Begins to apply phonic knowledge and skills from phases 2, 3 and 4 to decode words.

Transcription

1 Milestone 1 Assessment criteria for reading Learning Objective Key Indicators Basic Advancing Deep To read words accurately Apply phonic knowledge and skills as the route to decode words. Begins to apply phonic knowledge and skills from phases 2, 3 and 4 to decode words. Generally applies phonic knowledge and skills from phase 2, 3, 4 and 5 to decode words. Independently applies phonic knowledge and skills to decode words. Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Responds speedily with the correct sound to graphemes (letters or groups of letters) for phase 2 and phase 3 phonemes. Responds speedily with the correct sound to graphemes (letters or groups of letters) for all phase 2, 3 and 5 phonemes. Begins to include alternative sounds for graphemes. Responds speedily with the correct sound to graphemes (letters or groups of letters) for all phonemes; including, alternative sounds for graphemes. Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. Begins to blend sounds in unfamiliar words (CVC, CVCC, CCVC, CCVCC, CVCe and CCVCe) containing GPCs that have been taught. Accurately blends sounds in unfamiliar words containing GPCs that have been taught. Independently blends sounds in unfamiliar words using taught GPCs. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Begins to read common words, noting unusual correspondences between spelling and sound and where these occur in the word. Generally reads common words; including the first 100 high frequency words; noting the unusual correspondences between spelling and sound and where these occur in a word. Independently reads common exception words, noting the unusual correspondences between spelling and sound and where these occur in a word. Read words containing taught GPCs and s, es, ing, ed, er and est endings. Begins to read words with known GPCs and noticing s, es, ing, ed, er and est endings. Generally reads words with taught GPCs and s, es, ing, ed, er and est endings. Independently reads words with taught GPCs and s, es, ing, ed, er and est endings. Read other words of more than one syllable that contain taught GPCs. With support reads phonically decodable words of more than one syllable. Generally reads phonically decodable words of more than one syllable with accuracy and fluency. Independently reads phonically decodable two and three syllable words with accuracy. Read words with contractions (for example, I m, I ll, we ll) and understand that the apostrophe represents the omitted letter(s). Begins to read common contractions, for example, I ll, I m, we ll. Begins to understand that the apostrophe represents the omitted letter. Generally reads most contractions accurately and understands that the apostrophe represents the omitted letter. Applies knowledge of the different uses of the apostrophe to maintain understanding.

2 Reads aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words. With support of a teacher, reads aloud books that are consistent with phonic knowledge with at least 90% accuracy. Generally reads aloud books that are consistent with phonic knowledge with at least 90% accuracy. Independently reads a wide range of appropriate books fluently and accurately. Re-read these books to build up fluency and confidence in word reading. Begins to re-read books with some accuracy and fluency. Begins to read some phrases fluently. Generally, re-reads books with some fluency, pace and expression. Independently re-reads books with fluency, pace, phrasing and expression. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. Reads accurately by blending the sounds in words that contain the graphemes taught so far (up to phase 5). Begins to recognise alternative sounds for graphemes. Reads accurately by blending the sounds in words that contain the graphemes taught so far (phase 5 and beyond); recognising alternative sounds for graphemes. Independently reads accurately by blending the sounds in words; including recognising alternative sounds for graphemes. Read accurately words of two or more syllables that contain the same graphemes as above. Reads accurately words of two or more syllables that contain graphemes taught so far (up to phase 5). Generally reads accurately words of two or more syllables that contain graphemes taught so far (phase 5 and beyond). Independently reads words of two or more syllables with accuracy and fluency. Independently spells words of two or more syllables that contain graphemes taught so far. Read words containing common suffixes. Reads words containing common suffixes; including s, es, ing, ed, er and est endings. Generally reads words containing common suffixes; including s, es, ing, ed, er, est, -ful, -ly, -ment, - ness, -y and tion endings. Uses knowledge of word formation and a more extensive range of prefixes and suffixes to construct the meanings of words in context. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Reads common words, noting the unusual correspondence between spelling and sound and where these occur in a word. Reads all common exception words, noting the unusual correspondence between spelling and sound and where these occur in a word. Independently reads all common exception words, noting the unusual correspondence between spelling and sound and where these occur in a word. Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Begins to read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Generally reads most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Independently reads most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. With support, reads aloud books that are closely matched to their improving phonic knowledge, with at least 90% accuracy. With support of a teacher, sounds out unfamiliar words accurately, automatically and without undue hesitation. Reads aloud books that are closely matched to their improving phonic knowledge, with at least 90% accuracy. Sounds out unfamiliar words accurately, automatically and without undue hesitation. Without support, reads aloud books that are closely matched to their improving phonic knowledge, with at least 90% accuracy. Re-read books to build up fluency and confidence in word reading. With support, re-read books with some fluency, pace, phrasing and expression. Shows confidence in word reading. Re-reads books smoothly, with fluency, pace, phrasing and expression. Independently re-reads books smoothly, with fluency, pace, phrasing and expression.

3 To understand texts Discuss events. With support, understands main events or key points in a text that they can read accurately and those they listen to. With support of a teacher, sequences a simple story and discusses the significance of the title and events. Generally, develops pleasure in reading, by discussing the sequence of events in books and how items of information are related. With prompts, retells the story from the text and illustrations. Without support, comments on events in the story using quotations or references from the text appropriately. Predict events. With prompts, predicts what might happen; in both books that they read accurately and those they listen to; on the basis of what has been read so far. Generally, predicts what might happen;, in both books that they read accurately and those they listen to; on the basis of what has been read so far. Independently, makes plausible predictions based on knowledge of the text. Justifies predictions by referring to text without support. Link reading to own experience. With support, begins to link what they read or hear to own experiences. Generally, makes links to own experiences, drawing on what they already know or on background information and vocabulary provided by the teacher. Independently, relates reading to own experience, other peoples experience and from previous reading. Join in with stories or poems. With support, recognises and joins in with familiar or predictable phrases in stories or poems. Generally, joins in with stories or poems; keeping pace, taking note of punctuation and using it to keep track of longer sentences. Without support, joins in with stories or poems; keeping pace, taking note of punctuation and using it to keep track of longer sentences. Sustains interest in longer texts. Check that reading makes sense and self-correct. With support of a teacher, checks that the text makes sense as they read and corrects inaccurate reading. Generally, checks that the text makes sense as they read and corrects inaccurate reading. Generally checks that the word(s) that have been decoded fits with what else has been read and makes sense in the context of what is already known. Independently self corrects to ensure that reading makes sense. Infer what characters are like from actions. With support, makes simple inferences about characters, based on what is being said or done in books that they read accurately and those they listen to. Uses role play to identify with and explore characters. Generally, makes simple inferences about characters, based on what is being said or done in books that they read accurately and those they listen to. For example, understands simple cause and effect and what may have prompted a character s behaviour in a story. Uses role play and other drama techniques to identify with and explore characters. Independently, recognises how characters are presented in different ways and responds to this with reference to the text. Without support, makes reasoned judgements on characters actions. Ask and answer questions about texts. With support of a teacher, locates specific information in response to a simple question. With support, asks simple questions about the text. Generally, locates specific information in response to a simple question in books that they read accurately and those they listen to. Is able to answer and ask straightforward questions about a text. Independently, locates information confidently and efficiently by using appropriate skills and strategies. Asks relevant questions about texts and answers questions, using evidence from the text.

4 Discuss favourite words and phrases. With support, begins to respond to and discuss a text by identifying words/phrases that they like. Generally, identifies and discusses favourite words and phrases in a text, for example, language choices; such as rhyme or alliteration, or sparkling as a good word choice. Independently identifies significant words and phrases and begins to consider the effect on the reader, for example, identifies language used to create moods and build tension. Listen to and discuss a wide range of texts. With support, listens to and discusses a wide range of poems, stories and nonfiction; including text at a level beyond that at which they can read independently. Generally, listens to, discusses and expresses views about a wide range of poetry, stories and non-fiction; including text at a level beyond that at which they can read independently. Takes turns and listens to what others say. There is some awareness that writers write for particular purposes. Without support, listens and discusses a wider range of texts. Understands how style and vocabulary are linked to the purpose of the text. Recognise and join in with (including role-play) recurring language. With support, recognises and joins in with recurring language and predictable phrases in stories and poetry. During role play begins to try out recurring language and/or familiar story language; such as Once upon a time, Not now Bernard. Generally, recognises and joins in with recurring language in stories and poetry. During role play uses recurring language and/or familiar story language such as Once upon a time, Not now Bernard. Begins to use expression, volume and action in order to show an understanding of performance. Without support, recognises and joins in with recurring language in stories and poetry. During role play uses expression, volume and action in order to show an understanding of performance. Explain and discuss understanding of texts. With support, explains a text that has been read to them and begins to discuss understanding of it. Generally, explains and discusses understanding of books, poems and other material; including those that they listen to and those that they read themselves. Without support, clearly explains a text and discusses their understanding of it. Begins to make links between different texts. Discuss the significance of the title and events. With support, discusses the title, blurb, illustrations and is beginning to understand their purpose. Begins to generate simple questions or predictions based on the title, blurb or illustrations. Generally, locates and discusses the title, blurb and illustrations and understands their purpose. Begins to use title, blurb and illustrations to help make informed choices, for example, to choose a book that will help during research. Without support, locates and discusses the title, blurb and illustrations and understands their purpose. Effectively uses title, blurb and illustrations to help make informed choices independently. Make inferences on the basis of what is being said and done. With support, begins to make simple inferences on the basis of what is being said and done. Generally, begins to make inferences on the basis of what is being said and done. Independently, begins to make inferences on the basis of what is being said and done and is beginning to use evidence from the text.

5 Milestone 2 Assessment criteria for reading Learning Objective Key Indicators Basic Advancing Deep To read words accurately Apply a growing knowledge of root words, prefixes and suffixes Begins to apply knowledge of simple root words, prefixes and suffixes to construct the meaning of words in context. Generally, able to apply knowledge of most simple root words, prefixes and suffixes to construct the meaning of words in context. Able to apply knowledge of all agerelated root words, prefixes and suffixes independently. Read further exception words, noting the spellings. Beginning to read some exception words. With support, notes the spellings for further exception words. Generally, able to read further exception words, and note the spelling. Read and spell all age-related exception words independently. To understand texts Draw inferences from reading. With support of a teacher, simple inferences can be made using evidence from the text. In a range of texts, inferences can be made, such as: inferring characters' feelings, thoughts and motives from their actions. Generally, justifies inferences with evidence. Independently demonstrates an understanding of a range of texts; selecting essential points and using inference and deduction where appropriate. Recall and summarise main ideas. With support of a teacher, the main points of a text are understood and can be recalled and summarised With prompts, recalls and summarises the main ideas and themes across a range of texts. Recalls and summarise main ideas precisely and accurately. Independently, identifies key features, themes and characters and select sentences, phrases and relevant information to support views. Discuss words and phrases that capture the imagination. With support of a teacher, identifies where language is used to create mood or build tension. With support of a teacher, identifies a few basic features of writer s use of language but with little or no comment, for example, There are lots of adjectives in this text. Generally, comments on the choice of language in order to create moods and build tension. The effect that language has on the reader is discussed. Beginning to consider the impact of descriptive style. Without support, comments upon the use of author s language and the effect upon the reader. Across a range of reading, comments upon writers choice of language without support; for example, all the questions make you want to find out what happens next and The adverbial phrase In the misty midnight air creates suspense.

