Key Stage 2Interim Teacher Assessment Frameworks 2016

READING - Pupil can statements / Evidence seen in / Notes
Working at greater depth / No TA descriptors provided
NC tests will evidence this via more challenging questions towards end of paper
Question stems:
Working at the expected standard /
  • Read age appropriate books with confidence and fluency (including whole novels)
  • Read aloud with intonation that shows understanding
  • Work out the meaning of words from the context
  • Explain and justify their understanding of what they have read, drawing inferences and justifying these with evidence
  • Predict what might happen from details stated and implied
  • Retrieve information from non-fiction
  • Summarise main ideas, identifying key details and using quotations for illustration
  • Evaluate how the authors use language, including figurative language, considering the impact on the reader
  • Make comparisons within and across books

Working towards the expected standard / Not a statutory reporting descriptor for KS2
Interim pre-KS2 standards / Growing development of the expected standard: the pupil can
  • read accurately most words of two or more syllables
  • read most common exception words (c.f. Y1 and 2 spelling appendix)
In books that are appropriate for the pupil’s developmental stage, and with an age appropriate content, the pupil can
  • read words accurately and fluently, without the need for overt sounding or blending
In a familiar book that they can already read accurately and fluently, the pupil can
  • make some inferences on the basis of what is being said and done
Early development of the expected standard: the pupil can
  • read accurately words that contain the common graphemes for all 40+phonemes by blending the sounds if necessary
  • read many common exception words (e.g. including the, said, could and some) cf spelling lists Y1/2
In a book closely matched to the GPCs as above, the pupil can:
  • read aloud many words quickly and accurately without the need for overt sounding or blending
  • read out many unfamiliar words accurately
In discussion with the teacher, the pupil can
  • answer questions and make some inferences on the basis of what is being said and done in a familiar book that is read to them
Foundations for the expected standard: the pupil can
  • respond speedily by saying or communicating the correct sound for all the letters of the alphabet
  • blend the sounds for all letters of the alphabet into words* (* CVC,CCVC, CVCC words containing letters of the alphabet)
  • sound out words accurately in a book closely matched to the known grapheme-phoneme correspondences (GPCs)
  • answer literal questions about a familiar book that is read to them

WRITING – Pupil can statements / Evidence seen in / Notes
Working at greater depth / The pupil can write for a range of purposes and audiences:
  • Managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures
  • Selecting verb forms for meaning and effect
  • Using the full range of punctuation taught at KS2, including colons and semi colons to mark the boundary between independent clauses, mostly correctly
[No additional requirements for spelling or handwriting]
Working at the expected standard / The pupil can write for a range of purposes and audiences (including writing a short story)
  • Creating atmosphere , and integrating dialogue to convey character and advance the action
  • Selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly
  • Using a range of cohesive devices, including adverbials, within and across sentences and paragraphs
  • Using passive and modal verbs mostly appropriately
  • Using a wide range of clause structures, sometimes varying their position within the sentence
  • Using adverbs, prepositional phrases and expanded noun phrases effectively to add detail, qualification and precision
  • Using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens
  • Spelling most words correctly (years 5 and 6 lists / requirements)
  • Maintaining legibility, fluency and speed in hand writing through choosing whether or not to join specific letters

Working towards the expected standard / The pupil can write for a range of purposes and audiences:
  • Using paragraphs to organise ideas
  • Describing settings and characters
  • Using some cohesive devices within and across sentences and paragraphs
  • Using different verb forms mostly accurately
  • Using co-ordinating and subordinating conjunctions
  • Using capital letters, full stops, question marks , exclamation marks, commas for lists and apostrophes for contraction mostly correctly
  • Spelling most words accurately (years 3 and 4 lists / requirements)
  • Spelling some words correctly (years 5 and 6 lists / requirements)
  • Producing legible joined handwriting

