Assessment for Learning (AfL)
‘The important thing is not that every child is
taught but that is given the wish to learn.’
John Lubbock 1832
WALT
Understand how assessment
works in key stage 1.
Develop understanding of the
language of AfL.
Know the expected levels of
attainment in Key Stage 1.
The Big Picture
The two main forms of assessment
are formative and summative.
SUMMATIVE determines what has
been learnt.
FORMATIVE furthers the learning on a
day to day basis.
Both have a place in schools.
Summative Assessment
 Summative assessments are
externally moderated in Years 2
and 6.
 In all other year groups these
assessments are moderated
internally.
Core Subjects
Key Stage 1
Key Stage 2
Literacy
Literacy
Speaking and listening
Reading
Writing (including spelling
and handwriting)
Reading
Spelling and Grammar
Maths
Science
(Writing)
Maths
Science
Teacher Assessment
 Carried out as part of normal teaching practice.
 Evidence is taken across a range
of pieces of work.
 Purpose to identify next learning steps.
KS1 SATs
 The tests will help to inform the
teacher assessment.
 1 overall level for each subject
reported to parents.
KS1 Test/ task organisation
 Normal day – activities are kept ‘low key’
 One to one, or in small groups
 Some whole class
 Children asked to do their best
 Teachers explain what the children have
to do
 Children must work without teacher help
KS 1 - Reading Task
 Children are asked to read a Level 1, 2 or 3
book as appropriate.
 The teacher will keep a running record of
fluency, expression and accuracy.
KS1 - Reading Test
Comprehension booklet
Level 2 or 3 as appropriate.
• Year 1 – Phonics
screening check
KS1 – Writing
 Two writing tasks
 One longer - about 45 mins – eg a recount or a
story
 One shorter - about 30 mins, eg an invitation
or a postcard
 Done on different days
 Spelling test
 Marks for handwriting
 Externally moderated
KS1 - Maths
Teacher assessment Level 1
Level 2 or level 3 test
KS1 – Science
 All Teacher assessment
1.
2.
3.
4.
 4 attainment targets:
Scientific Enquiry
Life Processes & Living Things
Materials & their Properties
Physical Processes
 Overall Level given
What does assessment look like in the
classroom?
Active involvement of the learner
Sharing Learning Objectives and
Success Criteria
Effective Questioning
Effective Feedback
Self and Peer Evaluation
Strategies
School:
 Clear learning objectives – WALT or LI
 Clear success criteria
 Talking partners.
 Open questioning with appropriate wait time.
 Opportunities for self and peer evaluation, e.g. thumb
tool, green – go, , Success criteria review, marking
ladder, reviewing targets.
 Positive and constructive feedback, relevant to the
WALT or LI e.g. what the child has done well , next
step comments.
Levels
 In Primary Schools children’s work is levelled
using a set of criteria.
 Children are generally working between levels 1
– 3, depending on age and ability.
 The numbers of levels do not correspond to the
year groups e.g. a child in year 4 could be
working at level 3.
 Year 1 children may still be assessed
using EYFS criteria.
‘BEST FIT’ FEEL OF NATIONAL CURRICULUM LEVELS
Context
Support
Language for thinking
Communicating and
Recording
Speaking/listening reading, writing, maths, science
English, maths, science
Level 1
Immediate interest
With help
‘Do you think it
will bounce on
this floor ?’
Describe
Recognise and name
Begin to extend ideas
Express simple views
Like –dislike
Talk
Pictures
Labels
Simple charts
Level 2
Topics near to child’s
experiences
topics that interest
them
With support
‘What do you think
will happen
when we …..?
‘how could you
find out ?’
Level 3
Range of contexts
Sequence
Words and phrases
Interesting vocabulary
Compare
Sequence of sentences
Sort
Use symbols/diagrams to record
Make own suggestions
With support prepares table for results,
pictograms, bar chart
Record in variety of ways
Explain
Link cause and effect
Standard measures recorded
Simple generalisations
Limited support/
Prompts
‘ remember to make
a prediction’
Begin to understand meaning beyond the
literal
Systematic approach to problems
Sentences extend ideas logically
Beginning, middle, end
NOFAN
Never
Occasionally
Frequently
Always
Naturally
6a
What does a level mean in Writing?
6b
6c
This is the level expected
for most children by the
end of Year 6 (aged 11)
5a
5b
5c
4a
4b
This is the level expected
for most children by the
end of Year 2(aged 7)
4c
Children achieving Level 6
at Primary School are very
high achievers.