6 Retrieve and record information from non-fiction, using titles, headings, sub-headings and indexes. With support of a teacher, shows some awareness of organisational features. With support of a teacher, retrieves and records information; using basic organisational features, such as the title and main headings. Generally, organisational features and conventions are identified and used to locate and retrieve information; for example, title, index, glossary and contents. Generally, records information from non-fiction, using titles, headings, sub-headings and indexes. Independently identifies and uses organisational features and conventions effectively of non-fiction to retrieve and record information. Prepare poems and plays to read aloud with expression, volume, tone and intonation. With support of a teacher, listens to, discusses and expresses views about poetry and plays. Begins to read aloud with expression, volume, tone and intonation. Begins to use performance to extend their interest in the meaning and origin of words. With guidance, prepares poems and play scripts in order to read aloud and to perform; showing understanding through intonation, tone, volume and action. Uses performance to extend interest in the meaning and origin of words. Independently, prepares poems and play scripts to read aloud and to perform; showing understanding through intonation, tone, volume and action; so that the meaning is clear to the audience. Learns a wider range of poetry by heart. Identify recurring themes and elements of different stories. With support, begins to recognise themes in what they read; such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales. Generally, recognises themes in what they read; such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales. Independently, recognises and identifies recurring themes in a variety of different texts. Selects relevant information to support their views. Recognise some different forms of poetry. With support of a teacher, begins to recognise that there are different forms of poetry; for example, nursery rhymes, haiku s, limericks, narrative poetry, nonsense poetry etc. Generally, identifies different types of poetry and their forms; for example, haiku s, limericks, narrative poetry, nonsense poetry etc. Without support, identifies and compares different forms of poetry; for example. haiku s, limericks, narrative poetry, nonsense poetry etc. Explain and discuss understanding of reading, maintaining focus on the topic. With support, participates in discussion about books; including those that are read to them and those they can read for themselves. With support of a teacher, explains and discusses ideas, whilst maintaining a focus on the topic. With prompts, participates in discussions about books and is able to explain and discuss ideas, whilst maintaining a focus on the topic. Generally, recommends books that they have read, giving reasons for their choices. Independently, recommends books that they have read, giving reasons for their choices. Without support, participates in discussions about books, building on ideas and challenging views courteously. Independently, explains and discusses understanding of what they have read; including formal presentations and debates. Without support, provides reasoned justifications for views. Draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence. With support of a teacher, makes simple inferences using evidence in a range of texts. Generally, makes straightforward inferences and justifies views with evidence; for example, inferring characters' feelings, thoughts and motives. Without support, understands a range of texts; selecting essential points and using inference and deduction where appropriate.

7 Predict what might happen from details stated and implied. With support of a teacher, simple predictions about what is implied or what has happened so far are made. Generally, predictions about details stated, what is implied or what has happened so far, are made. Predictions about details stated, what is implied or what has happened so far are made without support. Identify main ideas drawn from more than one paragraph and summarise these. With support, begins to identify and summarise the main ideas drawn from more than one paragraph. Generally able to identify and summarise the main ideas drawn from more than one paragraph. Able to independently identify and summarise the main ideas or purpose of a text. Identify how language, structure and presentation contribute to meaning. With support of a teacher, begins to learn that there are different conventions of writing; for example, greetings in letters, a diary written in first person or the use of presentational devices; such as, numbering and headings. Generally, recognises the conventions of different types of writing; for example, greetings in letters, a diary written in first person or the use of presentational devices; such as, numbering and headings. Independently, recognises the conventions of different types of writing and considers their impact. Ask questions to improve understanding of a text. With the support of a teacher, begins to consider the types of questions that can be asked to improve understanding of a text. Generally is beginning to ask relevant and purposeful question in order to improve understanding of a text. Independently recognises and uses relevant questions in order to develop understanding of a text. Check that the text makes sense, discussing understanding and explaining meaning of words in context. With support, re-reads to check that the text makes sense. Begins to find out and discuss the meanings of new words in context. Generally re-reads to check that the text makes sense. Discusses understanding of a text and finds out the meanings of new words in context. Independently seeks out the meaning of new words in text. Re-reads text independently to develop a deeper understanding of a text.

8 Milestone 3 Assessment criteria for reading Learning Objective Key Indicators Basic Advancing Deep To read words accurately Apply knowledge of root words, prefixes and suffixes. Begins to apply a knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet. Generally, applies growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet. Independently, applies in depth knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet. To understand texts Recommend books to peers, giving reasons for choices. With support of a teacher, expresses a personal viewpoint and response to a text; giving simple reasons for choices. Sometimes refers to text when explaining views. With prompts, expresses a personal viewpoint and response to a text, giving reasons for choices and recognising its effect on a reader. When reminded, refers to text when explaining views. Without support, expresses a personal viewpoint and response to a text giving reasons for choices and recognising its effect on a reader. Refers to text when explaining views and relates to a wider context of literature and experiences. Identify and discuss themes and conventions in and across a wide range of writing. With support of a teacher, begins to identify main themes across a range of writing and is able to discuss them; for example, loss and heroism. With support of a teacher, begins to identify the conventions of different types of writing; such as, the use of the first person in writing diaries and autobiographies. Generally, identifies main themes across a wide range of writing and is able to discuss them; using reference to the text(s); for example, loss and heroism. With reminders, identifies and discusses the conventions of different types of writing; such as, the use of the first person in writing diaries and autobiographies. Independently, identifies main themes and conventions across a wide range of writing and is able to discuss them confidently, using reference to the text(s). Without support, identifies and discusses the conventions of different types of writing; such as the use of the first person in writing diaries and autobiographies. Make comparisons within and across books. With support of a teacher, begins to notice and discuss simple comparisons within and across books, for example, genre, theme and plot. Generally, makes comparisons within and across books, for example, themes, genre, plot, characters setting and organisational devices etc. Compares and contrasts the styles of different writers and poets, giving examples from the text(s) without support. Learn a wide range of poetry by heart. Learns some poetry by heart in order to recite aloud. May need prompting throughout recital. With reminders, learns a range of poetry by heart in order to recite aloud. Learns a wider range of poetry by heart in order to recite aloud. Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. With support of a teacher, begins to prepare and perform poems and plays aloud; showing some understanding of the text through intonation, tone, volume and action. Prepares and performs poems and plays aloud; showing understanding of the text through intonation, tone, volume and action. Beginning to show an awareness of audience when preparing and performing. Prepares and performs poems and plays aloud; showing understanding of the text through intonation, tone, volume and action. Shows awareness of audience; for example, varying expression to show different characters voices.

9 Check that the book makes sense, discussing understanding and exploring the meaning of words in context. When reminded, re-reads and reads ahead to determine meaning. Generally, uses knowledge of known words to read unknown words.begins to show that they understand what has been read by checking that the book makes sense to them. Beginning to use a range of strategies to read appropriate texts fluently and accurately. Generally, applies spelling, grammar and punctuation knowledge to read confidently with appropriate phrasing and intonation. Generally, show that they understand what they read by checking that the book makes sense to them. Independently applies a full range of strategies to read a range of texts fluently and accurately. Independently, demonstrates that they understand what they read by checking that the book makes sense to them. Ask questions to improve understanding. With support of a teacher, is asking relevant questions to improve understanding. Asks questions to improve understanding. Is able to generate questions about the text to improve understanding. Asks timely and relevant questions to improve understanding. Without support, is able to generate questions about the text in order to improve understanding. Draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence. Begins to infer meaning using evidence from the text, but may need prompts to offer more in depth responses. In responding to a range of texts, shows understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. Refers to text when explaining views. Distinguishes between implicit and explicit points of view independently. Without support, explains how messages, moods, feelings and attitudes are conveyed in poetry and prose; using inference and deduction and makes reference to text. Predict what might happen from details stated and implied. Uses knowledge of structure/content of a text in order to make or confirm predictions. In a range of texts uses structure and/or content to make predictions; referring to the text to support views. In a range of texts uses structure and/or content to make predictions, effectively supported with relevant references to the text to explain views. Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. With support of a teacher, locates relevant information in a text and draws out the key details to summarise the main ideas. Generally, locates relevant information in a text and draws out the key details to summarise the main ideas. Beginning to use quotes, or references to support response. Independently, locates relevant information in a text and draws out the key details to summarise the main ideas. Independently, locates information effectively and supports responses with relevant references to the text. Identify how language, structure and presentation contribute to meaning. With support of a teacher, identifies features of different fiction genres, for example, science fiction, adventure, myth s and legends etc. With support of a teacher, identifies structure and language features of a range of non-fiction text types, for example, subtitles and headings in explanations and recounts and emotive language in persuasion. With prompts, recognises and uses knowledge of structure and language features of both fiction and nonfiction text types in order to support understanding when reading. Comments on genre specific language and explains how it supports the writer s theme or purpose. Explains impact and effectiveness of structural devices. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. With support of a teacher, understands the difference between literal and figurative language. Begins to refer to language and theme when justifying their views. Comments on the effectiveness of the With prompts, discusses and evaluates how authors use language and the impact on the reader. Generally, understands the difference between literal and figurative language. Independently, explains effectiveness and impact on the reader of the writer s language choices. Recognises when a word or phrase has more than one layer of meaning. Refers to language and

10 author s language to create mood and build tension. Comments on its effectiveness and its impact upon the reader. Identifies and describes style and technical terms of individual writers or poets; for example, metaphor, simile, analogy, imagery, style and effect. theme when justifying their views and identifies and describes style and technical terms of individual writers or poets, for example, metaphor, simile, analogy, imagery, style and effect. Selects sentences, phrases and relevant information to support their view without support. Retrieve and record information from non-fiction. With support of a teacher, locates information in non-fiction texts by beginning to use appropriate skills; for example, non-fiction features such as headings and subtitles, skimming, scanning, text marking and by using ICT resources. Begins to record information appropriately. Quickly retrieves and records information from non-fiction, using the structure of the text to support. Uses skills of skimming, scanning and text marking to locate relevant information. Generally, records information from non-fiction text appropriately. Retrieves and collates information effectively from a range of sources without support. Responses are supported by appropriate references to the text. Without support, records information from non-fiction text appropriately. Participate in discussion about books, taking turns and listening and responding to what others say. With support of a teacher, participates in discussion about books, taking turns and responding to what others say. With prompts, can discuss personal viewpoints in response to a text. With support of a teacher, refers to the text when explaining views. Refers to text when explaining views and generally participates in discussion about books, taking turns and responding to what others say. Discusses personal viewpoints confidently in response to a text. Refers accurately to the text when explaining views, adeptly using it to justify viewpoint. Independently, participates in discussion about books, taking turns and responding to what others say. Independently, makes links to other known texts. Distinguish between statements of fact and opinion. With support of a teacher, begins to distinguish between statements of fact and opinion. For example, distinguishing between established facts and personal viewpoints. Generally, distinguishes between statements of fact and opinion. For example, distinguishing between established facts and personal viewpoints. Independently, distinguishes between statements of fact and opinion. For example, distinguishing between established facts and personal viewpoints. Provide reasoned justifications for views. With support of a teacher, begins to find reasons to justify a viewpoint. Generally, is able to provide reasoned justifications for views and uses evidence to support Independently, provide reasoned justifications for views, using a range of evidence to support.