Interim pre KS2 standards / Growing development of the expected standard: the pupil can:
Write thematically linked sentences, with meaning, after discussion with the teacher:
  • demarcating most sentences with capital letters and full stops and with some correct use of question and exclamation marks
  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • spelling many common exception words
  • spelling some words with contracted forms, e.g. I’m, don’t
Early development of the expected standard: the pupil can: write sentences after discussion with the teacher:
  • demarcating some sentences with capital letters and full stops correctly
  • segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly
  • spelling some common exception words
  • forming lower case letters of the correct size relative to one another in most of their writing
Foundations for the expected standard in writing: the pupil can:
  • write the correct letter in response to hearing each sound of the alphabet
  • segment spoken words into sounds and write the letters corresponding to those sounds
  • form most lower case letters in the correct direction, starting and finishing in the right place
  • use spacing between words with support from the teacher (e.g. to remind pupils to do this)
  • compose a short sentence and communicate it orally, or using the pupil’s usual method of communication to convey meaning with support from the teacher (e.g. teacher helps pupil to build sentence through questioning)

MATHS –Pupils can statements / Evidence seen in / Notes
Working at greater depth / Not a statutory reporting descriptor for KS2
Working at the expected standard: /
  • demonstrate an understanding of place value, including large numbers and decimals
  • calculate mentally, using efficient strategies, such as manipulating expressions using commutative and distributive properties to simplify the calculation
  • use formal methods to solve multi-step problems
  • recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. 1/5 = 0.2 = 20%)
  • calculate using fractions, decimals or percentages
  • substitute values into a simple formula to solve problems (e.g. perimeter of a rectangle or area of a triangle)
  • calculate with measures
  • use mathematical reasoning to find missing angles (e.g. missing angle in isosceles triangle when 1 angle given)

Working towards the expected standard / Not a statutory reporting descriptor for KS2
Interim pre KS2 standards / Growing development of the expected standards: the pupil can
  • count in 2s, 5s, and 10s from 0 up to 100, identify a number in the 2,5 and 10x tables, and identify if a number is odd or even based on the digits in the ones place
  • work out calculations involving 2 two digit numbers using an efficient mental strategy (e.g. using known facts, multiples of 10, regrouping, rounding etc.)
  • solve complex missing number problems (e.g. 14+ -3=17)
  • solve word problems that involve more than one step
  • read scales in divisions of 1s,2s,5s,10s in a practical situation where not all numbers on the scale are given
  • identify simple properties of 2D and 3D shapes
Early development of the expected standard: the pupil can
  • partition and combine numbers using apparatus if required
  • read and write numbers correctly in numerals up to 100 (e.g. 14 and 41) and recall the multiples of 10 below and above any given 2 digit number (e.g. for 67 the multiples are 60 and 70)
  • use number bonds and related subtraction facts within 20
  • add and subtract a 2 digit number and ones, and a 2 digit number and tens where no regrouping is required (e.g. 23+5; 46+20). They can demonstrate their method using apparatus or pictorial representations
  • recall doubles and halves to total 20 and divide simple shapes into halves and quarters
  • use different coins to make up the same amount
  • recognise and name a selection of 2D and 3D shapes
Foundations for the expected standard: the pupil can
  • demonstrate an understanding of place value of 10s and 1s in a 2 digit number using resources if necessary
  • count forwards and backwards from 0 to 20, understanding that numbers increase and decrease in size and identify a number that is 1 more or 1 less than a given number (e.g. identify missing numbers on a number scale)
  • read and write numerals from 0 to 9 and demonstrate an understanding of the mathematical symbols of + - and =
  • use number bonds from 1-5, use concrete objects to demonstrate the commutative law and inverse relationships involving addition and subtraction (e.g. 3+2=5 therefore 2+3=5 and 5-2+3)
  • solve problems involving the addition and subtraction of single digit numbers up to 10
  • put up to 20 items into groups of 2 or 5 or into 2 or 5 equal groups