Essex County Council
SENCO Manual 2 - Assessment
Essex County Council
Level descriptors and
progress record
Shape, space & measure
P1-L3
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
Essex County Council
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
SENCO Manual 2 - Assessment
1
Essex County Council
SENCO Manual 2 - Assessment
QCA revised P scales
Mathematics – Shape, space and measure
Descriptor – Shape, space and measure
P1 (i)
Pupils encounter activities and experiences. They may be passive or resistant. They may show simple
reflex responses, for example, startling at sudden noises or movements. Any participation is fully
prompted.
P1 (ii)
Pupils show emerging awareness of activities and experiences. They may have periods when they
appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for
example, grasping objects briefly when they are placed in their hand. They may give intermittent
reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or
object.
P2 (i)
Pupils begin to respond consistently to familiar people, events and objects. They react to new activities
and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to
show interest in people, events and objects, for example, tracking objects briefly across their field of
awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards
the face in shared investigations.
P2 (ii)
Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective
responses, for example, showing a desire to hold a favourite object. They recognise familiar people,
events and objects, for example, looking towards their own lunch box when offered a selection. They
perform actions, often by trial and improvement, and they remember learned responses over short
periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with
shared exploration and supported participation, for example, handling and feeling the texture of objects
passed to them.
P3 (i)
Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action.
They request events or activities, for example, pushing an item of equipment towards a member of staff.
They participate in shared activities with less support. They sustain concentration for short periods. They
explore materials in increasingly complex ways, for example, banging or rubbing objects together. They
observe the results of their own actions with interest, for example, as they throw or drop objects on to
different surfaces. They remember learned responses over more extended periods, for example,
remembering how to activate a pop-up object from a previous lesson.
P3 (ii)
Pupils use emerging conventional communication. They greet known people and may initiate
interactions and activities, for example, dropping objects to prompt interventions from adults. They can
remember learned responses over increasing periods of time and may anticipate known events, for
example, collecting coats and bags at the end of the school day. They may respond to options and
choices with actions or gestures, for example, pointing to or giving one object rather than another. They
actively explore objects and events for more extended periods, for example, manipulating objects in
piles, groups or stacks. They apply potential solutions systematically to problems, for example, using
items of equipment purposefully and appropriately.
P4
Pupils search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of
object permanence, for example, searching for an object or sound when it is removed. Pupils match big
objects and small objects, for example, finding a big football to place in a net with other big footballs,
matching a small model car with a similar sized model car. They demonstrate interest in position and the
relationship between objects, for example, stacking or joining objects or using construction materials.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
2
Essex County Council
SENCO Manual 2 - Assessment
Descriptor – Shape, space and measure
P5
Pupils search intentionally for objects in their usual place, for example, going to the mathematics shelf
for the box of shapes. They find big and small objects on request, for example, from a choice of two
objects, identifying the ‘big’ and ‘small’. They compare the overall size of one object with that of another
where there is a marked difference, for example, they indicate which of two shoes is the bigger, compare
objects – big boxes and small boxes. They explore the position of objects, for example, placing objects
in and out of containers, placing objects inside and outside a hoop, fits as many objects as possible into
a box.
P6
Pupils search for objects not found in their usual place demonstrating their understanding of object
permanence, for example, looking for cups when they are not in their usual cupboard. They compare the
overall size of one object with that of another where the difference is not great, for example, identifying
the bigger of two Russian Dolls or nesting cubes. They manipulate three-dimensional shapes, for
example, putting shapes into a shape sorter, using 3D objects to build and manipulate in role-play,
rolling a tube in a race with a partner. They show understanding of words signs and symbols that
describe positions, for example, responding to a request to put an object in, on, under, inside another
object.
P7
Pupils respond to ‘forwards’ and ‘backwards’, for example, moving forwards and backwards on request,
recognising when a vehicle is moving forwards or backwards, moving a counter forward or backward on
a board game. They pick out described shapes from a collection, for example, picking out all the round
shapes in the classroom, finding shapes with straight edges, fitting shapes into matching holes. They
use familiar words in practical situations when they compare sizes and quantities, for example, using the
words ‘heavy’ and ‘light’, ’more’ and ‘ less’, ’enough’ or ‘not enough’ to compare objects or quantities.