11 Milestone 1 Assessment criteria for writing Learning Objective Key Indicators Basic Advancing Deep Composition To write with purpose Use some of the characteristic features of the type of writing used. A writing frame or structure provided by the teacher is used. When reminders are provided (for example, in the form of success criteria), knowledge of characteristic features is used. Knowledge of characteristic features is applied independently without prompts or guidance To use imaginative description Use well-chosen adjectives to add detail. With the support of a teacher adjectives are used. Adjectives are generally chosen well for effect. Adjectives are imaginative and chosen well to give interest to the reader. Use names of people, places and things. With the support of a teacher, names are added to provide extra detail. Generally, sufficient detail is provided to help the reader understand the main people, places and things. Well-chosen detail is provided at the right point within writing to enhance the readers understanding. Use nouns and pronouns for variety With the support of a teacher, pronouns are used. Generally, pronouns are interspersed with nouns to avoid repetition. There is a good understanding and use of a mixture of nouns and pronouns. Use adverbs for extra detail. With the support of a teacher, adverbs are used. Generally, adverbs are used to provide the reader with extra detail. Well-chosen adverbs add relevant and exciting information for the reader.

12 To organise writing appropriately Re-read writing to check it makes sense. There is an awareness of the need for writing to make sense. When help is provided, writing is read and changes are made if necessary. Writing generally makes sense to the reader Writing is re-read and changed, if necessary, so that it makes sense to the reader. Use the correct tenses. Tenses are used inconsistently. Tenses are generally used correctly. Tenses are used correctly and consistently throughout. Organise writing in line with its purpose. When help and structure are provided, writing is organised in line with its purpose Writing is generally organised appropriately. Writing has a clear organisational structure. Prompts and guidance are not required. To use paragraphs Write about more than one idea. When guides or prompts are provided, writing includes more than one idea or step. When reminders are provided, ideas are split into paragraphs. Writing is clearly organised into paragraphs that contain a definite theme. Group related information. When guides or prompts are provided, writing includes more than one idea or step. Paragraphs contain clearly related information. A number of themes are developed. To use sentences appropriately Sequence sentences to form a clear narrative. When help or structure is provided, writing includes a number of related sentences. When reminders are provided, writing includes a number of related sentences that flow and make sense as a short narrative. Writing is fluent and includes a series of well-constructed sentences that engage the reader. Join sentences with conjunctions and connectives. When help or structure is provided, sentences are linked with conjunctions and connectives. When reminders are provided, sentences are linked with a good range of conjunctions and connectives. Sentences are linked with a good range of conjunctions and connectives. Vary the way sentences begin. When help or structure is provided, sentences begin with a range of words other than and or then. When reminders and ideas are provided, sentences begin in a variety of ways. Sentences begin in ways appropriate for the purpose of the writing and include imaginative variety.

13 Transcription To present neatly Begin to form lower-case letters correctly and of consistent size. When help and support are provided, some letters and digits are beginning to show correct formation. Letters and digits are generally formed correctly and consistently. Letters and digits are correctly formed, with a definite sense of control. Form capital letters correctly and of consistent size. When help and support are provided, some letters and digits are beginning to show correct formation. Letters and digits are generally formed correctly and consistently. Letters and digits are correctly formed, with a definite sense of control. Form digits 0 9 correctly and of consistent size. There may be inconsistencies in the size of letters. Letters and digits are generally formed correctly and consistently. Letters and digits are correctly formed, with a definite sense of control. Begin to join some letters. When help and support are provided, some letters are joined. Some letters are joined Most letters are joined. Use spacing between words that reflects the size of the letters When help and support are provided, words are beginning to be spaced appropriately. Words are usually spaced appropriately. Words are spaced evenly and letters are well spaced both above and below the line. To spell correctly Spell words containing 40+ learned phonemes. When help is provided, some of the 40+ learned phonemes are applied in writing. Most of the 40+ learned phonemes are applied correctly in writing Almost all simple words are spelled correctly. Spell common exception words. Some of the days of the week are attempted and the words said and the are sometimes written correctly Most of the common exception words are spelled correctly. All common exception words are spelled correctly.

14 Add prefixes and suffixes. Both -s and -es are beginning to be used for plurals. Some prefixes (such as un-) and suffixes (such as -ing, -ed, -er, -ing, -er and -est) are used. Writing includes a good range of prefixes and suffixes. Use the possessive (singular) apostrophe. Apostrophes may sometimes be used. When reminders of the rules are provided, the possessive apostrophe is used correctly. The possessive apostrophe is generally used correctly. Distinguish between homophones and near-homophones. Common homophones are sometimes confused and so misspelled. Common homophones are generally distinguished and so spelled correctly Common homophones are almost always spelled correctly. To punctuate accurately Begin to use a capital letter for the names of people, places, the days of the week and I. When word banks and reminders are provided, capital letters are beginning to be used appropriately. When reminders are provided, capital letters are generally used appropriately. Capital letters are used consistently and appropriately. Use full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms. When help or structure is provided, full stops and capital letters are beginning to be used. Other punctuation is used in structured activity that is designed to practise these marks. When reminders are provided, most sentences are punctuated and include a range of punctuation. Apostrophes for the contracted form of words are generally used correctly. Punctuation is accurate. Apostrophes for the contracted form of words are understood and used correctly. Use subordination (when, if, that, because). When writing frames or other support is provided, subordination and coordination are used to provide extended clarity to sentences. Subordination and coordination are generally used in writing Subordination and coordination are used effectively to give extra meaning and clarity to writing. Use coordination (or, and, but). When writing frames or other support is provided, subordination and coordination are used to provide extended clarity to sentences. Subordination and coordination are generally used in writing Subordination and coordination are used effectively to give extra meaning and clarity to writing. Analysis and Presentation To analyse writing Use and understand grammatical terminology in discussing writing: Year 1: Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark. When help is provided, some of the terminology listed is beginning to be used correctly. When reminders are provided, most of the terminology listed is used correctly. A good grasp of all of the terminology listed is displayed and this is applied in answering questions about writing.

15 Use and understand grammatical terminology in discussing writing: Year 2: Verb, tense (past, present), adjective, noun, suffix, apostrophe, comma. Some of the features listed can be identified in questions about writing. Most of the features listed can be identified in questions about writing. A good grasp of all of the terminology listed is displayed and this is applied in answering questions about writing. To present writing Read aloud clearly enough to be heard by peers and the teacher. When support and encouragement are given, reading aloud is audible to others. When reminders are provided, reading aloud is clear and audible to others. Reading aloud is confident and fluent. Read aloud with some intonation. When support and encouragement are given, there is some intonation when reading aloud. There is generally good intonation. There is good control and intonation.

16 Milestone 2 Assessment criteria for writing Learning Objective Key Indicators Basic Advancing Deep Composition To write with purpose Use the main features of a type of writing (identified in reading). Writing frames or similar support are used. When reminders (such as success criteria) are provided, the main features of the type of writing are applied. The main features of a type of writing are generally applied without prompts. To use imaginative description Use techniques used by authors to create characters and settings. Create characters, settings and plots. When help is provided, character descriptions are generally focused on appearance rather than character traits. When help is provided, settings are generally described in terms of what can be seen. When help is provided, basic characters, settings and plots are developed. When reminders are provided, character descriptions include some character traits. When reminders are provided, descriptions of settings include an attempt to capture or suggest mood. Characters, settings and plots are generally well developed to create a coherent narrative. Character descriptions include a mixture of appearance and action to convey the nature of the character. Settings are generally conveyed well in terms of appearance, atmosphere and mood. Characters and settings are both described well. Plausible plots are developed and sustained throughout the narrative. Use alliteration effectively When encouragement is given, alteration is used. When reminders are provided, alteration is used effectively. Well-chosen descriptive phrases, including alteration are used. Use similes effectively. When encouragement is given, similes are used. When reminders are provided, similes are used effectively. Well-chosen descriptive phrases, including sillies are used. Use a range of descriptive phrases including some collective nouns. When encouragement is given, some descriptive phrases are used. When reminders are provided, some descriptive phrases, including the use of collective nouns are included. Well-chosen descriptive phrases, including the imaginative use of collective nouns, are used. To organise writing appropriately Use organisational devices such as headings and subheadings When writing frames or similar support are provided, organisational features are used. When reminders are provided, organisational devices are used effectively. Organisational devices are generally used effectively.

