KS1 Curriculum Expectations

Wednesday 2nd November 2016

AimsTo outline the curriculum

expectations for Reading, Writing and Maths in each year group.

To examine the end of Key Stage 1 statutory assessments.

To understand how we assess children in school.

Key Stage 1 National Curriculum Assessment Changes

• In 2014/15 a new national curriculum framework was introduced by the Government for Years 1, 3, 4 and 5.

• However, Years 2 and 6 (due to statutory testing) continued to study the previous curriculum for one further year.

• In 2015/16 children in all years at Key Stage 1 and 2 are expected to now study the new national curriculum.

• KS1 (Year 2) and KS2 SATs (Year 6) will reflected the new curriculum for the first time last year.

Why have things changed?September 2014 – new, exciting and

challenging curriculumIssues with levels

◦ Labelling of pupils◦ Created undue pace – new curriculum allows

teachers to move at the pace of the children and fill the gaps in their learning

Concerns that the previous system resulted in children being taught to pass a test rather than being ready for the next stage in their learning.

How have things changed?Schools have been given greater choice

over the delivery of curriculum contentSchools have been given freedom to

choose how to assess the curriculumReporting to parents to be against end of

year expectationsFocus on more in depth learning and not

moving on too quicklyCurriculum coverage in a variety of contexts

– mastering the skills, not moving onto the next year group

Measuring Progress

Progress will be measured as pupils cover the national curriculum and succeed in meeting the objectives

Once they cover the objectives and show that they have ‘learned’ the skill or knowledge then they will work at greater depth

If they meet the objectives then they will have made good progress.

AssessmentFocus is on formative assessment

◦Enables rich questioning◦Probes children’s understanding◦Provides the answer to ‘have they got a

deep understanding?’

AssessmentIn –school summative assessments

◦End of term/topic ◦How much has each pupil learned?◦Where are the gaps?

National standardised assessments◦End of Key stage tests – Y2 and Y6◦Teacher assessments

The tests form part of the Teacher assessments

Reporting Age-Related Expectations

End of Year 1 expectations:

• Working within the expected standard - WW• Working at the expected standard - WA• Working at greater depth within the expected standard - GD

Reporting Age-Related Expectations

End of Year 2 expectations:

• Foundations for the expected standard - F•Working towards the expected standard - WT• Working at the expected standard - WA• Working at greater depth within the expected standard – GD

•Science across both year groups is either WT or WA

Teaching in Key Stage 1

Mixed ability groupings: no lid on potential achievement greater opportunity to learn from each otherChallenges: use of language: hard, harder and hardest choice encouraged to move on when ready

Curriculum Expectations – Year 1ReadingChildren can: Use their decoding skills and are able to read by sight all the

phonemes in the English language read accurately by blending sounds in unfamiliar phonetically regular

words containing graphemes that they have learned read all of the Year 1 common exception words and those with –s, –

es, –ing, –ed, –er and –est endings read words of more than one syllable that contain the graphemes

that they have learned read aloud accurately a range of books and begin to read with some

fluency and expression check their reading makes sense explain what has happened in a book they or an adult has read and

are able to identify the key elements of the book like the main events or the characters

answer a range of comprehension questions about the text

Curriculum Expectations – Year 1WritingChildren can: verbally plan sentences before they write them and can compose a

sequence of narrative sentences read their work to check it makes sense and read it aloud to other

people, identifying ways to make their writing better write in complete simple sentences, using full stops, exclamation

marks and question marks and capital letters to punctuate and for I and names

join clauses together to make longer sentences use some suffixes and distinguish between the ‘s’ and ‘es’ plural

endings write the lower case letters and numerals, starting and finishing in

the correct places spell the Year 1 common exception words, days of the week and

phonetic words using the graphemes they’ve been taught

Curriculum Expectations – Year 1Maths – Using and ApplyingChildren can: describe ways of solving problems and explain choices and

decisions orally or using pictures describe simple patterns and relationships involving numbers

or shapes display results using tables and pictures sort information, shapes or objects answer a question by selecting and using suitable equipment describe a problem using numbers, practical materials and

pictures and use these to solve the problems and set the solution back in the original context

solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measure or money

Curriculum Expectations – Year 1Maths – Number and Place ValueChildren can: identify and represent numbers using objects and pictures use the language of equal to, more than, less than, most and

least identify one more or less than a given number count in 1s, 2s, 5s and 10s count, read and write number to 100 in numbers and 1 – 20

in words count to and across 100, forwards and backwards from any

given number

Curriculum Expectations – Year 1Maths – Addition and SubtractionChildren can: add and subtract one and two-digit numbers to 20, including