P8
Pupils compare objects directly, focusing on one dimension such as length or height where the
difference is marked and can indicate ‘the long one’ or ‘the tall one’, for example, comparing two plants,
placed side by side and indicate the tall one or comparing two zips and indicating the long one. They
show awareness of time, through some familiarity with names of the days of the week and significant
times in their day, such as meal times, bed times, for example, ordering events in their day on a visual
daily timetable, understanding and using names of days of the week, ‘no school on Saturday or Sunday,
swimming on Wednesday’. They respond to mathematical vocabulary such as ‘straight’, ‘circle’, ‘larger’
to describe the shape and size of solids and flat shapes, for example, when shopping, pupils find boxes
with straight edges to pack into the carrier bag; identify the larger circle when stacking two cans. They
describe shapes in simple models, pictures and patterns, for example, stamping shapes in sand and
describing them, using a set of flat shapes to make pictures or patterns, naming some of the shapes
used, identifying specific shapes from pictures, simple models or patterns.
Level 1C
Pupils construct with 3-D shapes and make some arrangements and patterns of 2-D shapes. They
recognise and name some familiar 2-D shapes such as circle, triangle and square. They match and sort
these shapes in activities. They use everyday vocabulary for properties and positions, for example,’ top’,’
bottom’, ‘side’ and they order objects, for example, by indicating the ‘heavier’ or ‘shorter’ object in a pair.
Level 1B
Pupils work with, recognise and name common 3-D shapes, for example, cube and cylinder and 2-D
shapes, for example circle, triangle, rectangle, square. They describe the basic properties of these
shapes and make simple comparisons between them using terms such as ‘larger’, ‘smaller’, ‘curved’ and
‘straight’. They recognise terms describing position such as ‘on top’, in front of’, ‘behind’, ‘in the middle’
and ‘in between’. They measure and order more than two objects, using direct comparison. They order
everyday events logically and begin to use the vocabulary of time.
Level 1A
Pupils sort and describe 3-D and 2-D shapes in terms of their properties and positions. They compare
two lengths, masses/weights by direct comparison. They continue and create simple spatial patterns, for
example red cylinder, blue cube, red cylinder . . . They recognise directional symbols such as arrows.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
3
Essex County Council
SENCO Manual 2 - Assessment
Descriptor – Shape, space and measure
Level 2C
Pupils use the correct terms for common shapes, for example, circle, triangle, cube, cylinder, and can
describe their properties using everyday language. They are beginning to link everyday language with
mathematical language, for example, angle, point. They suggest suitable units and measuring
equipment to estimate and measure a length, mass/weight or capacity.
Level 2B
Pupils use correct terms for common shapes and recognise properties such as faces, edges, sides and
corners. They can distinguish between straight and turning movements and can describe positions
using terms such as ‘at the corner of’, ‘further away from’. They can recognise and draw a line of
symmetry or construct patterns with a line of symmetry. They are beginning to make simple
measurements of length, mass/weight and capacity accurately, becoming familiar with using standard
units of measurement.
Level 2A
Pupils can identify common shapes by their properties and describe them in terms of their properties,
including recognising right angles in 2-D and 3-D shapes. They can sort one collection of 2-D or 3-D
shapes in more than one way. They can identify lines of symmetry in simple shapes and recognise
shapes with no lines of symmetry. They are beginning to understand angle as a measure of turn. They
show an understanding of right angles through movement, including using clockwise and anti-clockwise.
They tell the time using hour, half-hour and quarter-hour units and use the vocabulary related to time.
Pupils begin to use standard units of length (cm, m), mass or weight (g, kg) and capacity (l) to measure
and compare quantities and objects. They compare events and timescales using an appropriate
standard unit of time (hour, minute, second).
Level 3
Pupils classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective
symmetry for 2-D shapes. They use non standard units, standard units of length, capacity and mass,
and standard units of time, in a range of contexts.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
4
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P1 (i)
Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex
responses, for example, startling at sudden noises or movements. Any participation is fully prompted.
