1. Symphony Assessment System Information for Parents September 2015

2. What is Symphony? Symphony is a group of 13 Leicestershire Primary Schools who have been working closely together for the past four years on all aspects of leading educational ideas. Glen Hills Primary was a founder member and since January 2015, Fairfield has also joined the Symphony Group.

3. Symphony Assessment System Assessment has changedwww.symphonyassessment.weebly.com

4. Symphony Assessment System The New Way Forwardwww.symphonyassessment.weebly.com

5. Symphony Assessment System Steps and Milestoneswww.symphonyassessment.weebly.com

6. Symphony Assessment System Example Descriptors This shows a maths year 1 sheet which teachers in year 1 will be assessing and planning the progress of pupils in year 1. Similar sheets are used in Literacy for all year groups.www.symphonyassessment.weebly.com Year Group Year 1 (page 1 of 2) Point 7911 Grade 1C1B1A Assessment Milestone Step 1 Step 2Step 3 Refer to non-statutory guidance for exemplification Number and Place Value ■count to and across 50, forwards and backwards, beginning with 0 or 1, or from any given number. ■read numbers to 20 in numerals; ■order numbers up to 50 and say one more and one less using concrete objects or pictorial representations ■using quantities or objects, count in multiples of 2 ■identify and represent numbers using objects and pictorial representations ■use language one more and one less in practical situations using concrete objects or pictorial representations ■count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number ■count, read and write numbers to 100 in numerals; count in multiples of twos and tens ■count in multiples of twos to 50 and tens to 100 ■given a 2 digit number, identify one more and one less ■identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least ■read and write numbers from 1 to 20 in numerals ■begin to recognise odd and even numbers ■begin to understand the place value of tens and units ■count beyond 100, forwards and backwards, beginning with 0 or 1, or from any given number ■able to say one more or one less than a number beyond 100 ■count in multiples of 2s, 5s and 10s to 100 ■given a number, say one more and one less ■write numbers 1-20 in numerals and words (not necessarily spelt correctly) Addition and Subtraction ■start to read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs within 10 ■being to know number bonds to 10 (using concrete objects or pictorial representations) ■solve one-step problems that involve addition and subtraction using concrete objects ■use the vocabulary associated with + and – (e.g. add, take away, more, less, subtract, minus) ■read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs within 20 [e.g. 7+6=13, 5-3=2, and 13 = 7+6, 2=5-3] ■know bonds of all numbers to 10 (with concrete objects or pictorial representations) ■represent and use number bonds ■add and subtract one-digit and two-digit numbers to 20, including zero ■solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [ ] – 9. ■understand the vocabulary associated with problem solving ■represent and use number bonds and related subtraction facts within 20 (using concrete objects or pictorial representations) ■begin to know bonds of all numbers to 20 (using concrete objects or pictorial representations) Multiplication and Division ■begin to know doubles up to double 5 ■begin to know halves up to 10 ■solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, with the support of the teacher. ■recognise patterns of numbers in 10x table ■begin to know corresponding halves ■begin to know doubles to double 10 ■solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations with the support of the teacher. ■recognise patterns of numbers in X2, X10 ■recognise odd and even numbers ■group objects into 2,5,or 10 to aid counting ■solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. ■recognise patterns of numbers in x2, x10, x5 Fractions ■recognise, find and name a half as one of two equal parts of a shape ■find half of a quantity less than 10 using concrete objects ■recognise, find and name a half as one of two equal parts of an object, shape or quantity using concrete objects ■recognise, find and name a quarter as one of four equal parts of an object, shape using concrete objects ■recognise, find and name a quarter as one of four equal parts of an object, shape or a quantity using concrete objects Problem Solving and Reasoning Pupils demonstrate mastery of the expectations of this year group by solving increasingly complex problems and reasoning mathematically, using the content above.

7. Symphony Assessment System Expectationswww.symphonyassessment.weebly.com

8. Symphony Assessment System Communication with Parentswww.symphonyassessment.weebly.com

9. Symphony Assessment System Validitywww.symphonyassessment.weebly.com