0 use number bonds and related subtraction facts to 20 read, write and interpret mathematical statements involving

addition, subtraction and the equals sign solve one-step problems, involving addition and subtraction,

using concrete objects and pictorial representations solve missing number problems such as 7 = ? – 9

Maths – Multiplication and DivisionChildren can: solve one-step problems involving multiplication and division

using arrays, pictures and objects, with support

Curriculum Expectations – Year 1Maths – FractionsChildren can: recognise, find and name a half as one of 2 equal parts of an

object, shape or quantity recognise, find and name a quarter as one of 4 equal parts of

an object, shape or quantity

Maths - GeometryChildren can: Describe position, direction and movement, including whole,

half and quarter and three-quarter turns Recognise and name common 2D shapes Recognise and name common 3D shapes

Curriculum Expectations – Year 1Maths - MeasuresChildren can: sequence events in chronological order using language such as; after,

next, today, tomorrow, morning and afternoon recognise and know the value of different denominations of coins and

notes measure and being to record time (hours, minutes, seconds) measure and begin to record; capacity, weight, lengths and heights compare, describe and solve practical problems for time (quicker,

slower) compare, describe and solve practical problems for capacity and volume

(heavier, lighter) compare, describe and solve practical problems for lengths and heights

(longer, shorter, double/half) tell the time to the hour and half past, drawing the hands on a clock face recognise and use language relating to dates, including days of the

week, weeks, months and years

Year 1 Maths at Greater Depth

Have a look at the examples on your tables.

Which objectives do you think the activities are building on?

Which area of Maths do you think they’re looking at?

Curriculum Expectations – Year 2

ReadingChildren can: confidently read words with alternative phonemes and graphemes

(ai, ay, ey, a-e) and homophones (to, too, two) read aloud fluently and with expression that makes sense of the text recognise suffixes which form verbs, nouns, adjectives and adverbs read some modern books independently learn traditional poetry by heart describe how events in a book fit together ask and answer questions about characters, events and meaning of

a text recognise some of the differences between a fiction and a non-fiction

text

Curriculum Expectations – Year 2WritingChildren can: Use suffixes for words ending in Y, add suffixes beginning with a vowel or a consonant Choose the correct ending for common words ending in an ‘l’ sound (le, el, al) Spell homophones and common exception words from the Year 2 list Use an apostrophe to show contraction and possession Write letters of the same size and begin to join them together Organise ideas and put them into sentences Re-read their writing or sense and accuracy Write appropriately for some different purposes like narration, recount and poetry Use commas for items in a list Use progressive verbs correctly Use present and past tense consistently Write longer noun phrases with words before and after the noun Use co-ordinated and subordinated clauses Name and identify nouns, verbs, adverbs and adjectives

Curriculum Expectations – Year 2Maths – Using and ApplyingChildren can: solve problems involving addition, subtraction, multiplication and division

in the context of numbers, measures or pounds and pence identify and record the number sentences involved in a problem carry out calculations and check that the solution makes sense in the

context of the problem follow a line of enquiry and answer questions by selecting and using

suitable equipment and information organise and present information in lists, tables and simple diagrams make predictions and test these with examples describe patterns and relationships involving numbers or shapes present solutions to problems in an organised way explain decisions, methods and results in spoken, pictorial and written

form, using mathematical language and symbols

Curriculum Expectations – Year 2Maths – Number and Place ValueChildren can: count in steps of 2, 3 and 5 from 0 count in tens from any number, forwards and backwards recognise the place value of each digit in a two-digit number

(tens and ones) identify, represent and estimate numbers using different

representations, including the number line compare and order numbers from 0-100, using < > and =

signs use place value and number facts to solve problems read and write numbers to at least 100 in numerals and

words

Curriculum Expectations – Year 2Maths – Addition and SubtractionChildren can: add and subtract a two-digit number and ones, two-digit

number and tens and 2 two-digit numbers using objects, pictures and mentally

add three one-digit numbers show that addition of two numbers can be done in any order

by subtraction cannot recognise and use the inverse relationship between addition

and subtraction and use this to check calculations and missing number problems

recall and use addition and subtraction facts to 20 fluently and derive and use related facts up to 100

apply increasing knowledge of mental and written methods to solve addition and subtraction problems

Curriculum Expectations – Year 2Maths – Multiplication and DivisionChildren can: recall and use multiplication and division facts for the 2, 5 and

