| |
Easy to implement, online assessment
for learning resources in Literacy, measuring the achievement
of key objectives in Key Stage 1 and Key Stage 2, from the
National Numeracy Strategy (DfES).
 |
Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
 |
 |
Dedicated teacher notes for each
question enable the tests to be reviewed once
completed with individual children or in groups and methodology
discussed. |
Results are reported directly against the objectives measured,
providing a readily available means of tracking and recording
progress for each child.
| Key Stage 1 - Numeracy
Year 1 - Objectives measured: |
|
Numeracy Autumn and Spring:
Measuring objectives from the National Numeracy Strategy,
assessments are delivered within the termly structure.
Autumn and Spring have 4 assessments each, (A to D)
with each assessment measuring 3 units (eg: Autumn A
measures units 1 to 3).
Numeracy Summer:
Measuring Key Objectives from the National Numeracy
Strategy for the year. Delivered within the Strands
to directly facilitate year end reporting. |
 |
|
| Assessments
are delivered individually and in any order. All
assessments can be reset and delivered on more than
one occasion, enabling them to be used formatively and
summatively, eg: prior to and following the teaching
of the specific units. |
| |
| Autumn
Term |
| |
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Counting - Know the number names and recite them
in order to at least 20, from and back to zero. |
1 |
|
| 2 |
Counting - Count reliably at least 20 objects. |
1 |
|
| 3 |
Counting - Count on in twos from zero, then one. |
2 |
|
| 4 |
Counting - Count in steps of 5 from zero to 20
or more, then back again. |
1 |
|
| 5 |
Ordering and counting - Count on and back in ones
from any small number, and in tens from and back
to zero. |
2 |
|
| 6 |
Money and place value - Begin to know what each
digit in a two-digit number represents. Partition
a 'teens' number and begin to partition large two-digit
numbers into a multiple of 10 and ones (TU). |
2 |
|
| 7 |
Money and place value - Within the range 0 to
30, say the number that is 1 or 10 more or less
than any given number. |
1 |
|
| 8 |
Problems involving 'real life', money or measures
- Recognise coins of different values. Find totals
and change from up to 20p. Work out how to pay an
exact sum using smaller coins. |
1 |
|
| 9 |
Problems involving 'real life', money or measures
- Use mental strategies to solve simple problems
set in 'real life' money or measurement contexts,
using counting, addition, subtraction, doubling
and halving, explaining methods and reasoning orally. |
1 |
|
| 10 |
Place value and ordering - Read and write numerals
from 0 to at least 20. |
1 |
|
| 11 |
Place value and ordering - Within the range 0-30,
say the number that is 1 or 10 more or less than
any given number. |
2 |
|
| |
Total number of questions
in Section A |
15 |
 |
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Mental calculation strategies (+ and -) - Use
knowledge that addition can be done in any order
to do mental calculations more efficiently. For
example: put the larger number first and count on
in ones, including beyond 10 (e.g. 7 + 5). |
1 |
|
| 2 |
Making decisions - Choose and use the appropriate
number operations and mental strategy to solve problems. |
2 |
|
| 3 |
Measures - Compare two lengths, masses or capacities
by direct comparison; extend to more than two. |
1 |
|
| 4 |
Measures - Suggest suitable standard or uniform
non-standard units and measuring equipment to estimate,
then measure, a length, mass or capacity, recording
estimates and measurements as 'about 3 beakers full'
or 'about as heavy as 20 cubes'. |
1 |
|
| 5 |
Measures - Order familiar events in time. |
1 |
|
| 6 |
Shape and space - Use everyday language to describe
features of familiar 3-D and 2-D shapes, including
the cube, cuboid, sphere, cylinder, cone..., circle,
triangle, square, rectangle..., referring to properties
such as the shapes of flat faces, or the number
of faces or corners...or the number and types of
sides. |
2 |
|
| 7 |
Shape and space - Begin to relate solid shapes
to pictures of them. |
1 |
|
| 8 |
Reasoning about shapes - Solve simple mathematical
problems or puzzles; recognise and predict from
simple patterns and relationships. Suggest extensions
by asking 'What if?' or 'What could I try next?' |
1 |
|
| 9 |
Reasoning about shapes - Investigate a general
statement about familiar numbers or shapes by finding
examples that satisfy it. |
1 |
|
| 10 |
Understanding addition and subtraction - Understand
the operation of addition, and of subtraction (as
'take away', 'difference' and 'how many more to
make') and use the related vocabulary. Begin to
understand that addition can be done in any order.
