CCEA Comment Bank for Primary Schools 07/08

CCEA Comment Bank for Primary Schools 07/08

Communication across the curriculum—Foundation Stage

Talking and Listening--Foundation Stage

• listens attentively to a range of stories, poems and music

• listens and takes turns in conversations with adults and other children

• speaks clearly about <his/her> own experiences

• carries out single step instructions

• makes predictions

• retells stories

• asks and answers questions

• knows that some words rhyme

• listens attentively and makes a good response to stories and poems

• gives and explains simple instructions

• tells others about <his/her> thoughts and ideas

• asks and answers appropriate questions

• speaks confidently during class and group discussions

• uses a wide range of words when talking to adults and other children

• retells stories and experiences in detail and in the right order

• offers reasons to support opinions

• shows an awareness of sounds at the beginning, middle and end of words

………………………………………………………………………………………………………

Reading-- Foundation Stage

• enjoys sharing books with adults in school and at home

• enjoys looking at books by <himself/herself>

• shows a desire to learn to read

• knows the difference between pictures and print

• knows that pictures and print carry meaning

• talks about books using language such as cover, page, author

• recognises some familiar signs and labels in the environment, such as shop signs and labels on food

• understands that sounds are represented by letters

• reads on sight some words in a meaningful context

• reads a range of simple texts with some independence

• reads aloud and has a go at unfamiliar words

• uses a range of ways to work out unfamiliar words

• begins to read aloud with some expression and confidence

• reads silently for a short period of time

• selects a book/text for a specific purpose

• understands what <he/she> has read and talks about it

• retells what has happened in a story and predicts what will happen next

• reads and follows simple instructions

………………………………………………………………………………………………………

Writing--Foundation Stage

• talks about <his/her> thoughts and ideas when drawing and painting

• knows the difference between drawings and writing

• talks about what <he/she> is going to write

• enjoys taking part in shared writing sessions

• talks about different sorts of writing such as lists, recipes and stories

• writes in a variety of situations such as play

• begins to write familiar words

• shows some control when writing letters and spacing words

• writes with teacher guidance following shared preparation

• begins to write independently in sentences with generally accurate punctuation

• writes using capital letters and full stops in the right places

• begins to read and check <his/her> writing

• begins to put <his/her> ideas in the right order when writing

• uses a range of words when writing

• knows some ways to work out how to spell unfamiliar words

• shows control over formation of lower and upper case letters, size and spacing

______

Communication across the curriculum—Key Stage 1-2

Talking and Listening--Level 1

• listens to and understands simple information

• takes on a role during play

• understands the meaning of short explanations and simple discussions

• follows single step instructions

• asks and answers simple questions

• talks in <his/her> own words about <his/her> thoughts and feelings

• talks in an imaginative way during play

• makes some attempt to talk about things <he/she> does or events that happen

• speaks so that <he/she> can be heard and understood

• makes eye contact with the listener

• takes <his/her> turn when talking and listening to others

Talking and Listening--Level 2

• listens for the main points of a conversation or short explanation

• takes part in role-play with others

• follows short, straightforward instructions

• follows a discussion and joins in at a suitable time when <he/she> has something to say