10 times tables recognise odd and even numbers write and solve number sentences using the multiplication,

division and equals signs show that multiplication of two number can be done in any

order and division cannot solve problems involving multiplication and division using

arrays, repeated addition and mental methods solve problems using multiplication and division facts in

different contexts

Curriculum Expectations – Year 2Maths – FractionsChildren can: recognise, find, name and write fractions 1/3, ¼, 2/4, ¾ of a

length, shape, set of objects or quantity write simple fractions e.g. ½ of 6 = 3 recognise the equivalence of two quarters and one half

Maths – StatisticsChildren can: interpret and construct simple pictograms, tally charts, block

graphs and tables ask and answer questions by counting the number of objects

in each category and sorting the categories by quantity ask and answer questions about totalling and compare

categorical data

Curriculum Expectations – Year 2Maths – GeometryChildren can: identify and describe the properties of 2d shapes, including

the number of sides and lines of symmetry identify and describe the properties of 3d shapes, including

the number of edges, vertices and faces identify the 2d shapes on the surface of 3d shapes (as faces) compare and sort common 2d and 3d shapes and everyday

objects order and arrange combinations of mathematical objects in

patterns and sequences use mathematical vocabulary to describe position, direction

and movement, including straight lines, rotation as a turn and right angles for quarter, half and three-quarter turns clockwise and anti-clockwise

Curriculum Expectations – Year 2Maths – MeasuresChildren can: choose and use appropriate standard units to measure

length/height, mass, temperature and capacity compare and order lengths, mass, volume/capacity and record the

results using <, > and = recognise and use symbols for pounds and pence and combine

amounts to make a particular value find different combinations of coins that equal the same amounts of

money solve simple problems in a practical context involving addition and

subtraction of money including giving change know the number of minutes in an hour and hours in a day compare and sequence intervals of time tell and write the time to 5 minutes, including quarter past/to and

draw the hands on a clock face to show these times

Year 2 Maths at Greater Depth

Have a look at the examples on your tables.

Which objectives do you think the activities are building on?

Which area of Maths do you think they’re looking at?

Reading and Writing at Greater Depth

Independent application of skills in a new context

Range of text typesPlanning and composition of textAbility to read work through and

check for accuracy

Phonics Screening Test – Year 140 wordsTests the blending skillSome pseudo words, some real

words

The KS1 SATsAt the end of Year 2, children will take assessments in:

• Reading;

• English grammar, punctuation and spelling;

• Maths.

ReadingThe Reading Test consists of two separate papers:

• Paper 1 – Contains a selection of texts totalling between 400 and 700 words with questions about the text.

• Paper 2 – Contains a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers to questions about the passage in a separate booklet.

• Each paper is worth 50% of the marks and should take approximately 30 minutes to complete, although the children are not being assessed at working at speed so will not be strictly timed.

• The texts will cover a range of poetry, fiction and non-fiction.• Questions are designed to assess the comprehension and

understanding of a child’s reading.• Some questions are multiple choice or selected response, others

requireshort answers and some require an extended response or explanation.

Spelling, Punctuation and Grammar

The test consists of two separate papers:

• Paper 1: spelling (20 marks).

• Paper 2: questions (20 marks).

Sample Questions - SPaG

Sample Questions - SPaG

MathematicsChildren will sit two tests: Paper 1 and Paper 2:

• Paper 1 is for arithmetic, lasting approximately 25 minutes and worth 25 marks. It covers calculation methods for all operations.

• Paper 2 covers problem solving, reasoning and mathematical fluency, lasts for approximately 35 minutes and is worth 35 marks.

• Pupils will still require calculation skills and questions will be varied including multiple choice, matching, true/false, completing a chart or table or drawing a shape. Some questions will also require children to show or explain their working out.

Sample Questions - MathsArithmetic Paper

Sample Questions - MathsReasoning Paper

Sample Questions - Reading“One night Livvy had a terrible dream. There

was a big, ugly monster, roaring and stomping. He wasn’t friendly and Livvy was very scared. Woken up by the nightmare, she shouted up for her dad.”

Why did Livvy wake up and shout for her dad?

Find the two words that described what the monster looked like in Livvy’s dream.

Sample Questions - Reading“If you’re trying to think of nice things as

you fall to sleep again, they might appear in your dreams.”

What does the word appear mean? Tick one box.

be seen disappeargo awayvanish

Sample Questions - Reading“A helicopter flies by using a set of

spinning blades at the top of the helicopter, called a rotor. In France in 1907, the first helicopter lift-off took place. In 1939, A Russian man called Igor Sikorsky created a helicopter which was used regularly; it also had a rotor on the back to stop the helicopter from spinning in the air.”

Find and copy one word that means the same as ‘designed’.

Thank you for coming.

Any questions?