Mathematics – Shape, space and measure
Descriptor P1 (i)
Shape and space
Pupils tolerate smooth shapes against their cheek.
Date
Comment
They react to or show pleasure at feeling a smooth
round shape.
They move their face to mouth objects.
They tolerate the introduction of forms or items into their
hand.
Position and direction
Pupils develop trust and are willing to be moved or
turned to experience different stimuli.
They respond to familiar items being moved within their
immediate vicinity.
Measures
Pupils tolerate and experience different kinds of spaces,
confined or wide open, seated or laying, and actively
moving (or being moved) perhaps in a wheel chair.
They experience stretching and curling, either just using
hands or feet or perhaps a whole body experience.
They experience the weight and size of different objects
placed in their hands.
They see and hear stimulating sights or sounds coming
from the distance to close and from different directions,
including behind.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
5
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P1 (ii)
Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert
and ready to focus their attention on certain people, events, objects or parts of objects, for example, grasping
objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes
showing surprise at the sudden presence or absence of an event or object.
Mathematics – Shape, space and measure
Descriptor P1 (ii)
Shape and space
Date
Comment
Pupils manipulate and rotate a cardboard tube, a
triangular prism and an orange in their hands.
They track moving shapes briefly across the field of
awareness in a dark room using fluorescent colours.
Pupils manipulate and rotate a cardboard tube, a
triangular prism and an orange in their hands.
They track moving shapes briefly across their field of
awareness using fluorescent colours in a dark room.
Position and direction
Pupils react to changes of perspective when being
moved in the classroom, enjoy commentary on the
changing view and position being made by an adult
during a wheelchair journey.
They show some awareness or desire to find the source
of sound that comes from side or behind.
They shuffle or wriggle, moving their head and / or body
to gain different view.
Measures
Pupils show a response at feeling a length of string
pulled gently between fingers, or feel with a loose hand
as a long length of rope knotted or with a bobbin or bell
at each metre is slowly pulled across their lap and
through the hand.
They experience an adult’s comments that draw
attention to the passage of length and anticipate each
knot. They use language ‘another’ and ‘more’, and show
that the rope can stop, go back and finally it will reach
the end.
They feel a collection of different size spheres from table
tennis to physiotherapy balls.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
6
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P2 (i)
Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and
experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in
people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and
engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations.
Mathematics – Shape, space and measure
Descriptor P2 (i)
Pupils begin to respond consistently to familiar people,
events and objects.
Date
Comment
They react to new activities and experiences, for
example, becoming excited or alarmed when a routine is
broken.
They begin to show interest in people, events and
objects, for example, tracking objects briefly across their
field of awareness.
They accept and engage in coactive exploration, for
example, lifting objects briefly towards the face in
shared investigations.
Descriptor – Shape, space and measure
P2 (ii)
Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective
responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and
objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often
by trial and improvement, and they remember learned responses over short periods of time, for example,
repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported
participation, for example, handling and feeling the texture of objects passed to them.
Mathematics – Shape, space and measure
Descriptor P2 (ii)
Shape and space
Pupils use grasp to develop awareness of texture,
length, weight of familiar object.
Date
Comment
They use their hands to enclose an object to experience
its global shape and contours.
They experience the language of shape during
exploration, e.g. ‘side’, ‘curved’, ‘round’, ‘straight’,
‘pointed’, etc.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
7
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Mathematics – Shape, space and measure
Descriptor P2 (ii)
Position and direction
Pupils maintain their interest in looking as a tower is
built and respond to the bricks being knocked over.
Additional
Date
Date:
Complex
Severe
Comment
They follow with their eyes as an adult moves to a
different position in the room.
They follow the placement of toys in a line, then reach
out for the last objects.
Measures
Pupils reach towards items making choices related to
their size and hear the language used that prompts and
illustrates the choices.
They experience turn-taking, or giving and taking
sessions where the child is sometimes required to ‘wait
longer’.
They use their grasp to develop awareness of texture,
length, weight of familiar objects.