Begin to use the +, - and = signs to record mental
calculations in a number sentence, and to recognise
the use of symbols such as or ? to stand
for an unknown number. |
2 |
|
| 11 |
Measures - Know the days of the week and the seasons
of the year. |
1 |
|
| 12 |
Measures - Read the time to the hour or half hour
on analogue clocks. |
1 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Reasoning about numbers - Solve simple mathematical
problems or puzzles; recognise and predict from
simple patterns and relationships. Suggest extensions
by asking ‘What if?’ or ‘What
could I try next?’ |
2 |
|
| 2 |
Reasoning about numbers - Investigate a general
statement about familiar numbers or shapes by finding
examples that satisfy it. |
1 |
|
| 3 |
Counting, properties of numbers - Begin to count
on in steps of 3 from zero. |
1 |
|
| 4 |
Counting, properties of numbers - Begin to recognise
odd or even numbers to about 20 as 'every other
number'. |
1 |
|
| 5 |
Place value and ordering - Read and write numerals
from 0 to at least 20. |
1 |
|
| 6 |
Place value and ordering - Understand and use
the vocabulary of comparing and ordering numbers,
including ordinal numbers to at least 20. Use the
= sign to represent equality. Compare two familiar
numbers, say which is more or less, and give a number,
which is more or less, and give a number, which
lies between them. |
1 |
|
| 7 |
Place value and ordering - Within the range 0-30,
say the number that is 1 or 10 more or less than
any given number. |
1 |
|
| 8 |
Understanding addition and subtraction - Understand
the operation of addition, and of subtraction (as
'take away', 'difference' and 'how many more to
make') and use the related vocabulary. Begin to
understand that addition can be done in any order.
Begin to use the +, - and = signs to record mental
calculations in a number sentence, and to recognise
the use of symbols such as or ? to stand
for an unknown number |
2 |
|
| 9 |
Understanding addition and subtraction - Begin
to recognise that more than two numbers can be added
together. |
1 |
|
| 10 |
Mental calculation strategies (+ and -) - Begin
to partition into '5 and a bit' when adding 6, 7,
8 or 9, then recombine (e.g. 6 + 8 = 5 + 1 + 5 +
3 = 10 + 4 = 14) |
1 |
|
| 11 |
Mental calculation strategies (+ and -) - Add
9 to single-digit numbers by adding 10 then subtracting
1. |
1 |
|
| 12 |
Mental calculation strategies (+ and -) - Use
known number facts and place value to add or subtract
a pair of numbers mentally within the range 0 to
at least 10, then 0 to at least 20. |
1 |
|
| 13 |
Mental calculation strategies (+ and -) - Begin
to bridge through 10, and later 20, when adding
a single-digit number. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 13) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Problems involving 'real life', money or measures
- Recognise coins of different values. Find totals
and change from up to 20p. Work out how to pay an
exact sum using smaller coins. |
1 |
|
| 2 |
Problems involving 'real life', money or measures
- Use mental strategies to solve simple problems
set in 'real life' money or measurement contexts,
using counting, addition, subtraction, doubling
and halving, explaining methods and reasoning orally. |
1 |
|
| 3 |
Making decisions - Choose and use the appropriate
number operations and mental strategy to solve problems. |
1 |
|
| 4 |
Measures - Compare two lengths, masses or capacities
by direct comparison; extend to more than two. |
1 |
|
| 5 |
Measures - Suggest suitable standard or uniform
non-standard units and measuring equipment to estimate,
then measure, a length, mass or capacity, recording
estimates and measurements as 'about 3 beakers full'
or 'about as heavy as 20 cubes'. |
1 |
|
| 6 |
Mental calculation strategies (+ and -) - Identify
near doubles, using double already known (e.g. 6
+ 5). |
1 |
|
| 7 |
Mental calculation strategies (+ and -) - Use
patterns of similar calculations (e.g. 10 - 0 =
10, 10 - 1 = 9, 10 - 2 = 8). |
1 |
|
| 8 |
Measures - Know the days of the week and the seasons
of the year. |
2 |
|
| 9 |
Measures - Read the time to the hour or half hour
on analogue clocks. |
1 |
|
| 10 |
Organising and using data - Solve a given problem
by sorting, classifying and organising information
in simple ways, such as: using objects or pictures.