3a
3b
3c
2a
2b
2c
1a
1b
1c
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Children working at
level 1 use simple
words and sentences
to explain their ideas.
They form their
letters correctly and
will begin to use full
stops and capital
letters.
Children working at
level 2 build straightforward sentences
and organise them to
create simple texts.
They use suitable
words to share their
ideas for both stories
and other types of
writing.
Children working at
level 3 are able to
adapt their style of
writing for different
purposes, e.g. making
a newspaper differ
from a story. They
know how to use
question marks and
exclamation marks.
Children working at
level 4 begin to use
paragraphs and
correctly-punctuated
writing for a range of
different purposes.
They choose
interesting words for
their writing, and
begin to write more
complex sentences.
Children working at
level 5 show their
ability to select
words, sentences and
styles for different
types of writing. They
use a mix of sentence
types and vocabulary,
including imaginative
structures, and using
a full range of
punctuation.
Children working at
level 6 adapt their
writing with the
reader in mind. They
select vocabulary and
sentence structures
to affect readers’
reactions. They use
all punctuation,
including colons &
semi-colons. Their
writing is often
imaginative.
Reading
6a
What does a level mean in Reading?
6b
6c
This is the level expected
for most children by the
end of Year 6 (aged 11)
5a
5b
5c
4a
4b
This is the level expected
for most children by the
end of Year 2(aged 7)
4c
Children achieving Level 6
at Primary School are very
high achievers.
3a
3b
3c
2a
2b
2c
1a
1b
1c
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Children working at
level 1 are able to
recognise some
common words, and
use simple sounding
out to read others.
They can understand
simple stories that
they have read.
Children working at
level 2 use a mix of
skills to read words
and can therefore
read simple stories or
other types of
writing. They can talk
about what they
have read.
Children working at
level 3 show
understanding of
what they have read,
including making
simple inferences
about things such as
the feelings of
characters in a story.
They read fluently
when reading aloud.
Children working at
level 4 are able to
draw inferences
about characters and
actions in stories.
They can read a
variety of types of
writing. They can
explain some simple
decisions made by
authors, such as use
of layout features in
non-fiction writing.
Children working at
level 5 are able to
read complex texts
and find a range of
information from
them. They are able
to explain some
choices made by
authors, such as
particular vocabulary
choices and can
confidently ‘read
between the lines’.
Children working at
level 6 show insight
into the ways authors
create texts, and can
use quotations to
explain their
understanding. They
can explore the
relationship between
authors, characters
and the reader based
on what they read
and wider context.
Numeracy
6a
What does a level mean in Maths?
6b
6c
This is the level expected
for most children by the
end of Year 6 (aged 11)
5a
5b
5c
4a
4b
This is the level expected
for most children by the
end of Year 2(aged 7)
4c
Children achieving Level 6
at Primary School are very
high achievers.
3a
3b
3c
2a
2b
2c
1a
1b
1c
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Children working at
level 1 are able to
count and read and
write the numbers up
to 10. They can carry
out simple
calculations using
numbers up to 10.
They can sort things,
such as shapes, into
different categories
based on their
properties.
Children working at
level 2 understand
place value in
numbers. They
recognise patterns
such as odd and even
numbers. They can
use skills like
doubling and halving,
and know numberpairs off by heart
(e.g. knowing that
6+3 = 9)
Children working at
level 3 can work with
numbers up to 1000.
They can use simple
fractions, begin to
learn their times
tables and solve
problems in £ and p.
They can use 2d and
3d shapes, and
reflect simple 2d
shapes. They can
create simple graphs.
Children working at
level 4 know their
tables up to 10x10.
They use efficient
methods to carry out
+ - x & ÷ calculations.
They can use fraction
percentage and
decimal values. They
can use graph axes
and scale measures,
and can calculate
simple averages.
Children working at
level 5 understand
the relationships
between numbers
less than 0. They can
multiply 2-digit by 3digit numbers. They
can find the area and
perimeter of shapes.
They create and
interpret graphs.
They begin to use
simple algebra.
Children working at
level 6 work with
confidence using a
range of numbers,
including calculations
with fractions. They
can solve simple
algebraic equations.
They can build a
range of graphs, and
can use fractions to
calculate probability
of various events.
Progress
 Alongside a child's level of attainment we are
also closely monitoring the amount of
progress they make each term.
 Those children who are not making expected
progress are quickly identified by the class
teacher or the assessment coordinators and
are given the support they need to close the
gap.