They use their hands to enclose an object to experience
its global shape and contours.
Descriptor – Shape, space and measure
P3 (i)
Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They
request events or activities, for example, pushing an item of equipment towards a member of staff. They
participate in shared activities with less support. They sustain concentration for short periods. They explore
materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the
results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They
remember learned responses over more extended periods, for example, remembering how to activate a pop-up
object from a previous lesson.
Mathematics – Shape, space and measure
Descriptor P3 (i)
Shape and space
Pupils use vocalisation or gesture to indicate that a
wheel is about to roll off a table.
Date
Comment
They wave a wire loop to make soap bubbles.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
8
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Mathematics – Shape, space and measure
Descriptor P3 (i)
Position and direction
Pupils’ eye-point or gesture to the correct location of an
object when asked, ‘Where does this go?’
Additional
Date
Date:
Complex
Severe
Comment
With assistance, they put a smaller beaker inside a
larger one.
They make a gesture with their head or arms to indicate
that an object is being placed in the wrong place, e.g.
hat on foot; beaker on floor.
They enjoy participating in the arrangement of objects in
lines, under pots, on top of things, in ridiculous places
and remember where they are.
Measures
Pupils point to items that have been taken away.
They indicate through sound, sign or gesture that an
item needs to be moved closer.
They feel items of different lengths, some rigid, some
flexible, e.g. lengths of tinsel, ribbons, strings of beads,
cane strips.
They explore long and short sounds on a keyboard with
an adult.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
9
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P3 (ii)
Pupils use emerging conventional communication. They greet known people and may initiate interactions and
activities, for example, dropping objects to prompt interventions from adults. They can remember learned
responses over increasing periods of time and may anticipate known events, for example, collecting coats and
bags at the end of the school day. They may respond to options and choices with actions or gestures, for
example, pointing to or giving one object rather than another. They actively explore objects and events for more
extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions
systematically to problems, for example, using items of equipment purposefully and appropriately.
Mathematics – Shape, space and measure
Descriptor P3 (ii)
Shape and space
Pupils manipulate and combine shape forms, continuing
to experience their names.
Date
Comment
They explore the consequential properties of shape, e.g.
balls roll, boxes stand or slide, triangles topple.
They independently use hand movements to trace
around the edge of a circle.
Position and direction
With prompts, pupils recognise that their coat hangs on
a hook.
They use emerging language skills to direct the hiding of
objects, e.g. point using finger or eyes.
Measures
Pupils judge sizes of items being placed in containers,
nesting boxes or buckets by adults; they indicate
whether or not the items will fit.
They use sound, sign or gesture to indicate the
size/shape of cup to have a drink in.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
10
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P4
Pupils search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of object
permanence, for example, searching for an object or sound when it is removed. Pupils match big objects and
small objects, for example, finding a big football to place in a net with other big footballs, matching a small model
car with a similar sized model car. They demonstrate interest in position and the relationship between objects, for
example, stacking or joining objects or using construction materials.
Mathematics – Shape, space and measure
Descriptor P4
Shape and space
Pupils search for:
- rectangular window panes behind the curtain;
- tennis balls that have been rolled into a pipe.
Date
Comment
Position and direction
Pupils look for a toy that an adult hides.
They react to the sound of a drum inside the room.
With assistance they can:
- place cubes in a straight line;
- stack bricks.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
11
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P5
Pupils search intentionally for objects in their usual place, for example, going to the mathematics shelf for the box
of shapes. They find big and small objects on request, for example, from a choice of two objects, identifying the
‘big’ and ‘small’. They compare the overall size of one object with that of another where there is a marked
difference, for example, they indicate which of two shoes is the bigger, compare objects – big boxes and small
boxes. They explore the position of objects, for example, placing objects in and out of containers, placing objects
inside and outside a hoop, fits as many objects as possible into a box.
Mathematics – Shape, space and measure
Descriptor P5
Shape and space
Pupils search for objects in their usual place:
- hoops in the PE cupboard;
- small round plates on a shelf and large round plates
in the cupboard.
