|
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 |
recognise numbers up to 10 |
| 2 |
add together numbers less than10 |
| 3 |
subtract numbers up to 10 |
| 4 |
put a number into a pattern |
| 5 |
complete a pattern of shapes |
| 6 |
recognise shapes by their names |
| 7 |
understand words for position |
| 8 |
recognise the tallest or shortest object |
| 9 |
fill in a table |
| 10 |
understand a table of results |
Level 1
| Strand |
Statements |
| 1 |
recognise numbers up to 10 |
| 2 |
add together numbers less than 10 |
| 3 |
subtract numbers up to 10 |
| 4 |
solve simple equations e.g. 3 + ? = 6 |
| 5 |
complete a pattern of numbers |
| 6 |
identify a shape given the number of sides |
| 7 |
understand words for position |
| 8 |
recognise the longest object |
| 9 |
fill in a table |
| 10 |
understand a bar chart |
Level 2
| Strand |
Statement |
| 1 |
order 2-digit numbers |
| 2 |
carry out addition and subtraction with 1-digit numbers |
| 3 |
make sums of money with coins |
| 4 |
carry out a 2-digit – 1-digit sum |
| 5 |
fill in the missing numbers in a pattern |
| 6 |
name 2D and 3D shapes |
| 7 |
rotate through a quarter turn |
| 8 |
show time on a clock face |
| 9 |
sort using a Venn diagram |
| 10 |
take information from a table |
Level 3
| Strand |
Statements |
| 1 |
use negative numbers with temperature |
| 2 |
use multiplication facts from the 10 X 10 tables for division |
| 3 |
carry out simple 3-digit X 1-digit sum in a problem |
| 4 |
identify multiples of a number |
| 5 |
do simple division |
| 6 |
sort polygons by the number of sides |
| 7 |
use coordinates to place objects |
| 8 |
measure a line using a ruler |
| 9 |
complete a bar chart from a table |
| 10 |
get information from a pictogram |
Level 4
| Strand |
Statements |
| 1 |
multiply and divide by 10, 100, 1000 |
| 2 |
add and subtract numbers to two decimal places |
| 3 |
approximate numbers to get an estimate |
| 4 |
do addition and subtraction of 2-digit numbers and simple multiplication |
| 5 |
draw a straight line through a point parallel to a line |
| 6 |
complete the net of a cuboid |
| 7 |
reflect in horizontal and vertical lines |
| 8 |
draw an acute angle |
| 9 |
draw a line graph |
| 10 |
identify when an event is most likely to happen |
Level 5
| Strand |
Statements |
| 1 |
multiply and divide by 10, 100, 1000 with decimals |
| 2 |
calculate the cost of an item after a percentage discount |
| 3 |
order positive and negative numbers |
| 4 |
write a two stage formula and use it |
| 5 |
plot points in all four quadrants |
| 6 |
find angles in a triangle and at a point |
| 7 |
identify the number of lines of symmetry and order of rotational symmetry of a polygon |
| 8 |
solve a problem using various calculations |
| 9 |
calculate the mean of 5 numbers |
| 10 |
interpret pie charts and bar charts |
Level 6
| Strand |
Statements |
| 1 |
match equivalent fractions, decimals and percentages |
| 2 |
carry out calculations with fractions |
| 3 |
find one number as a percentage of another |
| 4 |
solve simple linear equations |
| 5 |
generate a sequence of numbers from a formula and describe the rule |
| 6 |
identify quadrilaterals by their properties |
| 7 |
enlarge a shape by a positive whole number scale factor |
| 8 |
find the circumference and area of a circle |
| 9 |
calculate the angles for a pie chart and draw it |
| 10 |
understand correlation |
Level 7
| Strand |
Statements |
| 1 |
upper and lower bounds |
| 2 |
using approximations to work out an estimate |
| 3 |
calculations involving the four rules with whole numbers, decimals and money |
| 4 |
expanding two brackets and simplifying |
| 5 |
identify straight lines from their equations |
| 6 |
using Pythagoras Theorem in calculations |
| 7 |
enlarging by a fractural scale factor given a centre of enlargement |
| 8 |
Locus: distance from a point and a line |
| 9 |
estimation of values from a scatter graph |
| 10 |
interpreting a travel graph |
|
