|
The assessments contain questions on levels 1 to 8 of the national curriculum. There is also a Goal level W which is working towards national curriculum level 1.
In general there will be 10 questions at each of three consecutive national curriculum levels. For example there are assessments covering levels 123, levels 234, through to levels 678. The levels WW1 will show as 111 on the teacher’s page.
Each level will have 10 questions, one on each of the topics below on the right. These are referred to as Goal strands. The strands are grouped in the appropriate attainment targets or curriculum areas.
| Curriculum Area |
Strand |
| Number and Algebra |
1. Number and the Number System
2. Calculations
3. Solving Numerical Problems
4. Equations, Formulae and Identities
5. Sequences, Functions and Graphs |
| Geometry and Measurements |
6. Geometrical Reasoning
7. Transformations and Coordinates
8. Measures and Constructions |
| Handling Data |
9. Processing and Representing Data
10. Interpreting Data |
In any assessment there will be three questions on each Goal strand. Pupils are presented with the 10 questions from the lowest level first. These will be presented in a random order so that no two pupils taking an assessment at the same level will receive the questions in the same order.
The middle level questions are presented next and finally the questions from the highest level. Teachers can select one of four versions of the assessment.
Questions from the four versions or banks are clones of each other, assessing the same thing in the same way at the same level of difficulty. The four versions are thus equivalent in difficulty. This is different from the multiple choice assessments where each question is selected from one of four banks. The advantages of having four versions are:
- When the teacher selects a different version, the questions will all be different.
- Two pupils who take, for example a level 234 and a level 345 assessment, will receive the same questions in the levels that are common to the two assessments, in this case levels 3 and 4.
Level W
| Strand |
Statements |
| 1 |
count objects up to 10 |
| 2 |
add together two numbers both less than 10 |
| 3 |
subtract one number less than 10 from another with pictures to help |
| 4 |
subtract two numbers that are both less than 10 |
| 5 |
put the missing number in a pattern that goes up in 1’s |
| 6 |
pick out a triangle, a square, a rectangle or a circle |
| 7 |
understand words about position |
| 8 |
say which thing is the shortest, tallest, lightest, heaviest, etc |
| 9 |
understand a simple pictogram |
| 10 |
read numbers from a table |
Level 1
| Strand |
Statements |
| 1 |
count objects up to 10 |
| 2 |
use addition to solve a problem with two numbers less than 10 |
| 3 |
use addition to solve a problem with two numbers less than 10 |
| 4 |
subtract two numbers that are both less than 10 |
| 5 |
put the missing number in a pattern that goes up in 1’s |
| 6 |
pick out a shape given information about its sides and corners |
| 7 |
understand words about position |
| 8 |
say which thing is the shortest, tallest, lightest, heaviest, etc |
| 9 |
understand a simple pictogram |
| 10 |
read numbers from a table |
Level 2
| Strand |
Statements |
| 1 |
pick out the largest or smallest 2-digit number from a list |
| 2 |
add together two numbers given in figures |
| 3 |
decide when to use addition, subtraction, multiplication or division |
| 4 |
subtract two numbers given in figures |
| 5 |
put the missing number in a pattern that goes up in 2’s |
| 6 |
recognise a cube, a cylinder, a cone and a sphere |
| 7 |
recognise a shape given information about its sides |
| 8 |
use a ruler to measure a length in a whole number of units |
| 9 |
compare two things in a pictogram |
| 10 |
add together the number of two items from a bar chart |
Level 3
| Strand |
Statements |
| 1 |
say what fraction of a shape is shaded |
| 2 |
add two 3-digit numbers together |
| 3 |
divide a 2-digit number by a 1-digit number and give the remainder |
| 4 |
solve a simple box equation |
| 5 |
put the missing number in a pattern where the numbers double |
| 6 |
identify a shape given information about it |
| 7 |
reflect a shape in a line |
| 8 |
add two times together and read a clock face |
| 9 |
understand a pictogram where one picture represents more than one thing |
| 10 |
take and use information from a bar chart |
Level 4
| Strand |
Statements |
| 1 |
find the factors of a number |
| 2 |
add two numbers given to 2 decimal places |
| 3 |
round numbers to the nearest 10 in order to find an estimate |
| 4 |
describe a pattern in words |
| 5 |
plot points in the first quadrant |
| 6 |
rotate a shape through a number of quarter turns |
| 7 |
reflect a shape in a horizontal and vertical line |
| 8 |
find the perimeter of a rectangle |
| 9 |
understand mode and range |
| 10 |
get information from a bar chart |
Level 5
| Strand |
Statements |
| 1 |
order positive and negative numbers |
| 2 |
carry out calculations like 4(6.4 – 3.17) |
| 3 |
find the percentage of a sum of money |
| 4 |
construct a formula like C = 3t + 5 |
| 5 |
identify the coordinates of a point from a sequence of shapes |
| 6 |
calculate the angle of a triangle given the two angles |
| 7 |
identify a 2-D shape from information about its line and rotational symmetry |
| 8 |
find the area of a rectangle |
| 9 |
find the probability of an event |
| 10 |
understand the meaning of mean and range |
Level 6
| Strand |
Statements |
| 1 |
identify equivalent fractions, decimals and percentages |
| 2 |
find one number as a percentage of another |
| 3 |
use a ratio, like 2:3, in a problem |
| 4 |
solve linear equations where the unknown appears on both sides of the equation |
| 5 |
find a linear formula for a sequence of numbers |
| 6 |
identify the plan of a 3-D shape |
| 7 |
give logo instructions to go along the sides of a rectangle |
| 8 |
find the area of a circle |
| 9 |
calculate a probability using the fact that the sum of all the probabilities is 1 |
| 10 |
identify positive, negative and no correlation from a graph |
Level 7
| Strand |
Statements |
| 1 |
estimate using approximations |
| 2 |
solve problems involving direct proportion |
| 3 |
solve a problem involving multiplying and dividing by decimal numbers |
| 4 |
expand two brackets and simplify |
| 5 |
find a quadratic formula for a sequence of numbers |
| 6 |
use Pythagoras’ Theorem |
| 7 |
enlarge by a fractional scale factor |
| 8 |
find the volume of a prism given its area of cross-section and length |
| 9 |
calculate the mean from grouped data |
| 10 |
look at outcomes and identify bias |
Level 8
| Strand |
Statements |
| 1 |
use standard form to multiply large numbers |
| 3 |
solve repeated percentage increase and decrease problems |
| 3 |
use reverse percentages to find the original cost given the cost after a percentage increase |
| 4 |
substitute positive and negative numbers into a formula |
| 5 |
match a cubic graph to its formula |
| 6 |
use trigonometry to find the side of a right angled triangle |
| 7 |
use similar triangles to solve problems |
| 8 |
use ‘dimensions’ to identify a formula for length, area and volume |
| 9 |
calculate probabilities using two events |
| 10 |
use two CF graphs to compare the average and spread of two sets of data |
Level 9
| Strand |
Statements |
| 1 |
recognise rational and irrational numbers |
| 2 |
solve problems using inverse proportion |
| 3 |
identify lower and upper bounds |
| 4 |
multiply and simplify algebraic fractions |
| 5 |
add a straight line to a graph to solve a quadratic equation |
| 6 |
identify congruent triangles |
| 7 |
identify the equation of a sine or cosine graph that has been translated parallel to the x-axis |
| 8 |
find the surface area of a cone |
| 9 |
calculate probabilities with two dependent events |
| 10 |
interpret a histogram |
|