17 Use the perfect form of verbs to mark relationships of time and cause, for example, present perfect: she has arrived. Past perfect: By the time we arrived at the party, it had ended. Future perfect: By the time we arrive the party will have ended. When help is provided, the perfect forms of verbs are used appropriately with the correct endings of past participles for regular (-ed) verbs. When reminders are provided, the perfect forms of verbs are used in conjunction with appropriate past participle endings for both regular and some irregular verbs. For example, (She has become; Over the years she became; By the time she was eleven she had become.) The perfect forms of verbs are used effectively to show when an event happens. An understanding is demonstrated of how time shifts may be created through the use of language Use connectives that signal time, shift attention, inject suspense and shift the setting. When a framework or examples are provided, connectives are used. When reminders are provided of a range of connectives, effective choices are generally made. A good range of connectives is used to convey the passing of time, to inject suspense and to shift attention. To use paragraphs Organise paragraphs around a theme. When examples are provided, paragraphs focus on a theme. When reminders (for example, to produce mind maps) are provided, paragraphs are well organised around a theme. A theme is clearly introduced and developed, and remains consistent throughout each paragraph. Sequence paragraphs. An attempt to create a logical sequence for paragraphs can be seen. Paragraphs have a logical order although there may be some examples of paragraphs out of logical sequence. A clear and logical sequence of paragraphs is evident. To use sentences appropriately Use a mixture of simple, compound and complex sentences. When help is provided, writing includes a mixture of sentence types. When reminders are provided, an effective mixture of sentence types is used. Writing demonstrates well-chosen and correctly punctuated sentence types. Write sentences that include: conjunctions, adverbs, direct speech, is punctuated correctly, uses clauses and adverbial phrases. Some of the features listed are used in writing. Most of the features listed are used in writing. Sentences include all of the features listed, as appropriate for the type of writing. Direct speech is almost always punctuated correctly. Transcription To present neatly Join letters, deciding which letters are best left un-joined. Writing is beginning to be joined appropriately. Some letters that it would be better not to join have been joined. Writing generally shows appropriately and consistently joined letters. Writing almost always shows fluent, joined letters. Make handwriting legible by ensuring downstrokes of letters are parallel and letters are spaced appropriately Writing is beginning to show parallel downstrokes and appropriate spacing. Writing generally shows accurate spacing and well-formed letters. Writing is easy to read due to clear and thoughtful spacing and parallel downstrokes

18 To spell correctly Use prefixes and suffixes, and understand how to add them. When examples are provided, prefixes and suffixes are used. Prefixes and suffixes are often used. Well-chosen prefixes and suffixes are used correctly. Spell homophones correctly. Some homophones are used correctly, while others may be misused. Most homophones are used correctly. Almost all homophones are used correctly Spell correctly often misspelled words. Place the possessive apostrophe in words with regular and irregular plurals When guidance is provided, the possessive apostrophe is used for regular plurals. When reminders are provided, the possessive apostrophe for both regular and irregular plurals is used. The possessive apostrophe for both regular and irregular plurals is used accurately and consistently. To punctuate accurately Use commas after fronted adverbials When examples are provided, sentences that begin with an adverb are correctly punctuated. (For example: Unexpectedly, there was a loud knock at the door.) When reminders are provided, fronted adverbials are correctly punctuated. Fronted adverbials are correctly punctuated. Use and punctuate direct speech. When guidance is provided, direct speech is contained within speech marks (inverted commas) Direct speech is generally contained within speech marks. Capital letters are generally used for the first letter of the first word of each sentence within the speech marks. Direct speech is separated from the rest of the sentence, usually by a comma.(for example: Dad said softly, Please sit down. ) In addition to the fluent use of speech punctuation as outlined in Advanced, the following is used and applied correctly: When breaking direct speech up, by inserting information about who is speaking, capital letters for the first word inside the second set of speech marks are not used.(for example: If you think you can speak to me like that, she said, you had better think again! Analysis and Presentation To analyse writing Use and understand grammatical terminology when discussing reading and writing: Year 3, word family, conduction, adverb, preposition, direct speech, speech marks (inverted commas) prefix, consonant, vowel, clause, subordinate clause. Year 4, pronoun, possessive pronoun, adverbial. The use of Year 3 terminology is growing and applied in most cases. The use of Year 3 terminology is fluently applied and some of the Year 4 terminology is understood and used. The Year 3 and 4 terminology is fluently applied throughout a range of reading and writing activities.

19 To present writing Read aloud to a group or whole class, using appropriate intonation. When encouragement and support are provided, presentations are beginning to show confidence and appropriate intonation. Appropriate intonation is attempted in most cases. Presentation is articulate and intonation, pace and variation in volume show a good awareness of the audience.

20 Milestone 3 Assessment criteria for writing Learning Objective Key Indicators Basic Advancing Deep Composition To write with purpose Identify the audience for writing. When guidance is provided, the audience for writing is identified. When reminders are provided, writing shows an awareness of the audience. Writing shows a strong awareness of the audience. Choose the appropriate form of writing using the main features identified in reading. When structures are provided, writing is organised in line with its purpose. When support is provided, the main features of a type of writing are included. When reminders are provided, the appropriate form of writing for its intended purpose is chosen. When reminders are provided, the main features of a type of writing are used. The appropriate form of writing is chosen for its purpose. The main features of the type of writing chosen are fluently and consistently applied. To use imaginative description Use the techniques that authors use to create characters, settings and plots. When models or frameworks are provided, characters, settings and plots are successfully developed. When reminders are provided, a good range of techniques is used to create characters, settings and plots. Writing shows an impressive understanding of how to create characterisation, settings and plots. Create vivid images by using alliteration, similes, metaphors and personification. When guidance is provided, alliteration, similes, metaphors and personification are used appropriately. When reminders are provided, writing demonstrates a lively imagination, including the successful and appropriate use of alliteration, similes, metaphors and personification. Vivid and believable images capture and sustain the reader s attention. Interweave descriptions of characters, settings and atmosphere with dialogue. Dialogue and descriptions of characters, settings and atmosphere tend to be in separate blocks. There is some evidence of an attempt to interweave plot with descriptions of characters and settings Dialogue and descriptions of characters, settings and atmosphere are successfully interweaved. To organise writing appropriately Guide the reader by using a range of organisational devices, including a range of connectives. When guidance or frameworks are provided, organisational features are used appropriately. When reminders (such as success criteria) are provided, key organisational devices are used appropriately. Connectives are usually well chosen but may appear formulaic. A range of effective organisational features is used. Connectives are well chosen for the intended purpose. Choose effective grammar and punctuation. A growing awareness of effective grammar and punctuation is emerging. Effective grammar and punctuation are often used. Effective grammar and punctuation are used accurately and efficiently

21 Ensure the correct use of tenses throughout a piece of writing. Tenses are generally used correctly throughout a piece of writing, although there are some exceptions. Tenses are used correctly throughout a piece of writing. Tenses are used correctly and altered accurately within a piece of writing. (The perfect forms of verbs are used effectively.) To use paragraphs Write paragraphs that give the reader a sense of clarity. Paragraphs may, at times, refer to previously introduced ideas, which may not mean absolute clarity for the reader. Paragraphs generally make sense if read alone. Each paragraph introduces a theme and expands upon it in appropriate detail. Write paragraphs that make sense if read alone. Shorter pieces of writing are clear and cohesive but longer pieces may lack cohesion. When reminders are provided, pieces of writing, even longer pieces, are generally cohesive. When read alone, paragraphs make sense and when read together they provide clarity. Write cohesively at length. Shorter pieces of writing are clear and cohesive but longer pieces may lack cohesion. When reminders are provided, pieces of writing, even longer pieces, are generally cohesive. Longer pieces of writing are cohesive. To use sentences appropriately Write sentences that include: Relative clauses, modal verbs, relative pronouns, brackets, parenthesisa mixture of active and passive voice, a clear subject and object, hyphens, colons and semi colons, bullet points. Some of the features listed are evident. Support may be required Most of the features listed are evident. Reminders may be required. Almost all of the features listed are evident. Features are independently applied without prompts or reminders. Transcription To present neatly Write fluently and legibly with a personal style. Writing is usually presented in a legible style. Some inconsistencies in style may appear, especially in longer pieces of writing. Writing is generally fluent with some evidence of a consistent personal style emerging. Writing is fluent and legible with a clear and consistent personal style. To spell correctly Use prefixes appropriately. When help is provided, prefixes are used appropriately When reminders are provided, prefixes are used appropriately. Prefixes are used appropriately. Spell correctly some words with silent letters. Words with silent letters are used, although there may be some spelling errors. Some words with silent letters are used and spelled correctly. Words with silent letters are spelled correctly. Spell the vast majority of words correctly. Spelling shows a good understanding of the rules and exceptions to the rules. Most words, including commonly misspelled words, technical or subject specific words are spelled correctly. The vast majority of words, including technical or scientific words, are spelled correctly.

22 To punctuate accurately Indicate grammatical and other features by using commas to clarify meaning or avoid ambiguity in writing, and by using hyphens to avoid ambiguity. By using brackets, sashes or commas to indicate parenthesis, using semi-colons, colons or dashes to mark boundaries between independent clauses, using a colon to introduce a list, and punctuating bullet points consistently. Some of the features listed are evident. Most of the features listed are evident. All of the features listed are evident. Support may be required. Reminders may be required. Features are independently applied without prompts or reminders. Analysis and Presentation To analyse writing Use and understand grammatical terminology when discussing writing and reading Year 5: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity. Year 6, active and passive voice, subject and object, hyphen, synonym, colon, semi-colon, bullet points. Most of the features in the Year 5 list are evident. All of the features in the Year 5 list are evident. All of the features in the Year 5 list are evident. Year 6 lists are evident. To present writing Perform compositions, using appropriate intonation and volume. Performances show growing awareness of and experimentation with intonation, volume and pace. Performances show confidence, appropriate intonation and good pace and volume. Performances are confident and clear and show excellent awareness of the audience. Pace, volume and intonation are altered well for effect and the reaction of the audience is very positive.

23 Milestone 1 Assessment criteria for mathematics Learning Objective To know and use numbers Counting Key Milestone Indicator(s) Basic Advancing Deep Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 100 in numerals. With help or structure, there is counting forwards to and across 100, beginning with 0 or 1. With support: - Up to 10 objects can be counted - Numbers to 10 can be read and written With prompts, there is counting to and across 100, forwards and backwards from any given number. Generally, numbers between 0 and 100 are counted correctly. written and ordered correctly. Independently, there is counting to and across 100, forwards and backwards, from any given number. Numbers between 0 and 1000 are ordered correctly. Given a number, identify one more and one less. What number comes next or before, with numbers 0 10, is identified, with reminders where necessary. One more and one less than a given number are identified. One more and one less than a given number are identified without support, even when using negative integers. Count in steps of 2, 3, 5 and 10 from 0 or 1 and in tens from any number, forwards and backwards. With concrete objects, there is counting forwards from 0, in steps of 2, 5 and 10. When reminders are provided, there is counting in steps of 2, 3, 5 and 10 from 0 or 1 and in tens from any number, forwards or backwards. There is independent counting in steps of 2, 3, 5 and 10 from 0 or 1 and in tens from any number, forwards and backwards. Representing Identify, represent and estimate numbers using different representations, including the number line. Work is represented with objects or pictures and with the support of a teacher and the use of the number line. Generally, numbers are identified, represented and estimated using different representations. Independently, numbers are identified, represented and estimated using different representations. Read and write numbers initially from 1 to 20 and then to at least 100 in numerals and in words. Numbers from 1 to 20 are read and written correctly in numerals and words. Numbers from 1 to 100 are generally read and written correctly in numerals and words. Numbers from 1 to 100 are read and written correctly in numerals and words without support. Comparing Use the language of equal to, more than, less than (fewer), most and least. The language how many altogether, how many hidden, how many left, more than and less than is understood. The language of equal to, more than, less than, most and least is generally used correctly. The language of equal to, more than, less than, fewer, most and least is used correctly and independently.