Date
Comment
Position and direction
Pupils look for objects in their usual place indicating by
vocalising, signing, gesturing or touching
- the milk in the fridge;
- the cupboard next to the bookcase;
- a cup on a tray.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
12
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Mathematics – Shape, space and measure
Descriptor P5
Position and direction - continued
Using real objects they can:
- line them up behind the biggest one;
- place them inside or outside a hoop;
- fit as many as possible into a box.
Additional
Date
Date:
Complex
Severe
Comment
Measures
Pupils can indicate which of two saucepans is the
bigger.
They can indicate whether a child’s scarf or an adult’s
scarf is longer.
They can compare the height of two pupils and indicate
who is the taller.
They can compare the size of two shoes.
They can follow instructions to place a small skittle at
one end of a mat and a large skittle at the other end.
They use familiar objects to find e.g. a big ball and a
small ball.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
13
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P6
Pupils search for objects not found in their usual place demonstrating their understanding of object permanence,
for example, looking for cups when they are not in their usual cupboard. They compare the overall size of one
object with that of another where the difference is not great, for example, identifying the bigger of two Russian
Dolls or nesting cubes. They manipulate three-dimensional shapes, for example, putting shapes into a shape
sorter, using 3D objects to build and manipulate in role-play, rolling a tube in a race with a partner. They show
understanding of words signs and symbols that describe positions, for example, responding to a request to put an
object in, on, under, inside another object.
Mathematics – Shape, space and measure
Descriptor P6
Shape and space
Pupils can place hand inside a tub to retrieve an item.
Date
Comment
Date
Comment
They can roll a tube in a race with a partner.
They explore how a tube fits into a circular hole.
Mathematics – Shape, space and measure
Descriptor P6
Position and direction
Pupils respond to a request to put or find:
- a saucer on top of a cup;
- a parcel behind the wheelchair;
- a shoe inside a bag.
They search for familiar objects that are out of sight e.g.
break time beakers, pencils and rulers.
Measures
Using large differences, pupils are able to indicate:
- which of two piles of cubes contains more cubes;
- the jug with more juice in it.
They can arrange a set of nesting tables/ Russian dolls
in order of size.
They can fit a set of nesting beakers or cubes into one
another.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
14
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P7
Pupils respond to ‘forwards’ and ‘backwards’, for example, moving forwards and backwards on request,
recognising when a vehicle is moving forwards or backwards, moving a counter forward or backward on a board
game. They pick out described shapes from a collection, for example, picking out all the round shapes in the
classroom, finding shapes with straight edges, fitting shapes into matching holes. They use familiar words in
practical situations when they compare sizes and quantities, for example, using the words ‘heavy’ and ‘light’,
’more’ and ‘ less’, ’enough’ or ‘not enough’ to compare objects or quantities.
Mathematics – Shape, space and measure
Descriptor P7
Position and direction
When playing a board game pupils understand, ‘move
forward two places, move back one place’.
Date
Comment
Date
Comment
They lean or stretch forwards or backwards on request.
They walk forwards five paces e.g. as part of a treasure
hunt.
They recognise whether a vehicle is moving forwards or
backwards.
Mathematics – Shape, space and measure
Descriptor P7
Position and direction - continued
They perform or describe actions such as :
- put a pen on the table next to the book;
- put the tallest book at the back of the shelf;
put the three smallest beakers on the tray.
Measures
Pupils compare the weight of a full box of pencils and an
empty pencil box, indicating which is heavier.
They can indicate which is the bigger, heavier of two
objects:
- very different in size;
- nearly the same size.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
15
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measure
P8
Pupils compare objects directly, focusing on one dimension such as length or height where the difference is
marked and can indicate ‘the long one’ or ‘the tall one’, for example, comparing two plants, placed side by side
and indicate the tall one or comparing two zips and indicating the long one. They show awareness of time,
through some familiarity with names of the days of the week and significant times in their day, such as meal
times, bed times, for example, ordering events in their day on a visual daily timetable, understanding and using
names of days of the week, ‘no school on Saturday or Sunday, swimming on Wednesday’. They respond to
mathematical vocabulary such as ‘straight’, ‘circle’, ‘larger’ to describe the shape and size of solids and flat
shapes, for example, when shopping, pupils find boxes with straight edges to pack into the carrier bag; identify
the larger circle when stacking two cans. They describe shapes in simple models, pictures and patterns, for
example, stamping shapes in sand and describing them, using a set of flat shapes to make pictures or patterns,
naming some of the shapes used, identifying specific shapes from pictures, simple models or patterns.