|
2 |
|
| 11 |
Organising and using data - Solve a given problem
by sorting, classifying and organising information
in simple ways, such as: in a list or simple table. |
2 |
|
| 12 |
Organising and using data - Solve a given problem
by sorting, classifying and organising information
in simple ways. Discuss and explain results |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Counting and properties of numbers - Know the
number names and recite them in order to at least
20, from and back to zero. |
1 |
|
| 2 |
Counting and properties of numbers – to
begin to count on in steps of 3 from zero. |
1 |
|
| 3 |
Counting and properties of numbers – Count
in tens from and back to zero. |
1 |
|
| 4 |
Counting and properties of numbers - begin to
recognise odd or even numbers to about 20 as ‘every
other number’. |
1 |
|
| 5 |
Counting and properties of numbers – Count
on and back in ones from any small number. |
1 |
|
| 6 |
Place value and ordering – Begin to know
what each digit in a two-digit number represents. |
1 |
|
| 7 |
Place value and ordering – Partition a
'teens' number and begin to partition larger two-digit
numbers into a multiple of 10 and ones (TU). |
1 |
|
| 8 |
Place value and ordering – Within the range
0 to 30, say the number that is 1 or 10 more or
less than any given number. |
1 |
|
| 9 |
Place value and ordering – Read and write
numbers from 0 to at least 20. |
1 |
|
| 10 |
Place value and ordering – Compare two
familiar numbers, say which is more or less and
give a number which lies between them. |
1 |
|
| 11 |
(Understand + and -) Understand the operation
of addition, and of subtraction (as 'take away',
'difference' and 'how many more to make?') and
use the related vocabulary. |
1 |
|
| 12 |
Understand + and - (Begin to recognise that addition
can be done in any order). |
1 |
|
| 13 |
Understand + and - (Begin to use the +, – and
= signs to record mental calculations in a number
sentence). |
1 |
|
| 14 |
Mental calculation strategies - Identify near
doubles, using doubles already known (e.g. 6 +
5). |
1 |
|
| 15 |
Understand + and - (Recognise the use of symbols
such as or ? to stand for an unknown number). |
1 |
|
| |
Total number of questions
in Section A |
15 |
|
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Money and 'real life' problems: Find totals and
change from up to 20p. |
1 |
|
| 2 |
Money and 'real life' problems: Recognise coins
of different values. |
1 |
|
| 3 |
Money and 'real life' problems: Work out how
to pay an exact sum using smaller coins. |
1 |
|
| 4 |
Money and 'real life' problems: Use mental strategies
to solve simple problems set in 'real life', money
or measurement contexts, using doubling and halving,
explaining methods and reasoning orally. |
1 |
|
| 5 |
Money and 'real life' problems: Use mental strategies
to solve simple problems set in 'real life', money
or measurement contexts, using counting, addition
and subtraction. |
1 |
|
| 6 |
Measures: Compare more than two lengths, masses
or capacities by direct comparison. |
1 |
|
| 7 |
Measures – Suggest suitable standard or
uniform non-standard units and measuring equipment
to estimate a length, mass or capacity. |
1 |
|
| 8 |
Measures – Know the days of the week and
the seasons of the year. |
1 |
|
| 9 |
Measures – Understand and use the vocabulary
related to time. |
1 |
|
| 10 |
Measures – Measure length, mass or capacity,
recording estimates and measurements as 'about
3 beakers full' or 'about as heavy as 20 cubes'. |
1 |
|
| 11 |
Shape and space – Use everyday language
to describe features of familiar 3-D and 2-D shapes,
including the cube, cuboid, sphere, cylinder, cone,
circle, triangle, square, rectangle, referring
to properties such as the shapes of flat faces,
or the number of faces or corners...the number
and types of sides. |
1 |
|
| 12 |
Reasoning about numbers or shapes – Solve
simple mathematical problems or puzzles; recognise
and predict from simple patterns and relationships.