24 Compare and order numbers from 0 up to 100; use <, > and = signs. Numbers 1 10 can be placed in ascending order. Generally, numbers between 0 and 100 are ordered correctly. Numbers between 0 and 1000 are ordered correctly. With support, the first, second, etc. in a line can be pointed at. The signs <, > and = are used to compare numbers from 0 up to 100. The signs <, > and = are used to compare numbers from 0 up to 1000 independently. Place value Recognise the place value of each digit in a two-digit number (tens, ones). When guidance or prompts are given, the place value of each digit in a two-digit number is recognised. The place value of each digit in a two-digit number is recognised. Generally, the place value of each digit in a two-digit number is recognised. The place value of each digit in a two-digit number is recognised without support. Solving problems Use place value and number facts to solve problems. Mathematical activities involving sorting, counting and measuring are accessed with support. With the support of a teacher, place value and number facts are used to solve problems. When reminders are provided, place value and number facts are used to solve problems. Generally, the starting point in a problem is found. Place value and number facts are used to solve problems. The starting point in a problem is found independently. To add and subtract Checking Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. There is an awareness of the terminology addition and subtraction. Addition is understood as finding the total of two or more sets of objects. Subtraction is understood as taking away objects and seeing how many are left. With support, simple addition or subtraction problems can be solved. When prompts are provided, the inverse relationship between addition and subtraction is used in calculations to check for correct answers. The subtraction facts linked to addition facts are recognised and calculated. Number problems are solved and answers are checked independently by using the inverse relationship between addition and subtraction. Missing number problems are solved independently by using the inverse relationship between addition and subtraction. Using Number facts Represent and use number bonds and related subtraction facts to 20. When guidance is provided, number bonds and subtraction facts to 20 are represented and used. With some reminders addition and subtraction facts to 20 are fluently used and number bonds within 20 are represented and used. Addition and subtraction facts to 1000 are fluently used and recalled.

25 Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. Number bonds and addition and subtraction facts to 20 are used and recalled, with reminders or prompts when needed. Addition and subtraction facts to 20 are recalled fluently. Addition and subtraction facts to 100 are recalled fluently and independently. Complexity Solve one-step problems with addition and subtraction, using: - Concrete objects and pictorial representations including those involving numbers, quantities and measures - The addition (+), subtraction ( ) and equals (=) signs The symbols + and = are used to record additions. The symbols and = are used to record subtractions. Addition and subtraction problems, involving up to 10 objects, are solved with prompts. Using concrete objects and pictorial representations (including those involving numbers, quantities and measures) onestep addition and subtraction problems are solved. Generally, one-step problems with addition and subtraction (including those involving numbers, quantities and measures) are solved. The addition (+), subtraction (-) and equals (=) signs are understood and generally used correctly. One-step problems with addition and subtraction are solved independently. Two-step problems involving addition and subtraction are tackled and solved without support. The addition (+), subtraction (-) and equals (=) signs are used correctly and independently. With the support of a teacher, more complicated one-step problems with addition and subtraction can be answered. Methods Add and subtract numbers using concrete objects and pictorial representations, and mentally, including: - One-digit and two-digit numbers to 20, including zero - A two-digit number and ones Work is recorded with objects, pictures or diagrams. With prompts, numbers of objects to 10 are added and subtracted. One-digit and two-digit numbers to 20 and a two-digit number and ones are added and subtracted (using concrete objects, pictorial representations and mentally) when help and support is provided. Generally, two-digit and one-digit numbers can be added and subtracted independently. A two-digit number and tens, two two-digit numbers and three one-digit numbers are added and subtracted (using concrete objects, pictorial representations and mentally) when reminders are provided. Using concrete objects, pictorial representations and mentally, the following are added and subtracted independently: - One-digit and two-digit numbers to 20, including zero - A two-digit number and ones - A two-digit number and tens - A two-digit number and tens - Two two-digit numbers - Two two-digit numbers Three one-digit numbers are added mentally. - Adding three one-digit numbers

26 Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. With support there is an awareness that the addition of numbers can be done in any order and that the subtraction of one number from another cannot. Generally, there is an understanding that two numbers can be added in any order but subtraction of one number from another cannot. An understanding that two numbers can be added in any order but subtraction of one number from another cannot is secured. To multiply and divide Methods Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division ( ) and equals (=) signs. There is an awareness of the operations multiplication and division. There is an awareness of the signs x,, = and what they represent. Generally, calculations involving multiplication and division are completed accurately. Generally, the signs x,, = are used correctly. Independently, mathematical statements for multiplication and division are calculated and the signs x,, = are used correctly. Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. There is an awareness that multiplication of two numbers may be done in any order and division of one number by another cannot. Generally, an understanding that multiplication of two numbers can be done in any order and division of one number by another cannot is shown. There is a secure understanding that multiplication of two numbers can be done in any order and division of one number by another cannot. Solve problems involving multiplication and division using mental methods. Simple multiplication and division problems, deriving from the 2, 5 and 10 multiplication tables, are solved mentally, with reminders if necessary. Mental methods are developing in order to solve multiplication and division problems. Mental calculations can be recorded as number sentences and problems involving multiplication and division, using mental methods, can be solved correctly and independently. Checking Use known multiplication facts to check the accuracy of calculations. With the support of a teacher, multiplication facts are used to check the accuracy of calculations. Generally, multiplication facts are applied to check the accuracy of calculations. Multiplication facts are applied independently to check the accuracy of calculations. Complexity Solve one-step problems involving multiplication and division. With the support of a teacher, concrete objects, pictorial representations and arrays, one-step problems involving multiplication and division are solved. When reminders are provided and with the use of arrays if necessary, one-step problems involving multiplication and divisions are solved. One-step problems, involving multiplication and division, are solved independently and accurately. Using concrete objects, pictorial representations and arrays independently to support, twostep problems, involving multiplication and division, are solved accurately.

27 Using multiplication and division facts Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables. When help or structure is provided, multiplication and division facts for the 2, 5 and 10 multiplication tables are used. Multiplication and division facts for the 2, 5 and 10 multiplication tables are recalled and used independently, with support if necessary. The recall and use of multiplication and division facts for the 2, 5 and 10 multiplication tables are fluently applied. Recognise odd and even numbers. With the support of a teacher, pictorial representations and concrete objects, odd and even numbers are recognised. Generally, odd and even numbers are recognised. Odd and even numbers are recognised without support. Use multiplication and division facts to solve problems. With the support of a teacher, pictorial representations and concrete objects, multiplication and division facts are used to solve problems. Generally, problems are solved independently using multiplication and division facts. Problems are solved independently using multiplication and division facts. To use fractions Solving problems Write simple fractions. With support, an understanding of a 1/2 and 1/4 of a given quantity is shown. When reminders are provided, simple fractions are written, e.g. 1/2, 1/4 and 1/2 of 6 = 3. More complicated fractions are written independently, e.g. finding 1/3, 1/6 and 1/5 and 1/3 of 12 = 4. Recognising fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity. With the support of a teacher, a half and a quarter are named and found by strategies such as: folding shapes in two or four, halving an even number of objects or being able to say when a container is half full. 1/2, 1/3, 1/4, 2/4 and 3/4 of an object, shape or quantity are recognised and named when prompts are given. 1/2, 1/3, 1/4, 2/4 and 3/4 of an object, shape or quantity are recognised and named independently. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. There is an emerging understanding that a quarter is one of four equal parts of an object, shape or quantity. 1/2, 1/3 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity are generally recognised, named and written. 1/2, 1/3, 1/4, 2/4 and 3/4 of a length or set of objects are recognised, named and written. Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity. With the support of a teacher and pictorial representations or concrete objects, 1/4, 2/4, 1/2, 1/3 and 3/4 of a length, shape, set of objects or quantity are recognised, found and named. A group of objects can be split into halves and quarters independently. A group of objects can be split into halves and quarters independently. Equivalence Recognise the equivalence of 2/4 and 1/2. When concrete objects, pictorial representations and the support of a teacher are provided, the equivalence of 2/4 and 1/2 is recognised. Generally, the equivalence of 2/4 and 1/2 is recognised as a decimal or percentage. The equivalence of 2/4, 1/2 and harder fractions, such as 1/3, 2/3, 1/5, etc., is recognised without prompts.

28 To understand the properties of shapes Recognise and name common 2-D and 3-D shapes. With help, common 2-D and 3-D shapes are sorted and recognised. Common 2-D and 3-D shapes are recognised from pictures of them. Properties of 2-D and 3-D shapes are identified and described and the 2-D shape on the surface of a 3-D shape is identified. Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line. Simple properties of 2-D shapes are described, such as side or corner. Through supported activity such as folding, there is an awareness of symmetry. Generally 2-D shapes are described accurately, including their lines of symmetry. 2-D shapes are sorted and compared independently. Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces. Simple properties of 3-D shapes are described, such as the number of faces. Generally, 3-D shapes are described accurately, including the number of edges, vertices and faces. 3-D shapes are sorted and compared independently. Identify 2-D shapes on the surface of 3-D shapes. With support, 2-D faces on the surface of 3-D shapes are recognised. Generally, 2-D faces on the surface of 3-D shapes are recognised and used to describe 3-D shapes. 2-D faces on the surface of 3- D shapes are recognized independently and form part of independently created criteria for sorting. Compare and sort common 2-D and 3-D shapes and everyday objects. Simple 2-D shapes on the surface of 3-D shapes are identified. 2-D and 3-D shapes and everyday objects are sorted using one criterion. 2-D and 3-D shapes are sorted using more than one criterion. To describe position, direction and movement Describe position, direction and movement, including whole, half, quarter and three-quarter turns. Position and direction can be described with the support of a teacher. There is an awareness of the terms whole, half, quarter and three-quarter turns. Generally, position, direction and movement can be described using the terms whole, half, quarter and three-quarter turns. Independently, position, direction and movement can be described. Order and arrange combinations of mathematical objects in patterns and sequences. A simple pattern of objects, shapes or numbers is copied and continued with support, reminders or prompts. Generally, combinations of mathematical objects in patterns and sequences are ordered correctly. Sequences in regular steps are Combinations of mathematical objects in patterns and sequences are ordered and arranged correctly and independently.

29 continued. The positions of objects in a row (first, second, third, etc.) can be described. Predictions are made for what comes next in a pattern and reasons are given for this prediction without support. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anticlockwise). Generally, language such as behind, under, on top of, next to etc. is used and responded to. Generally, directional language such as forwards, backwards, turn, etc., is used and responded to. Generally, the language half turns, quarter turns and whole turns is used to describe position, direction and movement. Reminders for the use of mathematical vocabulary to describe position, direction and movement are sometimes needed. Left and right are used correctly when directions are given. Right angles in turns are recognised without support. The language half turns, quarter turns and whole turns is used to describe position, direction and movement independently. A good range of mathematical vocabulary to describe position, direction and movement is used. Left, right, clockwise and anticlockwise are used correctly when directions are given. To use measures Compare, describe and solve practical problems for: lengths and heights, mass/weight, capacity and volume, time. With the support of a teacher, practical problems for a range of measures are described and solved. Generally, practical problems for a range of measures, including lengths and heights, mass/weight, capacity, volume and time, are compared, described and solved. Practical problems for a range of measures including lengths and heights, mass/weight, capacity, volume and time, are compared, described and solved without help. Measure and begin to record: lengths and heights, mass/weight, capacity and volume, time (hours, minutes, seconds). With help, a range of measures are measured in a variety of ways: - Lengths are compared and put into an order. - Objects that are shorter/longer than 1m, heavier/lighter than 500g, hold more/less that 1 litre can be found. Generally, a range of measures are measured and recorded. Tools needed for measuring are chosen when prompted. A range of measures are measured and recorded independently. Tools needed for measuring are chosen independently.

