact and
draw on this when talking to others
Usually takes turns to speak and listen in small groups.
Asks some relevant questions and answers questions.
Beginning to provide a simple explanation for an opinion
(in a small group).
Beginning to agree the next steps to take.
Able to take turns to speak and listen in groups of
increasingly larger sizes.
Questions and answers are usually relevant to the subject.
Beginning to respond to questions and answers in more
detail.
Beginning to develop an awareness that people hold
different views.
Able to agree next steps.
Shows an awareness of other languages and dialects.
Usually takes turns in speaking and listening in a range
of situations.
Sometimes asks questions to clarify information or
understanding.
Is aware that view of others may differ from own and
justifies own opinion with a reason.
Beginning to allocate tasks.
Beginning to consider alternatives.
Beginning to work effectively in groups by ensuring
each group member takes a turn.
Show awareness of ways in which speakers vary talk
and why, through exploring different ways of speaking.
IOM Speaking & Listening Assessment Levels
IOM Speaking & Listening Assessment Levels 2015
IOM Speaking & Listening Assessment Levels
3c
3b
3a
AF1 Talking to others (speaking)
Talk in purposeful and imaginative ways to explore
ideas and feelings, adapting and varying structure
and vocabulary according to purpose, listeners and
content
Speaks clearly with increasing confidence in a range of
contexts, including some whole class situations and can
clearly express own thoughts and feelings.
Able to use a more formal vocabulary and tone of voice
according to formality of situation. (e.g. complete
sentences).
Incorporates new vocabulary and sometimes chooses
words for precision.
Able to tell stories and recite texts using voice
effectively (identifying appropriate expression, tone,
volume and use of voices and other sounds).
Able to use intonation to interpret punctuation/
emphasise meaning when working from texts (this may
not be sustained).
Beginning to organise speech.
Beginning to refer to prior knowledge, discussions or
conversations.
Sustains conversation, explains or gives reasons for
their views or choices.
Speaks confidently in a range of contexts.
Able to use a more formal tone of voice and vocabulary
choice in a wi
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