Moderating JudgementsAgainst the

Interim Teacher AssessmentDescriptors

Mathematics

KS1 Performance Descriptors

Count in Multiples of Twos, Fives, TensCount this group of marbles in twos.

Continue each sequence.

Count in Multiples of Twos, Fives, Tens

How many gloves will this group of children need to keep all their hands warm?

How many wellington boots will this group of children need to keep all their feet dry when they go out in the puddles?

What do you notice about the answers to both questions?Why are both answers the same?

Count in Multiples of Twos, Fives, Tens

How much money is there in total?

How much money is there in total?

Count in Multiples of Twos, Fives, Tens

Count in Multiples of Twos, Fives, Tens

ProgressionConcrete counting

Rote counting forwards

Application but able to see each group of two

Application becoming more abstract but in

familiar context

Application more abstract in unfamiliar context

Working at the Expected Standard

The objective focuses on partitioning into different numbers of tens and ones.The use of the base 10 is an important stage of understanding rather than just creating a list.

Partitioning in Different Ways

Partitioning numbers just into the simplest form of tens and ones, i.e. 42 = 40 + 2 is not enough to award this statement.

The statement says children ‘can demonstrate their method using concrete apparatus or pictorial representations’.Column method does not meet this requirement.

Adding Within 100

The estimating in this statement refers to calculation, not estimating number or measures.This example is a reasonable one, but the top right example is less helpful as 50 is a good estimate for both calculations.Teachers may find it helpful to put a selection of estimates to a calculation and ask children which is the best estimate and why.

Estimation to Check Answers

The example in the exemplification is not a good one. Line graphs are not a KS1 objective and are therefore an inappropriate medium for calculation.

Subtract Mentally Without Regrouping

Children should be able to subtract with no exchange i.e. the digits in the number being subtracted are less than those in the first number and exchange is not required.The method of calculation is mental but jottings or pictures are allowed to support these and should be encouraged where required but not demanded.

Subtract Mentally Without Regrouping

The example on the left is not full enough evidence in isolation as the statement requires them to use the inverse to check calculation.Children can produce work like the sample on the left without necessarily understanding or using them correctly.Children could be given a selection of calculations and asked to use the inverse to check, selecting the calculation they would use and discussing why.

Recognise Inverse Relationships

The key here is that children use their table facts to solve problems, rather than simply recalling tables facts.

Recall and Use 2, 5 and 10 x/÷ facts

There is no requirement in the statement for children to use inverses. The sample on the left shows that children can write calculations with commutativity (i.e. 3 x 5 = 5 x 3).

Recall and Use 2, 5 and 10 x/÷ facts

The statement in its simplest form requires children to identify fractions.This may involve representations such as the example on the left, but it is important that children have seen fractions represented as parts of shapes and parts of a set and in different ways.

Identify Fractions

Worksheets like this show very little decision making and don’t show a strong level of fractions knowledge.Colouring in is not a part of the mathematics curriculum!

Identify Fractions

Identify Fractions

Identify Fractions

Identify Fractions

Identify Fractions

What fraction of the shape is red?How do you know?

Reading ScalesThe difference between the descriptors for reading scales in expected and greater depth are whether all the numbers on the scale are given.The example on the left would be more appropriate as in interim step towards greater depth.

Reading Time to the Nearest 15 MinutesThe descriptor requires children to read the time, not draw hands on a clock.This may be part of work around telling the time to the nearest 5 minutes where clocks other than o’clock, quarter past, half past and quarter to are incorrect.

Describe Properties of 2-D & 3-D ShapesChildren should describe properties of shapes that are both regular and irregular.This may be part of a verbal or discussion activity.The correct terminology is vertex/vertices not corners as in the exemplification.Lines of symmetry in Year 2 are only required to be vertical.

Working at Greater Depth

It would be more effective to focus on one statement at a time, where children provide more than three or four statements. They could also write a short reasoned explanation, i.e.

Reason About Addition

‘This is always true because …’ or discuss this verbally with the teacher.

By using the question ‘What have you noticed?’ the child has identified/created a rule or generalisation.The last question also asks them to make a prediction based on what they have noticed so far.The generalisation and prediction questions are the elements that are showing the reasoning required to meet the statement.

Reason About Addition

The explanations about the statements show the level of reasoning, rather than simply recall of multiplication facts.It would have been useful to include a question such as 22 x 5 = 18 57 102where none of the answers are possible as children will invariably assume one must be correct.

Make Deductions About Multiplication

This statement refers to subtraction calculations where the ones digit in the number to be subtracted is greater than the ones digit from which it is to be removed.Despite the questions shown here demonstrating useof bridging on thenumber line,children could show regrouping using their base tenjottings, e.g.

Solve Calculations With Regrouping

Complex missing number problems imply either calculations on both sides of the equals sign or the use of a multi step calculation.The use of a bar model can be a good visual tool to support children’s understanding that both sides of the equation must be the same value.The use of this tool should be developed initially through the use of concrete materials, e.g. cubes within the bars.

Solve Complex Missing Number Problems

The additional information from the teacher is also useful here:She said,“I already know that 9 pairs of socks is 18 socks and 10 pairs of socks is 20 sock, so there must be 9 pairs of socks with one sock left as there aren’t enough socks to make 10 pairs. I would need one more sock as you need 2 socks for a pair.”A child should demonstrate knowledge of remainders from known facts using more than just the 2x table.

Determine Remainders Given Known Facts

12 ÷ 3 can be understood as how many groups of 3 can be made from 12, and can be modelled using counters.

12 ÷ 3 = 413 ÷ 3 = 4 r114 ÷ 3 = 4 r215 ÷ 3 = 516 ÷ 3 = 5 r117 ÷ 3 = 5 r218 ÷ 3 = 6

Determine Remainders Given Known Facts

Exploring a pattern of related calculations can support children in creating a rule for the set.

Repeating with a different divisor can help children create a generalisation.

Solving Problems – More Than One Step

No requirement to convert between p and £

No requirement to know 4x table

Relationships – Addition and SubtractionAddition and Multiplication

There is a variety of effective models and images:- pictures representing the context (ice creams, lollies and ice pops)- structured models: cubes set up as arrays and pictures of arrays

Find and Compare Fractions of AmountsA good variety of questions in which the answers of each pair are close to each other.

The questions require children to understand a range of vocabulary.

Final question ensures children continue thinking and recognise that different fractions of different whole quantities can have the same answer.

Read the Time to the Nearest 5 Minutes

Whilst the commentary mentions the pupil working independently, the work has been scaffolded with the use of ‘success criteria’ below the title.

Read Scales in Divisions of Ones, Twos, Fives and Tens

Misleading picture as the amount labelled is given on the scale.

The child has not had to identify and use the counting in tens scale on the jug.

This learning is measurement, but it is application of number –counting in equal steps and identifying numbers on a number line.

Describe Similarities and Differences of Shape Properties The example is a good

starting point.With the selection given, the pupil could have collated the properties that the cube and cuboid share and recognise that the cube is a special cuboid and what makes it special is the fact that all the faces are squares.

Symmetry is not mentioned by the child.