30 Sequence events in chronological order using language. With prompts or support, events can be sequenced in chronological order, using language such as first, second, last, etc. Events can be sequenced in chronological order, using language such as: first, second, last. Events can be sequenced in chronological order, using language such as first, second, last, and questions about the timings of these events can be answered and asked independently. Recognise and use language relating to dates, including days of the week, weeks, months and years. Language for the days of the week is used and language for months and years is emerging. Language relating to dates, including days of the week, weeks, months and years, is generally used correctly. Language relating to dates, including days of the week, weeks, months, years and decades is used independently. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. With support, the time is read to the hour and there is an emerging understanding of the half hour. With the support of a teacher, the hands on a clock face are drawn to represent the time to the hour. The number of minutes in an hour and the number of hours in a day is known and generally used to solve problems. Generally, time to the hour, half past the hour and quarter past/to the hour is told and the hands on a clock face to show these times are drawn. With prompts, intervals of time can be compared and sequenced independently. With reminders, time to five minutes can be told and the hands on a clock face drawn to show these times. The number of minutes in an hour and the number of hours in a day is known and used to solve problems independently. Time to the hour, half past the hour, quarter to and quarter past the hour and to five minutes is told and the hands on a clock face to show these times are drawn independently. Intervals of time can be compared and sequenced independently. Use standard units to estimate and measure length/height (m/cm), mass (kg/g), temperature ( C) and capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels. With the support of a teacher and practical measuring apparatus, such as rulers, scales, thermometers and measuring vessels, the following can be measured as accurately as possible: - length/height in cm/m - mass in kg/g - temperature in C - capacity in ml/l. Generally, by using measuring apparatus, such as rulers, scales, thermometers and measuring vessels, the following can be measure to the nearest appropriate unit: - length/height in cm/m - mass in kg/g - temperature in C - capacity in ml/l. By using measuring apparatus, such as rulers, scales, thermometers and measuring vessels, the following can be measure to the nearest appropriate unit: - length/height in mm/cm/m - mass in kg/g - temperature in C - capacity in ml/l.

31 A wider range of measures, such as right angle checker and timeline, are used without support. Compare and order lengths, mass, volume/capacity and record the results using >, < and =. With the support of a teacher, the signs <, > and = are understood and used to order lengths, mass and volume/capacity. Generally, the signs <, > and = are used to compare and order lengths, mass and volume/capacity. The signs <, > and = are used to compare and order lengths, mass and volume/capacity independently. Recognise and know the value of different denominations of coins and notes. With concrete objects and pictorial representations, the value of different denominations of coins and notes is generally recognised. The value of different denominations of coins and notes is recognised. The value of different denominations of coins and notes is recognised and used to solve problems without support. Recognise and use symbols for pounds ( ) and pence (p); combine amounts to make a particular value. The symbols (pounds) and p (pence) are recognised and, with the support of a teacher, used. Generally, the symbols (pounds) and p (pence) are recognised and used and combined to make particular values. It is understood that there are 100p in 1. The symbols (pounds) and p (pence) are recognised, used and combined to make particular values. It is securely understood that there are 100p in 1 and this knowledge can be used to convert pence into pounds and pence. Find different combinations of coins that equal the same amount of money. With the support of a teacher different combinations of coins that equal the same amount of money are found. Generally, combinations of coins that equal the same amounts of money are found. Combinations of coins that equal the same amount of money are found without support. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. With the support of a teacher and concrete objects, simple addition and subtraction problems involving money of the same unit are solved. With the support of a teacher and concrete objects, change can also be given. Simple addition and subtraction problems involving money of the same unit and giving change are solved independently concrete objects may be needed for this. More complicated addition and subtraction problems involving pounds and pence and giving change, are solved independently.

32 To use statistics Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. Simple pictograms, tally charts, block diagrams and tables are constructed with support. When reminders are provided, simple pictograms, tally charts, block diagrams and simple tables are constructed. Pictograms, tally charts, block diagrams and simple tables are constructed and interpreted independently. Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. Sorting takes place, using one or two simple criteria, such as boy/girl. Objects can be sorted into a given largescale Venn or Carroll diagram with support. Objects and pictures are used to create simple block diagrams and pictograms with support. Generally, questions about totalling and comparing categorical data are answered correctly. Data can be collected and sorted to test a simple question. Vocabulary such as sort, group, set, table, most common and least popular is understood. Questions about totalling and comparing categorical data are asked and answered accurately and without support. Questions about any information gathered can be asked for other children to answer. Venn and Carroll diagrams are used to sort and record information independently. Ask and answer questions about totalling and comparing categorical data. When help is provided, simple questions are answered and asked by counting the number of objects in each category and sorting the categories by quantity. There is talk about totalling and which set has the most. and how work has been represented when reminders are given. Generally, questions about results that have been gathered can be answered. There is talk about totalling and which set has the most, and how work has been represented when reminders are given. Responding to more complex questions, such as How many people took part in this survey? are answered. To use algebra Solve addition and subtraction problems involving missing numbers. With the support of a teacher, addition and subtraction problems involving missing numbers are solved. When reminders are given, addition and subtraction problems, involving missing numbers, are solved. More complex addition and subtraction problems, involving missing numbers, are solved independently and accurately.

33 Milestone 2 Assessment criteria for mathematics Learning Objective To know and use numbers Counting Key Milestone Indicator(s) Basic Advancing Deep Count in multiples of 2 to 9, 25, 50, 100 and With concrete objects, there is counting in multiples of 2, 5, 100, There is counting in multiples of 2, 3, 4, 5, 25, 50, 100 and Generally, there is counting in multiples of 2 to 9. There is independent and fluent counting in multiples of 2 to 9, 25, 50, 100 and Find 1000 more or less than a given number. With support from a teacher there is some evidence of finding 1000 more or less than some numbers. Generally, 1000 more or less than a given number is found more or less than a given number, including negative numbers, can be found. Count backwards through zero to include negative numbers. There is a process of counting backwards to zero but prompts may be needed. With support if necessary, there is counting backwards to zero and through zero and negative numbers are recognised. There is fluent counting backwards through zero to negative numbers. Representing Identify, represent and estimate numbers using different representations. With support, numbers are represented as a collection of ones, groups of ten and groups of 100. With support estimation is attempted. Generally, numbers are represented both pictorially and in writing in groups of ones, tens and hundreds. Estimation is generally accurate. Numbers are independently represented in a variety of written and pictorial forms. Estimation is accurate and justified. Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. With support, Roman numerals on a clock can be read. With reminders, Roman numerals to 100 (I to C) are read. Independently, Roman numerals are read up to 100 (C) and years written in Roman form are deciphered. Comparing Order and compare numbers beyond With the support of a teacher, place value in numbers up to 1000 is understood and these numbers can be ordered. With reminders, the place value in numbers beyond 1000 is understood and these numbers can be ordered and compared. Numbers beyond 1000 can be ordered and compared independently and the place value in numbers beyond 1000 is understood. Place value can be used to make approximations.

34 Place value Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones). Round any number to the nearest 10, 100 or The place value of each digit in a two-digit whole number is recognised. With reminders, the place value of each digit in a three-digit number is recognised. When models or frameworks are provided, any number is rounded to the nearest 10 or 100. The place value of each digit in a four-digit whole number is recognised. Generally, any number is rounded accurately to the nearest 10, 100 or Generally, the place value of each digit in a four-digit whole number. Some decimal numbers are recognised, e.g. in the number , the value of the number 7 is understood as 7/10ths. Independently, any number is rounded to the nearest 10, 100, 1000 and rounding to the nearest 10,000 or 100,000 is generally accurate. Solving problems Solve number and practical problems with increasingly large positive numbers. With concrete objects, apparatus and guidance, number problems can be solved. Equipment is beginning to be chosen to help solve problems. With occasional prompts, number and practical problems with large positive numbers are solved. Patterns in results are looked for when problem solving. Systematically and in an organised manner, number and practical problems (with increasingly large positive number) can be solved independently. Generally, there is a secure awareness of which operation to use when solving problems. Discussion is used to break down a problem. The operation needed in order to solve problems is identified independently. To add and subtract Checking Estimate and use inverse operations to check answers to a calculation. When help or structure is provided, the inverse operations are used to check answers to a calculation. Generally, during problem solving, work is checked and corrections are made. Work is checked and corrections are made independently during problem solving. Generally, inverse relationships are used to find missing numbers in a number sentence and to check answers to a calculation. Without support, inverse relationships are used to find missing numbers in a number sentence and to check answers to a calculation. Using Number facts Solve two-step addition and subtraction problems in contexts, deciding which operations and methods to use and why. There is an awareness of how to solve twostep problems using number facts and place value. With the support of a teacher, simple missing number problems can be solved using number facts and place value. Generally, two-step number problems, including missing number problems, are tackled and solved using number facts, place value and addition and subtraction. Independently, two-step number problems, including missing number problems and balancing equations, are solved using more complex addition and subtraction.

35 Complexity Solve two-step addition and subtraction problems in contexts, deciding which operations and methods to use and why. With the support of a teacher and practical apparatus, two-step addition and subtraction problems are solved. Two-step problems, involving addition and subtraction, are solved in different contexts. When reminders are given, the most appropriate operations and methods are chosen and used to solve problems. Two-step problems in contexts, involving addition and subtraction, are systematically solved. The most appropriate method and operations are chosen and used to solve two-step addition and subtraction problems independently. Methods Add and subtract numbers with up to four digits using the formal written methods of columnar addition and subtraction where appropriate. With the support of a teacher, the correct formal written methods are used to add and subtract numbers up to four-digits. Generally, the formal written methods of columnar addition and subtraction are used to add and subtract numbers up to four-digits. Independently, the columnar addition and subtraction methods are used to add and subtract numbers with up to four-digits correctly. Add and subtract numbers mentally, including: - A three-digit number and ones - A three-digit number and tens - A three-digit number and hundreds With prompts, three-digit numbers and ones are added and subtracted mentally. Three-digit numbers and ones and three-digit numbers and tens are added and subtracted mentally. Reminders may be needed to address mistakes. Three-digit numbers and ones, three-digit numbers and tens and three-digit numbers and hundreds are added and subtracted mentally and quickly. With prompts, three-digit number and hundreds are added and subtracted mentally. Generally, four-digit numbers and ones, tens or hundreds are added and subtracted mentally. To multiply and divide Methods Multiply two-digit and three-digit numbers by a one-digit number using formal written layout. Using practical apparatus, two-digit numbers are multiplied by a one-digit number. With support calculations are represented using a formal written layout. Two-digit numbers can be multiplied and divided by a one-digit number, using formal written layout accurately. With reminders, three-digit numbers can be multiplied and divided by a one-digit number, using formal written layout. Independently, two-digit and three-digit numbers are multiplied by a one-digit number using formal written layout correctly.