Mathematics – Shape, space and measure
Descriptor P8
Shape and space
Pupils pick out all the triangles from a set of 2-D shapes,
or cubes from a set of 3-D shapes.
Date
Comment
They can find all the lids that are circles/not circles.
They can say, sign or indicate which of two squares, or
which of two circles, is larger.
They use an answer board to respond to questions like,
‘Is it a cube?’
They can pick out all the squares that are bigger than a
given one.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
16
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Mathematics – Shape, space and measure
Descriptor P8
Shape and space - continued
They can stamp shapes in damp sand and describe
them.
Additional
Date
Date:
Complex
Severe
Comment
They can stamp out shapes using dough and pastry
cutters, then talk about the shapes.
They can use a set of flat shapes to make picture or
patterns, then name some of the shapes used.
Measures
By looking or by using a cup to fill a jug, pupils can
indicate whether the jug holds more or less juice than
the cup.
Descriptor – Shape, space and measures
Level 1C
Pupils construct with 3-D shapes and make some arrangements and patterns of 2-D shapes. They recognise and
name some familiar 2-D shapes such as circle, triangle and square. They match and sort these shapes in
activities. They use everyday vocabulary for properties and positions, for example,’ top’,’ bottom’, ‘side’ and they
order objects, for example, by indicating the ‘heavier’ or ‘shorter’ object in a pair.
Mathematics – Shape, space and measure
Descriptor Level 1C
Pupils construct with 3-D shapes and make some
arrangements and patterns of 2-D shapes.
Date
Comment
They recognise and name some familiar 2-D shapes
such as circle, triangle and square.
They match and sort these shapes in activities.
They use everyday vocabulary for properties and
positions, for example,’ top’,’ bottom’, ‘side’ and they
order objects, for example, by indicating the ‘heavier’ or
‘shorter’ object in a pair.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
17
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measures
Level 1B
Pupils work with, recognise and name common 3-D shapes, for example, cube and cylinder and 2-D shapes, for
example circle, triangle, rectangle, square. They describe the basic properties of these shapes and make simple
comparisons between them using terms such as ‘larger’, ‘smaller’, ‘curved’ and ‘straight’. They recognise terms
describing position such as ‘on top’, in front of’, ‘behind’, ‘in the middle’ and ‘in between’. They measure and order
more than two objects, using direct comparison. They order everyday events logically and begin to use the
vocabulary of time.
Mathematics – Shape, space and measure
Descriptor Level 1B
Pupils work with, recognise and name common 3-D
shapes, for example, cube and cylinder and 2-D shapes,
for example circle, triangle, rectangle, square.
Date
Comment
They describe the basic properties of these shapes and
make simple comparisons between them using terms
such as ‘larger’, ‘smaller’, ‘curved’ and ‘straight’.
They recognise terms describing position such as ‘on
top’, in front of’, ‘behind’, ‘in the middle’ and ‘in between’.
They measure and order more than two objects, using
direct comparison.
They order everyday events logically and begin to use
the vocabulary of time.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
18
Essex County Council
SENCO Manual 2 - Assessment
Descriptor – Shape, space and measures
Level 1A
Pupils sort and describe 3-D and 2-D shapes in terms of their properties and positions. They compare two
lengths, masses/weights by direct comparison. They continue and create simple spatial patterns, for example red
cylinder, blue cube, red cylinder . . . They recognise directional symbols such as arrows.
Mathematics – Shape, space and measure
Descriptor Level 1A
Pupils sort and describe 3-D and 2-D shapes in terms of
their properties and positions.
Date
Comment
They compare two lengths, masses/weights by direct
comparison.