Suggest extensions by asking 'What if…?'
or 'What could I try next?' |
2 |
|
| 13 |
Shape and space – Begin to relate solid
shapes to pictures of them. |
1 |
|
| 14 |
Measures – Use everyday language to describe
position, direction and movement. |
1 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Counting and property of numbers - Count in tens
from and back to zero. |
1 |
|
| 2 |
Counting and property of numbers - Count in steps
of 5 from zero to 20 or more, then back again. |
1 |
|
| 3 |
Counting and property of numbers - Count on and
back in ones from any small number. |
1 |
|
| 4 |
Reasoning about numbers – Investigate a
general statement about familiar numbers by finding
examples that satisfy it. |
1 |
|
| 5 |
Reasoning about numbers – Solve simple
mathematical problems or puzzles; recognise and
predict from simple patterns and relationships. |
1 |
|
| 6 |
Place value and ordering – Order numbers
to at least 20 and position them on a number track. |
1 |
|
| 7 |
Place value and ordering – Begin to know
what each digit in a two-digit number represents. |
1 |
|
| 8 |
Place value and ordering – Partition a
'teens' number into a multiple of 10 and ones (TU). |
1 |
|
| 9 |
(Understand + and -) - Understand the operation
of addition, and of subtraction (as 'take away',
'difference' and 'how many more to make') and use
the related vocabulary. |
1 |
|
| 10 |
Mental calculation strategies – Begin to
bridge through 10, and later 20, when adding a
single digit number. |
1 |
|
| 11 |
Money and 'real life' problems - Recognise coins
of different values. Find totals and change from
up to 20p. |
1 |
|
| 12 |
Money and 'real life' problems - Use mental strategies
to solve simple problems set in 'real life' money
contexts, using counting, addition, subtraction. |
1 |
|
| 13 |
Money and 'real life' problems – Recognise
coins of different values. |
1 |
|
| 14 |
Making decisions – Choose and use appropriate
number operations and mental strategies to solve
problems. One step operations. |
1 |
|
| 15 |
Making decisions – Choose and use appropriate
number operations and mental strategies to solve
problems. Time. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 12) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Measures and time, including problems – Read
the time to the hour on analogue clocks. |
1 |
|
| 2 |
Measures and time, including problems – Read
the time to the half hour on analogue clocks. |
1 |
|
| 3 |
Measures and time, including problems – Understand
and use the vocabulary related to time. |
1 |
|
| 4 |
Measures and time, including problems - Suggest
suitable standard or uniform non-standard units
to estimate, then measure, a length, mass or capacity. |
1 |
|
| 5 |
Measures and time, including problems – Understand
and use the vocabulary related to length, mass
and capacity. |
2 |
|
| 6 |
Measures and time, including problems – Solve
simple word problems involving measures. |
3 |
|
| 7 |
Handling data - Solve a given problem by classifying
and organising information in simple ways, such
as using objects or pictures. |
2 |
|
| 8 |
Handling data - Solve a given problem by sorting,
classifying and organising information in simple
ways, such as: in a list or simple table. |
2 |
|
| 9 |
Handling data - Solve a given problem by sorting,
classifying and organising information in simple
ways. Discuss and explain results. |
2 |
|
| |
Total number of questions
in Section D |
15 |
|
| Numbers and the
number system |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Count reliably at least 20 objects. |
3 |
|
| 2 |
Count on and back in ones from any small number,
and in tens from and back to zero. |
3 |
|
| 3 |
Read, write and order numbers from 0 to at least
20; understand and use the vocabulary of comparing
and ordering these numbers. |
6 |
|
| 4 |
Within the range 0 to 30, say the number that
is 1 or 10 more or less than any given number. |
3 |
|
| |
Additional questions from Teaching Strategy |
0 |
|
| |
Total number of questions
in this section |
15 |
| Calculations |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Understand the operation of addition, and of subtraction
(as ‘take away’ or ‘difference’),
and use the related vocabulary. |
7 |
|
| 2 |
Know by heart all pairs of numbers with a total
of 10. |
3 |
|
| |
Additional questions from Teaching Strategy |
5 |
|
| |
Total number of questions
in this section |
15 |
| Solving problems |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Use mental strategies to solve simple problems
using counting, addition, subtraction, doubling
and halving, explaining methods and reasoning orally. |
8 |
|
| |
Additional questions from Teaching Strategy |
7 |
|
| |
Total number of questions
in this section |
15 |
| Measures, shape
and space |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Compare two lengths, masses or capacities by direct
comparison. |
4 |
|
| 2 |
Suggest suitable standard or uniform non-standard
units and measuring equipment to estimate, then
measure, a length, mass or capacity. |
4 |
|
| 3 |
Use everyday language to describe features of
familiar 3-D and 2-D shapes. |
3 |
|
| |
Additional questions from Teaching Strategy |
4 |
|
| |
Total number of questions
in this section |
15 |
|
|