36 Use place value, and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1, dividing by 1, multiplying together three numbers. With the support of a teacher and the use of concrete objects, two-digit numbers can be multiplied and divided by 2, 3, 4 and 5. When reminders of strategies to support are given, simple multiplication and division facts can be solved mentally, including multiplying and dividing by 1. Generally, place value and known multiplication and division facts are used to divide and multiply mentally, including multiplying by 0 and 1. Two-digit numbers can be multiplied by 2, 3, 4 and 5 mentally. The following mental calculations occur independently: - multiplying two-digit and three-digit numbers by 0 and 1 - dividing two-digit and threedigit numbers by 1 Generally, three numbers can be multiplied together. - multiplying together three numbers. Two-digit and three-digit numbers are multiplied by 0 and 1 and two-digit and threedigit numbers are divided by 1 mentally with reminders occasionally needed. Place value and known multiplication and division facts are used to divide and multiply mentally, including multiplying by 0 and 1. Recognise and use factor pairs in mental calculations. With the support of a teacher and pictorial representations, factor pairs are recognised. Generally, factor pairs in mental calculations are used and recognised, e.g. 1 x 48 = 48, 2 x 24 = 48, 3 x 16 = 48. Factor pairs in mental calculations are used and recognised, e.g. 1 x 48 = 48, 2 x 24 = 48, 3 x 16 = 48 Checking Recognise and use the inverse relationship between multiplication and division and use this to check calculations and solve missing number problems. There is an awareness of the inverse relationship between multiplication and division. With the support of a teacher, this is used to solve problems and at times check calculations. With support, division facts can be found from a known multiplication fact. The inverse relationship between multiplication and division is recognised. With some support, the inverse relationship between multiplication and division is used to solve problems and check calculations. The inverse relationship between multiplication and division is used to check calculations and to solve problems independently. Division facts can be found from a known multiplication fact.

37 Complexity Solve problems involving multiplying and adding, including using the distributive law to multiply twodigit numbers by one digit, integer scaling problems and harder correspondence problems (such as n objects are connected to m objects). Using pictorial representations, concrete objects and at times the support of a teacher, simple multiplication and division problems are solved. Generally there is an understanding of the distributive law: multiplying a number by a group of numbers added together is the same as doing each multiplication separately, e.g. 3 (2 + 4) = The distributive law and other multiplication and addition methods are used to solve: The distributive law and other multiplication and addition methods are used to solve: - Problems involving multiplying two-digit numbers by a onedigit number without support. - Problems involving multiplying three-digit numbers by a one-digit number without support. - Problems involving multiplying two-digit numbers by a one-digit number - Integer scaling problems - Integer scaling problems without support. - Harder correspondence problems without support. Using multiplication and division facts Recall multiplication and division facts for multiplication tables up to Generally, multiplication and division facts for multiplication tables 2, 5 and 10 are recalled. With support, multiplication and division facts are recalled for 3 and 4 multiplication tables. - Correspondence problems. Multiplication and division facts are recalled for 2, 3, 4, 5 and 10 multiplication tables at speed. Generally and with a few reminders or corrections, multiplication and division facts for multiplication tables up to can be recalled. Multiplication and division facts for multiplication tables up to are recalled at speed. Multiplication and division questions involving multiples of 10, 100, 1000, etc. are answered by using times table facts, e.g. 6 x 6 = 36 so 60 x 6 = 360. To use fractions Solving problems Add and subtract fractions with the same denominator within one whole. With concrete objects and pictorial representations, fractions with the same denominator within one whole are added and subtracted, e.g. 2/7 + 3/7 = 5/7. With reminders of processes fractions with the same denominator within one whole are added and subtracted. Fractions with the same denominator within one whole are added and subtracted independently. Solve problems involving increasingly harder fractions. With the support of a teacher, there is problem solving involving 1/2 and 1/4 as a fraction, decimal and percentage. Generally, fractions with the same denominator are added and subtracted correctly, e.g. 1 3/4 = 1/2 Problems involving increasingly harder fractions, such as improper fractions, fractions with different denominations, etc. are solved.

38 Add and subtract fractions with the same denominator. With the support of a teacher, problems such as + are solved. With reminders, problems involving fractions with the same denominator are solved. Independently, fractions with the same denominator are added and subtracted. Find the effect of dividing a oneor two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. With the support of a teacher and practical apparatus, the effect of dividing a oneor two-digit number by 10 is found and the value of the digits in the answer are identified as ones, tenths and hundredths. With prompts, the effect of dividing a one- or two-digit number by 10 and 100 is found and the value of the digits in the answer are identified as ones, tenths and hundredths, e.g = 1.36 and the value of the number 3 in the answer is 3 tenths. Independently, the effect of dividing a one- or two-digit number by 10, 100 or 1000 is found and the value of the digits in the answer are identified as ones, tenths, hundredths and thousandths. Recognising fractions Solve simple measure and money problems involving fractions and decimals to two decimal places. Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. When models are provided, such as concrete objects and pictorial images, measure and money problems involving fractions and decimals to two decimal places are solved. With concrete objects and pictorial images, and the support of a teacher,, 1/3 and of a discrete set of objects are found. Generally, simple measure and money problems involving fractions and decimals to two decimal places are solved. When reminded,, 1/3 and 1/5 of a discrete set of objects are generally recognised and used. With support non unit fractions are recognised and used (eg 2/3) Measure and money problems involving fractions and decimals to two decimal places are solved independently. Generally problems involving decimals to three decimal places are solved. Fractions of a discrete set of objects or numbers are recognised independently. Non unit fractions of a discrete set of objects or numbers are identified. Round decimals with one decimal place to the nearest whole number. With support decimals with one place are rounded to the nearest whole number. When prompted decimals with one place are rounded to the nearest whole number. Independently decimals with one place are rounded to the nearest whole number. Generally decimals with two places are rounded to the nearest whole number. Compare numbers with the same number of decimal places up to two decimal places. With support, two numbers with two decimal places are ordered correctly. Generally any sets of numbers with two decimal places are ordered correctly. Independently, any sets of numbers with two decimal places are ordered correctly. Generally, any sets of numbers with three decimal places are ordered correctly.

39 Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and from dividing one-digit numbers or quantities by 10. Within the context of counting money and metric measures, there is an emerging understanding that tenths arise from dividing a measure into 10 equal parts and from dividing one-digit numbers or quantities by 10. Generally, the metric measure system is used to count in tenths and to explain that tenths arise from dividing a measure into 10 equal parts. With support, one digit numbers or quantities are divided by 10. One digit numbers or quantities are independently divided by 10. Count up and down in hundredths; recognise that hundredths arise from dividing an object by 100 and dividing tenths by 10. With support, counting up and down in tenths and hundredths is correct. Generally, counting up and down in tenths and hundredths is correct. It is generally recognised that tenths or hundredths arise from dividing an object into 10 or 100 equal parts and from dividing one-digit numbers or quantities by 10 or 100. Counting up and down in tenths and hundredths is correct and takes place independently. It is recognised that tenths and hundredths arise from dividing an object into 10, 100 equal parts and from dividing onedigit numbers or quantities by 10 or 100. Generally counting up and down in thousandths is accurate. Compare and order unit fractions and fractions with the same denominators. With support from the teacher, along with pictorial representations, unit fractions and fractions with the same denomination are ordered. Generally, unit fractions and fractions with the same denominators are ordered. Unit fractions and fractions with the same denominators are compared and ordered. Generally, non-unit fractions are ordered correctly. Recognise and show, using diagrams, families of common equivalent fractions. With the support of a teacher and by using diagrams, families of common equivalent fractions are recognised. Families of common equivalent fractions, e.g. 1/2 is equivalent to 2/4, 3/6, 4/8, etc., are recognised and shown. Families of common equivalent fractions, e.g. 1/2 is equivalent to 2/4, 3/6, 4/8, etc., are recognised and shown independently. Recognise the equivalence of 2/4 and 1/2. When concrete objects, pictorial representations and the support of a teacher are provided, the equivalence of 2/4 and 1/2 is recognised. Generally, the equivalence of 2/4 and 1/2 is recognised as a decimal or percentage. The equivalence of 2/4, 1/2 and harder fractions, such as 1/3, 2/3, 1/5, etc., is recognised without prompts.

40 Equivalence Recognise and write decimal equivalents of any number of tenths or hundredths. With the support of a teacher, a decimal equivalent to 1/10 is recognised Generally, decimal equivalents of any number of tenths is recognised and written. With support from a teacher, decimal equivalents of any number of hundredths is recognised and written. Decimal equivalents of any number of tenths or hundredths is recognised and written. Balancing equations are beginning to be solved. Recognise and write decimal equivalents to 1/4, 1/2, 3/4. There is an emerging understanding of the decimal equivalent to 1/4. Generally, decimal equivalents to 1/4, 1/2 and 3/4 are recognised and written correctly. Decimal equivalents to 1/4, and 3/4 are recognised and written correctly and independently. With support, decimal equivalents of 1/3 and 2/3 are recognised and written. To understand the properties of shapes Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them. With guidance, 2-D shapes can be drawn and 3-D shapes made using modelling materials. Basic properties, e.g. number of sides, lines of symmetry, etc., are described. Generally, 2-D shapes can be drawn and 3-D shapes made using modelling materials. 3-D shapes in different orientations are recognised. 2-D shapes can be drawn and 3-D shapes made using modelling materials. 3-D shapes in different orientations are recognised without support. Recognise angles as a property of shape or a description of a turn. With support, turns of 90 degrees are recognised. Generally, angles, as a property of shape, are recognised and described, including 90 and 180, degrees. Angles, as a property of shape or description of a turn, are recognised and described, including 90, 180, 270 and 360 degrees. Identify right angles; recognise that two right angles make a half turn, three make three quarters of a turn and four make a complete turn; identify whether angles are greater than or less than a right angle. With support, right angles can be identified and angles which are greater than or less than a right angle are identified. Generally, right angles, obtuse angles and acute angles are identified, compared and ordered correctly and the correct terminology is used. Right-angled or equilateral triangles are recognised. When reminders are given, isosceles and scalene triangles are identified. Right angles, obtuse angles, acute angles and reflex angles are identified correctly and independently. Angles as a measure of a turn are recognised, e.g. there is a secure understanding that 180 (two right angles) is a half turn, 270 (three right angles) is three quarters of a turn and that 360 (four right angles) is a whole turn.