They continue and create simple spatial patterns, for
example red cylinder, blue cube, red cylinder . . .
They recognise directional symbols such as arrows.
Descriptor – Shape, space and measures
Level 2C
Pupils use the correct terms for common shapes, for example, circle, triangle, cube, cylinder, and can describe
their properties using everyday language. They are beginning to link everyday language with mathematical
language, for example, angle, point. They suggest suitable units and measuring equipment to estimate and
measure a length, mass/weight or capacity.
Mathematics – Shape, space and measure
Descriptor Level 2C
Pupils use the correct terms for common shapes, for
example, circle, triangle, cube, cylinder, and can
describe their properties using everyday language.
Date
Comment
They are beginning to link everyday language with
mathematical language, for example, angle, point.
They suggest suitable units and measuring equipment
to estimate and measure a length, mass/weight or
capacity.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
19
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measures
Level 2B
Pupils use correct terms for common shapes and recognise properties such as faces, edges, sides and corners.
They can distinguish between straight and turning movements and can describe positions using terms such as ‘at
the corner of’, ‘further away from’. They can recognise and draw a line of symmetry or construct patterns with a
line of symmetry. They are beginning to make simple measurements of length, mass/weight and capacity
accurately, becoming familiar with using standard units of measurement.
Mathematics – Shape, space and measure
Descriptor Level 2B
Pupils use correct terms for common shapes and
recognise properties such as faces, edges, sides and
corners.
Date
Comment
They can distinguish between straight and turning
movements and can describe positions using terms
such as ‘at the corner of’, ‘further away from’.
They can recognise and draw a line of symmetry or
construct patterns with a line of symmetry.
They are beginning to make simple measurements of
length, mass/weight and capacity accurately, becoming
familiar with using standard units of measurement.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
20
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measures
Level 2A
Pupils can identify common shapes by their properties and describe them in terms of their properties, including
recognising right angles in 2-D and 3-D shapes. They can sort one collection of 2-D or 3-D shapes in more than
one way. They can identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry.
They are beginning to understand angle as a measure of turn. They show an understanding of right angles
through movement, including using clockwise and anti-clockwise. They tell the time using hour, half-hour and
quarter-hour units and use the vocabulary related to time. Pupils begin to use standard units of length (cm, m),
mass or weight (g, kg) and capacity (l) to measure and compare quantities and objects. They compare events
and timescales using an appropriate standard unit of time (hour, minute, second).
Mathematics – Shape, space and measure
Descriptor Level 2A
Pupils can identify common shapes by their properties
and describe them in terms of their properties, including
recognising right angles in 2-D and 3-D shapes.
Date
Comment
They can sort one collection of 2-D or 3-D shapes in
more than one way.
They can identify lines of symmetry in simple shapes
and recognise shapes with no lines of symmetry.
They are beginning to understand angle as a measure
of turn.
They show an understanding of right angles through
movement, including using clockwise and anticlockwise.
They tell the time using hour, half-hour and quarter-hour
units and use the vocabulary related to time.
Pupils begin to use standard units of length (cm, m),
mass or weight (g, kg) and capacity (l) to measure and
compare quantities and objects.
Pupils begin to use standard units of length (cm, m),
mass or weight (g, kg) and capacity (l) to measure and
compare quantities and objects.
They compare events and timescales using an
appropriate standard unit of time (hour, minute, second).
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
21
Essex County Council
Name:
SENCO Manual 2 - Assessment
Year Group:
Category of Need:
Additional
Date:
Complex
Severe
Descriptor – Shape, space and measures
Level 3
Pupils classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry
for 2-D shapes. They use non standard units, standard units of length, capacity and mass, and standard units of
time, in a range of contexts.
Mathematics – Shape, space and measure
Descriptor Level 3
Pupils classify 3-D and 2-D shapes in various ways
using mathematical properties such as reflective
symmetry for 2-D shapes.
Date
Comment
They use non standard units, standard units of length,
capacity and mass, and standard units of time, in a
range of contexts.
Ref:
SM2/3.SS&M
First issue: 2003
This issue: 2008
22