• asks questions to find out information and answers questions from others

• talks in <his/her> own words about <his/her> thoughts, imaginings and opinions

• talks about events in the order in which they happen

• speaks clearly so that <he/she> can be understood

• uses body language to show <he/she> is listening

Talking and Listening--Level 3

• listens to find specific information

• takes on a role in given situations

• follows the main points of a discussion

• makes comments which show understanding

• asks questions about what <he/she> hears

• explains <his/her> views and thinking

• uses suitable words to express <himself/herself>

• talks about events in the order in which they happen

• makes some attempt to plan <his/her> talk

• speaks in different ways for different audiences

• understands that <his/her> body language may have an effect on the listener

Talking and Listening--Level 4

• listens and concentrates

• brings <his/her> own ideas to a role

• offers and builds on ideas to keep discussion going

• picks up on other people’s ideas and says what <he/she> thinks about them

• says what <he/she> thinks about others’ ideas in an appropriate way

• expresses information, ideas and opinions clearly

• uses words that are relevant to the situation and topic

• plans how best to go about Talking and Listening activities

• plans how to make <his/her> key points

• follows through with <his/her> own ideas and opinions

• speaks in a way that gets the interest of listeners

• uses body language to get the interest of the listener

Talking and Listening--Level 5

• listens closely to what is said and picks up on relevant information and ideas

• uses relevant ideas in different roles

• asks questions to explore and develop ideas

• offers reasons to support <his/her> own ideas

• challenges the views of others in an appropriate manner

• shows understanding by communicating detailed information

• uses words that are specific to situation and topic

• organises points in a clear sequence

• deliberately uses language to get a particular response

• speaks in a way that suits a range of listeners and situations

• deliberately uses body language to get a particular response

………………………………………………………………………………………………………

Reading--Level 1

• understands that print, pictures and images can tell us something

• recognises some sounds in words

• matches letters with the sounds they make and uses this in reading

• recognises some everyday words, signs and symbols in <his/her> surroundings

• uses picture clues to help <him> find information

• uses some language connected with books

• talks about what <he/she> reads and answers questions

Reading--Level 2

• understands and retells what <he/she> reads

• puts information in the right order

• uses various strategies to read unfamiliar words

• finds information to answer questions in a given text

• uses knowledge of the alphabet and/or visual clues to find information

• recognises that texts are put together in a variety of ways

• asks questions and gives an opinion

• makes a prediction based on what <he/she> reads

Reading--Level 3

• retells what <he/she> reads in <his/her> own words and in sequence

• understands the main points of a text

• uses a range of reading strategies without help

• understands that texts are written and organised in different ways

• uses <his/her> understanding of how texts are organised to find information

• realises that different types of texts are put together in different ways

• makes deductions from the information in the text

• gives an opinion about what <he/she> reads and the reason for it

Reading--Level 4

• identifies and understands the main points and ideas

• summarises the main points and ideas

• reads independently

• finds information and makes appropriate use of it

• understands how parts of a text are put together to suit audience and purpose

• picks up on underlying meanings and reads between the lines

• backs up <his/her> opinion by giving explanations

Reading--Level 5

• uses details of text to deepen <his/her> understanding

• identifies the main themes, points, processes or ideas

• selects and manages information from a variety of sources

• recognises the intentions of the writer and picks up on underlying meanings and attitudes

• identifies the difference between fact and opinion

• explains how language and structure work

• explains how layout and other visual features work

• uses evidence from texts to back up <his/her> views and draw conclusions

………………………………………………………………………………………………………

Writing--Level 1

• talks about what <he/she> is going to write

• records thoughts, feelings and ideas using symbols and pictures

• records ideas using words, phrases or simple sentences

• matches letters with the sounds they make and uses this to write words

• writes words which are personal and important

• forms lower and upper case letters

Writing--Level 2

• talks about what <he/she> is going to write and how <he/she> is going to set out <his/her> writing

• looks back over <his/her> writing to check if <he/she> has done what <he/she> set out to do and makes changes

• writes about <his/her> thoughts, feelings and ideas using simple vocabulary

• uses basic punctuation

• spells and writes common words so that they can be recognised

• produces handwriting that can be read

Writing--Level 3

• talks about and plans <his/her> writing

• makes improvements to <his/her> writing

• organises <his/her> writing so that it follows a suitable structure

• writes about <his/her> ideas and opinions

• adds detail to make the meaning more clear

• uses a variety of suitable words to make <his/her> writing more interesting

• writes in a form to suit the task

• chooses a variety of ways to begin sentences

• uses basic punctuation and grammar accurately

• spells frequently used and topic words correctly

• produces handwriting which is accurately formed and consistent in size

Writing--Level 4

• checks and corrects <his/her> writing to improve accuracy and meaning

• structures ideas for writing, including the use of paragraphs

• expresses thoughts, feelings and opinions, giving reasons

• gets meaning across clearly by using words correctly and by giving sufficient detail

• writes in different ways depending on why <he/she> is writing and who <he/she> is writing for

• uses a range of sentence structures

• uses a range of punctuation accurately

• uses accurate spelling and grammar on most occasions

Writing--Level 5

• makes changes in order to improve the quality of <his/her> writing

• structures <his/her> writing in a logical way

• gets meaning and ideas across by using precise words

• uses content that is relevant depending on who <he/she> is writing for and why <he/she> is writing

• gets information across effectively, using a formal style when appropriate

• uses sentence structures to get <his/her> meaning across

• uses a range of punctuation consistently and accurately

• uses accurate grammar and spelling

______

Using Mathematics across the curriculum—Foundation Stage

Using Mathematics--Foundation Stage

• enjoys taking part in mathematical activities

• uses appropriate mathematical language to describe <his/her> work

• sorts and re-sorts materials for different criteria and talks about what <he/she> has done

• orders numerals and sets within 10

• knows numbers that are more/less than

• can combine sets

• uses money in shopping activities

• adds and subtracts up to 10 using real objects

• counts forwards and backwards from different starting points

• recognises numbers to 20

• carries out mental calculations such as 1 more/less than up to 20, doubles to 10