41 Right-angled, isosceles, scalene and equilateral triangles are recognised independently. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Horizontal and vertical lines are identified correctly. Horizontal and vertical lines are identified independently and pairs of perpendicular and parallel lines are generally identified correctly. Horizontal and vertical lines and pairs of perpendicular and parallel lines are identified correctly and without support Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. When prompts are given, geometric shapes, including triangles and quadrilaterals, are classified. With support from a teacher, different types of triangles, such as equilateral, scalene, isosceles and right-angled, are classified. Geometric shapes, including triangles and quadrilaterals, are generally classified. With help, there is classification of triangles into equilateral, scalene, isosceles and right-angled triangles, using the properties of shape. Geometric shapes, including triangles and quadrilaterals are classified and there is classification of triangles into equilateral, scalene isosceles and right-angled triangles, using the properties of shape. With the support of a teacher, the net for a cube is created. Identify acute and obtuse angles and compare and order angles up to two right angles by size. With support from a teacher, the terminology acute and obtuse is beginning to be used. Generally, angles are compared and ordered up to 180 degrees. Generally, the language of obtuse and acute angles is used in describing angles. Angles are independently ordered and compared. Identify lines of symmetry in 2-D shapes presented in different orientations. Lines of symmetry in simple 2-D shapes, such as squares, rectangles and equilateral triangles, are identified with support. Generally, lines of symmetry in 2-D shapes presented in different orientations are identified. Lines of symmetry in 2-D shapes presented in different orientations are identified correctly and independently. When using a vertical or horizontal line of symmetry, symmetric figures are completed. Complete a simple symmetric figure with respect to a specific line of symmetry. With the support of a teacher and when using a vertical line of symmetry, simple symmetric figures are completed. With prompts and when using a vertical or horizontal line of symmetry, simple symmetric figures are completed. Generally, shapes can be reflected at 45 to a mirror line.

42 Nets of 3-D shapes have started to be recognised and some nets for more common 3-D shapes can be created. Nets of a variety of 3-D shapes are recognised and constructed. To describe position, direction and movement Recognise angles as a property of shape and as an amount of rotation. With the support of a teacher, angles are recognised as a property of shape. With support, rotations of 90 or 180, can be related to and turns. Angles are recognised as a property of shape and as an amount of rotation. Angles are recognised as a property of shape and as an amount of rotation, without support. Identify angles that are greater than a right angle. With support, angles greater than 90 degrees are recognized and described as obtuse. Angles that are greater than a right angle are identified and called obtuse angles. Angles are sorted in terms of less than, equal to or greater than a right angle. With support, angles greater than 180 degrees are described as reflex angles. The terminology of acute, right angle, obtuse and reflex is used to describe angles. Describe positions on a 2-D grid as coordinates in the first quadrant. The x and y axis are identified on a coordinate grid. When help or structure is provided, positions on a 2-D grid, as coordinates in the first quadrant, e.g. (2,2), are described. Positions on a 2-D grid, as coordinates in the first quadrant, e.g. (2,2), are described and plotted. Positions on a 2-D grid, as coordinates in the first, second, third or fourth quadrant, e.g. (-2,2) are described. Describe movements between positions as translations of a given unit to the left/right and up/down. There is an awareness of the following terminology for position, direction and movement: left/right, clockwise/anticlockwise, 90 to give directions. The following directional terminology: left/right, clockwise/anticlockwise, 90, is understood and used correctly to describe position, direction and movement. Shapes can be reflected on a vertical and horizontal mirror line independently. Movements between positions, as translations of a given unit, are described and translations using vectors are plotted.

43 Plot specified points and draw sides to complete a given polygon. With support from the teacher and structured activity provided, specific points are plotted on a coordinate grid to complete a triangle or square. When guidance is provided, specified points are plotted on a coordinate grid and sides are drawn to complete a given polygon, e.g. a hexagon. Independently, specified points are plotted on a coordinate grid and sides are drawn to complete a given polygon, e.g. a hexagon. To use measures Measure, compare, add and subtract: lengths/heights (m/cm/mm); mass/weight (kg/g); volume/capacity (l/ml). With support, measurements are taken and recorded. With support and practical apparatus, measurements are added and subtracted. Generally, Measurement scales are understood and measurements are taken and recorded. Generally, a series of measurements are added and subtracted. Independently, a wide range of measures are taken and recorded accurately. Addition and subtraction problems involving measures are independently completed. Measure the perimeter of simple 2-D shapes. The terms area and perimeter are beginning to be understood. With support, the perimeter of simple 2-D shapes is measured in cm and m. Generally, the terminology of area and perimeter is secure and used correctly. The perimeter of a rectilinear figure (including squares) in centimetres and metres is measured and calculated. The terminology of area and perimeter is secure and used to calculate accurately. Add and subtract amounts of money to give change ( and p). With the support of a teacher and with practical apparatus, amounts of money can be added and subtracted to give change within one pound. Generally, amounts of money can be added and subtracted to give change. Amounts of money can be added and subtracted to give change confidently and correctly. Read, write and convert time between analogue and digital 12- and 24-hour clocks, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks. With the support of a teacher, the time can be understood from an analogue clock, including when using Roman numerals. With reminders, times are read, written and converted between analogue and digital 12- and 24- hour clocks, (e.g. 3:00 o clock 15:00hrs). Without support, times are read, written and converted between analogue and digital 12- and 24-hour clocks, (e.g. 3:00 o clock 15:00hrs).

44 Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use appropriate vocabulary. With the support of a teacher, a 12-hour clock can be read and time duration within the hour estimated. Generally, time is estimated to the nearest minute, five minutes, quarter, half and three quarters of an hour. Time is compared and recorded, and the correct vocabulary is used: hours, minutes, seconds, etc. Generally, time is estimated to the nearest minute, five minutes, quarter, half and three quarters of an hour. Know the number of seconds in a minute and the number of days in each month, year and leap year. Compare durations of events. With support, the number of seconds in a minute and the number of days in a year is remembered. The number of seconds in a minute and the number of days in each month, year and leap year are remembered, with prompts when necessary. The number of seconds in a minute and the number of days in each month, year and leap year are remembered independently. Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days. With concrete objects and the support of a teacher, there are simple conversions between different units of measure, e.g. hours to minutes and cm to metres. With some guidance, problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days are solved. Problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to day are solved independently Lengths (m/cm/mm), mass (kg/g) and volume/capacity (l/ml) are measured, compared, added and subtracted independently. Convert between different units of measure. (e.g. kilometre to metre, hour to minute). With support some conversions between different units are completed. Generally, conversions of to pence, Km to m and other simple conversions are completed. Without support, conversions between wide varieties of different units of measure are completed accurately. Measure and calculate the area and perimeter of a rectilinear figure (including squares) in centimetres and metres. By counting squares inside a shape, the area of rectilinear shapes can be found. generally the area and perimeter of rectilinear shapes is found by counting squares. The area and perimeter of rectilinear shapes are measured and calculated independently. Estimate, compare and calculate different measures, including money in pounds and pence. With support estimation, comparisons and calculations of a range of measures is undertaken. Generally, accurate estimation, comparisons and calculations of different measures are completed. Without support, estimation is used to help calculate in the context of measures. Ordering and comparing of different measures is undertaken independently and accurately.

45 Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days. With concrete objects and the support of a teacher, there are simple conversions between different units of measure, e.g. hours to minutes and cm to metres. With some guidance, problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days are solved. Problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to day are solved independently Lengths (m/cm/mm), mass (kg/g) and volume/capacity (l/ml) are measured, compared, added and subtracted independently. To use statistics Interpret and present data using bar charts, pictograms and tables. Pictograms, tally charts, block diagrams and simple tables are constructed and interpreted with the support of a teacher. Generally, data can be interpreted and presented using bar charts, pictograms, tables Venn diagrams and Carroll diagrams. Data can be interpreted and presented using bar charts pictograms, tables, Venn diagrams and Carroll diagrams without support. Solve one-step and two-step questions (e.g. How many more? and How many fewer? ) using information presented in scaled bar charts, pictograms and tables. There is an understanding of the terminology many more and many fewer. Generally, one-step questions are solved using information presented in bar charts, pictograms and tables. Generally, one-step and twostep questions are solved using information presented in bar charts, pictograms and tables. One-step and two-step questions are solved independently using information presenting in bar charts, pictograms and tables. Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. With support, questions about totalling and comparing categorical data are asked and answered. When reminders are provided, the most appropriate choice as to how to present and collect data is made. There is an emerging understanding of the difference between discrete and continuous data. The difference between discrete and continuous data is securely understood. (Discrete data is counted; continuous data is measured.) Discrete and continuous data can be presented and interpreted accurately using appropriate graphical methods. The most appropriate graphical methods are chosen independently.

46 Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Generally, questions about information gathered can be asked for other children to answer. Generally, discrete and continuous data can be presented and interpreted using appropriate graphical methods. Comparison, sum and difference problems are solved using information presented in bar charts, pictograms, tables and other graphs. To use algebra Solve addition and subtraction, multiplication and division problems that involve missing numbers. With the support of a teacher and by using concrete objects and pictorial representations, simple addition, subtraction, multiplication and division problems are solved. Problems involving missing numbers are accessed when support is provided. Addition, subtraction, multiplication and division problems, including missing number problems, are generally solved correctly by applying an understanding to a variety of routine and non-routine problems. Patterns in results are looked for when solving problems. Addition, subtraction, multiplication and division problems, including missing number problems, are solved by applying understanding to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

47 Milestone 3 Assessment criteria for mathematics Learning Objective Key Milestone Indicator(s) Basic Advancing Deep To know and use numbers Counting Read numbers up to With the support of a teacher, numbers up to can be read. With reminders, numbers up to can be read. Numbers up to can be read independently. Use negative numbers in context and calculate intervals across zero. With the support of a teacher and with concrete objects if necessary, intervals across zero are calculated. Generally, negative numbers in contexts are used and intervals across zero are calculated. Negative numbers in context are used and intervals across zero are calculated independently. Representing Write numbers up to With the support of a teacher, numbers up to can be written. Generally, numbers up to can be written. Numbers up to are independently and accurately written. Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. With reminders, Roman numerals to 100 (I to C) are read and written. With the support of a teacher Roman numerals to 1000 (M) are recognised. Generally, Roman numerals are read up to 1000 (M). With support, years written in Roman form are beginning to be deciphered. Roman numerals are read beyond 1000 (M) and years written in Roman form are deciphered. Explanations of methods are provided. Comparing Order and compare numbers up to With the support of a teacher, numbers up to can be ordered using the first three digits. Numbers up to are compared using the first three digits of the number With reminders, numbers up to can be ordered using all digits. Numbers up to are generally compared using all digits. Numbers up to and beyond can be quickly ordered independently. Numbers up to are quickly ordered independently. Explanations of methods are provided.