• mentally adds and subtracts within 10

• understands that teen numbers are 10 plus another number

• predicts sequences in number

• makes a sensible guess of quantities within 10

______

Using Mathematics across the curriculum—Key Stage 1-2

Using and Applying--Level 1

• can use the equipment needed for simple, practical problems

• talks about ways to solve simple, everyday problems

• can count forwards and backwards from a given point

• can talk about simple patterns and say what comes next

• can collect information and talk about it

• can show <his/her> work using pictures and objects

• talks about <his/her> work using some simple mathematical language

Using and Applying--Level 2

• can suggest how to do an activity or problem

• can select and use equipment for a simple, practical problem

• can use the right method of calculation to solve a problem

• is beginning to work out the answer ‘in <his/her> head’

• can recognise patterns and simple relationships and talk about what comes next

• can collect information and talk about what it means

• can suggest some ways of recording <his/her> answers

• talks about <his/her> work using simple mathematical language

Using and Applying--Level 3

• can suggest different ways to approach an activity or problem

• can select and use suitable equipment for a practical problem

• selects the appropriate type of mathematics to use

• is beginning to organise and check <his/her> own work

• uses mental methods effectively to work out the answer

• can identify and explain patterns and relationships and make predictions

• can find and collect information and understand what it means

• can record, present and communicate <his/her> findings in simple ways

Using and Applying--Level 4

• can identify and use the right equipment and mathematics for a problem

• can plan and work in an organised way

• checks <his/her> work for accuracy

• uses different ways to solve problems

• explores patterns and relationships

• can present and explain <his/her> findings clearly

Using and Applying--Level 5

• can independently identify the information and equipment needed to solve problems

• chooses and uses a range of ways to solve problems

• plans and works in an organised way

• checks that <his/her> work is accurate and that <his/her> findings and results make sense

• can make simple predictions and test to see if they are right

• can summarise <his/her> findings

• can record, present and communicate <his/her> ideas clearly and appropriately

………………………………………………………………………………………………………

Number--Level 1

• can understand, use, add and subtract numbers up to 10

• can estimate how many objects there are

• recognises and uses coins

• can make and describe patterns using objects, numbers or pictures

Number--Level 2

• can read, write and order numbers up to 100

• understands the difference between tens and units

• can add and subtract up to at least 20

• understands and uses halves and quarters

• understands and uses the appropriate coins to carry out shopping activities

• understands the link between adding and subtracting

Number--Level 3

• can understand, use, add and subtract numbers up to 1000

• can round numbers to the nearest 10 or 100

• can remember number facts up to 20

• can understand and use simple fractions in practical activities

• knows 2, 3, 4, 5 and 10 multiplication tables

• solves problems involving multiplication and division in practical situations

• can use <his/her> number skills to solve money problems up to £10

• can describe number patterns within the 100 square

Number--Level 4

• can work out mathematical problems mentally, on paper and by using a calculator

• can estimate the answer to a problem

• can add, subtract, multiply and divide using whole numbers

• knows and can use multiplication facts up to 10x10

• can understand and measure up to two decimal places

• can add and subtract numbers up to two decimal places

• understands and uses simple fractions and percentages

• can make choices about spending and value for money

• knows about different methods of payment

• understands and uses simple mathematical rules described in words

Number--Level 5

• can multiply and divide with numbers up to two decimal places

• understands negative numbers in practical situations

• understands and uses the relationship between fractions, decimals and percentages

• works out fractions and percentages of quantities

• can add and subtract simple fractions

• can make informed choices about personal budgeting, spending and saving

• understands what interest is when saving and borrowing

• can use simple mathematical formulae and rules

………………………………………………………………………………………………………

Measures--Level 1

• uses language such as ‘longer/shorter/heavier/lighter than’ to describe and compare objects

• can put events in the right order

• recognises ‘special’ times, such as lunch-time, on the clock

• knows the days of the week

Measures--Level 2

• can measure using steps, hands, yoghurt pots etc.

• knows the most commonly used units for measurement, including time

• knows the days of the week, months of the year and seasons, and can put them in order

• can tell the time in hours and half hours

Measures--Level 3

• can work out the area of a shape by counting squares

• can estimate, measure and record length, weight, capacity, time and temperature

• can read simple scales and digital displays

• can read and solve problems using a calendar

Measures--Level 4

• can accurately estimate and measure length, weight, capacity, time and temperature, using appropriate units

• understands the relationship between units of measurement, e.g. that 100 centimetres = 1 metre

• can add and subtract measures

• can use am, pm and the 24-hour clock when working with time

• uses practical ways to find the perimeter, area and volume of simple shapes

Measures--Level 5

• can convert from one metric unit to another, e.g. from kilometres to metres

• can add, subtract, multiply and divide measures

• understands and uses scale in maps and drawings

• can solve problems involving timetables

• can calculate the area and volume of some shapes